Beruflich Dokumente
Kultur Dokumente
Understanding ADHD
Rebeca Arndt
Wisconsin Teaching Standard (WTS) 3: Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including
Knowledge. The teacher understands and can provide adaptations for areas of
exceptionality in learning, including learning disabilities, visual and perceptual difficulties, and
Dispositions. The teacher believes that all children can learn at high levels and persists in
Performances. The teacher makes appropriate provisions (in terms of time and
circumstances for work, tasks assigned, communication and response modes) for individual
The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in
Knowledge. The teacher recognizes factors and situations that are likely to promote or
diminish intrinsic motivation, and knows how to help students become self-motivated.
which students assume responsibility for themselves and one another, participate in decision-
making, work collaboratively and independently, and engage in purposeful learning activities.
(b) The teacher analyzes the classroom environment and makes decisions and adjustments to
enhance social relationships, student motivation and engagement, and productive work.
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can learn. They maximize instructional time and foster interactions with and among students,
ensuring that students find the classroom a safe place to take intellectual risks. Students themselves
make a substantive contribution to the effective functioning of the class by assisting with
classroom procedures, ensuring effective use of physical space, and supporting the learning of
classmates. Students and teachers work in ways that demonstrate their belief that hard work will
result in higher levels of learning. Student behavior is consistently, appropriate, and the teachers
In order for students to be able to engage deeply with content, the classroom environment must
be orderly; the atmosphere must feel business-like and productive, without being authoritarian.
In a productive classroom, standards of conduct are clear to students; they know what they are
permitted to do and what they can expect of their classmates. Even when their behavior is being
corrected, students feel respected; their dignity is not undermined. Skilled teachers regard
positive student behavior not as an end, but as a prerequisite to high levels of engagement in
content.
Element: Expectations
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Pre-Assessment
Last school year I taught in a public school in Janesville, Wisconsin, a town with about
63,000 people. I taught four classes with 96 middle school students, ages 12 to 14 with 58 girls
welcomed African-American and Hispanic students (mostly from Mexico), students with Asian
ancestry (Filipino and Indian) as well as students with Barkanic background (Albanian).
My classes were ethnically, culturally diverse due to the varied array of ethnicities and cultures
presented as well linguistically diverse, as I had students in my classes that already spoke two
different languages and two different dialects while enrolled in a language class.
With time, I learned that each class energy is different, as each classroom is composed of
unique individuals that come to my carefully prepared environment with different backgrounds,
sets of experiences, cultural contexts, and world views. Each one of these children enter the door
of my classroom with a set of assumptions, expectations, stereotypes, and in all honesty, I do too,
or at least I used to have a certain set of assumptions about what a typical student should know and
do.
I remember in my first months of teaching in the United States how I assumed that students
do know what respect is and what respectful behavior looks like. I expected students would know
basic common sense and appropriate behavior but to my dismay, I was confronted with students
that did not possess these basic social skills. What I could clearly distinguish from the start, as
relevant characteristics for my classes, was a certain energy, a sense and a desire of learning more
about the world, about French language (most days) and about me. One of my classes was the
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creative class, with more artistically inclined students that would design original projects and come
up with new ways of doing things. Another class was more performance centered, with mostly
A students, glorious learners that searched to always go above and beyond. Another class would
be the average middle school class where no two days are alike, with mood swings and inconsistent
behavior and work habits. One class was the goofy class where I could not turn by back on them.
This was a class that needed constant attention, they challenged by abilities and urged me to
reinvent myself and present information in new, more dynamic and engaging ways.
Throughout my classes, I observed students that were exposed to a foreign language prior
to enrolling in class or spoke another additional language, seemed to absorb information easier.
Generally, my culturally diverse students could grasp concepts faster and with less effort. They
were able to internalize the concepts, content and information relevant to the language studied.
