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Homeroom Teacher Guidelines & Expectations

Key guidelines and expectations for Madame Quann's homeroom students for the academic year 2015-2016. Covering policies on attendance, technology, dress code, academic expectations, traffic flow, and evaluation plans.

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Homeroom Teacher Guidelines & Expectations

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  1. Bienvenue À MDJH Madame Quann 2015-2016

  2. La classetitulaire 7-7salle 220 Role of the Homeroom Teacher • Primary contact • Notes (or e-mails required for absence & date/s) Arrival Times • Doors open at 8:05; first bell at 8:20 (If late, or leaving early, student must check at the office. If you are not coming in to sign them in, you should send a note to ensure they are marked late excused or absent excused). Home-School Interaction • Importance of continued involvement in your child’s education. •  Use of Power School to keep parents informed of attendance, behaviour and marks. You will all be given account user names and passwords. • Check homework page and website. Updated regularly. Electronic Policy • Cell phone use in the classroom can be a distraction to learning. Students are not permitted to text or receive texts in class. If taken, the cell phone will be turned into office and a parent must come in to pick up. • There will be times students may be given permission to use their cell phones . Dress Code • Shoulders must be covered, t shirts must cover the stomach and no short skirts or short shorts. Care of School Property • Students will be issued textbooks. If they are lost or destroyed, students will be charged the cost of the book.

  3. La classetitulaire 7-7salle 220 Academic Expectations • Homework. Teachers will be posting homework. • Classroom work. Cooperation and attention Evaluation • Exams in June (Français, English & Math) • No final exams in Social Studies, Religion, or Health • Three reporting periods (December, March, June) Traffic Flow • Speed limit, 10 km/h • Enter off Toronto St., using upper entrance and proceed around the back of the school to get to front of school. Students should be dropped off at student entrance and not before 8:05. • No parking in bus lanes; note lanes and arrows in parking lot

  4. Reporting periods • Term 1 – Reports released November 30-Dec. 4 Parent/Teacher/Student Conferences by December 11. • Term 2 – Reports released March 14-18. Parent/Teacher/Student Conferences by March 24. • Term 3 – Final exams June 15-17. Reports released June 23.

  5. Contact information • Teacher: Mme Colette Quann • Telephone: 753-8240 • E-mail: colettequann@nlesd.ca • Blog: colettequann.wordpress.com

  6. Homework page • On the school’s web site, click on “Homework Pages” and then your child’s homeroom number to check homework assigned in each course. You also have the option of clicking on a specific teacher’s name for access to their web page. I use my web page to post useful links, copies of notes, worksheets, projects, and study guides. • I may also use my homework page to highlight any announcements or special information.

  7. Mdjh webpage/ My Webpage • MDJH Webpage (from the MDJH webpage, click HOMEWORK.On the right, look through list of teachers, find Colette Quann and click on the word website to open my website.) • Mme. Quann's website

  8. Français 7LFI Ressources • Littératie en action 5 • Romans – 2 (Alexa Gougougaga, Intrigues à St. John’s) • Pièce de théâtre – Éric a disparu • Dictionnaire anglais – français (Larousse / Merriam-Webster’s) * • Livre des verbs (L’art de conjuguer – Bescherelle / The Big Blue Book of French Verbs)* Matériel • Classeur • Feuilles mobiles • Feuilles intercalaires • Cahier pour la lecture • Duotangs • Crayons, stylos noirs / bleus, crayons colorés

  9. Français 7LFI Assessment and Evaluation Plan The teaching of Français 7ème will reflect the development and evaluation of four skills. Each of the four skills will be evaluated equally which include: • Listening comprehension 25% • Oral production 25% • Reading comprehension 25% • Written production 25% THERE IS NO FINAL EXAM !!!!!!

