Classroom Rules and Objectives
Classroom Rules
The classroom rules are student generated and were adopted by the class In September of 2011.
1. Respect the beliefs and ideas of others
2. Respect personal and classroom property
3. Maintain a clean classroom
4. Learn something new every day
5. Only use electronics with permission
6. Only leave class with permission
7. Stay awake and alert
8. Practice good hygiene
Objectives:
Classroom Environment
· Seat students in areas free from distractions.
· Eliminate all unnecessary materials from student desk to reduce distractions.
· Utilize a weekly lesson plan/graphic organizer to help students with organization.
· Allow students to take breaks when needed.
· Agreed upon cues for students to leave the classroom before frustration level is reached.
· Reduction of visual distractions in the classroom.
Time Management and Transitions
· Space short work periods with breaks.
· Provide additional time to complete assignment.
· Allow extra time for homework completion.
· Inform student with several reminders, before changing from one activity to the next.
· Reduce amount of work from usual assignment.
· Provide a specific place for turning in assignments.
Presentation of Materials
· Modify expectations based on students needs.
· Break assignments into segments of shorter tasks.
· Give alternative assignments rather than long written assignments.
· Provide a model of end product.
· Provide written and verbal direction with visuals if possible.
· Break long assignments into small sequential steps, monitoring each step.
· Highlight to alert student attention to key points within the written direction of the assignment.
· Number and sequence steps in a task.
· Provide outlines, study guides, and copies of notes.
· Explain learning expectations to the student before beginning a lesson.
· Allow oral administration of test.
· Limit the number of concepts presented at one time.
· Provide incentives for beginning and completing material.
Assessment, Grading and Testing
· Provide a quiet setting for test taking; allow for oral responses.
· Divide test into small sections.
· Grade spelling separately from content.
· Permit retaking of tests.
· Provide monitored breaks from test.
Behavior
· Avoid confrontations and power struggles.
· Use cues or codes that will let the student know when behavior is not appropriate.
· Ignore attention seeking behaviors that are not disruptive to the classroom.
· Classroom rules are visually displayed in a place where all students can see them.
· Behavior intervention plans are realistic and easily applied.
· Provide immediate reinforcers and feedback.
All students are provided with the most enriched curriculum possible based on California State Content Standards, IEP goals and objectives, and NLMUSD guidelines. All students utilize district approved texts and teacher generated curriculum. Special emphasis is made to tap into the students’ background knowledge, and all students participate in weekly, post-high school transition activities in order to prepare them for the world of work and independent living. In addition to recognizing the student as an individual, emphasis is also placed on classroom unity.
Greg Kuper
M.S. Special Education
M.A. Teaching
Classroom Rules
The classroom rules are student generated and were adopted by the class In September of 2011.
1. Respect the beliefs and ideas of others
2. Respect personal and classroom property
3. Maintain a clean classroom
4. Learn something new every day
5. Only use electronics with permission
6. Only leave class with permission
7. Stay awake and alert
8. Practice good hygiene
Objectives:
Classroom Environment
· Seat students in areas free from distractions.
· Eliminate all unnecessary materials from student desk to reduce distractions.
· Utilize a weekly lesson plan/graphic organizer to help students with organization.
· Allow students to take breaks when needed.
· Agreed upon cues for students to leave the classroom before frustration level is reached.
· Reduction of visual distractions in the classroom.
Time Management and Transitions
· Space short work periods with breaks.
· Provide additional time to complete assignment.
· Allow extra time for homework completion.
· Inform student with several reminders, before changing from one activity to the next.
· Reduce amount of work from usual assignment.
· Provide a specific place for turning in assignments.
Presentation of Materials
· Modify expectations based on students needs.
· Break assignments into segments of shorter tasks.
· Give alternative assignments rather than long written assignments.
· Provide a model of end product.
· Provide written and verbal direction with visuals if possible.
· Break long assignments into small sequential steps, monitoring each step.
· Highlight to alert student attention to key points within the written direction of the assignment.
· Number and sequence steps in a task.
· Provide outlines, study guides, and copies of notes.
· Explain learning expectations to the student before beginning a lesson.
· Allow oral administration of test.
· Limit the number of concepts presented at one time.
· Provide incentives for beginning and completing material.
Assessment, Grading and Testing
· Provide a quiet setting for test taking; allow for oral responses.
· Divide test into small sections.
· Grade spelling separately from content.
· Permit retaking of tests.
· Provide monitored breaks from test.
Behavior
· Avoid confrontations and power struggles.
· Use cues or codes that will let the student know when behavior is not appropriate.
· Ignore attention seeking behaviors that are not disruptive to the classroom.
· Classroom rules are visually displayed in a place where all students can see them.
· Behavior intervention plans are realistic and easily applied.
· Provide immediate reinforcers and feedback.
All students are provided with the most enriched curriculum possible based on California State Content Standards, IEP goals and objectives, and NLMUSD guidelines. All students utilize district approved texts and teacher generated curriculum. Special emphasis is made to tap into the students’ background knowledge, and all students participate in weekly, post-high school transition activities in order to prepare them for the world of work and independent living. In addition to recognizing the student as an individual, emphasis is also placed on classroom unity.
Greg Kuper
M.S. Special Education
M.A. Teaching