The personalities of my students throughout the years varied greatly. I have had sensitive,
passionate learners of the French language, artistically inclined students with a hunger for
knowledge and cultural diversity, students from the LGBT community, and bilingual and/or
As the content I teach is offered as an elective class, I have very few students with
Individual Education Plans (IEP). I also rarely encounter students having exceptional needs with
just a couple of students with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
(ADD/ADHD) and dyslexia. I have also had a few students with exceptional abilities such as
English Learners (EL) students. Therefore, my planning was not significantly altered in terms of
themes and topics addressed, however I made sure these students benefited from time extensions,
testing modifications, and other accommodations as prescribed in their IEP or 504 plans.
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When I teach the Unit Lcole/ School and then compare and contrast education in
United States with the French school system, I offer my students some information about the
history of special education in France dating from the 18th century. I also cover content about
school inclusion of students with disabilities in France where about half of the students with
disabilities use special classes within mainstream schools (48.87%), almost a quarter are fully
integrated in regular classes (24.69%), while the remainder of (26.44%) attend special schools.
Usually I have students watch a few videos with schools in France or in other French speaking
countries, making sure it portrays students with special needs and how they are integrated.
In reference to the social and physical features of my teaching context, my French classes
spend approximately 47 minutes in class every other day. My classroom is supplied with an
Interactive Whiteboard, a projector and the ability to check out Chromebooks for my student from
My classroom has a European feel and its not only my presence! The artwork on the walls
with main attractions in France: Le tour Eiffel, Notre Dame de Paris, The French Flag, the
combination of elegant colors that compile everything in my rooms: black, white, golden and pink,
the distinguished letters that compose the welcoming La classe de franais, the display of
pictures and other artifacts I bought from France all combine to give that European feel. I believe
Certainly, I find that the time scheduled for my class, or any other foreign language on
middle school level is insufficient for achieving proficiency in a language on a level that other
students on a same age achieve worldwide. In fact, I found quite bizarre and hard to comprehend
that foreign languages are not an area considered important in education in the United States.
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However, after conducting some research I concluded that I am fortunate to teach in a school
district that offers one foreign language at the elementary level: Chinese, and three foreign
languages at the middle and high school level: Chinese, Spanish and French. Nationwide there
are schools that do not offer or offer only one other foreign language and that is usually only for
upper-levels.
Within a few short weeks of starting to work in my district I learned about the Janesville
International Education Program (JIEP). This program is a well-equipped initiative designed for
international students to enter top universities and to succeed at every level in school and beyond.
I believe that this school year, JIEP had more than 40 international students fully enrolled in our
high schools and an even higher number of exchange students coming throughout the school year
from three continents: Asia, South America and Europe. This openness to new cultures, languages
and new perspectives that my district has supported all foreign languages programs as it offers our
students the ability to genuinely interact with international students, learn about their cultures and
designing or allowing staff to create different events that bring awareness to the value of learning
a foreign language such as foreign languages clubs and fairs, or celebrating important international
dates.
My teaching philosophy begins with my goal to appreciate education and not take it for
granted. I believe it is my duty to let my students know how fortunate they are to live in a country
that offers such privilege: the gift of learning in an American school with amazing teachers and
great facilities. Paramount to my teaching is respect and love of learning; respect for the teacher,
for themselves, for the colleagues in the classroom, for the materials used and love of learning a
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new language and about new cultures and traditions. I found that respect cant be demanded by
stomping your foot in the floor and shouting, rather respect is modeled and earned.
Respect begins on the first day of school when I excitedly expect my students to enter my
classroom carefully prepared and decorated. Because yes appearance matters, and not only my
classrooms appearance but my own as well. I believe that a professional, tasteful and natural look
sends my students the message that I care about them. When I care about myself, they can see I
also respect them and wish to inspire them with my attention to details and care for style and
personal image. Not only that I teach through language themes like Care of Self and Fashion, and
I try to teach every day that the way you carry yourself through life is an art.
organized classroom. I try to do this by giving my students (at the very beginning of the school
year) a very clear statement of my expectations in my syllabus regarding what course material they
will be responsible for, what assignments they will be expected to complete, and how they will be
assessed. I learned that addressing my expectations and reviewing the syllabus as often as possible,
helps my students manage their behavior, plan and conduct their work on time (mostly) and deal
participation, and encourage exploration and critical thinking. I aim to motivate my students to
continue taking French through high school and, dreaming that they may even have a major in
French. The reality is that most students drop a foreign language within the first two years, long
before reaching proficiency in the language, and most likely the only words they will remember
will be Bonjour and Croissant! They might forget the language, but I doubt they will forget
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me the cultural components I readily shared with them throughout my lessons or me. Hopefully,
they will be able to appreciate and question someone elses culture while reevaluating their own.
