Classroom Systems Packet Rules Expectations Classroom Procedures and More

Classroom Systems
May 14, 2007

Agenda
o Expectations, Motto, Rules, Consequences
o Daily Work Organizer
o First Day Grouping
o Group Signs / Ceiling Tiles
o Grouping
o Group Folder System
o Pod Commander
o Whiteboarding
o Sign Outside Our Room
o Preparation / Homework Checks
o Calling on students
o Binder Tests
o Progress Reports
o Retakes and Rewrites
o Bi-weekly schedule
o The Opportunity Jar
o Getting the Student Perspective
o Other systems not covered…but important to think through
Color coding everything by class
Don’t forget, you’ve got to teach you classroom systems
If the system isn’t working, give it up, but not too soon
Make the system fit your classroom
Today is a good day to implement a new system
Any system must be easy to implement and maintain—don’t make more work for yourself as a teacher
Infuse content into your systems
REMEMBER:
• These are systems that worked for me in my school with my students.
Simply copying them without thinking through your particular style
or situation may lead to less than ideal results.
• These are systems that I’ve developed over six years of teaching. If
you’re a new teacher, don’t think that you have to implement all of
them to have a successful classroom. Be purposeful in your selection.
Brent Maddin * Harvard Graduate School of Education * Former Bio/Chem/Physics/IPC teacher in South Louisiana and the Rio Grande Valley Page 1
bmaddin@gmail.com * 956.376.6888
The following individuals/groups have profoundly influenced the development of this
information: Rob LoPicollo, Sara Cotner, Kristin Bourguet, Steve Sexton and the hundreds
of new teachers I’ve had the pleasure of working with over the last 8 years.
Expectations/Rules/Consequences
High Expectations
Stretching across my classroom is the phrase: Exceed the Highest Expectation. On my first day of school I
talk about why I became a teacher and why I believe that high expectations make a difference. Whenever
a student or a group of students fails to meet my expectation, I simply point to the wall. Over the course of
the year students begin calling each other on high expectations. For example, one student reads the
following as a “meaningful” sentence using the word capacious: “The definition of capacious is spacious.”
At that point, other class members simply point to the wall and say, “Exceed the highest expectation.”
Class Motto
I have found that a class motto can be both motivational and inspirational. I’ve tried Relentless Pursuit
and Carpe Diem and my buddies have used Impeccable and Exceed. However, I’ve found NO
EXCUSES! to be the most motivational. Because I’m so available to my students, they literally have no
excuses for not excelling in school. They also call me on this if I return work late or present a bad lesson.
Class Rules
1. Be Respectful
2. Be Responsible
3. Be Responsive
These are my 3-R’s. On the first day of school we discuss what each of these rules looks like and does not
look like. This offers students a chance to define these rules for themselves and in the process, invests
them. There are many “problems” that fall under ‘Be respectful.’ During that first conversation I ensure
that those behaviors that are particularly frustrating to me are discussed and considered inappropriate.
Students usually suggest those things as examples anyway. It is easier for students to follow rules that
they have defined than it is to follow rules that the teacher has defined.
Consequences
Negative
1. Warning, -5 off of participation grade
2. Personal Conference, -10 off of participation grade
3. Parent Phone Call, -15 off of participation grade
4. Sent to the Assistant Principal’s office, -20 off of participation grade
Extreme Clause: Severe behavior will lead to severe consequences. If the above consequences are
inappropriate for the behavior as deemed by the teacher, appropriate actions will be employed.
Positive
1. You Learn!!!
2. Opportunity Tickets to be placed in drawings for bonus points, early lunch release, etc…
Although the consequences exist, I seldom use them. Having engaging lessons, the “teacher look” or the
proximity effect circumvents most problems. I also encourage students to police themselves and they
often do. Each student starts the year off with 30 participation points. Not following the rules results in
loss of points. Students may earn these points back (this is key) by doing “work time” (1 minute = 1 point).
This usually involves preparing lab equipment, cleaning class pet habitats or helping with organizational
chores before school, during lunch or after school. We usually do the chore together and I use that time to
conference with the student. I find that students are very keen talk about why they get in trouble and I use
this time to explain why I find their behavior frustrating and how it works against our overarching goal of
making sure that every student in the room gets an excellent education.
Classroom Systems
Daily Work Organizer (DWO)
The DWO is a graphic organizer that I photocopy and make available the first day of each week. It helps
students organize several items including:
• Goal Setting- This section requires that student record two scholastic and two personal goals each
week. It takes a lot of practice and modeling in the beginning to help students understand that goals
must be clear, realistic and measurable.
• Objectives- In this section students simply copy the objectives that are posted on the board. Notice
how the bullet points are check boxes. At the end of each class students must revisit this section and
check off the objectives that they feel that they mastered during the class period.
• A-TEAM #- This document list 25 habits of mind that “A” caliber students employ. Each day a
student volunteers to read the selected A-TEAM # listed on the board (in appendix of this document).
• Safety #- Following the same format as the A-TEAM #, the Safety # reminds students of all of the
safety rules that we have in our science class. This serves as a cumulative review of safety throughout
the year. If you are not teaching science, you could easily substitute something content specific here.
• Class Meeting- The first day of each week we spend about 10 minutes holding a classroom meeting.
Each week we sit in a circle and follow the same format: discuss the Catalyst, give shout-outs to class
members, update our progress on our big goals, follow-up on prior solutions, work through a new
idea/problem, and discuss any future class plans (trips, events, projects, etc). For a great reference on
running class meetings please see, Positive Discipline in the Classroom by Jane Nelsen.
• Mystery _____________- Once a week we do Mystery _________ (Organism, Element, Object—
depending on the subject). This is a fun way to interface content and the “real world”. I give the
students three hints (a. Transition element; b. Fort Knox; c. Won’t improve your eyesight, but a
homonym for its measurement will). I then call randomly on students for guesses. When they get the
answer correct, they get “Opportunities”. We then discuss the Mystery __________ for about 3
minutes. Students must record three interesting facts during this time. They will see this information as
bonus questions on future quizzes and tests. Think about how easily modified this is for your subject.
• Catalysts- This is just a fancy name for a “Do Now”, but yet another opportunity to infuse curriculum
into systems. The catalyst might review old material, introduce new material, or get students to think
critically. I expect students to do the Catalyst immediately after copying down the objectives each day.
• Tell The Teacher- I use this space to have the students reflect on some particular aspect of the week.
The completed DWOs are collected at the end of each week. Early in the year I collect every DWO and
make comments on them—focusing on completeness and quality attempt at every section. The “Goals”
and “Tell the Teacher” sections deserve the most attention. Each DWO is worth 10 points and students
lose points for each section where they have not put forth exemplary effort. Later in the year I may only
pick up one for each group of four students.
FIRST DAY GROUPING

