Miscelleneousmr. Becker’s Classroom
2021年4月8日Download here: http://gg.gg/oytry
*Miscellaneous Mr. Becker’s Classroom Solutions
*Miscellaneous Mr. Becker’s Classroom Lesson
*Miscelleneousmr. Becker’s Classroom Rules
E X A M P L E 1. 1 ( E c o n o m i c M o d e l o f C r i m e ) In a seminal article, Nobel prize winner Gary Becker postulated a utility maximization frame-work to describe an individual’s participation in crime. Certain crimes have clear economic rewards, but most criminal behaviors have costs. The opportunity costs of crime prevent the criminal from participating in other activities such. Tomorrow will be a Noon Dismissal. Students may wear their FAB shirts with uniform bottoms. Vincent de Paul Food Pantry is in great need of personal care items such as shampoo, conditioner, body wash, deodorant, etc. Students are asked to bring in one of these items tomorrow to donate.Homework AssignmentsStandard BiologyHonors BiologyStandard BiologyHonors Biology6/14- Final tomorrow! Study! 6/14- Study 6/13- Study for Final 6/13- Study for Final 6/10- Study for Final 6/10- Lab PPT 6/9- none 6/9- Lab PPT 6/7- none 6/7- ETC WS, Lab PPT 6/6- none 6/6- POGIL: Cell Respiration 6/3- Study for Respiration Q 6/3- Plant Adaptations Packet, Lab PPT 6/2- Muscles WS 6/2- Study for Q 5/31- Study for Photosynthesis Quiz, Muscles WS (due 6/3) 5/31- dropped 5/27- Enjoy the Holiday! Eat plenty of hotdogs and popsicles. 5/27-Enjoy the Holiday! Eat plenty of hotdogs and popsicles. 5/26- Study Photosynthesis 5/26- Bioman Interactive Photosynthesis 5/23- study light reaction 5/23- study light reaction 5/18- Vocab 5/18- Fall Foliage Packet 5/17- ATP WS 5/17- ATP Poem 5/12- RAFT 5/12- dropped 5/11- RAFT 5/11- Lab Analysis Qs 5/10- RAFT 5/10- Projects 5/9- RAFT 5/9- Prelab 5/5- DNA Argument 5/5- Study for U8 Test 5/4- Prelab Qs 5/4- Genetics Review Questions 5/2- none 5/2- Review Problems (due Thurs) 4/28- study for U8 test 4/28- WS: Multiple Alleles 4/25- Genomic Code WS 4/25- Complete Punnet Squares WS (pg 1-4) 4/15- Work on Project 4/15- Work on Project, Punnet Square WS 4/14- TT WS 4/14- Punnet Square WS 4/13- dropped 4/13- Article Reflection and Mendel Reading w Questions 4/12- TT WS 4/12- Article Reflection (due 4/14), Study for Meiosis Q! 4/8- Study for DNA Quiz (Monday), DNA Comic or Narrative 4/8- Write About: Mitosis and Meiosis, EDpuzzle (Monday) 4/7- Study for DNA Quiz 4/7- Write About: Mitosis and Meiosis 4/4- Finish DNA packet assigned Friday 4/4- Study for U7 Test 3/31- none 3/31- complete all lab Qs 3/28- dropped 3/28- Topic 2 HW WS #1-10 3/24- Non-Mendelian Problems (due Monday, will be graded for correctness) 3/24- Topic 2 HW WS #1-10 3/23- Non-Mendelian Genetics Problems 3/23- dropped 3/22- Assigned Non-Mendelian Practice Problems 3/22- Study for DNA Structure/Replication Q (3/24), DNA Replication WS 3/21- Complete Bikin Bottom Genetics (Dihybrid Crosses) 3/21- DNA Replication Narrative or Comic 3/18- dropped 3/18- Emperor Qs (due tomorrow), Obj 1 3/16- genetics scavenger hunt 3/16- none 3/15- study for meiosis quiz 3/15- study for U6 quest 3/14- Meiosis Crossword, Meiosis Quiz Wednesday 3/14- Emperor Qs, U6 Quest Wednesday 3/11- EDPuzzle (due monday) 3/11- Emperor of all Maladies Qs 3/9- dropped 3/9- complete mitosis stations assignment 3/8- meiosis vocab 3/8- finish POGIL 3/4- Study for U6 Test 3/4- Objs 4,6,8,9 3/1- dropped 3/1- Study for Test, Complete Objs 2/29- Lab Qs due Wed, Study for Mitosis Q (Wed 3/2) 2/29- Study for U5 Test (Wed 3/2) 2/26- Study Mitosis 2/26- dropped 2/25- Finish Mitosis POGIL 2/25- Objs 24-26 2/24- Objs 3-5 2/24- Pulse and BP Lab Qs 2/23- Objs 1,2 2/23- EDPuzzle due 2/24, Objs 28-30 2/22- dropped 2/22- EDPuzzle 2/10- Study, Osmosis Lab Qs 2/10- Concept Map 2/4- Excretory System WS, Osmosis Lab Qs 2/4- Osmosis Lab Qs, CF Article 2/3- Read 38-3, Objs 10-1, Lab Qs (due 2/10) 2/3- CF article, Lab Qs (due 2/8) 2/2- Excretory System WS, Obj 10, 11 2/2- CF article, Lab Qs 2/1- Sports Drinks WS 2/1- CF article, Lab Qs, Study for U5 Quiz 1/29- Objs 6-9 1/29- Objs 18-21, CF article (due 2/5) 1/28- dropped 1/28- sports drinks WS, objs 5, 6, 7, 10, 13 1/15- Objs 1-3 1/15- Objs 1-4, Lab Qs 1/14- Review Questions (due tomorrow), Objs 1-3 1/14- Review Questions (due tomorrow), Objs 1-4 1/11- Study for Q 1/11- Study for Q, CER 1/8- Lab Qs, Study for Q 1/8- Read Ch 6, Objs 16-19, Study for Q (1/12) 1/7- EDpuzzle: The Cell, Lab Qs 1/7- dropped 1/6- EDpuzzle: The Cell 1/6- Obj 9, 14, 15 1/5- Study cell organelles, finish POGIL 1/5- Study cell organelles 1/4- Obj 1-2 1/4- Obj 7-8 12/19- Study for Unit 3 Test 12/19- dropped 12/18- Lab Report 12/18- Study Digestive System 12/17- Lab Report, Add to Notebook 12/17- Study Digestive System 12/16- Lab Report, Add to Notebook 12/16- Lab Report, Study Digestive System 12/14- Lab Report, Digestion EDpuzzle 12/14- Lab Report, Digestion WebQuest 12/10- Lab Introduction 12/10- Lab Report (due 12/16), Digestion EDPuzzles (due 12/14) 12/9- Objs 27-30, Lab Introduction (due Friday), QUIZ! 12/9- Topic 1 Objs, Lab Report, QUIZ! 12/8- Toothpickase Qs, Objs 27-30 (due 12/10) 12/8- Concept Map, Unit 3 Topic 1 Objs (due 12/10) 12/7- dropped 12/7- Objs 9-10, toothpickase Qs 12/4- obj 16, complete frayer model notes 12/4- obj 6, 7, 8 and Frayer Model Notes for Macromolecules 12/3- Complete Frayer Model Notes (due Monday) , Post Lab Qs (due tomorrow), Macromolecules in your Food WS (due tomorrow) 12/3- Obj 4,5 12/1- Frayer Model (carbs and lipids) 12/1- Post lab Qs 11/30- obj 14, 15 11/30- obj 3 11/24- dropped 11/24- no HW 11/20- Objs 1-3 11/20- dropped 11/17- Study for unit 2 test 11/17- Post lab Qs, Upload projects to padlet 11/12- Complete biogeochemical cycles packet, upload project to padlet 11/12- dropped 11/10- Biogeochemicals packet Pg 3, Continue work on projects 11/10- Lake lab post-lab Qs/CER, Continue work on projects 11/9- Pages 1-2 in biogeochemical packet 11/9- Lab Qs 11/6- -Succession WS -Article Reflection 11/6- -EDpuzzle (2) -Article Reflection -Read Lab 11/5- Dropped 11/5- Article Reflection, EDpuzzles (2) 11/3- Finish Biome CER/Narrative 11/3- Dropped 11/2- Predator/Prey Graph 11/2- Objs 18 & 19, Succession Game Reflection, Bring in a Composition Notebook 10/28- Quiz tomorrow! 10/28- Quiz tomorrow! 