Posted by: newperspectives85 | October 25, 2014

Quotes to Beautiful creatures fall 2012

Mrs. English: “Harper Lee seems to be saying that you can’t really get to know someone until you take a walk in his shoes. What do you make of that? Anyone?

Ethan: Harper Lee never lived in Gatlin

Lena: “I think it means that you have to give people a chance. Before you automatically skip to the hating part. Don’t you think so, Emily?” She looked at Emily and smiled.

Emily: “You little freak,” Emily hissed under her breath

Mrs. English: “Let’s talk about Boo Radley. What would lead you to believe he is leaving gifts for the Finch children?”

Emily: “He’s just like Old Man Ravenwood. He’s probably tryin’ to lure those kids into his house so he can kill them…Then he can put their bodies in his hearse and take them out to the middle a nowhere and bury them”

Scene from after Lena ran out the classroom—window incident

Lena: “They all hate me.”

Ethan: “Not all of them. Not me. Not Link, my best friend.”

Lena: “You don’t even know me. Give it time; you’ll probably hate me, too.”

Ethan: I almost ran you down, remember? I have to be nice to you so you don’t have me arrested.”

It was a lame joke. But there it was, the smallest smile I have possibly ever seen in my life.

Lena: “It’s right up at the top of my list . I’ll report you to that fat guy who sits in front of the supermarket all day.”

Ethan: “Give them a chance. They’re not all bad. I mean, they are, right now. They’re just jealous. You know that, right?…They are. I am”

Lena: “Then you’re crazy. There’s nothing to be jealous of, unless you’re really into eating lunch alone.

Ethan: “You’ve lived all over”

Lena: “So? You’ve probably gotten to go to the same school and live in the same house your whole life.”

Ethan: “I have, that’s the problem.”

Lena: “Trust me, it’s not a problem. I know about problems.”

Ethan: “You’ve gone places, seen things. I’d kill to do that.”

Lena: “Yeah, all by myself. You have a best friend. I have a dog.”

Ethan: “But you’re not scared of anyone. You act the way you want and say whatever you want. Everyone else around here is scared to be themselves.”

Lena: “Sometimes I wish I could act like everyone else, but I can’t change who I am. I’ve tried. But I never wear the right clothes or say the right thing, and something always goes wrong. I just wish I could be myself and still have friends who noticed whether I’m in school or not.”

Ethan: “Believe me, they notice. At least, they did today. “I mean, in a good way.”

I notice

What?

Whether you’re in school or not

Lena: “Then I guess you are crazy”

Lena: “You know, it’s always like this.” She was talking to the sky. A cloud floated into the darkening gray-blue.

Ethan: “Cloudy?”

Lena: “At school, for me.” She held up her hand and waved it. The cloud seemed to swirl in the direction her hand was moving. She wiped her eyes with her sleeve. “It’s not like I really care if they like me. I just don’t want them to automatically hate me.”

Ethan: “Those idiots? In a few months, Emily will get a new car and Savannah will get a new crown and Eden will dye her hair a new color and Charlotte will get, I don’t know, a baby or a tattoo or something, and this will all be ancient history.”

Lena: “I know they’re idiots. Of course they’re idiots. All that dyed blond hair and those stupid little matching metallic bags.

Ethan: “Exactly. They’re stupid. Who cares.”

Lena: “I care. They bother me. And that’s why I’m stupid. That makes me exponentially more stupid than stupid. I’m stupid to the power of stupid.” She waved her hand. The moon blew away.

Ethan: “That’s the stupidest thing I’ve ever heard. You know what’s stupid? I have books under my bed.” I just said it, like it was something I said all the time.

Lena: “What?”

Ethan: “Novels. Tolstoy. Salinger. Vonnegut. And I read them. You know, because I want to.”

She (Lena) rolled over, propping her head on her elbow.

Lena: “Yeah? What do your jock buddies think of that?”

Ethan: “Let’s just say I keep it to myself and stick to my jump shot.”

Lena: “Yeah, well. At school, I noticed you stick to comics.”

 

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Posted by: newperspectives85 | October 25, 2014

article critique summer 2012 educ 4080 7.9.12

Antoine Varner

EDUC 4080 UVA Wise Summer 2012

Dr. David Lee

Due Date: 7/9/12

Assignment 6: Article Critique

Author: Terrance M. Scott, Kristy Lee Park, Jessica Swain-Bradway, Eric Landers

Article Title: “Positive Behavior in the Classroom: Facilitating Behaviorally Inclusive Learning Environments” from The International Journal of Behavioral Consultation and Therapy. Summer 2007. http://findarticles.com/p/articles/mi_6886/is_2_3/ai_n28461298/

Author’s Thesis Statement: Scott, et al state that “classroom teachers deal with a variety of challenging student behaviors. In the minds of most are instances of violence and crime. However, the most common disciplinary referrals are for behaviors whose purpose is to avoid class (i.e. truancy and tardy), followed by fighting and bother others—also resulting in removal and therefore avoidance of class”

Summary

Scott, Park, Swain-Bradway, and Landers discuss the ideas behind positive behavior support or PBS, which is a tool used to maintain effective classroom management and improve student behavior. This system is used in light of daily occurrences in the public school setting along with the increased inclusion of special education students in the classroom. There are four steps to PBS: predicting problems, developing rules, routines, and physical arrangements to prevent them, actual implementation of strategies, and data collecting to evaluate instruction. First, one can understand the idea behind positive behavior support by looking at the life of a teacher.