As my students enter the room, I hand them a note card with some word and a 1, 2, 3, or 4 on it (e.g.
ELECTRON 1). This card has a match on a desk. I simply say, “Please find the card on the desks
that matches the one in your hand and then begin copying the agenda for the day.” This “random”
grouping technique has worked well and is usually something novel for the students. I’ll modify
these groups immediately if need be (e.g. a student needs to be close to the board and isn’t). If no
modification is necessary, then I switch groups every 5-6 weeks.
GROUP SIGNS and CEILING TILES
The first assignment for new groups is to create a group name and sign. My only stipulation is that their
name must have a subject specific term in the name. I give students a range of pages from the text
book to select there name from (this previews the material we are about to cover). I get things like
“The Periodic Players” and “Stoked Stoichiometrists”. Once the name is selected, each group of
students creates a two-sided sign on a ¼ piece of white poster board which hangs from the ceiling
using a piece of fishing line with a clothespin at the end (easy to put up and take down signs). Over
the next couple of weeks, I also let each group create a ceiling tile. This is nothing more than a
decorated sheet of butcher paper wrapped around a ceiling tile (obviously you need the pop out
kind). I then put the tiles above each group. It is an explosion of color on the ceiling! Check to
make sure this doesn’t violate fire code in your school.
GROUPING
My classes are arranged in groups all of the time (except during some quizzes/exams). These groups
consist of a “pod” of four students. Each pod consists of seats 1-4. I use these numbers for various
classroom tasks (i.e. “Number 1s come get some markers, number 2s go to the back of the room and get
the whiteboards.”) Normally all students face me, but will turn towards one another when the command
“face-off” is given. When I say, “let loose”, student face forward again. This is diagramed below.
During direct instruction After “face-off” command
1 2 1 2
4 3 4 3
GROUP FOLDER SYSTEM