10/27- population ecology case study 10/27- continue to work on project 10/23- Project Research due Monday 10/23- Case Study & Project Research- due Tuesday 10/22- Finish ecological pyramids packet, obj 26 10/22- Population Ecology Case Study, Obj 35 10/21- Write About: Food Chain, Food Web 10/21- Finish POGIL, Obj 31-33 (next class) 10/19- Obj 21, 23 10/19- Obj 11, 31-33 10/16- Obj 11 10/16- Obj 11 10/15- Obj 3 10/15- Obj 11 10/14- No Class, Good Luck on PSAT! For tomorrow- complete the Ecological Footprint Webquest 10/14- PSAT 10/9- Lab Report Due to Schoology 10/9- Hold off on doing obj 3-8 for HW. We will discuss new objective expectations on Tuesday. Enjoy the long weekend! 10/8- Lab Report Due Tomorrow on Schoology 10/8- No HW, Enjoy! 10/6- Study for Unit 1 Test 10/6- Study for Unit 1 Test 10/5- Obj. 24-26, Lab Report- Due Friday, Unit 1 Test- Thursday 10/5- Study for Unit 1 Test 10/2- Lab Report Pt. IV, Obj. 23 10/2- Study for Unit 1 Test! Test will be Thursday 10/8. 10/1- Drop 10/1- Lab Report- submit on schoology, Obj. 24-26 9/29- EDpuzzle Qs, Lab Report Pt. II (https://edpuzzle.com) 9/29- drop 9/28- Lab Report Pt. I, Make EDpuzzle Account 9/28- Obj. 20-22, Lab Report Pt. II 9/25- Obj. 16-18, Lab Report Pt. 1 9/25- EDpuzzle Qs, Lab Report Pt. 1 9/24- Obj. 11-15 (Due Friday), Work on Lab Report 9/24- Fear of Darkness WS (Due Friday), EDpuzzle Qs (Due Monday) 9/21- Obj. 11-15 9/21- Come to class ready to execute lab- have variables defined, tables and graphs made. 9/17- Written opinion for: “Are Viruses Alive”, Finish POGIL if needed, Study for Unit 1, Topic 1 Quiz on Monday 9/17- Study for Quiz on Monday- covers material from objectives 1-7 and any other material discussed in class 9/16- Characteristics of Life WS (Due Thursday), Compose Opinion for ’Are Viruses Alive?’ (Due Friday) 9/16- Study for Unit 1 Q (Objs 1-7), Obj. 12-15 9/10- Obj 10 9/10- Obj 6&7, respond to the post @ http://www.debate.org/opinions/today-many-scientists-think-viruses-are-alive-while-many-scientists-think-viruses-are-not-alive-with-whom-do-you-agree 9/9- Obj. 10, read pg 16-19 9/9- Obj. 6&7- Due Friday 9/11 9/3- Watch the short film: Here Be Dragons- http://herebedragonsmovie.com AND complete the WS 9/3- Do obj. 4, Watch the short film: Here Be Dragons- http://herebedragonsmovie.com 9/2- Objectives 1-4, Read pgs. 3-15 9/2- Objective 2 9/1- Read over syllabus materials and sign/get signed expectations agreement by Thursday 9/3 9/1- Objective 1, Read Prologue in Textbook Dropped 8/31- Read over syllabus materials and sign/get signed expectations agreement by Thursday 9/3 Showing 117 items Why HW Matters .numbers
There always seems to be an air of anticipation walking into a new classroom on the first day of school. The atmosphere builds as the eager teacher motions students into the room, students nervously approach their new environment, and parents anxiously wave their last goodbyes before the door closes… and then what?
With 20 or so little humans staring attentively at the front of the class, the floor is yours! This is the moment to make a positive first impression, and more importantly, set the stage for the formation of a constructive classroom community. So which preschool classroom rules should you introduce to your students, and how should you approach them?
