P-6, Advanced Proficiency, 7th Grade, History
Procedures
Entering the classroom
P-6(1): This procedure for entering the classroom addresses a foreseeable inefficiency and provides students with a structured routine for how to enter and what to do. (AP)
P-6(2): This procedure is likely to create additional instructional time because its directives are clear and specific. (AP)
You will enter the classroom after you have lined up at the door. You will walk immediately to your assigned seat, take out your homework and put it on the corner of your desk, and begin working on the Do Now on a piece of notebook paper.
Getting to work immediately
Once in your assigned seat, you will get out your pencil or pen and get to work. You will complete the Do Now on a piece of notebook paper after you have headed the paper using the correct heading.
Sharpening your pencil
P-6(1): This procedure for sharpening pencils addresses a foreseeable inefficiency and provides students with a structured routine about how to do so. (AP)
P-6(2): This procedure is likely to create additional instructional time because it does not require students to get up. (AP)
Pencils should be sharpened in homeroom. If you need to sharpen your pencil, you are to raise your hand and hold up 1 finger. If the class is working on an assignment, I will lend you a golf pencil that you may use during class. You can exchange the golf pencil for your pencil at the end of class. You will not get out of your seat to sharpen your pencil at any time.
Missing supplies
If you need paper or a pencil, you may quietly ask your neighbor while you work on the Do Now. If you cannot find a neighbor near you (without getting out of your seat) who has paper or a pencil, you may raise your hand and hold up 1 finger. When called on, I will give you a golf pencil that you may borrow for the class period. All borrowed pencils must be returned by the end of the class period.
Taking attendance
P-6(1): This procedure for taking attendance addresses a foreseeable inefficiency and provides students with a structured routine about what to do to be marked present. (AP)
P-6(2): This procedure is likely to create additional instructional time because it does not require students to stop working on their Do Now. (AP
I will not take attendance via roll call. Instead, I will mark empty desks with an X on a laminated seating chart. For this reason, it is imperative that you sit at your assigned seat.
When you are tardy
P-6(1): This procedure for tardy students addresses a foreseeable inefficiency and provides students with a structured routine about what to do if they are late. (AP)
P-6(2): This procedure is likely to create additional instructional time because late students will not disrupt the rest of the class when entering. (AP)
If you are tardy, you are to quietly enter the room and immediately take your assigned seat. Quickly and quietly get out your supplies and begin working. You can catch up on the notes or the Do Now later in the class period. The goal is not to disrupt the class when you enter.
End-of-period class dismissal
Class ends when the teacher dismisses it. As I dismiss the class, I will count to three. On one, you put all of your supplies away and clean up your desk and the floor around your desk. On two, you are to stand behind your desk with your belongings. On three, you line up quietly at the door.
Listening to and responding to questions
When another student or the teacher is asking or answering questions, you are to face the person speaking and listen to what he/she is saying. You are not to talk, make noise, shuffle papers, or be disrespectful in any way while that person is speaking. Everyone deserves to be heard when he/she is speaking. Give the respect you want to receive.
P-6(1): This procedure for getting the teacher’s attention addresses a foreseeable inefficiency and provides students with a structured routine about how to do so. (AP)
P-6(2): This procedure is likely to create additional instructional time because the teacher will know exactly what the student wants without verbally asking. (AP)
Getting teacher’s attention
In this class, you will raise your hand and hold up a specific number of fingers when you want to get the teacher’s attention.
- finger means you want to sharpen your pencil.
- fingers means you want the teacher to come to your desk or you have a question.
- fingers means you are finished with your assignment.
Coming to attention
When I need to get your attention while you are working or to quiet you down, I will clap my hands and raise my hand. When you see my hand raised, you are to raise your hand as well and close your mouth. I need your eyes on me and all talking and working to stop while I make any important announcements.
When you are absent
It is your responsibility to check the absence binder on the day you return to copy down the assignments done in class. You will raise your hand and hold up 2 fingers to let the teacher know you need to check the book.
Keeping your notebook
I have provided each of you with a composition book. This book is to stay in my classroom at all times, unless you are taking it home to study before a test. The book will be organized the way I have taught in class. You are to take all your notes and vocabulary words in this book. This composition book is only to be used for earth science work.
Leaving the classroom
If you need to leave the classroom to use the bathroom, go to the office, go to the attendance office, go to the media center, the clinic, or somewhere else in the school, you must first raise your hand. I will come to your desk and determine whether it is an appropriate time for you to leave. If I decide you may leave, I will hand you a pass. You will then leave the classroom quietly, and complete your errand as quickly as possible. When you return to the classroom, you will immediately take your assigned seat and return to your work.
Progress reports
I will be passing out progress reports every Friday. This report will list all of the assignments (classwork, homework, tests and quizzes, and projects) that we have completed thus far. It is your responsibility to get these reports signed every week and bring them back on the following Monday. If you believe there is an error on your report, circle the error and write me a note on the bottom of your progress report. It is your responsibility to keep up with all of your assignments. This report will also list your current grade.
Finding directions for an assignment
Directions for classwork and homework will be explained verbally and also listed on the board. Project directions will also be passed out on a handout. If you are confused about the directions of an assignment, you are to first quietly ask your neighbor. If you are still confused after whispering to you neighbor, you are raise your hand to let me know that you are confused or need help. I will come to you as soon as I can.
Passing out papers
P-6(1): This procedure for passing out papers addresses a foreseeable inefficiency and provides students with a structured routine for how to do so. (AP)
P-6(2): This procedure is likely to create additional instructional time because papers are already passed out before class starts. (AP)
Each table group will have a basket with manila folders labeled with each class period. These folders contain all necessary worksheets/handouts for the day. You are not to open the folder until directed to do so at the appropriate point in the lesson.
Turning in papers
P-6(1): This procedure for turning in papers addresses a foreseeable inefficiency and provides students with a structured routine for how to do so. (AP)
P-6(2): This procedure is likely to create additional instructional time because one student per group is responsible for this procedure. (AP)
Each class will have a basket for finished work. The materials manager will collect the papers in the basket at the end of each class. You are not to get out of your seat to place your work in the basket at any time.
Returning student work
Work will be returned on Mondays. It will be passed back and you will be responsible for placing your work in your portfolio and tracking your progress.
When you finish early
P-6(1): This procedure for finishing early addresses a foreseeable inefficiency and provides students with a structured routine for what to do. (AP)
P-6(2): This procedure is likely to create additional instructional time because time for learning is being maximized. (AP)
If you finish your work early and have checked it over several times, you have several options. These options include: silent reading (either your own book or a book from the class library), completing your homework, skill building worksheets, or working on your science fair project.
When a schoolwide announcement is made
When an announcement is made over the intercom, you are to stop working and listen to the entire announcement. You are not to speak, whisper, or ask a question until the announcement is finished. If you do talk, you will receive a consequence. Announcements are filled with important information that everyone in the school must hear.
Walking in the hallway during class time
While walking in the hallway, you are to remain quiet and in a single file line so you do not disturb other classes. As a scholar, you do not want to keep other scholars from doing their work. If you do talk in line or walk out of it, you will receive a consequence. If the entire class refuses to maintain appropriate line behavior, we will need to practice lining up as a class.