Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9GG7IV18245; Thu, 16 Oct 2003 12:07:18 -0400 (EDT) Date: Thu, 16 Oct 2003 12:07:18 -0400 (EDT) Message-Id: <D74DDBFF74F65945B233D80D11E52C090135E8EB@cccmail> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Virginia Tardaewether" <tarv@chemeketa.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:798] RE: Youth in ABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 4735 Lines: 120 Nixon We too have a student responsibility and attendance form. All students sign it no matter what their age. We developed it primarily as a consequence of so many youth in attendance though. Va -----Original Message----- From: Nixon S. Griffis [mailto:ngriffis@bellsouth.net] Sent: Thursday, October 16, 2003 06:54 To: Multiple recipients of list Subject: [NIFL-FOBASICS:796] RE: Youth in ABE The teacher needs some extra tools when dealng with disruptive teens. I offer two. One is that the the teacher needs to delivery the idea that these teens need to use a different persona in different life situations. There is a street persona that is needed to function outside the classroom. That set of respones, when brought into the classroom, is destructive to the relationship that needs to be created between tweacher and student. The message and moulding of behavior from the teacher can underline the fact that the new behavior that needs to be learned can benefit that teen not only in class but in the job world. This template introduces new responses in a non-threatening, positive way in the guise as a tool to be used in life. It also gives the teacher a springboard from which to start to communicated with the student on this subject. The second tool I use is a contract between the student and myself. I ask them to read the contract. We go over it. Do they understand it? Do they disagree with anything therein? The contract creates an understanding between the teacher and the student that the following behaviors are agreed upon and the following consequences are recognized. This template gives the teacher some structure to follow when those trying times of teen disruption come up. The following is a copy of our contract with disrutive teen students: INLET GROVE ADULT EDUCATION PROGRAM STUDENT AGREEMENT DATE__________________ I, _________________________________, with the assistance of my teacher(s) and other school staff, agree to attend class, take part in class activities, and execute class assignments in the following class: ABE AND GED PREPARATION I understand that it is a right of each student to participate in an atmosphere that promotes learning, and I agree that it is my responsibility to help make this so. I also agree not to be absent or tardy without an excuse as defined in the School Board Policy 5.18 for 3 (three) consecutive or 5 (five) cumulative school days in a nine-week period. This is effective from the date of this agreement. I understand that if any emergency arises which prevents me from attending class; it is my responsibility to inform the school as directed. I understand that if I receive a total of three outs I will have to leave the Program for a period of four school days; that if I receive six outs I will have to leave the program for eight school days; and that if I receive nine outs I will be dropped from the program. I understand that I will receive an out for breaking my agreement concerning the following behaviors: 1. I agree to attend a week. 2. I agree to be in class at 6 p.m. and to stay in class until 9 p.m. 3. I agree to take 15 min rest breaks at . 4. I agree to take my rests on time and return from my rests on time. 5. I agree to the assigned team member seat policy or to study where the teacher requests. 6. I agree to be on task while I am in the classroom. "On task" means working on my curriculum and nothing more. 7. I agree to respect other pupil's rights to study in a quiet classroom. 8. I agree to be respectful and courteous to the teacher. 9. I agree to follow the teacher's directions. (Talk to the teacher after class or request a meeting if you disagree with the teacher's directions.) 10. I agree to keep a notebook and take notes in class. I understand that the school agrees to assist me in providing: COUNSELING SESSIONS UPON REQUEST A REVIEW OF MY COURSE SCHEDULE AND CHANGE IF APPROPRIATE ASSIGNMENT TO A TUTOR IF AVAILABLE RECOMMENDATIONS FOR ALTERNATIVE PROGRAMS THAT MAY BE AVAILABLE TO ME OTHER (SPECIFY) I further understand that if I don't comply with the rules above, I will be withdrawn from Inlet Grove's Adult Education Program. Do you presently have a job? YES NO Would you like information to create job opportunities for yourself? YES NO STUDENT SIGNATURE ______________________________________ TEACHER SIGNATURE ___________________________________ NOTES: Contract will last for 90 school days at which time a new, more lenient contract can be implemented. The teacher has the choice to draw up a new contract with the student at any time. The teacher has authority of last decision.
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