The folder system is set up in such a way that each pod has a folder. All corrected work is placed in the
appropriate pod folder. Because students pick up these folders when entering class, I save time by
not passing out papers. The students do this themselves within their pods. Also within each pod
folder is the “Missing Persons Folder”. If a student misses class, all handouts from that day are
placed into the missing persons folder. The pod commander writes the missing person’s name and
the date on all new material. This saves the teacher the trouble of keeping track of extra work for
missing students.
POD COMMANDER
Each week, one number (i.e. Person #1) from each group will be designated as the pod commander. Each
time a pod commander fails to do one of the tasks listed below, they loose five participation points.
• Put up and take down the group sign
• Get the pod folder from the front of the class
• Collect any handouts, worksheets, etc for any missing pod members, write their name on them, and
place these in the missing persons folder.
• Pick up any trash from around the pod area at the end of class.
WHITEBOARDING
Whiteboarding involves the use of large (2’ x 3’) dry erase boards. These boards are used for a variety of
activities including problem solving, brainstorming, group presentations, and various other guided
practices. They sit on the desks of “faced off” pods and can either be used by the group or by individuals.
The later is called “quadrating” and in this case, the board is sectioned off into four quadrants. Each pod
member takes a quadrant and does their work within this space. Whiteboarding is especially successful
because I can quickly assess student performance and determine who is working and who isn’t. Students
like it because they can easily learn from each other either by discussing it as a group or looking at another
student’s work during quadrating. Students also like the non-permanence of whiteboarding. I find that
students are more willing to try new material because if they make a mistake, it can be quickly corrected
without having to erase, scratch out or use whiteout.
SIGN OUTSIDE OUR ROOM

Harry Wong recommends putting a big poster outside your room on the first days of school that includes
your name, room number and the schedule of periods (e.g. Period 1 = Biology). I keep this up all
year and include my conference period so visitors know what is happening inside. Additionally, I
put up a small white board that lists what homework is due that day and what materials students
should have.
PREPARATION/HOMEWORK CHECKS
Preparation and homework checks are techniques that reduce the amount of time spent collecting
homework, grading homework, and/or checking participation points (books and binders brought to class).
For each number on a die, the instructor designates a different group of people in the classroom. For
example, the numbers can stand for positions in the group, gender, position in the classroom, everyone,
nobody or groups themselves. When the time comes to collect homework or check for participation, the
teacher (or designated student) rolls the die and the students corresponding to that number turn in their
work or get checked for materials. This eliminates a great deal of time grading in the case of correcting
homework or checking each day for books (in the case of preparation). I will put feedback on each graded
paper and then each student will share that feedback with their group. The students are excited at the
suspense of rolling the die, and they also know that they must be prepared for class everyday.
CALLING ON STUDENTS
I use a class set of note cards to call on student. Popsicle sticks also work, but I find the cards easier to
carry around. Students write their names on the cards on the first day of school (saving me time).
Classes are color coded to make the sets easily distinguishable. I also put a tick marks on the card
each time I ask a question. This helps me track and reflect on my question distribution.
BINDER TESTS
Instead of checking individual binders, I create binder tests. I do this on a PowerPoint that automatically
changes questions every 30 seconds. This could also be done using an overhead projector. I ask questions
like, “What was the page number on the worksheet entitled Balancing Practice?” or “What is Mr.
Maddin’s phone number?” To answer these questions in the allotted time, students must have all of their
papers well organized. To thwart cheating, I tell students that I may randomly collect binders and if they
are missing the pages needed to answer any question that they got right on the test, that they will earn a 0
on the test. Instead of taking home a stack of 30 binders, I simply bring home 30 sheets of paper. Here is
the basic format that I follow:
1) Have students number a paper from 1-10 (or have a copy for them)
2) Get out their binders
3) They have 30 sec to find the answer to each question
4) Put their binders and writing implements away.
5) Have students switch papers
6) Pass out markers (or pens or whatever) for peer grading
7) Project up answers to the questions (make sure that questions you choose have no ambiguous answers)
8) Have students grade each other's work, put the score on the top and pass them in
PROGRESS REPORTS
Progress reports are key (especially for older students). Each Monday I issue weekly progress reports
using a program called School Maestro. [A trial version of this program can be downloaded from the web
at www.rredware.com. There are many computer-based grading programs that have progress report
features…see what works best for you.] Students have until Friday to return progress reports signed by a
parent/guardian. This helps open up the channels of communication between parents and the teacher. I
also make it a point to call all students who have D’s and F’s or do not return their progress reports.
The progress reports have a detailed list of graded assignments, their dates, the total possible, and the
student’s individual score on every assignment. I’ve found that the students feel very empowered by
knowing exactly how I assign their grade. It also serves as a nice check and balance on my grading
system. It is entirely too easy to enter a 19 into the grade book for an exam instead of a 91. I may not
catch this mistake, but the student affected by my error certainly will.
RETAKES AND REWRITES