Here are a few ideas and considerations to get you started… but if you want to cut to the chase, below you can find printable rules for your use!How to Create Classroom Rules
As you prepare your lesson plan, an important factor to decide is what type of rules you would like to share with your students and how you should communicate them. Establishing these rules will help build the foundation for a strong classroom community and will support pro-social behaviorsas children begin to have a more active role in the classroom and are held accountable for their actions. You’ll want to keep your rules simple, use positive phrasing, and incorporate visuals as much as possible!Create a List
Begin by creating a list of rules that you feel are important for your students to follow. As the teacher, you set the tone and lay the foundation for the way rules should be addressed. This is your call – make it count. From your initial list, select the most important rules that you would like the children to focus on and keep them as a reference when you involve the students.Keep It Simple
Rules should be short and easy to comprehend. Keep them to a minimum by sticking to no more than 4-5 “golden” rules. By making them straightforward, you can ensure that you are communicating effectively to your students, as opposed to using complex language that can confuse your preschoolers.Use Positive Phrasing
As the saying goes, “when you can’t find the sunshine, be the sunshine.” Apply this to your rules, and sprinkle in the sunshine! By utilizing positive phrasing in your classroom rules, your students will be less likely to view the rules in a negative light. Instead of using phrases such as “Don’t Run” or “No Yelling,” take the approach of “Walking Feet” and “Quiet Voices.” Using this positive wording allows your students to more easily associate what they should be doing vs. what they shouldn’t be doing.
Incorporate Visuals
Pictures are worth a thousand words. Visuals will provide students the cues needed to associate rules with certain actions. Be sure to have a corresponding visual for each rule, as that will help improve recall among students.Sample Rules
Here are some of our favorite rules that you can share with your classroom:
*Quiet Voices
*Looking Eyes
*Walking Feet
*Listening Ears
*Helping Hands
*Clean Classroom
*Safe PlayHow to Explain and Introduce Rules into the Classroom
Once you have a grasp on the type of approach and visuals you would like to use, involve the students! Children are more likely to adhere to the rules if they feel like they contributed to their creation. They will have an enhanced sense of ownership and responsibility – helping nurture and build the classroom community as they all actively participate together in the rules’ creation.Get Students Involved
As your first lesson, it’s time to co-create the classroom rules with your preschoolers. Keep your list of ideal rules handy and steer the students in the right direction. Participation is key! The more the children participate, the more likely they will be to stick to the rules. This activity should also help students break the ice in their new environment, and you’ll likely catch a glimpse into your new students’ personalities!Explain Each Rule
Once you have decided on a set list of rules as a group, reinforce them by walking through each rule individually. Explain why there is a need for that specific rule and provide examples. This enables children to understand exactly what they should or shouldn’t do so that they can begin to associate specific behaviors with each rule.Display Your Classroom Rules
Upon finalizing your rules and corresponding visuals, display your masterpiece in the classroom! By having a constant visual presence, you can easily reference the rules in the future and reinforce your teachings on a daily basis.How to Enforce Classroom Rules
As all teachers know, enforcing classroom rules is an ongoing effort. Children will misbehave and test boundaries, but by proactively including lessons around rules, you can emphasize them to your students and continue to foster a structured and safe classroom environment.Miscellaneous Mr. Becker’s Classroom SolutionsIncorporate Stories
Read and discuss books with relatable characters such as Max, who breaks the rules in Where the Wild Things Are. As you’re reading together, encourage children to share their experiences with rules and consequences related to this subject. This will exemplify to your teachings and help students avoid similar situations.
Here are some of our favorite books to tackle the subject of rules:
Sometimes we need to help others “buy in” to understanding the importance of using self-regulation strategies. The following free resources are provided for ease in sharing the Alert Program.
*The Grouchy Lady Bug
*How Kind
*Little Dino’s Good Manners
Use Positive Reinforcement
Positivity should always be a key element in the classroom environment. When enforcing the rules, do so in a positive manner. When rules are broken, gently remind children of the classroom rules poster.
The goal is never to make a child feel bad about themselves, but instead to redirect their choices and undesirable behavior. Taking the extra one-on-one time with your student will go far in building their confidence and self-esteem and work towards preventing repeat offenses.
Miscellaneous Mr. Becker’s Classroom LessonPrintable Classroom Rules
Miscelleneousmr. Becker’s Classroom Rules
Below you can find printable classroom rules templates for your use. Simply click on the photo below and it will open in a new window. Then select print in your browser settings.
