This is a lengthy post about the work of the committees that are creating and sustaining our class procedures and culture, but I want to give an example of the kind work the committees are doing. Yes, I give shape to the work and the meetings, but students are responsible to do that work and make relevant decisions in the area of their committee's responsibility.
Work for Friday, 9/23
Rules--
At the end of Friday, 9/23, the rules you have given me are what I will work with as our rules.
Besides the issues of tardy, phones and talkative disruption (which they discussed previously), don't forget
No earbud
no hoods
Politeness and courtesy; no “sucks,” “shut up,” or “stupid,” besides the typical ban on school inappropriate words.
Negotiable:
Disciplinary response to all of these things, including teacher response and class response; ways to encourage “self-discipline.”
Established times to use phones, etc.,
Established times for social activity
Established times for “student voice”
Besides the issues of tardy, phones and talkative disruption (which they discussed previously), don't forget
No earbud
no hoods
Politeness and courtesy; no “sucks,” “shut up,” or “stupid,” besides the typical ban on school inappropriate words.
Negotiable:
Disciplinary response to all of these things, including teacher response and class response; ways to encourage “self-discipline.”
Established times to use phones, etc.,
Established times for social activity
Established times for “student voice”
Discipline--
Friday, I hope you will have a clear outline of ways we can create and encourage self-discipline.
You should coordinate this work with the Rules Committee.
You should coordinate this work with the Rules Committee.
- Discuss the ways you think the class can cultivate (create, develop, sustain) self-discipline.
- Discuss the ways that we and I should respond to lapses in self-discipline.
- Talk to Rules Committee about their work, which includes
- Phones being out in class
- Tardy
- Student talk/disruption
Curriculum--
By the end of Friday, I hope you will have a document outlining our general schedule for The Boys in the Boat...a document or slide I can post for everyone in your class period.
(Academic) Data--
On Friday, please review the self-assessment and Wilma Rudolph inference work I sent you. Do you see any differences between self-assessment and class performance on Wilma Rudolph?
Explain.
How do you think we're doing with inferences?
Explain.
Do you think we need to practice with inferences?
Explain.
Write all this up in a document.
Social--
By Friday, make sure any surveys you've created are available for completion.If you have already posted and students have responded, prepare a presentation of your findings.
- Copy the data (I can show you how), paste in a document or slide
- Explain what you think the results mean.
- Suggest responses for us as a class
Social Media--
I haven't seen any presentation outlines, so I'm wondering if you need a little support.For your first presentation, please make sure you address/answer at least these issues/questions.
What is social media? (Define, give examples, briefly describe how/why teenagers use it)
How much do teenagers use it? (Be specific, number of hours per day or week, or some other measure that we can all understand.)
How many teenagers use it? (percentages)
What do experts say about its effects? (describe and explain)
Anything we should do about those effects?
I hope you'll be prepared to give this presentation on Wednesday, 9/28.
We'll have some time to work on this Friday.
Liaison to Admin--
By Friday, please see or make an appointment to see somebody in Administration.Principals or Campus Supervisor
On Friday, circulate among committees to hear what they're doing. Take notes for next meeting with Administration.
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