The professional life of a teacher is stressful due to various challenging behaviors. However, extreme behavior problems that people think about are not the ones most common and stressful. According to Scott et al (2008), “in the minds of most are instances of violence and crime. However, the most common disciplinary referrals are for behaviors whose purpose is to avoid class such as truancy and tardiness, followed by fighting and bothering others, also leading to removal and avoidance of class” (para 1). The issues of violence and crime are not as common as people may think. People may think this due to past experiences from when they were growing up. In most schools though, it is the daily issues that cause the most stress due to the time taken away from instruction. Scott et al. (2008) state that “these behaviors include simple disrespect, failing to follow through with simple instructions, and generally being off-task” (para 1). It is not the big things that are the most problematic as they are not so common, but it is the smaller more common things that take away instruction time and are more stressful. In addition to challenging student behaviors from non-inclusion students, inclusion also creates more challenges for the teacher.

Today, the public school classroom is more diverse in academic and behavioral needs. This is due to inclusion of special needs students. With the special needs student being included in the classroom, it presents more challenges to the teacher—they may have to split the class into groups. Scott et al. (2008) states:

“Some siituations may require teachers to organize several small group activities throughout the classroom while at the same time while providing the instruction or guidance that students with special needs require. All this must occur while simultaneously maintaining some acceptable standard of classroom discipline” (para 2).

Some students may not have difficulty following routine or instruction, so placing them in a small group will not be a problem. They will excel and help those in the small group grasp the necessary material. With the students in the small group, the teacher can focus his or her attention on those with special needs. Unfortunately, the inclusion students may have problems of their own. Despite the small population of students with special needs, they are unfortunately the ones who get in more trouble. According to Scott et. al (2008):

“Although students with emotional and behavioral disorder represent only one to five percent of the student population, they also account for more than half of school discipline referrals, which increases the demand for teachers to possess skills and abilities to effectively manage behavior” (para 3).

It may be that teachers are not properly trained to work with special needs students or understand their issues. With that in mind, teachers must be able to the skills to effectively work with special needs students with emotional or behavioral disorders. With the diversity of students and behavioral concerns, positive behavior support can be used to help improve students’ behavior.

Positive behavior support is about predicting behaviors and preventing them. According to Scott et. al (2008) “under a PBS system, specifically designed rules, routines, and physical arrangements are usedto effectively decrease the number of problem behaviors that occur due to inadequate or poorly designed environments” (para 7). There are four steps to the PBS system. The first one involves predicting problems. Scott et.al (2008) states that “the first step involves predicting problems in terms of who will fail, what that failure will look like, when and where failure is most likely, and why failure occurs under these circumstances” (para 7). When the teacher figures out the predicted behaviors as well as the students responsible, the next step is prevention.

Step two consists upon the prediction by developing rules, routines, and physical arrangements to prevent predicted problems. Rules specify what is expected of the student and is essential to improving student behaviors. This includes where the teacher is located in the classroom, the desk arrangements (whether they are in rows, or in groups of 4), and how to engage students in class activities. With the diversity in students (inclusive and non-inclusive), some students may be able to follow routine and have little trouble with instructions, but those who are disabled may need more attention to gain success. This step requires teachers to figure out where the students may fail and where to go from there. Scott et at. (2008) state that “strategies may include: pre-correction, desk arrangement to allow for better traffic flow, or specific procedures for problematic routines” (para 14). This is with the predicted behaviors in mind of not just the students without disabilities but those with emotional and behavior disorders as well. A student may be closer to the teacher’s desk and may remind the substitute teacher to have the student sit at the teacher’s desk. With the second step, the teacher has to figure out the appropriate arrangements to improve student behavior. After predicting behaviors and developing rules, routines, and physical arrangements, it is time for the third step which is implementation.

Step three consists of the actual implementation of the strategies. With the implementation, consistency is very important. Without it, there will be confusion in the classroom and instruction will fail. Scott et.al (2008) explains that “for example, if the teacher teaches and implements classroom rules and routines, but other adults who also work in the classroom do not, instruction will be ineffective in the same manner as it would if the answer varied by teacher or context” (para 15). Some classes have co-instructors due to the inclusion of students with special needs. The co-instructors need to have the same rules for the class or confusion will be present. Routine involves the daily activities of the day—whether they be homework checks, warm-ups, or quizzes. Arrangements such as desks can help to ensure that classroom rules will be followed. With predicting behaviors of students and preventing them via desk arrangements and adult supervision, positive student behavior will be encouraged.

Step four involves collecting data to evaluate instruction. This is done after observing a classroom’s behavior and stepping back to examine whether routines and arrangements are working or does it need to change. Scott et.al (2008) state that “when our monitoring indicates that students are meeting their instructional objectives we continue with those successful strategies. When data indicates failure, we must reconsider and change instruction and our routines and arrangements as necessary to facilitate success” (para 7). When collecting data and one finds failure in their attempts to improve student behavior, one must make necessary changes.

An example of data collecting was done in Scott’s article involves the case study of Mrs. Clondike. Mrs. Clondike had a class that was sometimes hard and sometimes difficult. Evaluating things, Clondike asked several questions. Scott et.al (2008) mentions these questions:

  1. Have I taught specific rules?
  2. Do students know procedures for every day class activities
  3. Do physical arrangements maximize traffic flow and minimize distractions? (para 19)

These were the questions Mrs. Clondike asked.

Mrs. Clondike along with several other teachers asked similar questions due to problem behaviors observed. With the data collection, they observed behaviors such as talking out of turn, or out of seat to sharpen pencils, or get materials, which distracted not only those in the back but those who needed quiet space to finish their work.

The teachers addressed predictable problems, and then worked on a plan to prevent them in the future. Scott et al (2008) state:

“Routines were outlined and posted next to problem areas like the back table, where daily materials were kept, and at the sink. Listed as simple, brief procedural steps, posting routines included: how and when to sharpen pencils, obtain materials for class activities, get a drink of water, and wash hands” (para 21)

In addition, rules were also made clear to the students so they would know what to expect.

