Bibb County High School 

FRESHMAN ACADEMY 

Teacher Handbook2009 – 2010

 TABLE OF CONTENTS

  

 1.0              Our Mission 2.0              The Academy Classroom               2.01              Classroom Rules              2.02              Consequences for Violation of Rules              2.03              Discipline Packets              2.04              Classroom Procedures              2.05              Alabama High School Graduation Exam and Testing              2.06              Survival Skills Bell Ringers              2.07              Make-up Notebook              2.08              Dress Code Check              2.09              Homework Policy              2.10              Changing Gears As We Go …              2.11              Open Classrooms              2.12              Student Performance Monitoring              2.13              Effort              2.14              Review, Remind, Rehearse 3.0              The Academy Student Notebook 4.0              Supervision in the Academy               4.1              Morning Supervision              4.2              School Day Supervision 5.0              Character Education

 6.0              Lunch Schedule and Procedures 7.0              After-School Detention 8.0              Student Handbook – Academy Section 9.0              Miscellaneous Items 

9.01              Bulletin Boards and Doors9.02              Mid-Term Checklist

 10.0              Resources               10.01              A Few Questions to Help Set Expectations              10.02              The First Day – Introductory Remarks              10.03              Questioning Skills              10.04              Transitions              10.05              Sponges              10.06              Helpful Hints on Discipline              10.07              How to Make a Good Impression Everyday              10.08              Is Your Classroom a Zoo or a Well-Oiled Environment              10.09              The Problem is Not Discipline              10.10              The First Five Minutes Are Critical              10.11              The Law of Origin  

  

  

1.0               Our Mission Our objective is to make the Freshman Academy the most intense and toughest grade through which a student will pass. It has to be this way. Our mission is to prepare ninth graders for high school. Look at it this way: The Academy is practice. High School is the game. Practice has to be more difficult, more intense, and tougher than the game. Otherwise you can’t compete in the game because you are unprepared for the intensity. Being tough and intense does not mean being mean or unrealistic. It means holding their feet to the fire. It means pushing these kids to their personal academic and social limits and beyond. It means teaching from bell to bell – no down time. It means having the highest of expectations and never lowering them. Kids will be what we expect them

to be. You expect more and more and more of them each day. When they reach one goal, expect them to reach another. When they understand one concept, give them another to learn. Never give one inch on expectations! When they meet your expectations, raise them higher! We live in a society of excuse makers. There will be no excuses for poor behavior, failure to complete work, or the like. We will replace excuses with taking personal responsibility. Excuse makers turn into losers. We want Academy students to learn to be overcomers. The Academy is going to be a no nonsense approach to education. They are going to understand that school is for learning and they will come here to learn everyday. There will be no taking it easy in class. There will be no sleeping. Keep them engaged from bell to bell. We expect them to be engaged in learning and work everyday. There will be no free days in Academy classes. Activities are planned for the entire Academy that will provide a break from the rigors of the classroom. Do not reward a student’s hard work with a day off. They have to learn that the reward for hard work is a good grade and success. Their hard work is expected! When they work hard they have done what you expect. They must learn to work hard because it is expected, not because they get a break. With the Academy plan and additional information that will be sent to teachers periodically throughout the school year we are attempting remove as many stumbling blocks as possible for freshmen. How? With certain requirements, rules, routines, procedures, and expectations we can remove many obstacles freshmen face. The more stumbling blocks we can remove, the more the student is able to concentrate on learning. Add to this every teacher’s classroom mirroring one another’s and students are able to focus on learning, not differences that might exist from class to class. When a student leaves the Academy and enters high school, he or she should feel like they are coasting along through high school. They will feel this way if we maintain the intensity and drive in our classrooms as described above and if we equip them with the survival skills needed to be successful in school. We will make the Academy the most rigorous grade in our school system. Academy students will leave the ninth grade feeling confident that they can make it through high school.  

2.0              The Academy Classroom 

By Classroom Management we are referring simply to running a classroom. What follows is not an attempt to make robots out of teachers. Rather, it is an attempt to put all teachers on the same page when it comes to managing their classroom. Remember our theme: “Keep it simple and the same.” The rules and procedures involved in classroom management will be the same for students from class to class. They will

know what to expect in your class because your class will be like all the other classes they attend. It is expected that each teacher’s teaching style will differ. Teachers are individuals and as individuals they are different. Teach in the most effective ways you know. We do not believe it is effective or even possible to require teachers to teach in the same ways. You were chosen for the Freshman Academy because of your teaching abilities. Continue to use these as you have in the past. So the focus of our organizational efforts is the structure of the Academy and Academy classroom as it pertains to procedures, rules, and expectations. On these three items we can and will be a mirror of one another. Why? Not just because it helps students to be even more successful, but it makes your job easier. How’s that? It’s easier simply because a student sees and hears the same expectations, rules, and procedures in all of their classes. Since he/she does the same in these three areas throughout the day, they learn them well. It cuts down on the amount of time you have to devote to teaching (or re-teaching) kids the procedures, rules, and expectations of your class. They already know them because the other six teachers follow the same! You are thus given more time to teach. Remember: "Uniformity in small things brings uniformity in big things!” Here’s a list of classroom management items that will be present in your classroom. 

  

2.01              Classroom Rules There will be six. They are simple. They are to the point. They leave no room for misunderstanding. They describe what a teacher expects a student to do everyday. 

1. Be on time.2. Be seated.3. Be quiet.4. Be prepared.5. Do your work.6. Follow directions.

    

2.02              Consequences for Violation of Rules Later you will see a list of behaviors you are expected to handle as a teacher. We consider these minor classroom problems. They fall into two categories: Attitude and Behavior. For such minor behaviors, follow this procedure:

 

1st offence               -   Warning/Silent Lunch2nd offence              -   Assign appropriate discipline packet and contact parent3rd offence              -   Send name to an administrator for one day of After School Detention (ASD)4th offence              -   Send name to an administrator for two days of After School Detention (ASD)5th offence              -   Referral to an administrator for further discipline 

   

2.03              Discipline Packets Examples of minor classroom problems are included in the following discipline packets: 

(A) Classroom Management PacketsAttitude Packets                                                                     Behavior Packets

___ Anger                           ___ Making Fun of Others       ___ Bothering Others       ___ Wasting Time  ___ Arrogance                              ___ Refusing to Work            ___ Cheating **              ___ Bored                              ___ Rude Behavior **                ___ Disobeying               ___ Missing Work___ Defensive                           ___ Selfish                                  ___ Follow Instructions           

___ Unprepared___ Disrespect              **                   ___ Stubborn                           ___ Food & Drink            ____ Unsafe Actions___ Immaturity                           ___ Taking Initiative                       ___ Incomplete Work           

  ___ Untruthful___ Inappropriate Humor    ___ Unmotivated                       ___ Improper                   ____ Misbehaving___ Indifference                                                                              Language **                     for Sub** ** In some cases these behaviors may rise to a level that requires administrative action.  You should have a copy of the student code of conduct. Review the categories of misbehavior. In all cases, Level II and Level III behaviors should be referred to an administrator. Each teacher is expected to document behavioral problems and any attempt to correct the behavior. If a student is referred to the office for a minor offence, documentation that you have implemented the five consequences must be noted on the referral. Do not send students to the office for minor problems unless you have exhausted all means available to you for disciplinary purposes.