Download here: http://gg.gg/oytry
https://diarynote-jp.indered.space
*Miscellaneous Mr. Becker’s Classroom Solutions
*Miscellaneous Mr. Becker’s Classroom Lesson
*Miscelleneousmr. Becker’s Classroom Rules
E X A M P L E 1. 1 ( E c o n o m i c M o d e l o f C r i m e ) In a seminal article, Nobel prize winner Gary Becker postulated a utility maximization frame-work to describe an individual’s participation in crime. Certain crimes have clear economic rewards, but most criminal behaviors have costs. The opportunity costs of crime prevent the criminal from participating in other activities such. Tomorrow will be a Noon Dismissal. Students may wear their FAB shirts with uniform bottoms. Vincent de Paul Food Pantry is in great need of personal care items such as shampoo, conditioner, body wash, deodorant, etc. Students are asked to bring in one of these items tomorrow to donate.Homework AssignmentsStandard BiologyHonors BiologyStandard BiologyHonors Biology6/14- Final tomorrow! Study! 6/14- Study 6/13- Study for Final 6/13- Study for Final 6/10- Study for Final 6/10- Lab PPT 6/9- none 6/9- Lab PPT 6/7- none 6/7- ETC WS, Lab PPT 6/6- none 6/6- POGIL: Cell Respiration 6/3- Study for Respiration Q 6/3- Plant Adaptations Packet, Lab PPT 6/2- Muscles WS 6/2- Study for Q 5/31- Study for Photosynthesis Quiz, Muscles WS (due 6/3) 5/31- dropped 5/27- Enjoy the Holiday! Eat plenty of hotdogs and popsicles. 5/27-Enjoy the Holiday! Eat plenty of hotdogs and popsicles. 5/26- Study Photosynthesis 5/26- Bioman Interactive Photosynthesis 5/23- study light reaction 5/23- study light reaction 5/18- Vocab 5/18- Fall Foliage Packet 5/17- ATP WS 5/17- ATP Poem 5/12- RAFT 5/12- dropped 5/11- RAFT 5/11- Lab Analysis Qs 5/10- RAFT 5/10- Projects 5/9- RAFT 5/9- Prelab 5/5- DNA Argument 5/5- Study for U8 Test 5/4- Prelab Qs 5/4- Genetics Review Questions 5/2- none 5/2- Review Problems (due Thurs) 4/28- study for U8 test 4/28- WS: Multiple Alleles 4/25- Genomic Code WS 4/25- Complete Punnet Squares WS (pg 1-4) 4/15- Work on Project 4/15- Work on Project, Punnet Square WS 4/14- TT WS 4/14- Punnet Square WS 4/13- dropped 4/13- Article Reflection and Mendel Reading w Questions 4/12- TT WS 4/12- Article Reflection (due 4/14), Study for Meiosis Q! 4/8- Study for DNA Quiz (Monday), DNA Comic or Narrative 4/8- Write About: Mitosis and Meiosis, EDpuzzle (Monday) 4/7- Study for DNA Quiz 4/7- Write About: Mitosis and Meiosis 4/4- Finish DNA packet assigned Friday 4/4- Study for U7 Test 3/31- none 3/31- complete all lab Qs 3/28- dropped 3/28- Topic 2 HW WS #1-10 3/24- Non-Mendelian Problems (due Monday, will be graded for correctness) 3/24- Topic 2 HW WS #1-10 3/23- Non-Mendelian Genetics Problems 3/23- dropped 3/22- Assigned Non-Mendelian Practice Problems 3/22- Study for DNA Structure/Replication Q (3/24), DNA Replication WS 3/21- Complete Bikin Bottom Genetics (Dihybrid Crosses) 3/21- DNA Replication Narrative or Comic 3/18- dropped 3/18- Emperor Qs (due tomorrow), Obj 1 3/16- genetics scavenger hunt 3/16- none 3/15- study for meiosis quiz 3/15- study for U6 quest 3/14- Meiosis Crossword, Meiosis Quiz Wednesday 3/14- Emperor Qs, U6 Quest Wednesday 3/11- EDPuzzle (due