With the prevention step, desk arrangements were made with the students being placed in pods, and the teacher’s desk in the back to increase supervision.

The goal: reduce off-task behaviors

The rules were taught consistently as part of step 3:

Example: “Great job waiting your turn at the sink, Tim” (para 26)

“Thanks Olivia for raising your hand”

“Donovan, I like the way you waited until after teacher instruction to sharpen your pencil”

–specific praise was used to maintain appropriate behaviors.

Credentials/areas of expertise of the author?

Terrance M. Scott—has written two articles:

  1. “A school wide example of positive behavior support” Journal of Positive Behavior Interventions. 2001
  2. M. Scott, C.M. Nelson and C. Liaupsin—“Effective Instruction: The forgotten component in preventing school violence” Education and Treatment of Children

This is not the first article Scott has written on positive behavior support. He wrote one in 2001. So, his area of interest is most likely in positive behavior support.

With the other three authors, their specialty may also be in the area of positive behavior support and learning environments. The authors used several sources while writing the article. The case study involving Mrs. Clondike was also used to demonstrate how the PBS or positive behavior support system worked. The evidence used by the authors was accurate. It is not the violence or crime that is the issue, but the smaller issues such as being off task or classroom disorder which is the most difficult and stressful part of a teacher’s professional life. With that in mind, the PBS system helps to make classroom management and improving positive student behavior better. The article is still valid as the PBS system can best be used in an elementary school setting where teachers are more likely to deal with getting kids to follow the rules and improve positive student behavior.   The authors were successful in making their point about the PBS system

Conclusion

I agree with the authors about the positive behavior support system as a way of improving positive student behavior. This is more appropriate for the elementary school setting. Regarding the introduction to the article, the authors were dead-on about what stresses out teachers the most—it is not so much the violence and crime issues but the everyday issues. The issues of violence and crime in the school is most likely to be found in the inner city school systems. The everyday issues such as being off-task, general disorder, and being disrespectful stresses out the teacher due to the instructional time it takes away. As a substitute teacher, I have not ran into serious issues of violence and crime, but the everyday occurrences. As the authors point out, most of the disciplinary referrals are given for things like truancy and tardiness. As a substitute teacher, the majority of the referrals (6 out of 7) I have written have been for skipping class or being out of class without permission—which is the most stressful part of my job and all other teachers—student behavior. Some of the referrals have been for kids with special needs (LD and ED)—the authors mentioned that the kids with special needs in a mainstream class account for more of the disciplinary referrals. It is not that all special education kids in a mainstream class act out or cause problems, but maybe they just want to test the boundaries. It does take a very special teacher to understand the special needs of a student in mainstream classes, and implement the PBS system—it could be used in classes with special needs students (LD, ED, and those with mild or moderate intellectual disabilities). The idea of placing students in small groups can definitely work as they will be able to excel and help their fellow classmates with the material, so that the teacher can focus along with maybe a co-instructor on the special needs kids. In several classes at the high school I normally sub at, there are co-instructors (special education teachers) who work with the regular teacher in classes where there are special needs students.

The article does a great job in explaining the positive behavior support system. The four steps given is very helpful for teachers in elementary school or special education to implement in their classrooms. They are a good way of evaluating positive behavior and whether the methods being used are effective or need to be changed.

Posted by: newperspectives85 | October 25, 2014

What is classroom management EDUC 4080 Summer 2012

Antoine Varner

EDUC 4080 Summer 2012 UVA Wise

Dr. David Lee

Due Date: June 25, 2012

Assignment #1

 

What is classroom management? How will effective classroom management determine the success of your students?

Classroom management consists of the ways the teacher organize and structure their classrooms to maximize student cooperation and engagement along with minimize disruptive behavior. Classroom management can be maintained by way of lesson plans along with rules and procedures. Lesson plans help keep order in the classroom and students participating, so that behavior problems are minimal. Rules and procedures helps the students making them feel secure, focused on the task at hand, and respect the teacher.

Part of classroom management includes planning out a good lesson plans. That lesson plan may include group activities or classroom discussions where each student expresses their thoughts or views regarding the topic in question. With the group activities, a student learns cooperation with others and teamwork. By working in group, the student finds their strengths along with their weaknesses. A student, for example, may be great at being a group leader but may have trouble with others skills. Those weaknesses for that one student may be a strength for another student in the group. As they find their strengths and weaknesses, the student grows personally as well as professionally. By having group discussions as part of the lesson plan, a teacher maintains effective classroom management and will determine the success of the students through the relationships formed in the classroom, as well as professional development. For the group activity to work, the group must be one hundred percent focused on the task at hand. Too much goofing off or inattentiveness will result in the group being separated, and affect the class participation grade for that day. These rules will ensure the student stays on task while being able to work with their friends. They may also be placed in groups in which the students do not normally work in. This will help gain perspectives that may not have been heard. In addition to group activities, another way of maintaining effective classroom discipline through the lesson plan is to have classroom discussions.

In classroom discussions, the student is encouraged to express his or her views about the topic in question. The teacher does put boundaries on the discussion. For example, rules may include no putting down of other students through laughing and criticizing them. Anyone who does so may be asked to leave the classroom and earn a zero for the activity. Language while speaking is also something to monitor to keep from the class getting out of hand. The students must be reminded to speak appropriate language (i.e. no profanity) in the discussion of class material. Anyone who is not able to speak politely towards others need to be silent and refrain from causing disruptive behavior. With the rules in place, it will encourage the student’s confidence to speak in the class without people being rude to them. Students fear public speaking in the classroom out of fear of ridicule and criticism. That is why the rules of respecting others during classroom discussions have to be enforced. It helps to give students different perspectives than their own—they may hear something they have not thought of before.

