 | Overview | | Discipline | |
| Grading | | Homework | |
| Citizenship | | Late Work | |
| Extra Credit | | Other Information | |
| Overview | | Discipline | |
| Grading | | Homework | |
| Citizenship | | Late Work | |
| Extra Credit | | Other Information | |
I believe the purpose of science is two-fold. First, it is to expose the student to concepts and ideas in the natural world and, second, it is to create a disciplined, systematic approach for investigation. Given this, I see no reason why science couldn't (and shouldn't) be fun as well. I try to take a very hands-on route to science and invite investigation from the students. This year, we will be exploring the basics of biology, paying close attention to cellular biology and DNA, as advised in the Utah State Core Curriculum. Most of the information will be presented in in-class discussions and the text will be used as additional reference. Hopefully, this class will combine the necessary information with enough fun to make learning less painful.
Most of the discipline is covered in the disclosure document. Over all, I base my discipline on classroom behavior. If the class is well behaved, I will seem less strict and more like a facilitator of learning. If the class is unruly, I allow less leeway and increase the severity of discipline. We're talking serious dictatorship. Hopefully, this won't happen. I tend to respect the rights of students and try to be fair. Hopefully, students will see fit to return the favor and make this year enjoyable for us all.
This class will follow a traditional style of grading. Points will be awarded for each assignment according to the difficulty and amount of work the assignment invoked. Tests will count for nearly half of the term grade, while assignments and quizzes account for the remainder. This class is not graded on a curve, but adheres to the following percentage breakdown:
| 93% - 100% | = A | 77% - 79% | = C+ | ||
| 90% - 92% | = A- | 73% - 76% | = C | ||
| 87% - 89% | = B+ | 70% - 72% | = C- | ||
| 83% - 86% | = B | Below 70% | = E | ||
| 80% - 82% | = B- |
Each assignment may have different point values, but the point value will be fixed at the time the assignment is given. Points may be deducted for late work, but at least 50% of points will be awarded for successfully completed work, even if late.
I try not to give a lot of homework. I fully understand that students are busy people and my class is not their only priority. Most assignments I give will be easily finished in class. On occasion, I will give large projects which require work at home. Plenty of time (usually two weeks notice) will be given for these projects. Because these are generally time-consuming, they are worth quite a few points. If I do assign homework, make note of it, because I feel it's important enough to use up some of your free time. As with all my assignments, I expect homework to be completed on time and to the student's best abilities. I do NOT expect these projects to be a burden on parents or resources.
Most citizeship information is covered in the disclosure document. I truly believe that the classroom is a community and that proper behavior, proper citizenship, is absolutely vital to learning. By this time, students understand how to behave in school, and improper behavior should and will reflect poorly upon their grades.
Deadlines are a fact of life. When a teacher has given adequate time and notice to students, there is no reason that work should be late. Any work turned in late will not receive full credit. I understand all about special circumstances, and can give students a grace period, if needed, on occasion. Forgetting to complete an assignment is not a special circumstance. For more information, please read the disclosure document.
You can't get from not passing to an A on extra credit. Can't be done. However, I may supply a few points here or there which could possibly turn a B+ or an A- into an A. These come as an addendum to an assignment or as an additional worksheet.
Once in a while there will be a student who is in desperate need of points as the term nears an end. After all required work has been completed, I may supply an extra project which a student can complete for points. This will be a sizeable project and cannot be completed the last day of the term. For a student to be elligible for the additional project, she or he must meet with me to determine whether all required work is in. If this is met, we will decide together what the project should be. (And no, I can't be bribed and I won't "just give a couple points" out of pity.)
Tests are very important to me, and about half of the grade comes from tests. A percentage of every test will be multiple choice, but short answer, essay, matching, true/false, graphing and illustrations drawn by the student are all fair game. Each test will have comprehensive materials.
Why? Well, the comprehensive materials are to reinforce what was previously taught. It wouldn't be good to let students forget what they learned only two weeks ago. And why the multiple choice? I realize that this is a poor way to determine what the student actually knows, but most standardized exams are given in multiple choice format. Students should be used to taking these tests and using logic to narrow down choices.
Students with special needs have a right to request alternative testing. Please alert me to these requests in advance. I am comfortable with modifying my methods, but I cannot do so fairly on a short notice.
Some students suffer "test anxiety." For a few, it's severe enough to cause extremely poor results when the student knows the information better than average. These students will be expected to take the standard tests, but may discuss the results with me after school.