 An easy and convenient way to document student problems is to use an index card. Keep the index cards in a small index file. Pull it and document as problems arise and as you attempt to provide corrective action. It is also imperative that you have students take home their completed discipline packet and acquire a parental signature. We must communicate problems to the parents. Get them on your side early – before the student gets them on their side. Parents can be our best ally.  

   

2.04              Classroom Procedures We are not talking about procedures that may be unique to your subject. Some classes, such as a science lab, require unique procedures. This is understood. However, general classroom procedures, things that take place almost daily in every classroom, will be the same. The Academy classroom rules begin our procedures. “Students, you will arrive in my class on time, be seated, get quiet, get out your book, notebook, pencil, paper (be prepared), begin your work (bell ringer in the beginning), and ….. (follow directions).” From this point forward we get into specific procedures. 

1. Heading papers – students will head their papers in the following manner on the front of their paper in the upper right hand (beginning with the top line):

 NameDatePeriodAssignment

 2. Handing in papers – unfolded.3. When a student wants to speak – raise hand and wait until called upon.4. Dismissal of class – the bell tells the teacher it is time to end class. Teachers will

dismiss class by rows or groups (one at a time). The criteria may include cleanest row, the row that worked the hardest, the row that meets dress code, etc.

5. Seating Chart. Every class will have one.6. Make-up assignments: (see 2.07) 

   

2.05              Testing and the Graduation Exam Academy classroom tests are expected to require thought and application of topics discussed. Your tests are not tough for the sake of being tough, but for the right reasons and in the right ways. Fairness is number one. Second is challenging students to apply classroom discussions in answering questions. As the year progresses, so should the intensity of your testing. For example, to raise the intensity in math classes, during the last nine weeks math teachers not only required students to show their work in numbers, but to also write a paragraph explaining how they arrived at their answer. Not only is this a fair test, but an even more thorough assessment of student comprehension and your teaching. All teachers should look for ways to intensify testing in both a fair and meaningful way. Of course, be realistic in your approach and apply common sense. As you know, it is imperative that all your academic efforts point toward the graduation exam. A student can pass all your tests, make straight A’s, and possess the highest GPA in the school, but if they don’t pass the graduation exam they don’t graduate. Whether we like it or not, it is about that test. Continue to relate course content to the graduation exam as you have in the past. This will be important in the end since our “bell ringers” are geared toward skills. Let me also tell you that the long range plan is to have all core teachers format their tests so as to resemble the format of the graduation exam. If you make out new tests this year, get a head start on this long range goal and use the same format, terminology, etc., that students will see on the graduation exam. All teachers should include objectives related to skills needed to pass the reading portion of the AHSGE. Teachers will also work into their lesson plan two sessions per nine weeks in the media center lab to work on the USA TestPrep’s reading test. 

   

2.06              Bell Ringers Freshman Academy “Bell Ringers” will be based on the skills needed to successfully complete the Alabama Course of Study Objectives, the Alabama High School Graduation Exam, the 10th Grade Writing Assessment, and overall high school survival skills . These are nothing more than the essential tools a student must possess to succeed in school. The skills may include but are not limited to the following:

● Note taking skills● Test taking skills● Organizational skills● Homework/Study skills

 A minimum of two weeks should be spent on each of the four categories of survival skills. The last week of the first nine weeks should be devoted to reviewing these skills, best practices, etc. The skill should be applied to your course. In creating your bell ringers you must find an application for the skill in class that day or while completing homework or on their next test, etc. In other words, come up with ways to force the student to use and/or apply the survival skill bell ringer for that day. Let me emphasize this point: Teaching skills is one thing, but applying them is another. Make the student apply and use the skill while engaging in classroom work, assignments or on a test. Remember that we are teaching these skills because students do not possess them. It will therefore be needful for you to demonstrate/model these skills in the beginning. At the end of the first nine weeks students will know how to take notes in all core classes they are taking that semester, test taking strategies for all core classes, how to organize time, information, etc., for all core classes, and how to study and complete homework in all cores. Teachers are encouraged to continue to develop these skills in students throughout the year. 

   

2.07              Make-up Work Notebook Student instructions: Upon returning to school after missing a class, it is the responsibility of the student to retrieve his/her make-up assignment(s) from the make-up notebook. Each teacher will have a blue notebook. This will be the missed assignment/make-up work notebook.

   

2.08              Dress Code All teachers will conduct a dress code check at the beginning of first period. Throughout the day teachers are expected to monitor dress. No student should make it past early morning with a dress code violation. Refer to the student handbook for specifics regarding dress. 

 

 2.09              Homework Policy

 Homework is essential to the success and/or effectiveness of classroom instruction. Completion of homework is therefore a requirement of all Academy students. Beginning in 2009-10 the following policy will be in place: Students failing to complete homework will be assigned After School Detention for the purpose of completing homework. Students failing to attend After School Detention will be assigned ISD during the school day and held there pending completion of homework. In all, students will complete homework. Teachers may also assign students After School Detention in their own classroom. 

  

2.10              Changing Gears As We Go and Finishing Strong We will begin the school year with expectations higher than what incoming students have been accustomed to up to this point in their education. The first year of the Academy taught us that in so doing many freshmen will experience a drop in grades the first nine weeks. During the year we did not lower our expectations in the classroom, but maintained the level of the first nine weeks throughout the first semester. What we discovered is that students adapted and learned to overcome. At the end of the second nine weeks grades were up. When we returned for the second semester we told students we were changing gears and that the Academy expectations would be raised, tests would be tougher, classroom and homework would require more effort and thinking, and we would expect more behaviorally. Though we anticipated an increase in toughness would result in grades falling, students proved us wrong by stepping up their efforts to match the rise in intensity in the classroom. This proved our approach in the first semester was effective and students learned that effort pays. It also proved that students will strive to meet your expectations, regardless of how high. Going into the last nine weeks we once again changed gears and increased our intensity in the classroom. The result? Students matched our every move. The above approach will be followed each school year. We will begin with higher expectations than they have known before, and we will gradually increase demands, intensity, and expectations as we move through the year. As stated in the introduction, when they meet our expectations we must raise them higher and push students to their limits. We will also address a high school problem with students shutting down near the ending of school. In the Academy we will emphasize finishing the year strong. Teachers should

plan and keep the intensity high through the last day, sending the message that we have school until the very last day.   

11. Open Classrooms Classroom doors are to be kept open at all times, unless you are involved in activities that may disturb other classes.   

12. Student Performance Monitoring It is vital to the success of students that we address performance issues at their earliest sign. This includes attendance to school, tardiness, completion of assignments, test scores, behavior, attitude, and the like. When a student’s performance in any of the aforementioned areas begins to drop you should notify the Academy counselor via email. Student performance issues will be reported to the counselor by departments in accordance with the following schedule: Math                weeks 2 and 6 of the nine weeksEnglish              weeks 3 and 7 of the nine weeksHistory              weeks 4 and 8 of the nine weeksScience              weeks 5 and 9 of the nine weeks Week one of each nine weeks will be used for contacting the parents of failing students. The counselor will meet with any student reported as not performing at the desired level in any aspect of school life. In addition, parental contact will be made. Our goal is to address performance problems early – before they become big problems and before the student falls too far behind. In addition to catching students before they fall too far, we send the message that we are interested in every aspect of their education and will not accept anything other than their best.    