All students, regardless of their score, have the chance to retake all exams (except the midterm and final)
and rewrite all lab reports. In each case they have the opportunity to earn back half credit for every point
that they missed (i.e. a student scores a 50 out of 100, retakes and scores a perfect 100, their final score
will be a 75). Students clearly see retakes and rewrites as a way that they can learn from their mistakes.
Students realize that they must fundamentally understand concepts, rather than just get the right answer (or
the wrong answer) and move on.
CLASS SCHEDULE
Over the years, I’ve played with creating a class schedule class that operates with some regularity:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Week 1 * Progress * Open Lab After School * Study * Quiz
Reports Handed Session * Progress Reports
Out (6-9 McD’s) Due
Week 2 * Progress * Open Lab After School * Study * Quiz
Reports Handed Session * Progress Reports
Week 3 * Progress * Open Lab After School Study * EXAM!!!
Reports Handed * Binder Test Session * Progress Reports
At first, this schedule was a bit restricting (i.e. I really needed an extra day for another lab, but that would
push the exam to Monday), but I found that students felt so empowered by it, that any inconvenience it
caused me was well worth it. With the schedule, students can get a rough idea of what their entire
semester looks like and plan accordingly (“I have to get work off on Thursday nights so I can go to study
session” or “Mr. Maddin, I know I’ll be missing next Friday, can I take the exam earlier in the week?”). I
quickly found that having a schedule was also a great thing for me, as it allows me to establish a routine in
my life (it is Sunday night, so I need to print progress reports). This routine ultimately helps me find a
balance between my personal and professional lives. Ultimately, you need to find a schedule that works for
you and the idiosyncrasies of your school setting (block schedule, science exams must be on Tue, etc…).
THE OPPORTUNITY JAR (Positive Incentive System)

