Attachments
Mr. Atkinson's Discipline Plan.docx
Mr. Atkinson's Classroom Procedures.docx
Course Outline 3C.pdf
CourseOutlineMBF3CHSJune2014.docx
scan0003.pdf
scan0004.pdf
Mr. Atkinson’s Discipline Plan
Classroom Rules
1. Be positive and helpful
2. Be respectful of yourself, the teacher, your classmates and
the environment
3. Be prepared and on time for every class
4. Use class time effectively. Ask questions to clarify
concepts
If You Choose to Break a Rule
First Time: Name on board. Warning
Second Time: One check. 15 minutes at lunch on Thursday
Third Time: Two checks. 30 minutes at lunch on Thursday
Fourth Time: Three checks. 30 minutes after school on Thursday
and parents called
Fifth Time: Four checks. 60 minutes after school on Thursday,
referral written, and student
sent to the office
Severe disruptions: Student sent immediately to the office
Names and checks erased each Thursday afternoon.
Rewards
Praise (daily)
Positive notes home (random)
Various other positive perks (throughout the semester)
The joy of learning (each day of the semester)
STUDENTS: I have read this classroom discipline plan and
understand it. I will honour it.
Signature: ________________________________________ Date:
_____________________
PARENTS: My child has discussed the classroom discipline plan
with me. I understand it and will support it.
Signature: ________________________________________ Date:
_____________________
TEACHER: I will be fair and consistent in administering the
discipline plan for my class.
Signature: ________________________________________ Date:
_____________________
SMART Notebook
Mr. Atkinson’s Classroom Procedures
Procedures are a part of life. We follow procedures when we use
a telephone book, board an airplane, open a locker, approach a
traffic light and attend a wedding. The reason we have procedures
in life is so that people can function in society knowing the
acceptable and efficient ways other people do things.
There are also procedures in this classroom. These procedures
establish our classroom culture. Our culture will be one of
academic emphasis, positive attitude, cooperative effort and a
safe, supportive environment that encourages and rewards risk
taking.
Procedures are not rules and are not subject to punishment or
reward. They simply exist to create an effective learning
environment.
Procedures
Entering the Classroom
1. Pick up your journal
2. Place in the inbox any items to be handed in
3. Find your assigned seat and begin working
Getting to work immediately
1. Look up on the Board for the quote of the day and today’s
learning goal
2. Copy the quote and learning goal into your journal
3. Begin working on the Minds-On problem on the board
4. Pick up any missed work from your journal if you were
absent
When you are tardy
1. Stop at the office for a late slip
2. Pick up your journal
3. Place in the inbox any items to be handed in (including your
late slip)
4. Find your assigned seat and begin working
End of period class dismissal
1. Wait for the teacher to dismiss the class…not the bell
2. Put away/return any learning materials
3. Record your homework for the day
4. Pick up any garbage or recycling on or around your desk
5. Return your journal
6. Quietly proceed to your next class
Picking up your journal
1. On entering the class, pick up your journal from the box that
you left it in during the previous class
2. Check for missed work that your partner will have recorded in
your journal for you if you were absent
Returning your journal
1. Place your journal in one of the boxes neatly
2. Take note of which box it is in so you can find it easily
next class
Listening to / responding to questions
1. When someone is responding to a question, listen to their
response
2. If you have something to add or contribute, raise your hand
and wait to be called on by the teacher or presenter
Participating in class discussions
1. Listen attentively to the ideas and opinions of the other
members of the class
2. Respond to those ideas in a respectful manner
3. Only one person may speak at a time to ensure that their
opinion can be heard by all
When you need pencil/paper
1. You may borrow a pencil from the teacher’s loaner pile in
exchange for something of equal or greater value
2. When you return the pencil, you will get your item back
3. You may use paper from the recycling bin or Good On One Side
(GOOS) paper bin if there is any available.