Part of maintaining classroom management through the lesson plan involves lectures. The lecture is designed to cover the topic in question (i.e. the Civil War of the 1860s or the birth of nationalism during the mid to late 18th century).   Reinforcement of materials from lecture is done through class activities and homework assignments. This will lead to the success of students through the retaining of material by way of quizzes and unit tests. It also helps to monitor progress and help the teacher figure out areas of weakness—what to improve on for reviewing before major tests and the SOL tests. Electronic devices may not be used while lecturing as it distracts others and the teacher, not to mention get the student in trouble as they will have no notes and have the device taken away from them with possibly no chance of getting it back. Talking while the teacher is talking is also inappropriate, and may result in disciplinary action. This may be necessary especially if having a large class and there is no other way to resolve the problem. Classroom management through disciplinary action will lead to students’ success as it provides for students to learn without serious behavior problems.

Without a lesson plan, there will be no order. Students will take advantage of the poor classroom management. Examples include poor behavior and being disrespectful of fellow students and the teacher. It will be hard to maintain classroom management because the beginning of the year could very well determine how the rest of the year will go. This is important because students need to feel secure in the classroom. They need to grow professionally and need to have rules to thrive. Without the management, the teacher will gain a poor reputation from the students, parents, and fellow colleagues. The students will not feel secure and have no motivation to behave in the class. Parents will not be happy with the teacher because of the numerous complaints from their children, and it will not be their fault. Fellow teachers will also notice the poor classroom management and may not want to associate with the teacher. In addition, the teacher who lacks classroom management may not last long in their position. Not only is a lesson plan a part of effective classroom management, but also knowing the development of students.

An effective teacher knows where the students are developmentally. Not all students develop at the same rate. The teacher has to determine who needs more help in getting their work done as well as methods of meeting the student’s needs. This is done through Individual Education Plans each year, best known as IEPs. If a student needs extra time on a test, effective classroom management may entail having other students work on another assignment while the one person is finishing their test. Disruptive behavior may be dealt with by either taking points off the test or removing the student from class for noncompliance. Effective classroom management in this case will ensure that the student is giving every opportunity to do his or her very best on assessments. In addition, assigned seating as a means for effective classroom management so that troublemakers are not sitting next to each other distracting the entire class. Some students if allowed to sit together will cause trouble for everyone including the teacher. To not allow the kids to get away with sitting with their friends who could cause problems, that is why the assigned seating is necessary especially in the first few weeks of class—so that the teachers figure out who are good students academically, professionally, and gains the privilege to sit next to his or her friends since the teacher knows they will not pose a problem. The assigned seating is also necessary to figure out who is a potential troublemaker—the seating helps familiarize the teacher with the students. In middle and high school, development is an issue as there is much emotional energy in teenagers—emotional energy as in stress due to peer pressure, problems at home, or pressure to do well. With this in mind, effective classroom management means that homework will not be so much that the student is overwhelmed, especially since they have other classes that give them work. They do have a life and some teachers do not realize it and pile on tons of homework or classwork like it is punishment. Piling tons of homework or classwork on students like your class is the only thing in their lives or punishing them with tons of work is not conducive to effective classroom management. The students will learn to hate the teacher who does this, and any attempt for the teacher to maintain the class will fail—because the student will not respect someone who punishes them with tons of homework like their class is the only thing important in a student’s life. Part of the emotional energy students have is related to peer pressure, an issue that can affect classroom management.

A student being in a positive or negative peer group does have implications for students’ success and classroom management. A student in a positive peer group has increased self-esteem, and more likely to excel in the classroom. One who is in a negative peer group is most likely to become a troublemaker. They are more likely to have low self esteem and act out as a cover for their problem. The student in the negative peer group poses a concern for the teacher—the negative peer group along with the student of concern could pick on others and bully students, as well as disrupt the class and disrespect the teacher. To maintain effective classroom discipline and the safety of the students, the one causing the trouble has to be removed. An effective way of handling the situation is by writing a referral, especially if the teacher has a large class and cannot be handled any other way. Chances are that the negative peer group has caused problems for other teachers and classes. The student from that negative peer group has been negatively influenced and needs to be dealt with if possible…there are some cases in which the teacher can reach out to those he or she can, and the rest may be a lost cause.

A final element to effective classroom management is fairness. Students have a distinct sense of what is and is not fair. The teacher must act fairly towards all students if they hope to be respected. There cannot be any inconsistency because students, as mentioned above, know when there is an inconsistency. Once inconsistencies are spotted, the chances of a teacher having respect or having the students follow their rules will be slim to none. Even if rules are followed, the students will do this grudgingly and will resent the teacher with good reason, especially if it is one who does not correct the problem.

Classroom management is essential to the success of the students. A lesson plan can act as a map as to where the class needs to be in relation to the curriculum, and helps keep the class on task. Without lesson plans, the chances for effective classroom management will decrease as students will take advantage of the situation and a potential end to the teacher’s career. Regarding a student’s development, the effective teacher knows not all students get work done at the same rate as others. Some may need extra time. The effective teacher also knows that their students have lives outside of their classroom—they will assign homework but will be fair in how much is assigned. Fairness is a quality essential for effective classroom management as students want to be treated fairly and can easily sense when they are not. Effective classroom management ensures that the students succeed in the classroom.

Posted by: newperspectives85 | October 25, 2014

The First Day of School EDUC 4080 Summer 2012

Antoine Varner

UVA Wise Summer 2012 EDUC 4080 Classroom Management and Discipline

Dr. David Lee

Due Date: June 25, 2012

Assignment #2

The first day of school

On the first day of school, students will find poster of famous people who made significant achievements such as Martin Luther King or Mahatma Gandhi. I will also have posters of less significant people such as George Orwell in case people wonder about him or others who do not stick out as well. That would be for those who may be fascinated into people who may not stick out to the majority of people. Orwell does not stick out, but he was an influential political writer during the early to mid 1900s—during the periods of Western imperialism, the Spanish Civil War, and Communism. In addition to people from the past, there will also be inspirational quotes related to history and life. These posters will be on my bulletin boards. The classroom rules and procedures will also be on the bulletin board as well as a copy of the class syllabus.