  10. Français 7LFI Term work will be evaluated through a continuous evaluation process and a variety of evaluation techniques covering all four skills. Each skill shall be evaluated in a variety of ways: • Formal and informal observations • Work samples • Portfolios • Oral presentations • Discussions • Cooperative group work • Rubrics • Songs, poetry ,dialogues , role playing • Essays • Illustrations • Oral interviews • Quizzes/unit tests

  11. Sciences Humaines 7 Student Text: • Un monde en changement (there will be many handouts given to supplement the text) Materials : • 1 ½ inch binder • Looseleaf and exercise books, pencils and pens • French/English dictionary

  12. Sciences humaines 7 Themes: • Unit 1: Introduction • Unit 2: Economic Empowerment • Unit 3: Political Empowerment • Unit 4: Cultural Empowerment • Unit 5: Societal Empowerment • Unit 6: National Empowerment • Unit 7: Summative

  13. Sciences humaines 7 Assessment and Evaluation Plan: • Performance Assessment - Assignments 20% - Class Activities 25% (The difference in an assignment and a class activity is in the time it takes to complete. A class activity is something that can be done in one class while an assignment may be a task done at home or over 2-3 classes) • Major Project 15% • Tests25% • Quizzes15% NO FINAL EXAM Grade 7 Curriculum Guide

  14. Sciences humaines 9 Student Text: • L’identité canadienne Materials : • 1 ½ inch binder • Looseleaf and exercise books, pencils and pens • French/English dictionary

  15. Sciences humaines 9 Themes: Unit 1: Exploring Canadian Identity Unit 2: Geographic Influences on Identity Unit 3: Historical Influences on Identity I Unit 4: Historical Influences on Identity II Unit 5: Citizenship and Identity Unit 6: Canada’s Changing Identity Unit 7: Reflections on Canadian Identity

  16. Sciences humaines 9 Assessment and Evaluation Plan: • Performance Assessment (Class Activities)25% • Assignments 20% • Tests 25% • Quizzes 15% • Major Project 15% NO FINAL EXAM this year grade 9 social studies curriculum guide

  17. Sciences humaines 8 Student Text: • Voyage de Découvertes Materials : • 1 ½ inch binder • Looseleaf and exercise books, pencils and pens • French/English dictionary

  18. Sciences humaines 8 Themes: • Unit 1: Introduction: History as a Lens to the Past • Unit 2: Newfoundland and Labrador from the Turn of the 19th Century through the Early 20th Century: History as a Story of People • Unit 3: Newfoundland and Labrador from 1914 through 1949: History as a Story of Significant Events • Unit 4: Newfoundland and Labrador through the 2nd Half of the 20th Century: History as a Story of Change • Unit 5: History as a Story of the Past in the Present

  19. Sciences humaines 8 Assessment and Evaluation Plan: • Performance Assessment Assignments 20% Class Activities 25% • Major Project (Heritage Fair) 15% • Tests 25% • Quizzes 15% NO FINAL EXAM Grade 8 Curriculum Guide

  20. L’enseignementreligieux Grade 7 Expressions of Faith (Les manifestations de la foi) Assessment and Evaluation Plan: • Performance Assessment 70% • Tests/Quizzes 30%

  21. L’enseignementreligieux • Curriculum Overview: The Intermediate Religious Education curriculum takes a non confessional approach. Various religions are included in this program and beliefs, doctrines, practices and history of each are covered with sensitivity and respect. The curriculum creates a context for students to recognize the diversity of religion and how it has influenced and continues to influence individuals and society. It enables and encourages students to grow spiritually and morally into informed, caring and contributing members of society. Students develop an appreciation for their own beliefs and values, and the beliefs and values of others. They acquire an understanding of the contribution that religions make to human life. Instructional Time: September – January (2 classes per cycle) • Character Education is a program delivered to students in the first 6-8 classes. The focus of this program is character development. Discussions, videos, and activities emphasize one or more of the following character pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

  22. santÉ The curriculum is organized around the following components: • Content, Processes and Skills • Emotional and Social Well-Being • Human Sexuality • Relationships • Drugs: Smoking and Alcohol • Active Living • Safety and Environmental Health Instructional Time (February – June) 2 classes per 7 day cycle Evaluation Plan • Oral (interaction with the group, demonstration of listening skills and verbalization skills, show of commitment to a task) 30% • Projects and Activities 40% • Tests/Quizzes 30% CURRICULUM OVERVIEW INSTRUCTIONAL TIME & EVALUATION

  23. EVALUATION Projects and assignments could include, but are not limited to, student portfolios, brochures, posters, research work, powerpoints, videos and presentations. The written and in-class activities could include, but are not limited to, learning logs, blogs, journals, tests and quizzes.

  24. QUESTIONS/ COMMENTS

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