Keep in mind that you will want to limit your list of classroom rules, short and sweet—ideally, a list of three to five rules that can be applied to just about any kind of misbehavior that may occur in your class. Your procedures, on the other hand, will likely be more numerous and detailed.
When designing your procedures, focus on what you want students to do, step-by-step, in specific, re-occurring circumstances. Furthermore, be sure to only assign behavioral consequences to students for not meeting behavioral expectations. Be sure that the procedures you are planning for your students are developmentally appropriate. Kindergarteners might be expected to put their homework in one basket, and you can later sort it and check off complete or incomplete.
In 5th grade, however, students might collect and sort the homework themselves, as well as mark for your records if it is complete or incomplete. This can be a significant challenge for teachers who lack experience with the grade level they are teaching. Speak with your grade-level colleagues about what types of procedures are developmentally appropriate for my students.
Remember that you can always adjust up or down the complexity of your procedures, based on in-the-moment evaluation of their effectiveness. Teach For America corps members and alumni: Try this short diagnostic to better understand how to address the issue you are having.
Home Plan purposefully Design classroom procedures [P-6]. Why does this matter? Student must be able to complete assignments independently. As a general rule, students should be able to complete assignments without adult assistance at home. The reason for this is simple equity. Some parents are able to substantially assist their children by virtue of their own education: But because other parents are not able to offer this type of help, only some students will have the benefit of what amounts to a private tutor at home.
It is essential that success in school not depend on the availability of parental assistance. Assignments should be appropriate to completion at home. Some assignments are inappropriate for homework—such as those that represent new learning or learning that requires frequent explanations or intervention by a teacher.
More suitable homework assignments are those that ask students to practice previously learned skills, write essays, or memorize vocabulary. Practice increases fluency and facility, and repetition can enhance student mastery of a concept.
Links between home and school should be pursued. Some assignments can integrate the home into the learning experience. After studying the Great Depression, for example, 11th grade history students might be asked to interview older relatives and neighbors regarding their experiences during the Depression and its aftermath.
Or 3rd graders, after having learned to make bar graphs, can collect data regarding the different types of furniture in their homes and display the information in a bar chart; the next day, the classroom walls will be covered with charts of chairs, tables, beds, and televisions from which patterns may be observed and hypotheses generated. Educators should help students deal with emergencies. When unforeseen events occur, students should not be unduly penalized. Teachers should distinguish between completion and effort.
Students sometimes get stuck in the course of doing their homework because they do not understand something critical. This may be due to poor instruction, lack of clarity about the assignment, or day dreaming on the part of the student during an explanation.
But the result is that the home work is not complete. A reasonable and respectful policy will take these factors into account. In addition, teachers should ask students to document what they did before abandoning their homework: Such a policy sends the message that perseverance and resourcefulness are important, so students should not give up at the first sign of trouble. Teachers should coordinate major assignments.
Students are quick to notice when major assignments from two different courses are due on the same day, and they are not completely open to their teachers' suggestions that a little advance planning would mitigate the conflict.
If a school wants students to give energy to the work they do outside of school, it makes sense for teachers in different departments to share their schedules for major assignments with one another. Students should certainly be expected to complete small daily assignments in many subjects, but major assignments should be coordinated.
Teachers should help parents help their children. A school's staff should support a richer intellectual environment at home for students, independent of homework, by encouraging parental involvement. Educators should enlighten parents who don't recognize the educational value of regularly reading aloud to younger children, or of asking them to set the table or sort the laundry. Older children can be asked to read bus schedules or road maps on car trips, or to determine which brand of soap is the best bargain at the supermarket—skills that require higher-order thinking.
And children of all ages benefit from conversation or keeping a journal. Educators should help parents to appreciate the value of these activities, so that they will encourage their children to take part in them. Of all the policies and practices affecting students, the school's approach to grading has the greatest potential to affect students' futures, both within the school and beyond it.
Almost no one believes that conventional approaches to grading are beneficial. There is no consensus as to what grades mean; some teachers appear to believe that their grade distributions reflect their own teaching abilities or the complexity of the content more than they do student achievement; others maintain that their harsh grading policy reflects their own high standards.
Teachers also tend to disagree on the quality of student work: Teachers, that is, tend to apply their own standards of quality to student work that are rarely communicated to either students or other teachers. Furthermore, many citizens, educators, and admissions directors in institutions of higher education think that the distribution of grades should follow the bell curve, believing that too many high grades is evidence of grade inflation.