Another component of my teaching philosophy, besides love for learning and respect, is
empowering students to believe in themselves, achieve self-confidence and truly understand that
hard work is at the core of everything. I do not call myself a teacher; I call myself a guide. I am
my students guide and main support on the path of learning, on their road to discovery, and their
students feel comfortable making mistakes. It is a place of joy and frustrations, a place where I see
progress, ambition, reticence, love and so much potential. I tell my students, If I can, you can. I
I truly believe in my students! At times, more than they believe in themselves, more than
anyone had ever believed in them. My strategy for meeting all my students where they are and
continuing our journey together was to set up my classroom in a way that meets their uniqueness.
I have created stations within my classroom and allow students to move around in an orderly
manner, asking for guidance from their station leader in case one needs clarification. I supply slips
with homework information instead of asking students to take notes with the assigned homework.
I assign peer help with long-term projects and other class related goals, and offer within the
The classroom procedures set in place from the very first day of school, supported by
syllabus and classroom rules are revisited on a weekly basis to prevent negative behavior. To
support the routine in place, which unfolds in a natural manner from the moment my students enter
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the door, I have established a simple routine composed of a greeting, bell work, instruction,
revision, stations, and exit slip (the quote, song or the news of the day).
When reflecting on my strengths with regard to the interactions that occur in my classroom,
my strengths include: creating an environment of respect and rapport among the students and,
establishing a culture for learning, managing classroom procedures, managing student behavior,
and organizing the physical space. I find my greatest strength is that I continuously ask for
guidance and help from my colleagues; I do my own research to gather new information, and learn
tricks and new hacks that might help my students and all my students.
Most definitely my biggest challenge is organizing the physical space in a way that offers
my students more space and ability to move around easier. However due to the physical space
different struggles and challenges, and we always strive to be efficient and fun and warm and
simply perfect. Sometimes the only way to get through the day is just to do it and when we know
I strive to create a learning environment that meets their needs, especially since some of
my students have exceptional learning conditions such as Attention Deficit Hyperactivity Disorder
(ADHD), which currently, according to Centers for Disease Control and Prevention (CDC) affects
11 percent of American children, ages 4 to 17, with a male preponderance of 6:1. I continue to
learn more about this disorder that I discovered since moving to the United States. I have not met
any child in Europe diagnosed with ADHD. I would like to explore its contributing factors such
as genetics, prenatal toxic exposure, single-parent upbringing, a chaotic home environment and
providing clear standards of conduct for all my students to support positive conduct during class
by employing both antecedent-based and consequence strategies that will benefit all my students,
My learning goal, stated as an essential question to guide research, draws its wording
from both WTS 3 and WTS 5: What approaches to learning strategies manage behavior to
create a learning environment that encourages active engagement with my middle school
students with diverse needs (), including those with disabilities and exceptionalities,
Synthesis of Research
behavioral impairing symptoms of inattention and inappropriate levels of activity in students. This
hyperkinetic disorder (HD), as defined by the World Health Organization (WHO). My decision to
research ADHD was made mainly because I was intrigued to learn more about a disorder that I
was introduced to in my first-year teaching in the United States, as I had students enrolled in my
deficit/ hyperactivity disorder (ADHD) represents a current issue in education today. The National
Institute of Mental Health states that, Attention Deficit Hyperactivity Disorder (ADHD) is a
commonly diagnosed childhood behavioral disorder affecting millions of children in the U.S.
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every year (National Institute of Mental Health [NIMH], 2012), with prevalence rates between 5%
and 11% of the population. (American Psychiatric Association [APA], 2013; CDC, 2014).
