3.2-2 Students-2     (see alsoThe Chair)
1 Operating Instructions 1. Organization 2-Background 1. All children can learn 2. Not all learn in same way 3. Diagnostic and prescriptive 4. Solutions which reachÝ +Ý teach students 5. Staff development 3-Getting Started 1. Classroom 2. Students 3. Curriculum 4. Coop learning 5. Evaluation 4-L=TBC: The Formula 1. Basis 2. Whole class 3. Continuum 5-L=TBC: Models 1. Generic 2. Canada 3. Belize 4. Spanish Exploration 5. Westward Movement 6. The Middle Ages 7. Role of Intern 8. Prep forÝ field Preservice Ý6-Meeting Student Needs 1. Need for 21st Cent.Skills 2. 21st Cent.Skills + Curr 3. Assessment 4. Matching Resources to Student Need 5. Alt. Assessment: Tools and Pedagogy 7-Problems 1. Classroom management 2. Lack of focus 3. Unwillingness 8-Solutions 1. Getting Re-Started 2. Graphics Boards 3. HyperStudio 9- References 1. End Notes 2. Background Reading 10-The Library 1. Print media 2. HyperStudio 3. Web-based 4. CD-based 5. On-Line
	(4) THE CLASSROOM RULES 1. The rules should be explained and interpreted in an expansive and all-inclusive manner.Ý The rules are as follows: 2. Rule #1. IMPROVE YOURSELF (This includes academic improvement and/or personal improvement.Ý Improve in note taking, listening, reading, remembering, speaking, writing paragraphs, etc.Ý Improve one's patience, honesty, self-confidence, willingness to help others, allowing others to help you, etc. 3. Rule # 2 MAKE THE ROOM BE A PLACE WHERE PEOPLE CAN LEARNÝ (Be aware of what behavior is necessary to allow people in the room at that moment to be successful at what they are doing.Ý Thus be quiet--if quiet reading or study or note taking or seat work is being done.Ý Or talk--rather than be quiet-- if a whole class or small group discussion is going on. Or move around if working in a small group on some active learning projectÖ..sit still --if working by self. 4. Be proactive in applying these rules.Ý Enable the students to take ownership of these rules; then insist that they assume responsibilities for their actions or inactions. 5. When a student is disruptive, make them completely aware of the bothersome or harmful effects of their actions on their fellow classmates. Each student has the right to expect the room to remain a place where he/she can improve and can learn. 6. Consider this: The teacher's momentary impatience or a student's over-excitement can result in loud behaviorÖ..each equally disruptive to the work ethic and proper climate in the classroomÖ. each should be dealt with in a human wayÖ the teacher or the student apologizing to the class because the action made the room be a place where it was harder for people to learn. 7. Place emphasis on the value of improving oneself.Ý Improve academic skills or improve personal behavior.ÝÝ Students must perceive the classroomÝ as a supportive climate in which it is academically possible, socially acceptable, and personally valuable to improve one's ability to listen, read, remember, discuss, think, problem-solve,Ý and communicate.Ý Improve one's patience, work ethic, honesty, empathy and ability to cooperate.Ý Improve oneself as a person. 8. The teacher must model these and other desired behaviors and attitudes.Ý In this way,Ý teacher and students share the responsibility and obligation to create within the classroom an environment in which learning is its own reward.	(5) THE PROMISE 1. "Students, I will never give you classwork, homework, quizzes, or testsÖ. Unless I think you need it.Ý There will NEVER be BUSY WORK." 2. Explain that everything you ask the students to do has purposeÖevery educational activity is designed and offered to help each student improve. Many activities will be assigned based on demonstrated individual need.Ý See The Chair and Sections 2.3 and 6.1 and 6.2 for detailed treatment of this promise. (see alsoThe Chair)