Students will also find a map of the world on the side wall as well as other pictures such as a house, or a city, or a country (i.e. the U.S., or France). I may also place some things that are a part of me—meaning something related to my alma mater Longwood or UVA Wise, or a hobby I may have outside of school—this will most likely be near my desk.

The teacher’s desk will have a cup of pens in the center of the desk along with a calendar with important dates written in it. Each class will have a bin to place their assignments in. Those bins will be next to the door if not the front of the room. This will help with organization.

Weekly and daily classroom assignments will appear on the board in the front of the classroom, which will be announced and on the board every day.

The desks will be arranged in rows. There will be four to six per row. Assigned seating will be used for the first few weeks until the students prove to me that they can sit with their friends without causing behavior problems. The assigned seating will also be used so I can familiarize myself with the students, and figure out who are potentially great students academically and character-wise, and those who are potential troublemakers to look out for.

On the first day, I will give each person an information sheet which will ask for their name, phone number or email to get in contact with their parents for any reason, hobbies and interest and class schedule.

The activity for the first day will ask the students to write how their summer was: any good experiences, any bad, and how they shaped you—your opinions on certain things, your personality, etc. The goal is to relate this to history: How do people evolve through their experiences. People in history were shaped by their experiences in life—their personality as well as their opinion on certain things. For example, Iranians were shaped by western imperialism and corrupt rulers. The western imperialism led to nationalism, or resentment of a foreign country ruling over one, and corrupt leaders led to the Islamic revolution in Iran along with extremism and intolerant attitudes towards the West. Just as they were shaped by past events, we are all shaped by events in life, whether big or small. We may not make the history books but we make an impact that can last a lifetime—for better or worse. In addition to the activity, I will discuss the procedures for the class along with the syllabus.

In the syllabus will be listed the rules and procedures for the class. Rules include:

  1. No students out of their seat without permission
  2. No vandalizing of the posters or classroom property. Any occurrence will warrant a referral.
  3. Sit in assigned seats
  4. No late work will be accepted
  5. Turn off all electronic devices in class
  6. Do not leave trash in classroom
  7. Respect your classmates and ME
  8. Be on time
  9. Do your best
  10. Cheating on quizzes or tests: an automatic zero and referral

Daily Procedures:

  1. Turn in homework in the bins at the beginning of class
  2. Daily activity: lecture, group/class activity, homework assignment will cover lecture, readings, and class activities.
  3. Quiz: You will have no more than 10 minutes to study for the quiz. Excess chatter will result in the quiz given earlier than the time I gave you to study. You will be given a certain amount of time to finish the quiz. (Quizzes are not long—generally 20 to 25 minutes, maybe less). I will walk around the room to ensure nobody is cheating.
  4. Test: Excessive talking will result in a zero and removal from class. As with quizzes, I will walk around the room to ensure nobody is cheating.   After finished with the test, work on class assignment quietly—you can still lose points for talking while others are finishing.
  5. Students have a calendar week to make up all work missed from an absence. All work not turned in by then becomes a zero. Tests and quizzes cannot be made up during class.

Assignments:

  1. Homework—may consist of the following:
  2. Worksheets covering class lectures or assigned reading. Formats may include multiple choice or matching from reading or lectures. Short answer questions may require a few sentences to completely answer the question. No late work will be accepted after the due date.
  3. You may be assigned an essay that deals with the unit studied or analyzing a source document. Essays may also involve you relating a concept discussed to today or another time in history. You will be given time in class to work on that essay along with the details in writing the essay. Essays will count as a test grade.
  4. This is an assignment where you can be very creative and learn to be a historian. Details will be given in class as to how the journal entries are to be set up. You are required to have at least two journal entries every Friday that the class meets. You can do more for extra credit. The journal will count as a test grade.
  5. Classwork will consists of group and class activities. Worksheets related to lecture or readings may also be assigned. The classwork will count towards your class participation grade. Class participation may be affected by classroom behavior.
  6. Projects
  7. There will be at least one project per nine weeks. Your creativity is needed on this assignment.
  8. This will count as much as two test grades
  9. Quizzes
  10. 20-25 minutes
  11. May be announced or unannounced
  12. May come in the form of a vocabulary quiz (normally announced) or be based on lectures or guided reading (may be unannounced). This is to motivate students to read and review every day. Most quizzes will be fill in the blank or matching; may also have a short answer question.
  13. Unit tests
  14. Normally cover one chapter
  15. 45-50 minutes depending on the difficulty
  16. Matching, multiple choice, short answer, and/or essay
  17. All lectures, group/class activities, worksheets, and vocabulary is fair game to see on tests
  18. You will have a study guide the class or two before the test
  19. Semester Exam
  20. Will cover the entire semester
  21. Format similar to regular tests
  22. You will get a study guide to study for the semester exam.
  23. It is imperative that you keep all your lecture notes, quizzes, and worksheets so that you can do not panic while working on the study guide.
  24. May count as much as 20% of your semester grade
  25. Standards of Learning Exam
  26. Will cover the entire year
  27. Format: Multiple Choice
  28. You will have practice SOL tests the fourth nine weeks so you get an idea of what the test looks like.
  29. This will be your chance to see what you need to study the most
  30. If you pass the SOL exam, you do not have to take the final exam.
  31. Final Project
  32. May be Utopia project or themes across time project
  33. You will work in groups on the project (whichever I assign) during class…I suggest you get with your group outside of class. This project should last a couple of weeks—well before finals.
  34. You will present your project in front of the class and evaluate other group projects.
  35. Extra Credit
  36. Bring in tissues and hand sanitizer at the beginning of the year
  37. May count as much as 50 points towards your grade

 

Grade breakdown (tentative)

Unit tests/Projects/Essays/Journals   40%

Quizzes 30%

Daily Work—homework, classwork, class participation 30%

 

**Semester Exam—May count up to 20% of your semester grade.

 

My opening remarks

“Welcome to history class, I hope you will take away something by the end of the year. This class will not just be about the memorization of events, but learning how you make history everyday—through your actions, regardless of how small you may think they are.