In my second year of teaching I implemented the opportunity jar as a way to reward students. It is a
concept adapted from Sara Cotner’s elementary classroom that works surprisingly well with my
high school students. I create tickets called “Opportunities” that students can earn by giving
thoughtful answers, thinking outside of the box, making connections, bringing in outside
knowledge, or even by something as simple as being on task when many others aren’t. I chose to
call them Opportunities to reinforce the mindset that people who go above and beyond often earn
more opportunities in life. A sheet of Opportunities follows at the end of this document. I
photocopy them on colored paper—a different color for each period that I teach. I pre-cut and store
the blank Opportunities in separate Zip-Lock Baggies by period. Students fill out the Opportunities
themselves and place them in a small plastic jar (again, one for each period) when they leave the
class or I walk around with the jar.
Unlike many other elements of my class, the Opportunity system is relatively subjective. Rule Number
One: If you ask for an Opportunity, you will never receive it. I try to be consistent, but ultimately I’m
using this system to motivate and invest students and this is a pretty coxtext/student specific challenge. A
student that seldom answers questions might receive an opportunity after volunteering an answer. I might
hand out Opportunities to the five people that come in and immediately begin working during the fifth
week of school (rather than getting on the 25 people that are not immediately on task). Reflect often on
how students perceive the equity of the system and adjust accordingly.
I typically introduce the system on Day 1. I give each student an Opportunity for meeting the expectation
of coming in and working silently on the “Do Now”. Students don’t know what the tickets are for and may
ask as I circulate through the room making sure that they are on task. I hold a finger to my lips and remind
them to keep working silently. At some point during that first day I introduce the system, collect all of the
Opportunities that I’ve given out, and draw for basic class supplies. This does two things. First, it allows
me to model the supplies that I want students to have (3-ring binder, 8-tab dividers, pencils, notebook
paper) and also immediately invest students in the positive incentive system. For this system to work,
students need to be invested immediately. I make sure that everyone gets at least one Opportunity on the
day I introduce this system and that I draw for a reward on that same day.
I pull from the jar often, especially in the beginning. Generally speaking, I hand out more opportunities
early in the year to increase investment. Ideally I want students to become intrinsically motivated,
but this takes time and Opportunities serve as the medium that I use to help students transition into
this way of thinking. In addition to class supplies on the first day, I also draw for things like an
extra point on a quiz/test (I pull for 3pts, 2pts, and 1 pt on a 100pt exam—if a person is lucky
enough to get pulled three times, they could get as many as 6 points), 30-second head start to lunch
on fried chicken day, an extra bathroom pass, etc. Try to find rewards that the students want and
that cost you little or no money. Ask a few students what they would like to have as rewards—
they’ll often give you the best ideas!
Getting the Student Perspective
Study Sessions
Study session happens every Thursday night from 6-9 at the local McDonald’s. I started the study sessions
when I realized that there would not be enough hours in the school day to bring my students to where they
needed to be. I could have high expectations, but only if I helped the students rise to meet them. Study
sessions became much more than a time for extra help—they became part of the culture at the school.
Nearly 40% of my students turn up every Thursday to get extra help, to make up assignments, and in a few
cases, to help out their fellow classmates. Data suggest a direct correlation between attending study
session and exam performance. I believe that part of the reason that study session has been so successful
is because of the location. I opted against having the weekly review at the school or a public library
because I wanted students to realize that it was ok to learn outside of “traditional” school settings. Having
food around helps too.
I honestly believe that holding study session has also helped to reduce my discipline problems. So much
goes into discipline, but I have overheard conversations outside of my class that go something like, “I’m
not going to act up with Mr. Maddin, he gives up a lot of his own time outside of class to help us learn.”
Study session is a very tangle way for students to see that I care and that I’m willing to do whatever it
takes to help them achieve. Study session also provides a point of interaction where students can see me
more as a mentor/tutor.
Do the assignments that you give your students

Nancie Atwell, in her fantastic book In the Middle, recommends working along with the students. For
example, if you ask your students to design an experiment involving bean plant growth you should also
design an experiment. I’ve found this approach has impacted my classroom in two profound ways. First,
I’m much more able to determine where my students will face difficulty with the assignment because I
would likely find those parts difficult too. I can then modify directions or offer more directed help
(planning purposefully). I have even ditched entire assignments because in doing them myself, I realized
that they were boring and did very little to accomplish my learning objective. Working alongside the
students also impacts the atmosphere within the classroom. Assignments are no longer seen as “something
that the students have to do”, but instead as “something that we all get to do”. Learning should be shared
together, not forced upon.
Attend activities outside of school

So few students and teachers interact with one another outside of school. I’ve made it a point not to be
like this. I try to attend as many extra-curricular and community events as possible. I visit students at
work and religious functions. I’ve found that supporting my students outside of school allows me greater
perspective into their lives and thus helps me reach them on a more personal level. It is important for
many of my students for me to see them in “their element”. So although Chakerie may not be a star in
Honors Chemistry, there is a reason that she was selected to the All-State volleyball team. When my
students realize that I’ve witnessed what they are capable of achieving outside of class, I believe that they
try harder in class.
Preparing for Substitutes

