Jurisprudence Assignment Essay

Answer the following questions by referring to the Nurse Practice Act from the Texas Board of Nurse’s website (www.bon. state.tx.us) & (www.tpapn,org) and other relevant source. Answers must be in APA format.(Question & Anwer). APA format means writing down the listed questions, using complete sentences, correct spelling, grammar & punctuation. In addition, a reference page & source(s) of information citations are required. (6 points) Q1 What is Impaired Nursing Practice? (5 points) Q2.Which group of nurses are most at risk? (8 points) Q3. What are the contributing factors that lead to chemical dependency in the nursing population? (8 points) Q4.List the warning signs of chemical dependency/abuse in the nurse? (8 points) Q5.Who does the nurse first report to when she/he finds a nurse impaired due to chemical dependency and/or mental illness? (5 points) Q6.What is the Board of Nurse’s responsibility following such report when an impaired nurse is in violation? (8 points) Q7.What are the methods of discipline imposed by the BON for intemperate use of alcohol or drugs or mental incompetency? (10 points) Q8. State the mission of Texas Peer Assistance Program for Nurses. (8 points) Q9. What are the functions of Texas Peer Assistance Program for Nurses? (8 points) Q10. List the guidelines the Board of Nurses by rule 301.4106 developed that the Peer Assistance Program must comply with. (8 points) Q11.Identify what would constitute grounds for disciplinary action for possible violation of the NPA 301.452 and Standard of Nursing Practice? (10 points) Q12. Discuss briefly your opinion on violation by a nurse of the NPA due to use/abuse of a chemical, drug or mental illness. (8 points)

Victimology and Alternatives to Traditional Criminal Justice essays

Victimology and Alternatives to Traditional Criminal Justice essays Alternatives to criminal justice system have been the growing part of the debate surrounding the theory of criminology. Shaming: In this arena of alternatives to criminal justice system, the most distinctive contribution has been John Braithwaites theory of regenerative shaming which conjectures the efficacy of re-integrative shaming and the counter-productiveness of stigmatization in controlling crime. John Braithwaite has asserted persuasively that the twin informal controls dissuading most people from offending against their fellow brethren are what he termed social disapproval and pangs of conscience. (Moore, n. d.) The formal criminal justice system in practice in the present modern era is all built upon a model of the state intervening so as to remedy the behavior of reasonable and rational individuals who have made choices that are socially undesirable. Shaming, under the theory of regenerative shaming, on the other hand, stresses upon the interdependency of individuals. It recognizes shame as an emotion which helps in regulating this interdependency. (Moore, n. d.) It is important to appreciate that a society marked by properly regulated interdependency, by the application of correct practices relating to shaming, the quantum of unlawful anti-social activities, i.e. the level of crime must be less. The hypothetical issue of modern criminology, its poor focus on social interdependency, therefore shows an intense issue in the Western approach towards punishment and crime. The basic issue has been that a methodical uncoupling relating to punishment and that of public shaming has been witnessed. In identifying shame as the emotion that controls the attachment between interdependent individuals Braithwaite as well as other theorists who are pioneers in the role of shame are proposing that realistic, effective programs are present. These programs should ...