Your assignments will not just consist of knowing people and events, but also require critical thinking. You may be asked to relate historical events to current events…whether they be from a global perspective, the nation itself, locally, or even in your own life. For this, I am asking you to keep a journal and write on occurrences that may grab your attention. This journal will be collected every other week. I will comment on what you can improve on with your observations (whether they need expanding on) and also complement whenever necessary. The journal may consist of personal experiences, an interest in a person (it does not have to be a famous person)—it could be someone you know—how their experiences shaped them (i.e parents, fellow students, even people in your neighborhood) as well as something you can take from them; if you talk about a certain place, give the geographic location and use elements of geography. You can make up a story or activity involving that place. Mention why you decided to write about that place. You may also decide to write about a topic that is interesting to you and relate it to an event in history. An example could be prejudice—why did you decide to write about it and an event in history that involved prejudice; or write on culture—and write about one in history or even today. The journal is to help with concepts in geography and history. The concepts may also relate to other fields of social science. By the end of the year, you will have become a social scientist through your writings of various occurrences and gained an appreciation of the field. Other critical thinking assignments may require you to analyze primary and secondary source documents as well as various projects, where your creativity is most needed. Primary and secondary sources are an important part of the field of social science especially in history. To make history not so boring, I will assign creative projects from time to time—these may involve a Utopia Project where you create your own set of rules as you’re stranded on an island, or trace of theme of world history or geography over time that interest you (i.e fashion, importance of water, greed and the consequences, empire, etc).

I ask that you be on time for class, respect your fellow classmates, and participate in all class activities. Turn in your assignments on time. Failure to do so will have a significant impact on your grade. Your very best effort will determine your grade and how much you get out of this class. If you do these things, you will be successful. The syllabus is to be signed and returned next class, and will count as your first grade in this class.”

Posted by: newperspectives85 | October 25, 2014

econ 2013

Can A Government Increase the Rate of Economic Growth

Don’t Expect Consumer Spending To Be the Engine of Economic Growth It Once Was

Consumer Spending in U.S. Rebounds as Incomes Increase – Bloomberg

A pickup in economic growth

US Consumer Spending – The Growth Rate Report on Consumer Spending

Econbrowser: CBO: “What Accounts for the Slow Growth of the Economy After the Recession?”

Posted by: newperspectives85 | August 18, 2014

Field Notes: BlogHer ’14

The WordPress.com Blog

Automatticians, the people who build WordPress.com, participate in events and projects around the world every day. Periodically, they report back on the exciting things they do when not in front of a computer. Today, Michelle Weber — one of a group of Automatticians offering real-life happiness engineering at BlogHer ’14 — reports back from the popular women bloggers conference.

BlogHer is an amazing organization created to support and lift up women bloggers. They’re home to blogging communities close to our hearts, like NaBloPoMo, and their conferences are among my favorite blogging events to attend.

Meeting the bloggers who take WordPress and infuse it with their words and images is rewarding, educational, and just fun. This year’s annual conference was no exception — the WordPress booth included a Happiness Bar for on-the-spot troubleshooting, ample hangout space, and, of course, a comfy couch for much-needed conference breaks and blogging tête-à-têtes.

This year…

View original post 225 more words

Posted by: newperspectives85 | August 17, 2014

U.S. and the world spring 2012

http://www.foreignaffairs.com/articles/37145/josef-joffe/europe-and-america-the-politics-of-resentment-contd

http://blogs.the-american-interest.com/wrm/2012/01/18/sticky-powers-staying-power/

http://campus.diplomacy.edu/env/scripts/Pool/GetBin.asp?IDPool=6160

http://homepages.udayton.edu/~aherndaw/101sticky.htm

http://www.washingtonpost.com/opinions/the-importance-of-us-military-might-shouldnt-be-underestimated/2012/02/02/gIQAX5pVlQ_story.html

http://www.foreignpolicy.com/articles/2004/03/01/americas_sticky_power?page=0,1

 

Posted by: newperspectives85 | August 17, 2014

middle east and religious freedom 2011

http://www.votesmart.org/candidate/biography/27120

http://www.kansaspress.ku.edu/lonrel.html Relgiious Freedom and Indian Rights

http://religiousfreedom.lib.virginia.edu/relfreeorg/ Religious Freedom Organizations

http://www.govtrack.us/congress/person.xpd?id=400435

http://www.govtrack.us/congress/bill.xpd?bill=s112-1245

http://www.sullivan-county.com/id4/prager4.htm

http://books.wwnorton.com/books/The-Godless-Constitution/

http://books.wwnorton.com/books/detail-inside.aspx?ID=17108&CTYPE=G God’s Century

http://www.bahai.org/dir/worldwide/persecution

http://news.bahai.org/documentlibrary/TheBahaiQuestion.pdf

http://icrd.org/?option=com_content&task=view&id=128&Itemid=149 International Center for Religion and Diplomacy