Checking out classroom materials
1. Each group will have a designated person who’s responsibility
is to collect and return the designated learning materials
2. Calculators may be borrowed in exchange for an item of equal
or greater value
3. When you return the calculator, you will get your item
back
Pencil Sharpening
1. Wait for work to be assigned and the class is working before
getting up to use the class sharpener
2. If you bring your own sharpener, you may get up to use it
over the garbage pail as needed
3. Ensure that pencil shavings are disposed of in the garbage
and not on the floor or in the desk
Keeping your desk orderly
1. Report any defacing of the desk to the teacher
immediately
2. You will be held responsible for any damage to the property
that is not reported
3. Ensure that your work area is neat and safe for others to
walk around
Indicating whether you understand
1. You are responsible for indicating whether you understand the
lesson or not
2. The teacher will ask if you understand using a variety of
methods:
a. Through your journal
b. Through questions / conferencing
c. Through a “thumbs up – thumbs down” check
d. Through exit cards
e. Through a “traffic light” check
Coming to attention (Stop–Look–Listen)
1. Teacher will raise a hand to get the students attention
2. Students will stop what they are doing and put down any
learning materials
3. Students will face the teacher
4. Students will listen attentively
When you are absent
1. One of your partners will record the work that was missed in
your journal
2. If possible, ask in advance what work will be missed or phone
a friend to get caught up before you return to class
3. Ask for help if you need it to get caught up
Working cooperatively
1. You are responsible for your own work
2. You are to ask a group member for help if you have a
question
3. You must help if you are asked for help
4. You may ask for help from the teacher when the group agrees
on the same question
Sample Group Responsibilities
Student 1 is responsible for getting the materials and returning
them to the appropriate place when the day or period is over
Student 2 is responsible for seeing that the steps of the
activity are followed
Student 3 is responsible for making observations, recording
data, and taking minutes as the activity progresses
Student 4 is responsible for overseeing the writing of the group
report
Changing groups
1. Groups will be assigned as the task dictates and will last
until the end of the task
Keeping your notebook
1. Notes should be taken neatly
2. Homework will be done daily, corrected in red by checking
answers at the back of the book
Using the washroom/drinking fountain
1. Place your name card in the gender specific Washroom slot
2. One male and one female may be out of the room at any
time
3. When you see that the Washroom slot is open, the next person
may step out
Going to the office
1. Move your name card to the “Other” slot indicating you are
out of the room, but present
2. Proceed quietly to the office
When you need help/conferencing
1. Turn to your neighbor and ask the question to your
partner
2. You must try to help when you are asked a question of your
partner
3. If you still need assistance, come to consensus on the
question to be asked and raise your hand for the teacher to come
provide assistance
Finding directions for each assignment
1. Read the assignment from start to finish to get an
understanding of what is being asked of you
2. Ask your neighbor for clarification on anything that isn’t
clear
3. If you and your neighbor are still unclear, come to consensus
on a question to ask and raise your hand for the teacher to come
clarify
Passing in papers
1. Ensure that your Name, Course Code, and Date are on each
page
2. Pass papers to the left or right until they reach the end of
the row
3. The person sitting in the back row (farthest left or right)
will stand up and collect the piles from the end of each row and
place the collection in the inbox
Returning student work
1. Work will be returned to students by the teacher or by a
designated student
Moving about the room
1. Seating will be assigned and desk arrangements will be mapped
out for group work
2. Remain at their seats or in their groups until the class has
been dismissed
3. Walk between desks and furniture, not climb over or on top of
furniture
Going to the library/career center
1. Walk quietly through the hall and wait just outside the
library for the teacher to lock the classroom and arrive at the
library
2. Enter the library quietly and begin working on the assigned
task right away
Heading of papers
1. Papers need the following items on every page: your Name;
your Course Code; a Title; the Date
When you finish early
1. Try answering another question
2. Begin the homework for today
3. Create your own “problem of the day”
Laptop Use
1. Designate one partner to pick up and return the laptop from
the cart
2. Report any damage or malfunction to the teacher
3. Use the equipment/software for the task assigned and not for
web surfing or email checking
4. Return the laptop to the proper (numbered) shelf ensuring
that the laptop is plugged in to be charged
Computer Lab
