Homework Policy

Homework Policy

Philosophy:

The foundation of the High Schools That Work (HSTW) philosophy is based upon the belief that improving the rigor and relevance of the curriculum and improving relationships will increase student achievement and promote citizenship. In order to achieve these goals, Lancaster High School is requiring homework across the curriculum.

Homework is defined as any assignment that is completed during non-classroom time. These assignments should introduce, reinforce, extend and/or enrich class work.

Homework is a necessary extension of the school day and an important part of a student’s educational experience. Homework encourages self-discipline, positive self-esteem and an interest in learning. Homework also promotes the Lancaster High School-Home- Community relationship, as parents, teachers and community supporters are involved with students in completing assignments.

Purpose:

1. Strengthen skills already taught.
2. Extend learning time.
3. Provide enrichment opportunities.
4. Promote creativity, responsibility, and independence.
5. Develop good work and study habits.
Listen to this video please :)

http://www.youtube.com/watch?v=eQgBfrI_w00

Types of Homework:

1. Preparation homework – given to prepare students for upcoming lessons.
2. Practice – given to reinforce lessons already taught.
3. Enrichment – given to provide challenging learning opportunities for extension and enrichment of the lesson.

Parent(s)’/Guardian(s)’ Responsibilities:

1. Provide a suitable study atmosphere that is quiet, well lighted and periodically supervised.
2. Emphasize the value and importance of homework.
3. Support the school in its efforts to emphasize the importance of homework.
4. Encourage and praise students as they complete homework assignments.
5. Expect daily assignments and check to make sure that students are completing them.
6. Insist on adherence to deadlines. (Review progress on long-term assignments).
7. Show interest in the homework but do not do the work for the students.
8. Maintain the home/school connection via calls, emails and conferences.
9. Encourage reading for pleasure as well as above and beyond regular homework assignments.

Students’ Responsibilities:

1. Complete homework assignments to the best of their ability. Assignments should be neat and on time.
2. Request help with homework if needed.

Watch this, please :)

http://www.youtube.com/watch?v=ifEbfSWbaNU&feature=related

Teachers’ Responsibilities:

1. Assign a minimum of one homework assessment per week (minimum of four homework grades per grading period) with feedback given to students. (Assignments can be graded for accuracy and/or effort)
2. Return homework to students in a timely manner.
3. Do not assign homework as “punishment”.

Expected Time Ranges:

1. Expect one-half hour (30 minutes) of homework per class each night. This is not meant to be a minimum or maximum. Individual students will need varying amounts of time to complete assignments.
2. Assign a minimum of two assignments/projects per semester in which students are required to do research, presentations and/or writing. These assignments should be graded and included in the overall average that the student receives for that class grade.


*Assignments are dictated by IEP requirements

. http://lhs.lancasterscschools.org/www/lcsdschools_lhs/site/hosting/Parents/HW%20Policy.pdf