13. Effort An emphasis of the Academy is on effort. Preach effort to your students everyday, not intelligence. Intelligent students fail school at this level. From this point forward in their

education the key the success is going to be effort. Many of the naturally intelligent students coming to your class have, up to this point, been required to give little effort. However, the amount and complexity of the subject matter at this level is, for the most part, too much for intelligence alone. Consequently, many students have to learn about effort – work. Preach effort! Demand effort! If they give you all their effort, that’s what you want. Forget the grade for now and teach them to focus on giving all their effort. If they give the needed effort they will earn the needed grade. Preach effort, not grades! 

   

2.14              Review, Remind, RehearseThe Three-Step Approach to Teaching Classroom Procedures:  

1. Explain : State, explain, model, and demonstrate the procedure.2. Rehearse : Rehearse and practice the procedure under your supervision.3. Reinforce : Reteach, rehearse, practice, and reinforce the classroom procedure

until it becomes a student habit or routine.   

3.0              The Academy Student Notebook Academy students will be required to have one notebook to be used in all their classes. The notebook should be a two inch – three ring binder. The notebook will contain at least eight dividing tabs. If you require students to turn in notebooks you should make this known and ask students to also purchase a folder of some sort in which they can place work from your class and turn in as required. No teacher should take up and keep a student’s Academy notebook. Use other methods for obtaining any student work.One section of the notebook should be devoted solely to bell ringers. At the end of the school year our goal is for students to have an arsenal of student survival skills as they are applied in each core subject. Bell ringers should not only be a part of your regular classroom exams, but a bell ringer notebook grade should be given in each class. Both will help to ensure students are building a list of survival skills. In the bell ringer section of the notebook you should require students to copy the bell ringer question, topic, etc., as well as the answer. This section of the notebook should be categorized by survival skill. In other words, test-taking tips from all classes will be together. A heading at the top of the page will designate to which subject the skill applies. A section should also be devoted to character education. Students should be required to take notes, outline what is said, etc., etc., - anything that forces them to listen and

participate in the character education program. It will be beneficial to students if you require them to clean out their notebooks at the end of each nine weeks. This may not always be possible, depending on your class requirements, but it is something to require at some time. Otherwise the notebooks become too full, heavy and burdensome. When this happens we are placing a small avoidable difficulty on students. Let’s avoid this when possible. 

   

4.0              Academy Supervision Assignments Here are a few things you need to know about the Academy and the movement of students within and outside the Academy: 

1. No high school students are allowed in the Academy. Violators are to be written up, not warned, and reported to the high school administration. Exception: High School office aides or students sent to the Academy with a written/signed pass from a staff member.

2. No Academy student will be allowed in any hallway during class, without a signed pass from a teacher or an administrator.

3. No Academy student will be allowed to exit the Academy except to attend class in the main building, gym, or band room.

4. Traffic will flow in the hallways. There will be no stopping, groupings, hanging out, or the like. Students will move from one class to the next. The noise level will be kept to a tolerable level. There will be no yelling or loud talking in the hallway.  And no running.  Note: Be prepared to send students back to their previous class. This may happen on days when hallway traffic flow and noise are unacceptable. On these occasions we will go back to our previous class and dismiss to the next in the proper manner.

5. Restrooms. They are to be used during class changes. They are off limits when class is in process. This is the rule. However, use adult judgment and make exceptions for true emergencies. Your attitude must be and your students must believe that you consider your class too important to miss for one minute. Emphasize that restrooms are only open during class changes.

6. There will be no Academy students in the hallways while class is in session. Consider the Academy in “lock down” once class begins. Do not allow them to return to their locker once class has begun. They must learn to be organized and responsible. Assign a discipline packet on being prepared. Emphasize they have broken an Academy Class Rule – “Come prepared.” And never hold up class waiting on a late or unprepared student.

7. Students enter the restroom for one reason. If they are in there for any other reason it is the wrong reason. Send them out.

  

  

4.1              Morning Supervision When students arrive at school each morning they are to report to the gymnasium. They will remain there until the first bell (7:39). They are to report directly to their first period class. Any notes or papers that need to go to the office will be turned in to their first period teacher. In the gym students will be seated. There will be no one running around. Students take a seat, keep the noise level to a minimum, and wait for the first bell. Teachers should look for dress code violations. Teachers assigned to the gym should be on duty no later than 7:15 AM. Teachers should spread out and not congregate. Be alert. Be proactive. By your alert actions let students know you are watching. The remaining teachers will be at assigned posts inside the Academy. These teachers will keep students moving to their first class. Allow no congregating or hanging out. 

 4.2               School Day Supervision

 All teachers should monitor the areas in and around their classrooms. During class change teachers should move into the hallway and keep students on the move to their next class. If you are assigned restroom supervision, enter the restroom when you see others inside. Be nosey, proactive, alert, etc. Let students know they are supervised at all times.

    

5.0 Morning Announcements / Character Education Program The announcements will be conducted after students move to 1st period. However, it is important that teachers begin class immediately since there may be days when we do not start on time. Do not sit and wait for the announcements to begin. 

   

6.0               Lunch Schedule Students will be led to the lunchroom in a single file line by the teachers. Classes should be silent when reporting to the lunchroom. Students who are talking in the line, or being

disruptive will go back to the classroom and try again. Students should not be allowed to enter the lunchroom without their teacher. Teachers should report to the lunchroom with their students. If you are unable to go directly to the lunchroom you need to speak to one of the other teachers about supervising your students. 

   

7.0              After School Detention Program In an effort to both empower teachers and assist in the development of students with behavioral or school related issues, an after school detention program is in place. After school detention (ASD) will be held for 1 hour on Tuesdays and Thursdays Assignments to after school detention may be made by teachers or administrators. The program will be manned by Mr. Simmer. However, it may be necessary for other teachers to fill in when Mr. Simmer is absent. It is also recommended for teachers to schedule their own days to require students to stay after school. The program will be designed to address student behavior or habits that are unacceptable at school. It will be a last resort for teachers in addressing student needs in these areas. The program is also designed to address student homework issues. Incomplete homework will not be tolerated in the Academy. Students failing to complete homework will be assigned ASD for the purpose of completing the work. Partial credit should be awarded when such work is completed. The after school detention program will be designed to address minor student issues. In addition to being a source of help for students, it will also extend the teacher’s list of things they may use to motivate a student to correct their behavior or school related habits. Below is an example of a properly completed ASD Notice. 

AFTER SCHOOL DETENTION NOTICE 

Student: __ John Doe __________ ______________  Date(s) Assigned: __ 8-31- 09 _____   Reason for Referral: ___ The Student consistently comes to class unprepared – no book, no pencil, no notebook.                                                                                                                                                                                          

  ASD Teacher: __ _ Simmer ASD Location: __ Room B27__________________  Discipline Packet(s) to Complete: __ Unprepared for class __________________________   Initial One: ASD assignment/work was              ___ completed    ___ not completed ___ no show Additional Comments _________________________________________________________________________________________________________________________________________________________________________________________________________               

To the Parent/Guardian: The following report is to notify the parent/guardian that the above student is charged with an infraction of discipline. Please feel free to request additional information regarding the infraction. Detention is held after school from 3:15 to 4:15. It is the responsibility of the parent/ guardian to provide transportation home from school on the day detention is served.    

Parent Signature: _________________________________________  Date: ________________      REFERRING TEACHER:               Send ASD Notice home for parent/guardian to sign and return. Place signed                                               (parent/guardian) and completed notice in the ASD teacher’s box.