History of Slavery

History of Slavery Free Online Research Papers Slavery in the United States began with the African slave trade. At the end of the 14th century, Africans were taken to Europe without consent and used as servants for the rich. The Europeans claimed that the servants would have better chances of becoming Christians this way. The Spanish and the Portuguese also took natives from Africa as slaves. Eventually, the chiefs over these Africans began to barter with the people who were taking the people as slaves. Forts were set up along the coastline to hold the slaves until the slave ships came. Some of the slaves were people that had been captured in tribal battles. The demand for slaves was becoming very high, and people were willing to take desperate and violent measures to get them. Soon after America had been founded, a court ruled that slavery was acceptable. Even from the beginnings of slavery in the United States, slavery was more popular in the South rather than the North. This is because the South was an agricultural land. Families needed the slaves to help on the farms where much manual labor is needed. The north did not need slaves as much because they were industrial. The only places in the north for slaves were within homes of the northerners, so there was not such a high demand for them there. Ninety-five percent of the slave population was in the southern states as opposed to the 1% population in the north. Slaves were not only owned by whites, but also by Native Americans and even free African Americans. The wealth of the United States increased greatly because of all the free labor provided by the slaves. Productivity was at its best, and the Americans were doing the least of the work yet making all of the profits. About 12 million slaves were shipped to the Americas within the 17th and 19th centuries. By the time the Civil War was about to begin, there were around 4 million slaves in the United States. The means by which the slaves were brought to the Americas was disturbing and unnerving. Since profit was the number one priority of the traders, they attempted to fit as many slaves into one ship as they possibly could. A slave ship named â€Å"The Brookes† was made to hold 451 people at the most. This ship was found out to have carried 600 people. On the ship, the slaves were tightly seated and chained at their hands and feet. These journeys were long, and many slaves remained crippled for being chained up for so long. The death rate of slaves on the ships was fifty percent. Because there were so many of them and they were in such close quarters with one another for so long, disease became an issue. The conditions of travelling in the ships were the absolute worst. Some slaves slowly ki lled themselves by not eating. Slaves were bought in Africa for around $25 and sold in the states for $150. When slavery became illegal, the prices augmented greatly. Even though the death rate of the slaves on board the ships was so high, the traders could always make a high profit. Slave markets were built as location to purchase slaves. Locations of slave markets were New Orleans, Philadelphia, Charleston, and Richmond. Slavery receives its negative connotation from the mistreatment of the slaves by their masters. The slave owners became very greedy after their profits began to increase due to the free labor and higher productivity. The slaves were under a great deal of strain to work hard to make more money for their masters. If the work of a slave was less than desirable, they were harshly punished. The most widely-known form of punishment was being whipped. Slaves were whipped brutally, sometimes in front of large crowds of other slaves in order to serve as an example to the rest. Some masters tortured their slaves and even branded them like cattle, most times on their faces. Most slave-owning homes had twenty or fewer slaves, but the plantations with a large number of slaves, such as 100, had to have someone watching after the slaves to be sure they were all doing their jobs. This person was known as an overseer. The overseer was under much pressure from the plantation owners to make sure the slaves were performing at their best in order to increase productivity. The harsh punishments carried out by the overseers led to death at times. Thirty percent of slaves died within a four year period because of such ruthless treatment. Slaves worked from sunrise to sunset. Most work days lasted 18 hours. Men and women alike worked the same amount of time. Pregnant women were expected to work as well, all the way up until the day of their child’s birth. They were then given a month after delivery to recover. After that month, the child was carried on the mothers back while the mother worked in the fields. Children were expected to work by the time they were five years old. Slave owners advocated reproduction among the slaves in order to have even more workers to help. Some slave owners promised freedom to women after they had a certain amount children. Women were expected to start having children at around 13 years old, and they were expected to have nearly 5 children by the time they were twenty. Sometimes, the slave owner or one of his white friends would father the children of slave women. The children that were half black and half white were called â€Å"mulattoes.† If a white man raped a black woman, it was not considered a crime. The plantation systems came about from the division of land and private ownership of that land. The major crops grown on these lands were cotton, tobacco, rice, and sugar cane. These crops required a great deal of manual labor, and that is why slaves were so greatly demanded in the agricultural southern states. Because the conditions on the plantation for the slaves were less than desirable, there was always an issue of slaves trying to escape. Running away was an issue that had to be thought through thoroughly before carried out. Runaways were unsuccessful more often than not. Most slaves were hesitant to run away because they did not want to leave their families behind. If the slave made a successful getaway, there was always a risk that the runaway’s closest family member would be punished brutally. Most slaves were found, and when they were brought back to the plantation they were beaten. The accounts of a slave named Moses Roper received 200 lashes from the master with the whip. The master would not have stopped at that number if it had not been for his wife begging him to stop. Most runaways were younger men slaves. According to records, most slaves that attempted to run away were field slaves rather than house slaves. The Underground Railroad was organized in order to help slaves escape to freedom. About 50,000 slaves were taken to safety through this escape method. Eventually, slave owners got Congress to pass a law that fined $1000 to any marshal who did not arrest runaway slaves and to any home that housed or fed runaway slaves. House slaves were in better condition than slaves that worked in the fields. They usually had less physically demanding jobs and better food. Slaves that worked inside usually got to sleep inside and became friends with the family. Some women tried to educate the slave children even though it was illegal. Some slaves that were valued in the home were promised freedom when their masters died, but this promise was rarely kept. Slaves were rationed a certain amount of food every month or a small patch of land where the slaves could grow their own food. The slaves were given clothes every year. Their wardrobe consisted only of a couple of shirts and a couple of pairs of pants. If the clothes did not last, they went naked until the next allowance of clothing was given out. Slaves living in the house were often given the clothing that the family members no longer wore. Marriage among the slaves was encouraged because slave owners believed it would keep the slaves from running away if they had a loved on or family. Slave houses were wooden shacks with dirt floors and only one room. One to two families lived in these houses. The beds were straws and rags piled up on the ground. Slavery finally came to an end at the end of the Civil War. The north defeated the south, and slavery was abolished. All slaves were free, but some chose to stay with their masters because they had been treated well and had a home there. 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Intercultural Communication and Ecclesial Intergration African Research Paper