For most children with this specific neuropsychiatric disorder, ADHD symptoms persist
from childhood throughout adulthood. The implications of this disorder have a broad range of
negative outcomes not only for the ones affected directly by this disorder, but for their families,
school mates, teachers and other caregivers involved in their lives. For instance, in the research
completed by Hoza, Pelham, Sams, & Carlson published in April 1992, it is clearly stated that
ADHD is one of the most commonly diagnosed childhood behavior disorders. They noted
with attention, impulsivity, and hyperactivity, and which most often enable those affected by this
disorder to exhibit a variety of problems within the school setting. Each year I have noticed an
increase in the numbers of students with ADHD in my classroom and they come with a
In my more than a quarter of century lived in Europe, I had never meet a child diagnosed
with ADHD, although further inquiries expose that ADHD is a condition presented globally. In
the article The Worldwide Prevalence of ADHD: A Systematic Review and Metaregression
Analysis presented in The American Journal of in June 2007, it contained an extensive meta-
study across North America, South America, Europe, Africa, Asia, Oceania, and the Middle East
aiming to determine the possible causes of the varied worldwide estimates of the disorder and to
compute its worldwide-pooled prevalence. This study estimated that the ADHD/HD worldwide-
pooled prevalence was 5.29%. Furthermore, in an article written in the Journal of Attention
countries of Central and Eastern Europe, the authors states that ADHD is a relatively common
worldwide, although prevalence rates vary substantially (Faraone, Sergeant, Gillberg, &
Biederman, 2003; Froehlich et al., 2007; Gadow et al., 2000; Polanczyk, de Lima, Horta,
I have become increasingly inquisitive to find out whether ADHD is an American disorder
born from cultural or social differences, as it seems to be a less known condition worldwide, or
perhaps there is a degree of confusion or misconception in diagnosis that carries across countries.
Simultaneously, my research focused on how this disorder unfolds, on the specific biological and
environmental factors that underlying ADHD symptomatology and on proper methods to employ
I want to minimize certain symptoms exhibited by my students with this disorder, as well
setting can have on the severity of symptoms shown by a student with ADHD, I also recognize an
urgency for employing appropriate behavioral and educational strategies and implementing
accommodations based on a behavioral approach. These strategies should focus mainly on the
management of environmental events that minimize behavior issues of the inattention and
the explanation provided by the Office of Special Education Programs stating that: the terms
accommodations and modifications are terms of art referring to adaptations of the educational
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environment, the presentation of educational material, the method of response, or the educational
Weyandt, Janusis (2011) addresses a series of behavioral interventions and modifications to the
classroom environment both antecedent and consequence-based strategies that can be employed
with the scope of preventing students to express disruptive behaviors or to regulate student
behavior. The antecedent based strategies are behavioral interventions and modifications to the
classroom environment that addresses precisely ADHD in the student population, and is designed
to prevent disruptive behaviors while the consequence-based strategies refer to altering the
classroom environment after the disruptive behavior had been displayed, to avoid that the specific
In agreement with DuPaul, Weyandt and Janusis (2011), in the article Classroom
and Kyle (1996) discuss behavioral interventions that have been successful in increasing levels
of on-task behavior and improving academic performance of students with ADHD, such as
an example, extracted from the research mentioned above, in relation to antecedent manipulations
to the classroom environment classroom seating arrangements have a significant influence on the
incidence of off-task behavior. Their results indicated that fifth and sixth-grade students were
engaged in significantly more on-task behavior when they were seated in circles as opposed to
the classroom with students with ADHD can be derived from the research completed by Frazier
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and Merrell (1997). As these scientists suggested in their research, behavioral interventions are
set apart from other techniques in their focus on changing observable and measurable behaviors
through the manipulation of the environment. This means that within a classroom setting, the
classroom teacher can employ approaches and techniques to modify and manage the behavior of
a student with ADHD and develop educational programs addressing intervention strategies that
can help alleviate symptoms through organizational factors, such as handling and carefully
ADHD research suggests several antecedent-based strategies that can be helpful such as
posting and regularly reviewing classroom rules. Classroom rules, a set of six short rules in a clear
and concise language and designed to be easily read and understood by the students should be
posted in the classroom, preferably near the seating of the students with ADHD. Additionally,