 

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8.0              Student Handbook – Academy Section

Bibb County High School

Freshman AcademyAcademics   Character   Athletics   Discipline   Education   Maturity   Integrity   ChoctawS   

. The contents of this handbook apply to all students in the Academy. This section presents information that is in addition to previously presented information and is to be applied by all Academy students. About the Academy: The Freshman Academy will prepare and assist in your transition from middle to high school. The rigors of high school are unlike your previous school experiences. The Academy was created with this fact in mind and with the goal of equipping you with the tools and know-how to enjoy a successful high school career. The Academy is structured from top to bottom. You are expected to show up each day prepared to engage in intense studies, lectures, classroom participation, and discussions. Academy expectations are very high and we will expect much of you, more than has been expected of you thus far. Your teachers will push and drive you to be and give your best. Anything less from you will be unacceptable. There will be no excuses in the Academy. You will get the job done. You will act as you ought to act at school. You will come prepared. There will be no excuses for failure, whether it is failure to complete work, come prepared for class, or to choose to do what is right at school. You are expected to do your best and be successful. Every teacher in the Academy is here because they are among the best at what they do. We are giving you the best in teachers. In return, we will expect you to give teachers your best in classroom performance and behavior. In fact, this is not just an Academy expectation, but a Bibb County expectation. Our school, community, city government, and parents expect Bibb County High School and BCHS students to be the best. There is no greater honor than to be a member of a school that is expected to be the best. You are at such a school! Academy Classroom Rules: Every classroom in the Academy will operate under the same six basic rules and guidelines. These items are posted in every class and will be explained by your teachers. In addition to the six Academy classroom rules, the BCHS Expectations will govern your conduct throughout the day. 

Academy Notebook: Every student in the Academy will have one notebook that contains tabbed sections for each class. Your notebook will be a white, three ring binder. After School Detention: The after school detention (ASD) program will be held on Tuesday, and Thursday of designated week throughout the school year. ASD will be conducted from 3:15-4:15. ASD is a form of classroom discipline assigned to a student by a teacher and administrator. When a student is assigned ASD, a referral/notice will be sent home with the student to the parent. This notice must be signed by the parent and returned to the referring teacher/administrator by the student. Failure to do so may result in additional days being assigned to ASD and/or a referral to an administrator. The referral will designate the day(s), classroom, and teacher in charge of ASD. Typically, an ASD notice is sent home one day with ASD being assigned for the next available day. It will be the responsibility of the parent and student to arrange for transportation home. While in ASD students will complete disciplinary packets related to the reason(s) for the referral. Completed packets must returned to the referring teacher. Any misbehavior in ASD, which includes failure to work, will result in a referral to an administrator. Athletic Eligibility: Participation in athletics, band and cheerleading is contingent upon your success in the classroom. Grades are important and you must make the grade to participate in extra-curricular activities. Refer to the Code of Student Conduct and Board of Education Policy related to eligibility. In addition to grades, your conduct at and away from school will influence your eligibility. Bell Ringers: When you enter your classroom there will be a topic on the board, overhead projector, a PowerPoint, etc. You will immediately be seated and begin working on the topic (“bell ringer”). For nine weeks the bell ringers will deal with four survival skills: homework, organization, test taking, and note taking. Each teacher will take a turn teaching the survival skills as they relate to their course. The bell ringers will assist you in the development of skills needed to be successful in school. You are to take them seriously and apply them as instructed by your teacher. A section of your Academy notebook will be devoted to “bell ringers” and will serve as a reference tool throughout your schooling. Bus Riders: Bus transportation is a privilege and service provided by Bibb County Schools. Your bus riding privilege is contingent upon your decision to follow all bus rules (see Code of Student Conduct). Simply stated, any behavior by a student that causes the driver to take his/her eyes off the road may result in your removal from the bus. This removal may be permanent. Conduct yourself on a bus as you do in a classroom. Character Education Program: The Academy is committed to producing well-rounded individuals. We not only believe your education to be important, but also you as a person. An intelligent individual who is without character is less likely to be successful in life. On the other hand, a well educated person of character has before him/her an endless list of opportunities.

 In addition to your regular classroom work, time has been allocated for the purpose of teaching and discussing various character traits, values, and choices you will make at school and in life. Our character education program will be held at the beginning of first period each day. The discussions will be conducted over the Academy intercom. During the program you are expected to give your undivided attention to what is being said. Teachers may choose to include test questions related to character education presentations. It is therefore imperative that you pay attention. In many instances your teacher will deem it beneficial to continue a discussion of the topic of the day. Students interested in participating in the character education program should notify their teacher, counselor, or Academy administrator. Check In and Check Out Location: Academy students who arrive late to school will check in at the main office of the high school. Refer to the check in and check out policy of this handbook for additional details. Commons Area: When you arrive at school each morning you will report to the gym. You will be seated and wait for the ringing of the first bell. There will be no horse playing, running around, or the like. Be seated and wait for the bell. Discipline Packets: Teachers and the administrators may issue discipline packets to students with behavioral and/or classroom readiness/participation problems. The packet may be given in lieu of a student being referred to an administrator. Discipline packets must be completedand returned to the issuing teacher by the given deadline. The packets must be complete, legible, and contain mature responses. Failure to complete and return packets may result in a referral to an administrator. Discipline packets will also be assigned to students in After School Detention. Extra-Curricular Participation: You are strongly encouraged to participate in extra-curricular activities. These include sports, cheerleading, band, and clubs. You are expected to support BCHS students when they compete and/or perform. Freshmen Drivers: No student enrolled in the Freshman Academy is allowed to drive/operate or park a motorized vehicle on campus. Hallway Conduct: When you enter the hallway you must immediately move to your locker and/or next class. Students will not be allowed to gather or congregate in the hall or doorways. Stay to the right side of the hall as you move from place to place. Yelling, screaming, running, pushing, or otherwise disruptive behavior is not allowed in hallways. Homework Policy: Homework is a vital part of the learning process in the Academy. Homework given by your teachers is designed to allow you to practice essential skills

and/or further study topics discussed in class. In order to maintain acceptable progress it is imperative that all homework be completed. Due to the vital role homework plays in the Academy, teachers will assign After School Detention (ASD) to any student failing to complete homework to the specifications of the teacher. During ASD you will be required to complete any incomplete homework and other work assigned by the teacher. Students failing to attend ASD will be assigned to Transitional Education (TE) until the homework is completed. Interaction with Upper Classman: Interaction with 10th, 11th, and 12th graders is not allowed by Academy students. You are a separate school within a larger school. Your interactions are limited to one another. Lunch: The following procedures and expectations will guide you through the lunch period: 

1. At the appropriate time, your teacher will escort you to the lunchroom.2. You will move to the lunch room in a single file line. There will be no talking in the

hall.3. When you arrive at the lunchroom you are to be seated and await your class’s

time to go through the line.4. After entering the line in which to be served, you will stand in a straight line as you

move through the serving area. Breaking line is against the rules.5. Once served, you will report to and be seated at the table(s) assigned to your

class.6. You will remain at your assigned table while eating. No student will be allowed to

leave their table or the lunchroom without permission from their teacher.7. After you finish eating your meal, you may leave your table to dispose of all trash.

No food, drinks, cups, etc., may be brought out of the lunchroom. Lunchroom trash remains in the lunchroom.

8. After disposing of your trash, return to your assigned table.9. Your teacher will inspect the table for cleanliness. Your table must be clean – no

trash, no napkins, no spills, no food, no crumbs – can be left at the table.10. Your teacher will dismiss you back to your class after he/she inspects and

approves the cleanliness of your table. No one leaves the lunchroom until their table is clean.