You will likely miss a day of school sometime—and you need to empower your students to make good
decisions when you are out. Have a conversation early on about what those expectations are and what the
consequences will be if students make bad choices in your absence. Empower the substitute by leaving
detailed sub plans, providing an up-to-date seating chart, and a list of student helpers for each period that
the sub can ask (and trust) if they have any questions.
OTHER SYSTEMS NOT COVERED…BUT IMPORTANT
• Bathroom / Drinking Fountain
• Out of seat activities (pencil sharpening, trash)
• Attendance
• Interruptions
• Work for early finishers
Due: ___________ Name: __________________________
Period: ________ Date: ____________
Compound: ______________________
Daily Work Organizer No Excuses! - Section 2
Did you accomplish all of your goals from last week? ❐ Yes ❐ No
Weekly Goals (Are they realistic, clear and measurable?)
Scholastic
1) _______________________________________________________________________
2) ___________________________________________________________________________________
Personal
1) _______________________________________________________________________
2) ___________________________________________________________________________________
Safety #
Day 1A/B, Date: ________: Objective(s)
_________________________________________________________
_
_________________________________________________________
_
_________________________________________________________ A-TEAM#
_
_________________________________________________________
_
_________________________________________________________
_
Catalyst: What is the difference between endothermic and exothermic reactions?
CLASS-MEETING FORMAT CLASS MEETING AGENDA

Shout Outs Prior Solutions
Big Goals Update
__________________________________
Follow up on prior solutions
__________________________________
New Agenda Items
Present idea/problem (1 Person) __________________________________
Discuss idea/problem (whole class) New Agenda Items
Propose solutions (whole class) __________________________________
Arrive at 1 solution (whole class)
__________________________________
Future Plans (field trips, projects…)
__________________________________
Discuss Catalyst from above
Safety #
_________________________________________________________
_
_________________________________________________________
_
_________________________________________________________
A-TEAM#
_
_________________________________________________________
_
_________________________________________________________
•
_
Mystery Element:
Hypothesis: ___________________________ Actual: _____________________________
Interesting Fact 1: Interesting Fact 2: Interesting Fact 3:
Catalyst: If you start with 30.0g of methane, how much heat is produced given the thermochemical
equation:
CH4(l) + 2O2(g) ➔ CO2(g) + 2H2O(g) ∆ H = -890.3 kJ
Safety #
_________________________________________________________
_
_________________________________________________________
_
_________________________________________________________
A-TEAM#
_
_________________________________________________________
_
_________________________________________________________
_
Catalyst: If you add 14mL of sodium hydroxide to the acid / antacid solution, to bring about a
sustained pink color, how many milliliters of acid were not neutralized by the antacid tablet?
Tell the Teacher...What do you need from me to be successful on the final exam?
The A-Team
“I love it when a plan comes together!”
It will take hard work, perseverance and bit of luck.

But you, just like the A-TEAM will pull this off in the
end. An “A” is like money in the bank. Millions of
dollars in scholarships await. But the Benjamin’s
aren’t for everyone. You need great grades.
You need to be a member of…
The A-Team
How to join the a-team:
1. Write down your assignments completely
2. Stay organized
3. Study actively, not passively
4. Highlight or take notes when you read…interact with the text
5. Make homework a priority
6. Find a quite place to study—turn off the TV!
7. Know what is in your textbook; does it have answers in the back?
8. Don’t miss school—if you miss school, you miss out
9. If you do miss, make up work as soon as you know that it is missing
10. Pay attention in class—do whatever it take to stay focused
11. Mark up your tests; star the problems that you don’t know and go back to them
12. When you get a test back, understand why you missed the questions you got wrong
13. When you don’t understand, ask for help (call you teachers)
14. Participate in class
15. If the teacher says that something is going to be on the test, write it down
16. Access all resources available (teachers, books, notes, friends, parents, neighbors, internet, etc…)
17. Be proactive—ask for extra work if you need it
18. Do all extra credit
19. If there is no extra credit, ask for some
20. Set up your own study sessions with friends
“This is crazy, man. You ain't no
21. Read for pleasure truck driver, or a surgeon. You don't
22. Celebrate your academic successes retire, or grow too old to do what
23. Know what your grade is at all times you do. You can't. What you do is
24. Be concerned if you don’t have an A you. It's something inside you, and
25. Shoot for 100%—always nothing can get rid of it, unless you
die.” –B.A. Baracus
GET BINDERIZED
2004-2005
“Science is organized knowledge. Wisdom is organized life.”
Immanuel Kant (18th Century Existential1 Philosopher)
In this class I hope to not only make you better scientists, but also, more wise in ways of life. To be
successful in this class, you must be organized. Hopefully you’ll see the benefits of working hard and
being organized and will implement a similar system in your other classes.
WHAT YOU NEED