monday) 3/11- Emperor of all Maladies Qs 3/9- dropped 3/9- complete mitosis stations assignment 3/8- meiosis vocab 3/8- finish POGIL 3/4- Study for U6 Test 3/4- Objs 4,6,8,9 3/1- dropped 3/1- Study for Test, Complete Objs 2/29- Lab Qs due Wed, Study for Mitosis Q (Wed 3/2) 2/29- Study for U5 Test (Wed 3/2) 2/26- Study Mitosis 2/26- dropped 2/25- Finish Mitosis POGIL 2/25- Objs 24-26 2/24- Objs 3-5 2/24- Pulse and BP Lab Qs 2/23- Objs 1,2 2/23- EDPuzzle due 2/24, Objs 28-30 2/22- dropped 2/22- EDPuzzle 2/10- Study, Osmosis Lab Qs 2/10- Concept Map 2/4- Excretory System WS, Osmosis Lab Qs 2/4- Osmosis Lab Qs, CF Article 2/3- Read 38-3, Objs 10-1, Lab Qs (due 2/10) 2/3- CF article, Lab Qs (due 2/8) 2/2- Excretory System WS, Obj 10, 11 2/2- CF article, Lab Qs 2/1- Sports Drinks WS 2/1- CF article, Lab Qs, Study for U5 Quiz 1/29- Objs 6-9 1/29- Objs 18-21, CF article (due 2/5) 1/28- dropped 1/28- sports drinks WS, objs 5, 6, 7, 10, 13 1/15- Objs 1-3 1/15- Objs 1-4, Lab Qs 1/14- Review Questions (due tomorrow), Objs 1-3 1/14- Review Questions (due tomorrow), Objs 1-4 1/11- Study for Q 1/11- Study for Q, CER 1/8- Lab Qs, Study for Q 1/8- Read Ch 6, Objs 16-19, Study for Q (1/12) 1/7- EDpuzzle: The Cell, Lab Qs 1/7- dropped 1/6- EDpuzzle: The Cell 1/6- Obj 9, 14, 15 1/5- Study cell organelles, finish POGIL 1/5- Study cell organelles 1/4- Obj 1-2 1/4- Obj 7-8 12/19- Study for Unit 3 Test 12/19- dropped 12/18- Lab Report 12/18- Study Digestive System 12/17- Lab Report, Add to Notebook 12/17- Study Digestive System 12/16- Lab Report, Add to Notebook 12/16- Lab Report, Study Digestive System 12/14- Lab Report, Digestion EDpuzzle 12/14- Lab Report, Digestion WebQuest 12/10- Lab Introduction 12/10- Lab Report (due 12/16), Digestion EDPuzzles (due 12/14) 12/9- Objs 27-30, Lab Introduction (due Friday), QUIZ! 12/9- Topic 1 Objs, Lab Report, QUIZ! 12/8- Toothpickase Qs, Objs 27-30 (due 12/10) 12/8- Concept Map, Unit 3 Topic 1 Objs (due 12/10) 12/7- dropped 12/7- Objs 9-10, toothpickase Qs 12/4- obj 16, complete frayer model notes 12/4- obj 6, 7, 8 and Frayer Model Notes for Macromolecules 12/3- Complete Frayer Model Notes (due Monday) , Post Lab Qs (due tomorrow), Macromolecules in your Food WS (due tomorrow) 12/3- Obj 4,5 12/1- Frayer Model (carbs and lipids) 12/1- Post lab Qs 11/30- obj 14, 15 11/30- obj 3 11/24- dropped 11/24- no HW 11/20- Objs 1-3 11/20- dropped 11/17- Study for unit 2 test 11/17- Post lab Qs, Upload projects to padlet 11/12- Complete biogeochemical cycles packet, upload project to padlet 11/12- dropped 11/10- Biogeochemicals packet Pg 3, Continue work on projects 11/10- Lake lab post-lab Qs/CER, Continue work on projects 11/9- Pages 1-2 in biogeochemical packet 11/9- Lab Qs 11/6- -Succession WS -Article Reflection 11/6- -EDpuzzle (2) -Article Reflection -Read Lab 11/5- Dropped 11/5- Article Reflection, EDpuzzles (2) 11/3- Finish Biome CER/Narrative 11/3- Dropped 11/2- Predator/Prey Graph 11/2- Objs 18 & 19, Succession Game Reflection, Bring in a Composition Notebook 10/28- Quiz tomorrow! 10/28- Quiz tomorrow! 