11. Once dismissed by your teacher, you will return to class in a straight line. There will be no talking in the hall.

 Movement in and around the Academy: You are not allowed in the high school during the school day unless you are called down. You will remain in the 9 th Grade Academy except to attend classes held elsewhere. You will move directly to these classes. Restrooms: There is ample time between classes for you to use the restroom. Restrooms are located in the center of the Academy. You will not be allowed to go to the restroom during class. Your teachers consider their class too important for you to

miss. It is therefore imperative that you use the restroom before going to class. There will be no gatherings or hanging out in the restrooms. Restrooms serve one purpose. Enter only for this purpose. 

 Time between Classes and the Bell: There is a period of four minutes between classes. This does not mean you have four minutes to get to your next class. The bells are a means of communicating with Academy teachers, not students. The bell neither begins nor ends a class in the Academy. Your teacher decides when class begins and ends. When class is dismissed by your teacher you will immediately move to your next class. Your teacher may begin class prior to the ringing of the second bell.

 Academy Checklist

● Take the most challenging classes you can handle.● Write down your assignments and complete and turn in each assignment. 

Remember that your grades count as part of your high school transcript when you enter ninth grade.  You must pass all required courses.

● Attend school daily and be on time.● Exhibit appropriate behavior at all times.● Talk with your counselor about academic, career and personal issues.● Talk with your parents/guardians, teachers and counselor about your interests,

goals and future plans.● Participate in, attend, and support extra-curricular activities at school and in your

community.● Begin to find out about colleges, military, future job training.

  

  

9.0                Miscellaneous Items 9.01              Bulletin Boards and Doors Academy teachers should make every effort to decorate in a way that promotes the school. Anything Bibb County or Academy related is preferred. Promoting the school and our community and giving students a sense of pride and ownership are all goals of the Academy. 9.02              Academy Mid-Term Checklist

 Inventory your class to ensure you/we are following the Academy Plan outlined in the Academy Teacher

Handbook TASK                                                           OCCURRENCE                                 

   “AM DOING!”1.   Survival Skill Bell Ringer                                    Daily                                            

             _____2.   Make-up notebook assigned to students              Daily                                            

             _____3.   Begin class before the bell                                    Periodically to Daily                      

             _____4.   End class after the bell                                               Periodically to Daily                      

             _____5.   Review Rules (or a rule)                                    Daily                                            

             _____6.   Review Procedures (or a procedure)                         Daily                                            

             _____7.   Review Routines (or a routine)                        Daily                                                          _____8.   Review of Expectations (or an expectation)              Daily                                            

             _____9.   During Character Education require      students to take notes in the Character      Education section of their Academy      Notebook                                                                     Daily                                            

             _____10. Require students to maintain a section      of bell ringers in their Academy Notebook              Daily                                            

             _____11. I dismiss class based on various      criteria (cleanliness, dress, etc.)                         Daily                                            

             _____12. I monitor hallways between classes                         Daily                                            

             _____13. Enforce the six Academy class rules                         Daily                                            

             _____14. Require students to head papers as      described in the Academy Plan                         Daily                                            

             _____15. Maintain/enforce seating chart                         Daily                                                          _____16. Maintain high expectations – raise them      as needed                                                          Daily                                            

             _____17. Monitor my class section of the Academy      notebook and require students to remove      unessential items                                               Periodically                                 

             _____18. Collaborate/Share ideas with peers                         Periodically                                 

             _____19. Emphasize course content appearing      on the Graduation Exam                                    Daily to Periodically                      

             _____20. Work to make the Academy the      toughest grade K-12                                               Daily                                            

             _____  It’s good for each of us to periodically take a moment to review our classroom and the Academy. This checklist is intended to assist each of us in evaluating ourselves to ensure we are on the same page – following the same plan. Consistency from class-to-class is one of our greatest assets in maintaining an environment where students can continue to be successful. Not only this, but consistency from class-to-class draws out the best in student behavior. It is expected that each teacher is following and will continue to follow the plan outlined in our Academy Teacher Handbook. Taking a moment to evaluate your class will ensure you are doing what the rest of your peers are doing. After you complete your evaluation, please sign and return to Ms. Blake Teacher: _______________________________________________    Date: _________________ 

 10.0               Resource Materials

 On the following pages you will find a number of articles and other information that is based on solid research. In all, the information confirms what we have proven effective in the Academy. Periodically reviewing this information will serve to not only remind us of the finer points of teaching and classroom management, but allow us to measure our own effectiveness.

 1. A Few Questions to Help Set Expectations at the Beginning of the

School Year Great teachers establish expectations at the very beginning of the year. What is the variable? Not the specifics of the expectations, but that they are clearly established, focus on the future, and are consistently reinforced. You can set expectations for your students using a simple question and answer session. Ask your students the following: 

1. When is it appropriate to come to class tardy for an unexcused reason?Student Answer: NeverTeacher: Then never come to class tardy for an unexcused reason.

2. When is it appropriate to get out of your seat without permission?Student Answer: NeverTeacher: Then never get out of your seat without asking for permission.

3. When is it appropriate to come to class without your book, paper, pencil, etc.?Student Answer: NeverTeacher: Then never come to my class unprepared.

4. When is it appropriate to copy the work/test of another student?

Student Answer: NeverTeacher: Then never cheat in my class. Do your own work.

5. When is it appropriate to talk without permission?Student Answer: NeverTeacher: Then ask for permission before speaking.

6. When is it appropriate to not do your class work?Student Answer: NeverTeacher: Then always be engaged in class work when you are in my class.

7. When is it appropriate to not do what the teacher asks you to do?Student Answer: NeverTeacher: Then always follow my instructions.

8. When is it appropriate to talk during announcements?Student Answer: NeverTeacher: Then do not talk during announcements.

9. When is it appropriate to pick on classmates?Student Answer: NeverTeacher: Then do not pick at or harass your classmates in my class.

10. When is it appropriate to sleep in my class?Student Answer: NeverTeacher: Then do not sleep in my class.

 Of course, the list could be extended many times. Devise your own set of questions to fit your particular classroom needs and/or to address classroom issues, procedures, behaviors, etc. In each instance you have asked a question of the students that pertains to your expectations while they are in your class. In each instance you draw the proper response from the student. You then take their response and use it to set an expectation. When this expectation is not met, you now are able to remind the student of his/her answer when they were asked if such behavior was appropriate. 

10.02                         Introductory Remarks What happens during the first hour of the first day of school can have a lasting effect. Your new pupils will be observing your strengths, weaknesses and preparedness. What you say and how you say it are extremely important in setting the tone for the rest of the year. The following are some ideas for your debut: •              Put your name on the board.•              Welcome everyone.•              Give your expectations.•              Give consequences for misbehavior.•              State special activities offered (i.e., computer class, clubs).•                         Go over the schedule that you have put on the board.•                         Explain grading policy.•                            Review procedures to follow (i.e. dismissal, fire drills, etc.).

•                 Define homework policy.•                 Outline procedures for proper heading and turning in assignments (i.e., student              collected, row pass-in, teacher collected, work folders, monitors).•                 Set a good example by having a neat desk.•                 Orient students to the building (i.e., maps at high school level, tours ifapplicable).AT THE END OF THE DAY/CLASS PERIOD (Closure)

•    Homework assignments should be given and/or reviewed. Having a student repeat the homework assignments and having the class copy it are good ways to check for understanding and clarity.•   It is wise to review lessons before the students are dismissed. What did we learn? Why did we learn it? This end-of-period or day review is another opportunity to check for understanding.