1. Report any damage or malfunction to the teacher
2. Log in to the computer right away
3. Use the equipment/software for the task assigned and not for
web surfing or email checking
4. Shut down the computer and turn off the monitor when you are
finished with the computer
5. Tuck your chair in when you leave the workstation
Eating/Drinking in class
1. The school policy on food/drink in class will determine this
procedure
iPods / iPhones / Cell phones
1. IPods / Iphones / Cell phones may be used only for
instructional activities as designated by the teacher
Returning to task after interruption
1. The teacher will raise a hand to get the attention of the
class
2. The class will stop – look – listen
3. The teacher will then continue the lesson or ask the class to
continue their activities
When asking a question
1. Raise your hand when you have a question
2. If asking a question in front of the whole class, wait for
students to be quiet first, then ask your question loudly and
clearly for all to benefit from
When a school-wide announcement is made
1. Stop what you are doing and put down any learning materials
you may have
2. Listen quietly to the announcement
Walking in the hall during class time
1. Walk quietly through the hall
2. Do not disturb other classes in progress
3. Do not stop at their locker or the washrooms while in
transit
Responding to a fire drill
1. School emergency procedures will be followed
When the phone rings
1. Lower your voice and continue working until the teacher is
finished with the phone call
When visitors are in the classroom
1. Welcome the visitor to the classroom
2. Students will stop – look – listen when a visitor requires
the attention of the class
3. Thank the visitor for coming by when the presentation/visit
is over
If the teacher is out of the classroom
1. Continue working as if the teacher were in the classroom
2. Send one student to the class across the hall if a teacher is
required immediately
3. If the teacher is out of the classroom for the day and an
occasional teacher is filling in, share these procedures with the
substitute teacher and help them along
4. Check our class calendar/website for that day’s lesson and
begin working
If you are suddenly ill
1. If you need to use the washroom and the name card slot is
occupied, raise your hand and inform the teacher
2. If you need to call/go home, raise your hand and inform the
teacher
Saying “Thank You”
1. Say “thank you” to your partner when you have asked a
question and they have helped you
2. Say “thank you” to your group for working with you
3. Say “thank you” to your peer for recording work that you have
missed in your journal
4. Say “thank you” to your teacher when you have learned
something new
5. Say “thank you” to God for the many blessings that we have
been given
SMART Notebook
5
Awarding of Course Credit Students who earn a mark of 50% or
greater will earn one credit for the course with the following
exceptions: Students who do not provide sufficient evidence of
achievement of course expectations will not earn their credit
regardless of their mark. Students who do not complete their
summative evaluation (exam and/or end of year performance task)
will not earn their credit regardless of their mark.
SMART Notebook
Mother Teresa High School
Grade 11 Foundations for College Mathematics MBF3C
2014 - 2015
Teacher:Mr. P. Moroso
Prerequisite Course: Foundations of Mathematics, Grade 10,
Applied
Description and Overall Expectations: This course enables
students to broaden their understanding of mathematics as a
problem-solving tool in the real world. Students will extend their
understanding of quadratic relations; investigate situations
involving exponential growth; solve problems involving compound
interest solve financial problems connected with vehicle ownership;
develop their ability to reason by collecting, analysing, and
evaluating data involving one variable; connect probability and
statistics; and solve problems in geometry and trigonometry.
Students will consolidate their mathematical skills as they solve
problems and communicate their thinking.
Math Processes: The mathematical processes will be integrated
into student learning throughout the course and include:
problem-solving, reasoning and proving, reflecting, selecting tools
and computational strategies, connecting, representing, and
communicating.
Mathematical Models: Make connections between the numeric,
graphical, and algebraic representations of quadratic relations,
and use the connections to solve problems; demonstrate an
understanding of exponents, and make connections between the
numeric, graphical, and algebraic representations of exponential
relations; describe and represent exponential relations, and solve
problems involving exponential relations arising from real-world
applications.
Personal Finance: compare simple and compound interest, relate
compound interest to exponential growth, and solve problems
involving compound interest; compare services available from
financial institutions, and solve problems involving the cost of
making purchases on credit; interpret information about owning and
operating a vehicle, and solve problems involving the associated
costs.