Posted by: newperspectives85 | August 12, 2014

geography websites fall 2011

http://www.eurasianet.org/departments/insightb/articles/eav011609c.shtml

http://www.spme.net/cgi-bin/articles.cgi?ID=7391

http://www.spme.net/cgi-bin/articles.cgi?ID=7391

http://www.spiegel.de/international/world/0,1518,670046,00.html

https://www.cia.gov/library/center-for-the-study-of-intelligence/csi-publications/books-and-monographs/at-cold-wars-end-us-intelligence-on-the-soviet-union-and-eastern-europe-1989-1991/art-1.html

http://www.southerncenter.org/

http://www.coldwar.org/articles/90s/fall_of_the_soviet_union.asp

http://www.pineforge.com/upm-data/13425_Chapter1.pdf

http://www.southerncenter.org/eu_may08_lesson2.pdf

http://www.marucheck.net/jw/jw_break.html Breakup of the Soviet Union

http://www.germanculture.com.ua/library/facts/bl_reunification.htm The Reunification of Germany

http://www.everyculture.com/Ge-It/Germany.html

http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/29051.html German Reunification

http://unic.academia.edu/HubertFaustmann/Papers/335131/Challenges_of_Reunification_The_Case_of_Germany

http://www.learner.org/courses/envsci/unit/text.php?unit=5&secNum=1

http://www.everyculture.com/multi/Bu-Dr/Chaldean-Americans.html

http://www.cal.org/co/iraqi/iraqitxt.html

http://www.thecrimsonfield.com/congresstestimon.html

http://www.atimes.com/atimes/Middle_East/KG22Ak01.html

http://lakesideschool.libguides.com/content.php?pid=159980&sid=1353249

http://www.everyculture.com/Ge-It/Iraq.html

http://www.un.org/WCAR/pressreleases/rd-d21.html Discrimination Against Minorities, Middle East, Reparations for Slavery…

http://islamineurope.blogspot.com/2011/08/sweden-jews-muslims-face-significant.html Jews and Muslims facing significant discrimination in Sweden (World Geography 2011 migration chapter 3 of Rowntree)

http://mystayinsweden.blogspot.com/2007/01/discrimination-in-simple-soccer.html

Living in Sweden—article on discrimination in a simple soccer training game

http://www.un.org/WCAR/e-kit/minority.htm Multi-ethnic states and the protection of ethnic rights

http://theimpudentobserver.com/world-news/sweden-faulted-for-discrimination/ Sweden faulted for discrimination

http://www.unhcr.org/457ed5724.html Roma head for Sweden to escape poverty

http://www.crimetheory.com/Soc1/Chic1.htm Concentric Zone Model

http://www.english.emory.edu/Bahri/Anderson.html

http://www.dreamhistory.org/id5.html

http://bradleyhardin.com/geography/europe/europe_cultural_reading.htm

http://www.infidels.org/library/historical/joseph_mccabe/big_blue_books/book_09.html

http://www.germanculture.com.ua/library/facts/bl_reunification_aftermath.htm

http://www.thefreelibrary.com/The+nation-state%2c+religion%2c+and+uncivil+society%3a+two+perspectives…-a019997801

http://www.mtholyoke.edu/acad/intrel/drucker.htm

http://faculty.plattsburgh.edu/richard.robbins/legacy/nation_state_readings.htm

http://www.eupedia.com/forum/showthread.php?26374-What-makes-you-proud-of-your-country/page3

http://www.foreignaffairs.com/articles/56665/martin-wolf/will-the-nation-state-survive-globalization

http://www.citizendia.org/Iceland

http://www.spiritus-temporis.com/nation-state/examples-of-nation-states.html

http://articles.gourt.com/en/nation%20state

http://www.worldology.com/Europe/Europe_Nations/Slovenia/index.htm

http://www.theslovenian.com/articles/armstrong.htm

http://www.wisegeek.com/what-is-a-nation-state.htm

http://www.scuc.txed.net/webpages/jchavez/powerpoints.cfm?subpage=20335

http://www.lewrockwell.com/buchanan/buchanan43.html

http://www.srpska-mreza.com/nwo/YugoslavLessons.htm

http://www.bbc.co.uk/worldservice/theneweurope/wk18.htm

http://www.scribd.com/doc/45805398/Slovenians-Non-Slovenians-by-Irena-Sumi

http://www.wordiq.com/definition/Slovenes

http://www.ifeelslovenia.co.uk/2010/10/slovenia-2/

http://www.thezaurus.com/?/literature/imagination_the_slovenian_writers_and_styles_of_history/

http://www.yorku.ca/soi/_Vol_3_4/_HTML/kamusella.html

http://www.simpletoremember.com/articles/a/the_jews_of_poland/

http://www.worldology.com/Europe/Europe_Nations/Poland/index.htm

http://www.ibtauris.com/Books/Humanities/History/History%20earliest%20times%20to%20present%20day/20th%20century%20history%20c%201900%20%20to%20c%202000/Poland%20A%20Modern%20History.aspx

http://www.history.com/topics/poland/page2

http://lemko.org/wisla/DH01.html

http://info-poland.buffalo.edu/classroom/longhist4.html

http://ukrainianweek.com/Politics/26298

http://polandjewishheritagetours.com/specialtytours_3.php

http://www.nationsonline.org/oneworld/first_world.htm

http://www.nationsonline.org/oneworld/second_world.htm

http://nointervention.com/archive/pubs/CWIS/fworld.html

http://www.nationsonline.org/oneworld/third_world_countries.htm

http://naturalgas.org/environment/naturalgas.asp

http://www.columbia.edu/~tmt2120/environmental%20impacts.htm

http://www.earthobservatory.nasa.gov/Features/WorldOfChange/aral_sea.php

http://www.time.com/time/magazine/article/0%2C9171%2C1074119%2C00.html

http://homepages.bw.edu/~dkrueger/BUS329/readings/DeGeorge.html

http://marginalrevolution.com/marginalrevolution/2006/02/exporting_pollu.html

http://www.ritas-outback-guide.com/lake-eyre.html

http://www.aussiepelicans.com/lakeeyre.html

http://www.southaustralia.com/things-to-do/off-beaten-track-lake-eyre.aspx

http://www.encyclopedia.com/topic/pollution.aspx

http://www.ejrc.cau.edu/PovpolEj.html

http://www.users.muohio.edu/shermarc/p412/caps97.shtml

http://www.ucar.edu/communications/gcip/m3elaw/m3htmlshort.html

http://www.lakeeyrebasin.org.au/index.html

http://www.helium.com/items/2016404-comparison-of-the-australian-aborigine-to-the-american-indian?page=2