•    What is the school policy on dismissal? Be sure to follow it.10.03                         Questioning Skills

One very important practice in teaching involves the ability to be skillful in asking questions. The "Checking for Understanding" (Step #5 of the Seven-Step Plan) requires much questioning of students. Understanding and using the following suggestions will improve lesson effectiveness.

The Art of QuestioningA “TRY-TO" list to help involve all students, not just a few, in class discussions is suggested here. These suggestions can promote both listening and discussion.

•     Try to pause after asking a question. The pause clearly indicates the question is meant for everyone, not just one or two quick thinkers. A pause of three to five seconds will enable the slow thinker to participate and give all students time to think carefully and answer with confidence.•    Try to avoid answering your own questions. Answering your own questions will turn a discussion into a lecture.•   Try to follow up student responses with the question: "Why?” This will help the student who could not answer the question to understand how the answer was reached.

•    Try to limit the use of questions that rely almost completely on memory.•    Try to avoid frequent questions which require only a "Yes" or "No" answer.•    Try to avoid directing a question to a student for disciplinary reasons. Firing a quick question at an inattentive student usually results in a response such as "What?"  It only alienates that student.•   Try to avoid repeating a student's answer. Repeating the answer allows students to listen only to the teacher.

•    Try to insist on attentiveness during questioning periods.•  Try never to call on a particular student before asking the question. Calling on a    student first causes the other students not to listen. You want all students to listen.•    Try to avoid "giveaway" facial expressions to student responses. Try not to show disappointment when a student gives an incorrect answer. If a student has volunteered, at least that student has tried. Your reactions should not discourage the students from

contributing to class discussion. 

•    Try to avoid these types of questions:1.   How many of you understand that?2.   Does everybody see that?3.   Do you want me to go over that again?4.   Did I go too fast for you?

Few students have enough confidence to ask questions when they are confused. Few students, especially those with a lack of confidence or those not doing well, are going to confess in front of an entire class that they don't understand. 

10.04                         Transitions The biggest opportunities for chaos during the instructional day are the moments when students are transitioning from one activity to another. If you are an elementary teacher, it can be from math to recess, from an individual activity to group work in a cooperative learning setting, or from lunch to a social studies lesson. How you handle these few minutes, as an activity ends and another begins, can spell the difference between chaos and order.There is a paradox in teaching that is seldom talked about. It goes like this: For success, you need to "go slow to go fast." This is especially true about transitions. Transition times are actually controlled through mini activities. Whether they are one or two step directions or set routines, they need to be taught. This means that you must literally explain what you expect and how you expect the students to accomplish it and then, do it that way every time!Once you adopt a way to move from one particular activity to another, such as how you begin or end the period or begin or end the day, then stick with it. Such practices on the part of teachers not only create a comfort zone with the children, but also create momentum.Momentum is a very desirable quality to have in a classroom. It is the quality reflected in those classrooms where the class seems to run itself. Those are the classes where students know what is coming next and begin getting ready for it seemingly without instructions. These students have been taught what to do when the period begins or ends, when the math lesson begins or ends and these routines have been repeated so often that they just do it.These classes have smooth transitions because the rules are clear, the routines are established and there has been a caring community created. These students look forward to the next activity because they know from past experience that it will be interactive, relevant, developmentally appropriate and interesting.However, even in these "best" classrooms, there can be bumps in the road. It is these bumps that the following problems address.

10.05                         SpongesSponges are classroom management tools used to create a smoothly flowing instructional day. They get their name from their ability to "soak up" time. Sponges help with transitions, a critical space between lessons or other activities when students reach

the end of one task and begin to look to the next one. They maintain instructional momentum.Sponges can be rewards or reinforcers for the class or student who has reached a goal or completed a task. Sometimes they involve the teacher and sometimes they are implemented solely by students. They may be very academic or be a game with underlying instructional purpose. Successful sponges have five characteristics in common.   They are: •    Fun,•   Based on prior student knowledge,•   Used by a whole class, group or individual to bridge an ending time,•   Easily implemented using minimal equipment, and•   Capable of being implemented for varying lengths of time. Use sponges to ease your transitions when:

•    The lesson has ended too soon before the bell but too late to begin another substantive activity or lesson;•   Individual students are engaged in an activity where they will finish at different times; or•   Other times when you need a quality time filler for any reason for the class or individual student.

10.06                         Helpful Hints on Discipline 

● Act appropriately and sincerely.● Admit your mistakes; apologize if necessary.● Avoid situations which force students to have to save face.● Be active, alert, self-confident, and prepared.● Be consistent, just and fair. Use a positive approach.● Discuss problems to help students understand and solve them.● Encourage good behavior; remain calm, and try to avoid becoming angry.● Exhaust your own list of disciplinary measures before referring students.● Have evaluation periods to see if rules are understood and obeyed.● Have students help determine and enforce rules and standards.● Help students develop pride in self, class, and room.● Involve the students; they like to help.● Keep your adult reserve and never try to be one of the students.● Let each student start each day with a clean slate.● Rearrange seating or schedule if a problem persists.● Take away privileges, not educational experience, from students not following

rules.● Take free time from students to make up time wasted.● Use common sense to solve problems.● Use your voice effectively to soothe, or create enthusiasm.

 10.07                         How to Make a Good Impression Every Day

By David Berliner

As another school year began, a research study about beginnings caught our eye. Douglas Brooks and Gay Hawke, of Arlington, Texas, studied the ways some classroom teachers begin their lessons. What they found was a recognizable pattern for successfully opening a lesson that has implications for teachers at all grade levels.On three occasions, three math teachers at the middle and junior high levels were videotaped and the openings of their lessons studied. Students' perceptions of their teachers and their achievement gains throughout the year were also measured. Of three teachers, two, a second-year teacher and a 32-year veteran, were experiencing management problems. The third, a teacher with five years experience, had no history of difficulties.When the videotapes were analyzed, it was found that the teacher with no management problems got the class started quickly, wasting no time from when the bell rang to roll call. The second-year teacher took more than four times as long, and the teacher with 32 years experience took twice as long to get the class started.Roll call itself was done quickly and efficiently by the teacher with no management problems, but it took the second-year teacher about 2.5 times as long. The very experienced teacher took about five times as long to accomplish this task, despite the fact that she had probably performed this same task more than 20,000 times before (32 years X 5 classes a day X 180 days = 28,800). From the end of roll call to the first substantive activity, the more effective organizer moved quickly once again, with both the second-year teacher and the veteran taking much longer to begin instruction (twice as long and nine times as long respectively).We can conclude from these data (and from other studies) that more and less successful classroom managers begin lessons and other kinds of instructional activities differently. First of all, the more successful lesson openings relied on routines, or scripts for behavior, that were virtually automatic. Automaticity of routines is very efficient. It is characteristic of experts in chess, ice skating, piano playing, and surgery. Once accomplished, it leaves a person's mind free to be concerned about more important things, in the case of teachers, more important instructional issues. The more effective lesson openings were also characterized by more visual scanning to spot anything unusual before it became a management problem. The effective lesson openings typically included a quick call to order in a businesslike tone of voice, fast-paced roll-taking, an opening remark that included behavioral and academic expectations for the students, an apparent anticipation of areas of confusion in the explanations given, and a call for questions.The least efficient lesson openings lacked effective day-to-day behavioral routines, and were characterized by slower calls to order in an unbusinesslike tone of voice. Visual scanning was often absent, roll-taking was time-consuming, and areas where explanations were going to be confusing were not anticipated.When students in these three classes were asked questions about their teachers, it was apparent they had been left with different first impressions. The teacher who started class faster was seen by her students as better prepared, as explaining material better, and as more organized and systematic in instruction. But something at least as important as efficiency and preparedness was perceived. Students saw the more effective classroom manager as friendly, less punitive, more consistent and predictable, more likely to admit mistakes, and as someone who valued student feelings.