Geometry and Trigonometry: represent, in a variety of ways,
two-dimensional shapes and three-dimensional figures arising from
real-world applications, and solve design problems; solve problems
involving trigonometry in acute triangles using the sine law and
the cosine law, including problems arising from real-world
applications.
Data Management: solve problems involving one-variable data by
collecting, organizing, analysing, and evaluating data; determine
and represent probability, and identify and interpret its
applications.
Course Resources: Notes are provided for and completed in
class.
Recommended Materials to Meet with Success in this Course:
TI-nspire Graphing Calculator / Scientific Calculator
Catholic Graduate Expectations: Our goal for all students is to
experience an education based on our Catholic Graduate
Expectations. We work in community to develop graduates that
are:
· Discerning Believers Formed in the Catholic Faith
Community
· Effective Communicators
· Reflective and Creative Thinkers
· Self-Directed, Responsible, Life-Long Learners
· Collaborative Contributors
· Caring Family Members
· Responsible Citizens
http://www.iceont.ca
Assessment, Evaluation and Reporting: The primary purpose of
assessment and evaluation is to improve student learning. Students
will understand what is expected of them, using learning goals, and
success criteria, based on the overall expectations. Feedback
(self, peer, teacher) supports learning, and plays a critical role
in academic achievement and success.
The development of learning skills and work habits is a key
indicator of future success. The following learning skills and work
habits will be developed, assessed, and reported during this
course:
1. Responsibilityfulfills responsibilities and commitments (e.g.
accepts and acts on feedback)
2. Organization manages time to complete tasks and achieve goals
(e.g. meets goals, on time)
3. Independent work uses class time appropriately to complete
tasks (e.g. monitors own learning)
4. Collaboration works with others, promotes critical thinking
(e.g. provides feedback to peers)
5. Initiativedemonstrates curiosity and an interest in learning
(e.g. sets high goals)
6. Self-Regulationsets goals, monitors progress towards
achieving goals (e.g. sets, reflects goals)
Group work supports collaboration, an important 21st century
skill. This will be assessed only as a learning skill. Homework may
also be assessed as a learning skill. Evaluation completed in class
will be based only on individual student work. Regular attendance
is important to support group work, various forms of feedback, and
to allow students to demonstrate evidence of their learning.
Students are responsible for providing evidence of their own
learning (with references where required), in class, within given
timelines. Next steps in response to academic integrity issues,
such as lack of work completion, plagiarism, or other forms of
cheating, range from providing alternate opportunities, to a
deduction of marks.
The achievement chart identifies four levels, based on
achievement of the overall expectations:
Level 1achievement falls below the provincial
standard(50-59%)
Level 2achievement approaches the provincial
standard(60-69%)
Level 3achievement is at the provincial standard(70-79%)
Level 4achievement surpasses the provincial
standard(80-100%)
The report card grade will be based on evidence of student
performance, including observations, conversations and student
products. Consideration will be given to more recent evidence
(skill development) and the most consistent level of
achievement.
Mark Breakdown:
Term Work (70%) will include a variety of assessments designed
to demonstrate students’ development in their knowledge and
understanding, thinking and inquiry, communication and application,
of all overall expectations.
Summative evaluation (30%) takes place towards the end of the
semester, is completed in class, and provides the final opportunity
for students to demonstrate what they know, and the skills they
have learned, based on the overall expectations. In Foundations for
College Math 3C, the summative evaluation will consist of a rich
summative assessment task (15%) and a final exam (15%).
Awarding of Course Credit: Students who demonstrate evidence of
achievement of overall expectations, and earn a mark of 50% or
greater, will earn one credit for the course with the following
exception:
Students who do not complete their summative evaluation (exam
and/or end of year summative task) will not earn their credit
regardless of their mark.
Student and Parent/Guardian Acknowledgement
We have read the above course outline and are aware of the
student responsibilities to attend class on a regular basis and to
provide evidence of learning within the established timelines.
Student's Name (print): ___________________________Student's
Signature: ____________________________
Parent/Guardian Name
(print):_____________________Parent/Guardian Signature:
________________________
SMART Notebook