Any discussion of grading policies must begin with their purposes, which include the following: Educators can use grades to motivate students to work hard, study, and learn the content of a course, especially in high school. Grades can help let students know what learning is important, as well as how well they are doing, in general. Grades can help let parents know how well their children are progressing in school.
In some schools, teachers use grades to let one another know how well students are performing. When students move from one school to another—from middle school to high school, for example—grades can be used to communicate between the two faculties. Communicating with the outside world. Admissions directors at colleges, universities, and technical schools, as well as company personnel directors, look to school transcripts for clues about students. Educational institutions want to know whether students are sufficiently prepared for the rigors of higher education, whereas employers tend to care about factors such as punctuality, interpersonal skills, and initiative.
The following recommendations are based on the assumptions threaded throughout this book. Grading is a complex topic on which it is difficult to achieve consensus. The recommendations I offer here will, I hope, serve as a basis for structured conversation on the subject.
A grade for English on a report card should reflect how well the student has mastered the content of the English course; if teachers want to comment on participation, effort, or behavior in class, they may do so on the report card, but not as part of a grade.
Students' effort, homework, behavior, and attendance are all important aspects of their work in school, and should be part of any comprehensive report to parents. However, when these are incorporated into the grading system, the grades become muddled and therefore meaningless.
In addition, an individual student's grades should be allocated independently of any other student. If all students master the curriculum at a high level, they should all receive A s or B s. An A from Ms. Jones should mean the same as an A from Mr. Smith; grades should not reflect each teacher's idiosyncratic notions of what constitutes quality. Consistency within a school or even a district , combined with the need for grades to reflect student learning in the curriculum, suggests that teachers have decided together what the curriculum is and how to assess it.
It implies, in other words, the use of consistent assessments at the end of courses or semesters. This issue is further addressed in Chapter Within the context of a consistent approach to curriculum and assessment, individual teachers need to consider many different indicators of student mastery of the curriculum when assigning grades.
An end-of-course exam for Algebra I that is used consistently throughout the mathematics department may be a valuable benchmark of student work, but it should not be the only factor used to determine student grades in the course; teachers should consider quizzes, projects, and oral presentations as well.
Learning, and the demonstration of that learning, is what's important—not student performance on a single high-stakes test. These complaints are worthy of serious attention when Grades reflect only the idiosyncratic judgments of individual teachers, Students have no way to improve their performance, Grades are handed out as rewards for compliance in class, or Grades have little connection to student performance. If, however, grades actually reflect student understanding of the curriculum, then large numbers of high grades should be applauded rather than criticized, as this means simply that many students are mastering important concepts.
Complaints about grade inflation make sense only in the context of general confusion about the fundamental meaning of grades. If more students are earning higher grades, and if high grades represent high levels of achievement, then everyone should be cheering.
On the other hand, if more and more students are getting A's but nobody knows what the grades actually mean, then the concerned voices have an important message. The nature of students' experience in school is influenced not only by the quality of instruction, but also by the school's policies and practices. Students of all ages approach school with a positive spirit, and they expect to find success and fulfillment there, so the policies and practices affecting them must be clear, fair, and likely to contribute to student learning.
Such policies can be firm, but they should also be just, and should respect student interests and motivations. Policies and practices affecting students are powerful levers that help set the tone and direct behavior in a school. The adults involved must ensure that the policies they put in place reinforce their goals for students, reflect their beliefs about students and their learning, and are supported by research findings. Once complete, you will have a set of established methods for conducting the business of your organization, which will come in handy for training, process auditing , process improvement , or compliance initiatives.
You can view free sample procedures at our samples section. Procedures provide a platform for implementing the consistency needed to decrease process variation, which increases procedure control.
Decreasing process variation is how we eliminate waste and increase performance. A procedure could be something as simple as a checklist. The goal of a procedure is to provide consistency. Using simple checklists is the easiest way to begin to get consistency in your business. A procedure is a series of steps to be followed as a consistent and repetitive approach to accomplish an end result.
Together they are used to empower the people responsible for a process with the direction and consistency they need for successful process improvement. Review free sample procedure templates to see how easy and fast it is to customize the MS-Word templates for your business. No other company provides a complete set for your whole company. Learn how to improve your organization by using policy management software.
Writing policies and procedures statements can be difficult. Nobody likes to research best practices, determine what to say and then write the actual policy or procedure. A library where all of the procedures have the same format. A library of editable MS Word templates that you could easily change if you wanted to change them.
Then, in each department, there is a department manual which goes into detail about that business category.
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