One hundred percent of her students rated her as enjoying her job. Furthermore, when students were asked if they would like to have their current teacher again for another course, 96 percent said they would. The percent of students of the less effective classroom managers who said they would want their teachers again was 57 and 32 percent respectively in the classes of the second-year and experienced teacher. Finally, the students of the more effective manager had higher gains in achievement and in grade equivalencies.The lesson is clear: Businesslike lesson openings convey each and every day a seriousness of purpose and a respect for learning and the learners. Such activities are not in the least incompatible with being an enthusiastic, friendly, caring, humane teacher.Perhaps the analysis of how effective and ineffective classroom managers open their lessons will help you think about your own teaching. You may decide to practice some new lesson openings in order that the first impression students receive, each day, is the one you want to convey.Facts about the most effective teacher: 1.               Was not experiencing classroom management problems.2.              Got the class started quickly.3.              Wasted no time from when the bell rang till roll was called.4.              Roll call was quick and efficient.5.              Moved quickly from the end of roll call to the start of instruction.6.              She relied on routines, scripts for behavior that were virtually automatic.7.              Visual scanning to spot any potential behavioral or management problems.8.              Businesslike tone of voice.9.              Opening remark that included behavioral and academic expectations.10.              Anticipation of areas of confusion in the explanations given, and call for questions.11.              Seen by students as better prepared, better explanations, more organized.12.              Seen by students as more friendly, less punitive, more consistent/predictable.13.              Higher gains in achievement and in grade equivalencies14.              All her students said she enjoyed her job.15.              Almost all (96%) said they would take her for another course.Pay close attention to #15. This is not a reference to the teachers who did things we think kids would like most in a teacher. The reference is to the toughest of all three teachers! It almost defies logic when we realize this is coming from students!This short study does nothing more than explain, at least in part, why the Academy is experiencing the “good” in students we are seeing each day. Every characteristic, at least in principle, of the most effective teacher in this study is found in the plan we put together for the Academy. Implementing this plan in every classroom is and will continue to achieve the results found in the study of the most effective teacher of this study.Academy students are responding to your efforts because as you follow and implement the Academy plan they see class starting quickly (sometimes early), no wasted time, efficiency, common routines, proactive supervision, professionalism, a business-like

attitude about education, rehearsal of expectations and procedures, proactive teaching, teachers who are prepared, personal attention to students, and predictability in teachers (we’re all expecting the same things).If you’ve read this study in the past then the success and good behavior you are experiencing in your classroom should come as no surprise. You are doing what effective teachers do and, whether they admit it now or not, students are impressed and appreciate your efforts. Without doubt we can conclude that their efforts (academic and behavior) are a result of your effective teaching and classroom management. The final result will be “higher gains in achievement.” That’s our goal! (This study and a lot more useful information can be found in your I Can Do It notebook you were issued or received at the spring in-service last year.)10.08                         Is Your Classroom a Zoo or a Well-Oiled Learning Environment?

 An effective teacher MANAGES a classroom

The ineffective teacher DICSIPLINES a classroom 

The Single Most Important Factor Governing Student Learning is not discipline; it is how a teacher manages a classroom. In a study reviewing 50 years of research on student learning it was found that the NUMBER 1 factor governing student learning is Classroom Management. It is not block scheduling, not self-esteem, not whole language, not computers…. (all good programs); It is Classroom Management. Many teachers think that teaching is doing activities and covering chapters. There is total absence of classroom management directions resulting in a class that is a zoo. Where there is no management, students risk failure because of the lack of structure. What the Research Says:

● Ineffective teachers begin the first day of school attempting to teach a subject and spend the rest of the school year running after the students.

● Effective teachers spend most of the first two weeks of the school year teaching students to follow classroom procedures.

 Why Procedures Are Important:Students readily accept the idea of having a uniform set of classroom procedures, because it simplifies their task of succeeding in school. Efficient and workable procedures allow a great variety of activities to take place during the school day, and often several activities at a given time, with a minimum of confusion and wasted time. If no procedures are established, much time will be wasted organizing each activity. Students will have to guess what to do. As a result, undesirable work habits and behaviors could develop which would be hard to correct. Teach Typical Classroom Procedures:The number one problem in the classroom is not discipline; it is the lack of procedures and routines.

 A School Could Be Effective Instantly If Tomorrow Every Student….

 1. Found an assignment posted upon entering a classroom and started to work

without waiting for the bell to ring2.              Was disciplined and responsible because they had been taught classroom              procedures.      3.               Had a teacher who practiced positive expectations for achievement. It is the procedures that set the class up for achievement. Student achievement at the end of the school year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year. When a class is managed with procedures and the students know these procedures, they will more willingly do whatever you want them to do. You can then be an exciting, creative and informative teacher with a well oiled learning environment. 

10.09                         The Problem Is Not DisciplineBob is typical of the millions of devoted and committed teachers who fret about their next day's lessons. His major question every evening is, "What am I going to teach tomorrow?" So, he plans what he will cover or what activity he will do in class the next day. He thinks this is teaching because

1. most teachers cover or do activities,2. then they discipline when things go wrong.

And when things go wrong, Bob frets again the next evening wondering1. what he can do to get the students to pay attention to their lessons and,2. thus, have fewer behavior problems in the classroom.

He asks that perennial, but incorrect question, "What can I do to motivate my students?" thinking that motivated students will be more attentive and better behaved.But the next day, the cycle repeats itself and Bob continues to

1. cover and2. discipline.

The problem is that many teachers do not spend any time managing their classrooms. If classroom management procedures were taught, most all class discipline problems would disappear and more time in the classroom could be spent on learning.An effective teacher is a master at classroom management skills. The effective teacher knows that student achievement will only occur when the student's work environment is organized and structured so that learning can take place. When students are engaged in the learning process, there is a concomitant reduction in behavior problems.DIFFERENCE BETWEEN CLASSROOM MANAGEMENT AND DISCIPLINEClassroom management and discipline are not the same thing. Owners don't discipline a store; they manage a store. Coaches don't discipline a team; they manage a team. Likewise, teachers don't discipline a classroom; they manage a classroom.No learning takes place when you discipline. All disciplining does is stop deviant

behavior, which must be done, but no learning has taken place. Learning only takes place when the students are at work, or as we say in education, on-task.DISCIPLINE:               Concerns how students BEHAVEPROCEDURES:               Concern how things are DONEDISCIPLINE:               Has penalties and rewardsPROCEDURES:               Have NO penalties or rewardsThe great majority of what teachers call behavior problems in the classroom have nothing to do with discipline. The number one problem in education is not discipline. It is the lack of procedures and routines resulting in students not knowing what to do-responsibly-in the classroom.WHY PROCEDURES ARE IMPORTANTStudents readily accept the idea of having a uniform set of classroom procedures, because it simplifies their task of succeeding in school. Efficient and workable procedures allow a great variety of activities to take place during a school day, and often several activities at a given time, with a minimum of confusion and wasted time. If no procedures are established, much time will be wasted organizing each activity and students will have to guess what to do. As a result, undesirable work habits and behaviors could develop which would be hard to correct.Procedures are the foundation that set the class up for achievement. Student achievement at the end of the school year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year.When a class is managed with procedures and the students know these procedures, they will more willingly do whatever you want them to do. You can then be an exciting, creative, and informative teacher with a well-oiled learning environment.CLASSROOM PROCEDURESIneffective teachers begin the first day of school attempting to teach a subject and spend the rest of the school year running after the students.Effective teachers spend most of the first two weeks of the school year teaching students to follow classroom procedures.There must be procedures in the classroom. Every time the teacher wants something done, there must be a procedure or a set of procedures to accomplish the task. Some procedures that nearly every teacher must teach include the following: 