Intercultural Communication and Ecclesial Intergration African American - Research Paper Example A decade later, the African slaves were taken to New York, known as New Amsterdam by then (African American History Timeline, n.p.). By the year 1690, all the colonies of USA had African slaves. The African slaves in USA were later given American citizenship when USA became independent in 1776. In the year 1739, the African slaves at Stono, in North Carolina revolted against the oppressions that their masters subjected them to. This revolt is known as Stono revolt (African American History Timeline, n.p.). This revolt, however, did not stop the oppression of the African slaves by their masters. The importation of African slaves was banned by the USA Congress in the year 1808. In the 19th century, many Africans immigrated to American in USA in search of greener pasture; many of the African immigrants later became American citizens. The African immigrants, therefore, constitute a significant percentage of African Americans. Although Catholicism was brought to America in the early 16th century by the Spanish explorers, African American Catholics, however, could not be identified and defined as a distinct group of Catholics in the United States until in the mid 19th century (Fisher, 52). This fact can be attributed to the oppression and the marginalization that the Africans had experienced in the USA. In the mid of 19th century, the slaves of the Catholic planters were baptized into Catholicism in the Maryland state (Fisher, 52). The formation of the first African American Catholic community in USA can be attributed to the migration of slave owners from Maryland to Kentucky in the early 19th century. With the migration of slave owners in the early 19th century, the African slaves formed their community in the Nelson County area. With the formation of a community of African American slave community, the African American Catholics became a distinct group of American Catholics. The African American Catholics, therefore, gained prominence in the early 19th

How Schools Mirrior the Dominate Culture Assignment

How Schools Mirrior the Dominate Culture - Assignment Example It is considered to be part of effective classroom management by teachers for a few reasons. First, it is assumed that being immersed in a language makes on be fluent. Secondly, it is believed that it is destructive for every one to speak in a different language while in class especially in ELL classroom (Beare par. 1-3). Characteristics of wealthy white children have been incorporated into school systems as the only authentic standards of behavior. Other cultural expressions which may be adequate in acquiring skills from have been seen as inadequate and, therefore, rejected. This results in inadequate communication and assessment, leading children from poor minority cultures being deemed slow or poor learners. These children end up making the most representation in the special education program as they are assessed according the standards set for middle-class white students. In these tests it is assumed that failure to meet standards mean developmental delay even if the child has knowledge in other developmental areas. Wealthy and middle class white schools often have better performances than others because they pay better hence attracting better teachers (Goldy par. 1). This is at the expense of poor schools for the minority groups as they do not get the best teachers. As stated by the London School of Economics, there is a direct relationship between teachers pay and student performance. If a teacher is paid well, the student tends to perform well and when payment is poor as is the case of minority schools for the poor, their performance tends to be poor. Yet at the time of assessment the standards used do not put into consideration this fact, but judge by the standards of the dominant group (Goldy par. 1). The dominant culture of the white people is mirrored in many ways in schools; these are just a few examples. English language is used extensively in

E-portfolios Essay Example | Topics and Well Written Essays - 1250 words

E-portfolios - Essay Example As results, the e-portfolio is termed as a repository that learners hold as proof for their development and a foundation to reflect on the learning process. It further encompasses education, delivery and receipt of comment, making plans and setting targets. In addition, collaboration and presentation to a group of people for a variety of reasons for instance partying, display of achievement and during recruitment into jobs. (Cambridge, 2012) States that a portfolio that is electronic consists of technologies that are electronic and gives the developer of the portfolio a variety of formats to organize the artifacts. E-portfolios are complex with functionalities like an administration tool to run and present work build with a number of applications and to establish who has the privilege to see the work. In general e-portfolios enable learners to gather various works and present their portfolios in varied formats. That is inline with the understanding that knowledge dwells in the perspe ctive of both the past and current relationship socially. Teachers traverse five levels in the process of using E-portfolios to weigh their learners. The first stage includes identification of intent, the standards, and addressees. An illustration is the basis of the outcome of the students target by the teacher like establishing cohesion and coherence in essay writing. Teachers then create a means to evaluate the e-portfolio like a framework or behaviors that are observable. Next involves determining the category of the audience as teachers, parents or professors because these addressees affect the designing of the e-portfolio. The following is the selection of the location for the storage, choosing the software tool and assembling artifacts meeting the standards. For proper utilization of the e-portfolio, make a suitable choice of the software. As a result, the consideration by teachers is suitability and availability of software

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.