Five Steps to Using Your Textbook to Build a More Dynamic Conversation Class

Five Steps to Using Your Textbook to Build a More Dynamic Conversation Class
Stephen B. Ryan When students hear the words, "turn to page 15 in your textbook", they probably feel like it's going to be just another boring English lesson. This doesn't have to be true; however, if we use our textbooks as a tool for providing a way of making the students assume more responsibility, thus making the class more interactive.
With the recent emphasis on learner centered communicative methodology, a textbook can provide what is missing - specific language goals and reassurance for learners. A communicative methodology is more effective if there are specific mini-language goals set for students to accomplish. A textbook will usually provide these goals but is often not a motivational source for students. A communicative methodology, on the other hand, offers students motivational tasks but is also a "set of principles loosely bundled together" for no specific purpose other than speaking English (Van Lier 1988:72). I believe that students learn better if they understand what is expected of them and what or how much they can experiment with everyday tasks. Thus, a well textbook offers students classroom stability by letting them know what is going to be expected of them as well as integrating motivating communicative pair-work.
Here is a 5-step methodology which has been successfully used. In the proposed methodology, there is an attempt to simply describe an interactive way of teaching via a textbook where the teacher slowly relinquishes control by giving students more responsibility so when it comes time for the communicative task pair-work, learners are able to speak more accurately and confidently.
Step 1 - One Quick Question
As you take attendance, tell students that they must acknowledge their presence by asking one quick question based on the previous lesson as a review. So for example, if we were studying the conversation strategy of, "Have you ever....../ When did you last......." Students would begin the class practicing this one particular conversation tactic.
Example:
o S: Have you ever spoken English?
o T: Yes, I have.
Repetition is vital for these students particularly since they have the class 4 times a week for 40 to 45 minutes. Repetition does not have to be boring for students but can be made learner-centered.
Step 2 - Assigning New Partners Every Lesson
Next, after having completed the roll call and answering these student review questions, class is officially started by putting students randomly in pairs. You can do this by having each student choose from a stack of cards labeled 1A, 2A, 3A etc. and...1B, 2B, 3B etc. Thus, if a student's card reads 1A her partner is the 1B cardholder. If there are 20 students there will be 10 pairs. Students then pair off and sit facing each other.By randomly assigning students to a new partner every lesson, the class is more dynamic and perhaps more significantly, after a few weeks the class, as whole, becomes familiar with each other which builds a supportive, relaxed speaking atmosphere. Students also seem to really enjoy having the control to "choose" their partner by taking a card number.
Step 3 - Dialogue Practice
When students are seated facing each other in pairs, they listen to the example conversation in the textbook as a class and then practice saying or repeating problematic words for pronunciation. Now is the time to practice any problematic phrases or cultural concepts or for any pre-teaching of difficult structures.
Step 4 - Creating a Variation of the Dialogue.
Next, students are told they must change the conversation by substituting words in the dialogue.
Once students have decided which words to substitute, they are given about 10 minutes to memorize the dialogue depending on difficulty. After 10 minutes, student pairs are asked to "volunteer" to perform their conversation. I say "volunteer" because students are told that they do not have to do the conversation if they don't want to, but if they do "volunteer", each student will receive a "+" for the day. This way students receive a daily mark which gives an accurate record of their willingness to participate in addition to motivating them to try harder without direct teacher induced pressure. When students have finished "performing" their memorized mini-conversations, they are ready to move on to a related listening exercise.
Step 5 - Communicative Pair Work
Up to this point, students have been studying one kind of communicative strategy via a controlled conversation memorization and listening drills. Now they are adequately prepared to assume all responsibility by trying it by themselves via a pair-work communicative task. They now have the opportunity to speak freely in English but are also sufficiently empowered to do so. The teacher, by walking around evaluating each pair, can easily decide where problems reside and correct them or decide to follow up the pair-work with additional question-answer practice between student and teacher.
Conclusion
Students need more than just one kind of classroom methodology. They also benefit from a variety of classroom activities such as short classroom videos, oral presentations or computer lab days. These types of extra activities can be integrated within the week-to-week class curriculum and provide an additional motivational source from the usual routine.
Repeatedly using this 5 step methodology, the classroom becomes a place where students know what is expected of them while keeping the class interactive and interesting. The method can maintain student motivation and give students more confidence by slowly relinquishing teacher control while giving them more classroom responsibility. Finally, students are empowered to succeed and feel a sense of accomplishment at the end of each lesson.

Teaching Moments - Top 10 Ways to Motivate Your Student

Teaching Moments - Top 10 Ways to Motivate Your Student

As the new school year begins, parents play a pivotal role in their child’s success. Here are 10 tips for motivating your student from GoalSettingforStudents.com.

