Geometry / Mr. Hansen 9/4/2002

Name: _________________________ Handout #1

Geometry Class Policies and Required Equipment

For efficient and successful learning throughout the year, we need to establish some ground rules. To put it succinctly, the rules are all based upon mutual _________________ , but here are some of the specifics:
My Responsibility	Your Responsibility
1. I will strive to provide an environment conducive to learning, with thoughtful and well-prepared presentations. I will try to keep the classroom atmosphere friendly and interactive, not running a “straight lecture” for the whole period. If the students’ attention starts to wander, I will switch to a different approach or discuss a different topic. I will break the class into small groups when appropriate. I will emphasize activities that promote understanding, critical thinking, and abstraction, not merely rote learning or computation.	1. We will pay attention and will take written notes. Some of us will want detailed notes; others may find that a brief outline of the key points works well, with perhaps a few worked example problems. The only requirement is that we have to take some notes each day and label them with the date. If there is a handout for the day, we may make our notes directly on the handout. We will keep our notes, homework, and handouts in our notebook, organized and available for inspection.
2. I will make grading criteria as clear and fair as can reasonably be achieved within the confines of an imperfect world and imperfect judgment. Although I do not subdivide grades the way many teachers do (__% for homework, __% for tests, etc.), my standard is that “a point is a point.” In each quarter there will be several hundred points possible, and student grades will be based on the STA scale of 95=A+, 95=A, 85=B+, etc. Semester grades are computed as follows: 40% weight for each of the two quarters, 20% weight for the semester exam.	2. We will try to keep records of our running totals (points earned vs. points possible) so that we know approximately how well we are doing at any moment. If our records become out of date or messy, we will visit Mr. Hansen during office hours or Math Lab to straighten things out.
3. I will be sensitive to the needs of my students, varying the pace to make sure that most people are neither bored nor left behind in the dust.	3A. If we become bored, we will look ahead in the textbook or find something productive to do for a minute. If the boredom goes on for a long period of time, we will find some respectful way (not yawning) to get Mr. Hansen’s attention. 3B. If, on the other hand, we find the pace too fast, or if we are confused, we will ask questions. If possible, we will try to phrase our questions in a way that summarizes the confusion that our classmates also have, so that as many people as possible can benefit from the questions. We will save irrelevant or personal questions for another time. (Reason?) If we feel shy about asking questions during class, or if the answers aren’t “cutting it” for us, we will visit the STAySmart Center or the Math Lab.
4. I will run a punctual, organized, and transparent class. (What do I mean by “transparent”?) I will end promptly when time runs out, and on those rare occasions when it is necessary to go a few seconds overtime, I will grant the students some privilege at a later time to compensate them.	4. We will arrive promptly for class nearly every day. (Vote on tardiness policy.) We will stay as focused as we can for as long as possible, and if we need a stretch/water/bathroom/recharge break, we will ask for one. We will wait until class has ended before we shuffle through our book bags.
Transparency includes Web posting of essentially all course content and assignments. Please visit my home page at rememberflight93.org.
5. I will allow as much give-and-take as possible during class, including talking out of turn (when directly related to the subject being discussed), witty asides, and questions that ping-pong among students without going through the teacher.	5. We will raise our hand as much as possible. If because of excitement we speak without first being recognized by Mr. Hansen, we will be careful not to speak while someone else has the floor. Very important: When one of our classmates poses a question, we will listen carefully both to the question and to the answer.
6. As a teacher, I must never use sarcasm directed at students or be disrespectful toward my students. At all times our classroom must be a place in which it is safe to take chances, to speculate, to do mathematics creatively. I will not tolerate bullying, teasing, harassment, disruption, or other types of disrespectful conduct by students.	6. We will keep in mind that mathematics comes quickly to some people at some times, more slowly to other people at other times. We will learn patience and compassion for our classmates as they stumble through things that are boring and obvious to us, just as they will learn patience and compassion when they have to help us through a difficult patch.
7. I will observe all school rules and will hold the students in my charge to the same standard, even outside of class. That means, for example, that I will take the trouble to keep records of people who chat during chapel, leave early from lunch, or wander the halls without a jacket. (Note: Jackets must be brought to class, but within my class, wearing them is optional.)	7. We will observe all school rules, including the dress code, and we will accept Mr. Hansen’s enforcement of those rules. We will keep our cell phones, sports equipment, and personal electronic devices turned off and buried deeply in our lockers or backpacks during the day. (Exceptions: Palm Pilots, calculators, and laptop computers are OK as long as we do not abuse them.)
Question for discussion: Are computer or calculator games during class ever OK? What do you think?
8. I will bring the five items I need to teach class each day: computer, textbook, gradebook, calculator, and pen.	8. We will bring our five items as well: · Three-ring binder containing daily notes, homework, and handouts (yes, a three-ring binder is strongly recommended) · Scientific or graphing calculator (sine, cosine, and tangent functions required) with name engraved or written indelibly on main body of calculator · Pencils with erasers · Textbook with name inside · Straightedge (pencil will work OK) and, toward the end of the year, a compass Note: During equipment checks, solar-powered calculators or a spare set of batteries are worth one extra point.
9. I will conduct equipment checks on randomly selected days to make sure my students are “squared away.”	9. We will make sure Mr. Hansen is “squared away” too. If he is missing some of his five pieces of equipment, we will expect some sort of class bonus!