● entering the classroom● dismissing at the end of the period or day● returning to class after an absence● arriving to class tardy● quieting a class● beginning of the period or day● asking for help● moving of students and papers● listening to/responding to questions● working cooperatively● changing groups● keeping a student notebook● finding directions for each assignment

● collecting/returning student work● getting materials without disturbing others● moving about the room● going to the library● heading of papers

TEACHING CLASSROOM PROCEDURESMost behavior problems in the classroom are caused by the teacher's failure to teach students how to follow procedures. Teachers must learn how to effectively convey the procedures just as students must learn how to follow the procedures. Below is a summary of an effective method of teaching classroom procedures.The Three-Step Approach to Teaching Classroom Procedures  

4. Explain : State, explain, model, and demonstrate the procedure.5. Rehearse : Rehearse and practice the procedure under your supervision.6. Reinforce : Reteach, rehearse, practice, and reinforce the classroom procedure

until it becomes a student habit or routine. 

10.10                         Effective Teaching - by Harry and Rosemary Wong

The First Five Minutes Are Critical !Justin was one of those students all teachers dream of having. He was a superior student and a student body officer; but he was always late for third period class. Homeroom period was between second and third periods and he would use this time in the office to take care of his student body duties.One day I said, "Justin, why are you always late to class?" And he said, "Because, Mr. Wong, nothing happens during the first five to ten minutes in this class!"Justin teaches us all an important lesson. Many teachers believe that their first responsibility in the classroom is to take the roll, return papers to students absent from class, answer questions, and do any and all other tasks that are essential at the beginning of a class period.Justin knew that class did not really start until ten minutes after the tardy bell, so why bother coming on time. In this case it is not the student who is late for class; it is the teacher who is late starting the class!The most essential thing for a teacher to do is to structure an assignment the second the students walk into the room.For many teachers much of the management of a classroom is by default. Students will wander around the room and chat because the teacher has not structured anything for the students to do.

When a teacher abdicates structuring a classroom,structure is left to the student.

Be prepared and be yourself!"It has been said, 'A well-planned lesson eliminates 90% of discipline problems.' As a successful teacher for the past 20 years, I am inclined to agree with this statement. There should be no free time planned in your daily lesson. It is better to have too much planned for the class period instead of too little. Ask your department chairperson about daily openers for your subject area(s). Daily openers such as Sustained Silent Reading (SSR) in reading or Daily Oral Language (DOL) in English will help your students begin

their daily task as soon as they enter your classroom. If a reading strategist is available in your building, he or she can provide overhead transparencies of Terra Nova Test samples to be used as daily openers."Be yourself. Although most teachers have excellent role models, we can only be ourselves! Acting like someone else, no matter how wonderful that person is, will be perceived as fake by your students. Your love for students will be enough to overcome any honest mistakes (we never stop making mistakes) that you may make as a teacher."  Mattie White, Sawyer Middle SchoolSet the mood the first five minutes"The first few minutes are crucial. Students must know what they are expected to do as soon as the tardy bell rings. Do not allow 'FREE Time' while you take roll. My students have learned during the first week to be in their seats ready to work when the bell rings. I assign a monitor to turn on the overhead where the D.O.L.D. (Daily Oral Language Drill) is for students to do while I take roll. A monitor goes to the basket for each class to distribute work to be done or that has been graded. Students returning from an absence use this time to write down work missed (from the Agenda Mate). All students must write down the date, objective, and homework assignment in their daily agenda books. Once a week I check agendas for completion."  Patricia Revzin, Woodbury Middle School The minute the bell rings"As students file in, I remind them of the materials they will need that day, to have pencils sharpened, and to have paper out. The minute the bell rings, I turn on the overhead projector to reveal a warm-up problem. The problem is either a review of a recent lesson or of important information I don't want them to forget, such as basic math skills. As students are working the problem, I take roll and walk around the room to check students' progress and answer quick questions. When students have finished the warm-up, we either go through it as a class or it is treated as a quiz and is collected to be graded."  Eric Johnson, Math Teacher A jumping off point"The first five minutes of class are devoted to either a preview or review activity. The format of the activity varies. Students might be asked to write a reaction to a quote or newspaper article, copy a timeline, brainstorm emotions felt in response to a piece of music, or take a quiz on the previous night's reading assignment. Whatever the opening activity, its primary purpose is to engage students the minute they walk through the door and to provide me an opportunity to handle attendance and other housekeeping duties. The opening activity also provides a jumping off point for the day's lesson."   Heidi Olive, Desert Pines High School It's obvious from the excerpts above that structuring the opening of class is critical for student involvement the rest of the school day. It's like the opening of a movie-it needs to capture your attention and keep you in your seat. If there is no opening of class activity, the students will be out of their seats waiting for the class to begin.10.11                         The Law of Origin 

“Institutions must operate in agreement with the reason for their origin and existence, or failure, rather than success, becomes the probability.”

 This is not an institutional theory. It is a law. It applies to business, families, churches, athletics, and schools. Without doubt, it is an absolute in education. Failure to adhere to this law will get us in trouble with more people, more quickly, than any other thing we can do. It can result in destruction of the individual as well as the institution. In truth, our actions which violate this law reflect an incompetence and obvious staff misdirection that is, indeed, reason for failure. Little can or will be achieved in the presence of this inconsistency of direction and purpose, quite the contrary. Constant personal and professional conflicts, a division of staff, and student and public unrest will be the ever-present school condition. That’s the reality produced by a violation of the Law of Origin. Decision making on our part that violates the Law of Origin is always without defense. On the other hand, compliance with the law not only assures proper direction, it also provides educators with the foundation and skills to make and defend decisions that are consistent with good educational and management practices. This law must be entrenched like a rock and practiced faithfully – for it is the foundation of our appointment to the professional positions we hold as educators. The Law of Origin teaches that …WE MUST BE STUDENT-CENTEREDEverything we do in this school must be in the best interest of students. Schools were not created to employ teachers and administrators. Schools were created to meet the needs of students. The Law of Origin must be …REFLECTED IN OUR EVERY DECISIONEvery decision we make must be in agreement with the reason for the existence and origin of this school. When it is not, the dying process begins. This includes the establishment of rules and regulations needed as day-to-day operation guides to the attitudes, philosophies, and methods used by us to fulfill the mission for our creation and existence. The Law of Origin asks … IS IT GOOD FOR STUDENTS?Every decision must be preceded by the question: “Is it good for students?” When all our decisions answer this question in agreement with the Law of Origin, everything from new programs to rules and regulations have purpose, direction, reason, and a common-sense foundation. The Law of Origin gives us a common objective. It gives us a base for decision making – be it a discipline problem or failing/passing a student. 

It’s not about us, but them. It’s not whether something is good or bad for us, but is it good or bad for the school and students. We are but employees of an institution created for others. The Law of Origin says we

must keep these truths before us at all times if we are to succeed. 

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