10/27- population ecology case study 10/27- continue to work on project 10/23- Project Research due Monday 10/23- Case Study & Project Research- due Tuesday 10/22- Finish ecological pyramids packet, obj 26 10/22- Population Ecology Case Study, Obj 35 10/21- Write About: Food Chain, Food Web 10/21- Finish POGIL, Obj 31-33 (next class) 10/19- Obj 21, 23 10/19- Obj 11, 31-33 10/16- Obj 11 10/16- Obj 11 10/15- Obj 3 10/15- Obj 11 10/14- No Class, Good Luck on PSAT! For tomorrow- complete the Ecological Footprint Webquest 10/14- PSAT 10/9- Lab Report Due to Schoology 10/9- Hold off on doing obj 3-8 for HW. We will discuss new objective expectations on Tuesday. Enjoy the long weekend! 10/8- Lab Report Due Tomorrow on Schoology 10/8- No HW, Enjoy! 10/6- Study for Unit 1 Test 10/6- Study for Unit 1 Test 10/5- Obj. 24-26, Lab Report- Due Friday, Unit 1 Test- Thursday 10/5- Study for Unit 1 Test 10/2- Lab Report Pt. IV, Obj. 23 10/2- Study for Unit 1 Test! Test will be Thursday 10/8. 10/1- Drop 10/1- Lab Report- submit on schoology, Obj. 24-26 9/29- EDpuzzle Qs, Lab Report Pt. II (https://edpuzzle.com) 9/29- drop 9/28- Lab Report Pt. I, Make EDpuzzle Account 9/28- Obj. 20-22, Lab Report Pt. II 9/25- Obj. 16-18, Lab Report Pt. 1 9/25- EDpuzzle Qs, Lab Report Pt. 1 9/24- Obj. 11-15 (Due Friday), Work on Lab Report 9/24- Fear of Darkness WS (Due Friday), EDpuzzle Qs (Due Monday) 9/21- Obj. 11-15 9/21- Come to class ready to execute lab- have variables defined, tables and graphs made. 9/17- Written opinion for: “Are Viruses Alive”, Finish POGIL if needed, Study for Unit 1, Topic 1 Quiz on Monday 9/17- Study for Quiz on Monday- covers material from objectives 1-7 and any other material discussed in class 9/16- Characteristics of Life WS (Due Thursday), Compose Opinion for ’Are Viruses Alive?’ (Due Friday) 9/16- Study for Unit 1 Q (Objs 1-7), Obj. 12-15 9/10- Obj 10 9/10- Obj 6&7, respond to the post @ http://www.debate.org/opinions/today-many-scientists-think-viruses-are-alive-while-many-scientists-think-viruses-are-not-alive-with-whom-do-you-agree 9/9- Obj. 10, read pg 16-19 9/9- Obj. 6&7- Due Friday 9/11 9/3- Watch the short film: Here Be Dragons- http://herebedragonsmovie.com AND complete the WS 9/3- Do obj. 4, Watch the short film: Here Be Dragons- http://herebedragonsmovie.com 9/2- Objectives 1-4, Read pgs. 3-15 9/2- Objective 2 9/1- Read over syllabus materials and sign/get signed expectations agreement by Thursday 9/3 9/1- Objective 1, Read Prologue in Textbook Dropped 8/31- Read over syllabus materials and sign/get signed expectations agreement by Thursday 9/3 Showing 117 items Why HW Matters .numbers
There always seems to be an air of anticipation walking into a new classroom on the first day of school. The atmosphere builds as the eager teacher motions students into the room, students nervously approach their new environment, and parents anxiously wave their last goodbyes before the door closes… and then what?
With 20 or so little humans staring attentively at the front of the class, the floor is yours! This is the moment to make a positive first impression, and more importantly, set the stage for the formation of a constructive classroom community. So which preschool classroom rules should you introduce to your students, and how should you approach them?