1. Stress "I’ll Make It Happen" words. Encourage your child to use positive, motivating words like yes, I can, and I will.
2. Minimize "Bummer Words." Avoid using negative or limiting language in discussions with your children. Some of the most common bummer words include no, can’t, won’t, never, maybe, and if.
3. Do the Basketball Shuffle with your child. Play the Basketball Shuffle to encourage independence and responsibility. Write "It’s in your court NOW" on a basketball, and place it in the kitchen or family room to emphasize how the entire family gets the school year off to a good start. Then "pass" the ball to your child to show how he or she is now responsible. Your child can "pass" it back when they need help. The basketball becomes a fun, visual and practical way to emphasize your child’s role in his or her education.
4. Thank You, Ben Franklin. Ben Franklin used the following process week after week for fifty-seven years and claimed it made him a better and happier man. Develop thirteen character traits you and your child want to work on together. Consider honesty, fairness, self-control, order, sincerity, responsibility, self-respect, and kindness to others. Each week select one character trait, and, as a family, work to improve this trait. Provide rewards to the family member who shows the most improvement. Continue the process until you complete all thirteen weeks of character traits.
5. Stress the Importance of Goal Setting. Sit down with your child and set goals for the school year. According to John Bishop, author of the workbook, Goal Setting for Students®, "Students will take more personal ownership for their education when they learn how to set and achieve goals and how to use these principles in the classroom. They will embrace your efforts to help them succeed."
6. Accountability is a Two-Way Street. Both parents and students need to be accountable for a child’s success in school. As adults, parents have to model responsible behavior for their children. Did you promise to volunteer at school, or help with the latest class project? Make sure you follow through.
7. Answer the "BIG" Question. At least three times per week have your child write down the following question, "Did I give my best effort to today’s activities?" and record their answer. If their answer is "yes," reward them. If their answer is "no," have them list two things they will do tomorrow to improve their effort. Writing this question on paper (instead of just discussing it) will imprint the words in their minds.
8. Help Them Manage Their Time. Have a family meeting to discuss the weekly schedule. At the beginning of the school year, it is easy to sign up for too many activities, events and committees. How many activities will each child participate in? When will you have dinner together as a family? When will homework be done? What chores are each family member responsible for and when will they be done? Create a family calendar in a centralized location to keep everyone aware of the day’s activities.
9. Make it easy to study. Create a study area that fits your child’s personality. Do they work best at a desk in a quiet area of their room? Or is the dining room table a better place to work? Does music distract them, or help them focus? Help your child determine the best way to study. Fill a tackle box with commonly used school supplies and keep it stocked. Prevent last-minute runs to the discount store by keeping poster board, extra notebooks, paper and other supplies on hand.
10. Define success—in your child’s eyes. Help your child define what success means to them. Bishop says, "Children need to know that success takes time; success takes planning and a strong desire; success takes setting and achieving goals; success involves helping others. Students need to know it’s their achievement, not ours."

With a few simple steps, parents can get their children off to a good start for the new school year.
Ever wonder how much your child could accomplish? Use The Goal Setting for Students® workbook by John Bishop to teach your child to set and achieve goals and become responsible for their own success.

Find out more at http://www.goalsettingforstudents.com.

Helping Slow Learners

Characteristics of slow learners:

1. Functions at ability but significantly below grade level.
2. Is prone to immature interpersonal relationships.
3. Has difficulty following multi-step directions.
4. Lives in the present and does not have long range goals.
5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and generalizing information.)
6. Scores consistently low on achievement tests.
7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)
8. Has a poor self-image.
9. Works on all tasks slowly.
10. Masters skills slowly; some skills may not be mastered at all.

Working with Slow Learners:

1. Reduce distractions by providing a quiet, private place to work.
2. Emphasize strengths. Use lots of praise and reinforcement frequently.
3. Make lessons short. Limit the working time and have several short work periods rather than one long one.
4. Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible.
5. Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off.
6. Make learning fun and comfortable. Your positive attitude is very important.
7. Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students.
8. Go over his/her daily work to reinforce the learning. Slower learners need repetition.
9. Provide meaningful, concrete activities rather than abstract.
10. Give short specific directions and have your child repeat them back to you.
11. READ! Set an example by reading yourself. Read to your child and have your child read to you.
12. Work closely with the teacher to help strengthen academic areas that are weak in school.
13. Stress the importance of education.
14. Encourage your child to explore areas of interest to him/her. Career opportunities often come from these interests.
15. (Source: Material supplied by University of Central Florida, School Psychology/Counselor Education Programs--Dr. Carl Balado.)

Teacher to teacher, slow learner questions

http://forum.swarthmore.edu/t2t/thread.taco?thread=5858
http://www.foundationosa.org/slow.htm

Punctuation is everything

An English professor wrote these words

"A woman without her man is nothing"

on the chalkboard and asked his students to punctuate it correctly.

All of the males in the class wrote: "A woman, without her man, is nothing."

All the females in the class wrote: "A woman: without her, man is nothing."