• Binder—must be at least 1.5 inches (3.81 cm) and have 3 rings
• Divider Tabs—you must have 8 sections in your binder. You may purchase 8-tab dividers from
Wal-Mart or you may make your (hole punch file folders, tape Stickies to colored paper etc…)
SETTING UP YOUR TABS

Your binder will contain all of the work that you do in this class (and ONLY this class) over the course of
the year. It will be set up into eight basic sections:
1. General Rules / Information
2. Daily Work Organizers and TAKS Practice
3. Notes / Handouts / Homework
4. Quizzes / Tests
5. Demos / Labs / Projects
6. Readings
7. Science Fair
8. Goals / Reflections
BINDER TESTS
To test your organizational skills, we will have binder tests on every other Wednesday. They will be done
on PowerPoint and each question will remain on the screen for 30 seconds. Sample questions follow
below.
3. 6.
According to the lab What was the first
rubric, how many word on question #10
points is the results on Quiz #5?
section worth?
It is EXTREMELY important that you keep an orderly binder for this class, as it will help your grade and
will teach you invaluable organizational skills.
The above is the expectation…EXCEED IT.
NO EXCUSES!!!
1
A philosophy that emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe,
regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one's acts.
Name: _____________ Name: _____________ Name: _____________ Name: _____________
Period: ______ Period: ______ Period: ______ Period: ______




Mr. Brent Maddin Mr. Brent Maddin
FSHS Science Department FSHS Science Department
Home Phone: 828-4007 Home Phone: 828-4007
Work Phone: 828-0143 Work Phone: 828-0143
E-Mail: maddin@cox-internet.com E-Mail: maddin@cox-internet.com
Conference Hour: 2nd Block (9:00-10:30 a.m.) Conference Hour: 2nd Block (9:00-10:30 a.m.)
I’m looking forward to working with you!!! I’m looking forward to working with you!!!





Classroom Systems Packet Rules Expectations Classroom Procedures and More

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Classroom Systems Packet Rules Expectations Classroom Procedures and More

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Classroom Systems

May 14, 2007

FIRST DAY GROUPING

During direct instruction After “face-off” command

GROUP FOLDER SYSTEM

SIGN OUTSIDE OUR ROOM

RETAKES AND REWRITES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

THE OPPORTUNITY JAR (Positive Incentive System)

Do the assignments that you give your students

Attend activities outside of school

Preparing for Substitutes

Daily Work Organizer No Excuses! - Section 2

CLASS-MEETING FORMAT CLASS MEETING AGENDA

It will take hard work, perseverance and bit of luck.

WHAT YOU NEED

SETTING UP YOUR TABS

Name: _____________ Name: _____________ Name: _____________ Name: _____________

Name: _____________ Name: _____________ Name: _____________ Name: _____________

Name: _____________ Name: _____________ Name: _____________ Name: _____________

Name: _____________ Name: _____________ Name: _____________ Name: _____________

Mr. Brent Maddin Mr. Brent Maddin

Mr. Brent Maddin Mr. Brent Maddin

Mr. Brent Maddin Mr. Brent Maddin

Mr. Brent Maddin Mr. Brent Maddin

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