Here are a few ideas and considerations to get you started… but if you want to cut to the chase, below you can find printable rules for your use!How to Create Classroom Rules
As you prepare your lesson plan, an important factor to decide is what type of rules you would like to share with your students and how you should communicate them. Establishing these rules will help build the foundation for a strong classroom community and will support pro-social behaviorsas children begin to have a more active role in the classroom and are held accountable for their actions. You’ll want to keep your rules simple, use positive phrasing, and incorporate visuals as much as possible!Create a List
Begin by creating a list of rules that you feel are important for your students to follow. As the teacher, you set the tone and lay the foundation for the way rules should be addressed. This is your call – make it count. From your initial list, select the most important rules that you would like the children to focus on and keep them as a reference when you involve the students.Keep It Simple
Rules should be short and easy to comprehend. Keep them to a minimum by sticking to no more than 4-5 “golden” rules. By making them straightforward, you can ensure that you are communicating effectively to your students, as opposed to using complex language that can confuse your preschoolers.Use Positive Phrasing
As the saying goes, “when you can’t find the sunshine, be the sunshine.” Apply this to your rules, and sprinkle in the sunshine! By utilizing positive phrasing in your classroom rules, your students will be less likely to view the rules in a negative light. Instead of using phrases such as “Don’t Run” or “No Yelling,” take the approach of “Walking Feet” and “Quiet Voices.” Using this positive wording allows your students to more easily associate what they should be doing vs. what they shouldn’t be doing.
Incorporate Visuals
Pictures are worth a thousand words. Visuals will provide students the cues needed to associate rules with certain actions. Be sure to have a corresponding visual for each rule, as that will help improve recall among students.Sample Rules
Here are some of our favorite rules that you can share with your classroom:
*Quiet Voices
*Looking Eyes
*Walking Feet
*Listening Ears
*Helping Hands
*Clean Classroom
*Safe PlayHow to Explain and Introduce Rules into the Classroom
Once you have a grasp on the type of approach and visuals you would like to use, involve the students! Children are more likely to adhere to the rules if they feel like they contributed to their creation. They will have an enhanced sense of ownership and responsibility – helping nurture and build the classroom community as they all actively participate together in the rules’ creation.Get Students Involved
As your first lesson, it’s time to co-create the classroom rules with your preschoolers. Keep your list of ideal rules handy and steer the students in the right direction. Participation is key! The more the children participate, the more likely they will be to stick to the rules. This activity should also help students break the ice in their new environment, and you’ll likely catch a glimpse into your new students’ personalities!Explain Each Rule
Once you have decided on a set list of rules as a group, reinforce them by walking through each rule individually. Explain why there is a need for that specific rule and provide examples. This enables children to understand exactly what they should or shouldn’t do so that they can begin to associate specific behaviors with each rule.Display Your Classroom Rules
Upon finalizing your rules and corresponding visuals, display your masterpiece in the classroom! By having a constant visual presence, you can easily reference the rules in the future and reinforce your teachings on a daily basis.How to Enforce Classroom Rules
As all teachers know, enforcing classroom rules is an ongoing effort. Children will misbehave and test boundaries, but by proactively including lessons around rules, you can emphasize them to your students and continue to foster a structured and safe classroom environment.Miscellaneous Mr. Becker’s Classroom SolutionsIncorporate Stories
Read and discuss books with relatable characters such as Max, who breaks the rules in Where the Wild Things Are. As you’re reading together, encourage children to share their experiences with rules and consequences related to this subject. This will exemplify to your teachings and help students avoid similar situations.
Here are some of our favorite books to tackle the subject of rules:
Sometimes we need to help others “buy in” to understanding the importance of using self-regulation strategies. The following free resources are provided for ease in sharing the Alert Program.
*The Grouchy Lady Bug
*How Kind
*Little Dino’s Good Manners
Use Positive Reinforcement
Positivity should always be a key element in the classroom environment. When enforcing the rules, do so in a positive manner. When rules are broken, gently remind children of the classroom rules poster.
The goal is never to make a child feel bad about themselves, but instead to redirect their choices and undesirable behavior. Taking the extra one-on-one time with your student will go far in building their confidence and self-esteem and work towards preventing repeat offenses.
Miscellaneous Mr. Becker’s Classroom LessonPrintable Classroom Rules
Miscelleneousmr. Becker’s Classroom Rules
Below you can find printable classroom rules templates for your use. Simply click on the photo below and it will open in a new window. Then select print in your browser settings.
Download here: http://gg.gg/oytry
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