http://pattyinglishms.hubpages.com/hub/Aborigines-New-Zealand

http://www.scribd.com/doc/36737220/ABORIGINES

http://kooriweb.org/foley/essays/essay_15.html Assimilating the Natives in the U.S. and Australia

http://www.economist.com/node/21541033 Protecting Brazil’s Forests fiddling while Amazon burns

http://www.time.com/time/world/article/0,8599,2101718,00.html India suspends plans to build a WalMart

http://www.time.com/time/world/article/0,8599,2101569,00.html Thousands occupy Russian Square in opposition to Putin

http://www.economist.com/node/21541444 Long Life of Homo Soviecticus

http://www.economist.com/node/21541401 Cracks begin to appear in Putin’s Regime

http://www.economist.com/node/21541440 Political Islam on the rise

http://mobile.nytimes.com/2012/02/17/world/asia/in-baad-afghan-girls-are-penalized-for-elders-crimes.xml

http://www.economist.com/blogs/charlemagne/2011/12/britain-and-eu-summit

http://environment.nationalgeographic.com/environment/habitats/rio-rain-forest/#page=2

http://www.nytimes.com/2011/11/05/world/americas/brazils-rapidly-expanding-influence-worries-neighbors.html?_r=1

Posted by: newperspectives85 | August 12, 2014

social studies websites

http://faculty.unlv.edu/gbrown/westernciv/de/course_info.html

http://www2.gsu.edu/~polwmd/4240syllabus.html

http://people.virginia.edu/~ljs2k/cp101.html

http://people.uncw.edu/mastersd/courses.html

http://faculty.deanza.edu/stockwellbob/classes/course2

http://teacherweb.ftl.pinecrest.edu/snyderd/index.html

http://www.caroddoapclasses.com/id1.html

http://www.worldjourney.net/phs/id1.html Advanced Placement World History

http://www.polisci.niu.edu/polisci/faculty/profiles/corbett/index.shtml

http://www5.austincc.edu/faculty/syllabus.php?id=201319 World and Regional Geography Austin Community College

http://www.marquette.edu/polisci/catalog.shtml#2401._Comparative_Politics

http://www.coursehero.com/keyword/cultural-geography/

http://www.dce.k12.wi.us/srhigh/socialstudies/AP%20Classes/AP%20European%20History/APEuropeanHistory.htm

http://www.csun.edu/~sg4002/courses/150/150_syllabus.html

http://www.caroddoapclasses.com/id4.html

http://www.caroddoapclasses.com/id3.html

http://www.caroddoapclasses.com/id3.html

http://politics.as.nyu.edu/object/politics.ug.coursedescriptions

http://www.regionalgeography.org/world/

http://teachers.greenville.k12.sc.us/sites/gsnoad/Pages/AP%20European%20History.aspx

http://www.freewebs.com/apeuronfhs/

http://historysage.com/jcms/content/view/64/93/

http://teachersites.schoolworld.com/webpages/DKendall/index.cfm?subpage=603122

http://apeurohistory10.blogspot.com/

http://www.vjmhs.org/page.cfm?p=345

http://www.cathedral-irish.org/page.cfm?p=1394

http://aphg.northgwinnett.com/

http://www.cas.umt.edu/polsci/faculty/adams/psc130.f05.pdf

SpringBoard® | Official Pre-AP® Program from College Board

The Monkey Cage

http://www.nyu.edu/gsas/dept/politics/faculty/clark/comparative_s02/syllabus.html

Clouds, Clocks and Sitting at Tables | A blog about doing and teaching Comparative Politics and International Relations, with some Southeastern European Politics thrown in to spice things up

Assignments – Mace's United States History

Mace's AP US History

Blue Ridge Virtual Governor's School – Home

tsnyder main

Social Studies / overviewworking

Hamrick, Paige / Overview

School Overviews / Washington-Lee High School

Rockwood, Joel / Joel Rockwood – Social Studies Home Page

School Overviews / Wakefield High School

Norton, Jeana / Teacher Information

http://www.apsva.us/page/9292

http://www.apsva.us/page/22750

http://www.apsva.us/page/10134

http://www.apsva.us/page/22727

http://www.apsva.us/page/10145

http://www.lcps.org/page/111780

http://www.lcps.org/site/default.aspx?pageid=67190

Social Science / Social Science Teachers

Department: Social Sciences / Overview

http://www.lcps.org/site/default.aspx?pageid=9611

http://www.lcps.org/domain/2384

AVID / WHAT IS AVID?

Thomas, Nancy – Social Science / AP US History

http://www.lcps.org/domain/3683

http://www.lcps.org/page/68115

Shangraw, Sarah (Social Science) / Overview

freeman-pedia – home

Willis, Gary (Social Science) / Overview

Alison, Allison (Social Science) / Welcome

Social Science / Overview

Bird, Kristin – Social Science / AP World History

Weaver, Darren (Social Studies) / Rules and Procedures

It was 40 years ago today

Cassidy, Kathy – Social Science / Biography

World History & Geography from studentsfriend.com

Lane, Stefanie – Social Science / Mrs. Lane

Departments

Departments Albemarle High

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