these rules should be contained in the classroom syllabus that all students review and sign at the
beginning of the year, as well as printed on each desk of students with ADHD. Classroom rules
Another antecedent-based strategy adopted in the classroom would be the reduction of task
demands accomplished by shortening the length and /or content of assignments to correspond with
the attention span of students with ADHD. A goal for the students would be to prove success with
the task and gain confidence in their progress. The length of the task can, in time, be increased
system for positive reinforcement (students will earn Caf tokens/Euros/ French treats). This
program should be used as often as possible and in an individual manner based on the students
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interests or choices. Moreover, rewards would be varied to prevent complacence and administered
researchers to help me design my research action plan that will be composed of several strategies
I have chosen to offer special attention to create a balance between implementing antecedent-based
manage behavior to create a learning environment that encourages active engagement with my
middle school students with diverse needs (), including those with disabilities and
As a new teacher in the North American school system, I was not entirely familiar with
most up to date strategies and techniques employed in an education classroom regarding managing
behavior of students with ADHD. However due to my research on this topic, I have opted for
including my students with ADHD whose academic difficulties, emotional and behavior problems
often interfere with successful inclusion in the general education curriculum. I plan to design a
comprehensive, yet effective antecedent based strategy under the form of a short list of classroom
rules. These rules (rgles de la classe de franais) aim to prevent disruptive behaviors, which could
interrupt the learning of a student with ADHD, as well as the learning of others. I plan for these
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rules to be posted on the desks of the students with ADHD, as well as printed on the classroom
behavior. Through this novel euro system, my students will gain access to token (euro)
reinforcement system which are exchanged later in the day or week for access to preferred
1. Revise my current set of classroom rules by selecting only six clear and short rules,
2. Enclose the classroom rules in the classroom syllabus, post the rules on the classroom
bulletin board as well on all the desks, and review and explain strategically the rules on
a weekly basis.
Anticipated Implementation
I have high hopes that my students will display more on-task behavior through the
implementation of my revised set of classroom rules and the new reward system. Prior to
with ADHD exhibited regularly off task behavior during class. However, these predicted
adjustments to the learning environment prior to the occurrence of problem behavior and
student behavior.
of appropriate antecedent and consequent modifications followed a specific path. This plan
had as a goal the enrichment of on task behavior employing a clear set of classroom rules
In agreement with my research into the most efficient strategies for increasing the academic
success of students with ADHD, I redesigned my classroom rules (artifact A-1), reviewed my
classroom syllabus (artifact A-2) and created a class-wide incentive program (Artifact A-3) aimed
Anticipated Outcomes
My main prognosis for the predicted delivery of the approaches to learning and strategies
to be implemented in my classroom is positive. I predict the over-all class performance for on-task
behavior of all my middle school students, especially my students with diverse needs ()
including those with disabilities and exceptionalities such as attention deficit hyperactivity
As stated earlier, the purpose of the new adjustments into my classroom management
practice aligns with Danielsons Model Domain 2d, referring to managing student behavior. This
plan aims to provide quality instruction aligned with the district goals and objectives to promote
professional learning. This will allow me to continually grow as an educator and learn new
The artifacts that will support my envisioned implementation of managing student behavior
are created according to the elements of the component 2d of Danielson Model by designing clear
expectations for all my students reflected in classroom rules (les rgles de la classe de franais),
the classroom syllabus, and reinforcement of positive behavior displayed to the reward system
(Euro).
predict that my students on task behavior will increase considerably. Although my students
population is varied and includes students with ADHD, speakers of other languages, Exceptional
Student Education (ESE), and Emotional Behavioral Difficulties (EBD), I postulate that the new
Post-assessment: Reflection
Rooted in WTS 3 and WTS 5, my essential question that guided my research was: What
encourages active engagement with my middle school students with diverse needs (),
including those with disabilities and exceptionalities, specifically attention deficit hyperactivity
disorder (ADHD)? I analyzed this question from the perspective of all middle school students,
however offering special attention to research that addressed my students with ADHD.
In order for students to be able to engage deeply with content, the classroom
of conduct are clear to students; they know what they are permitted to do and
what they can expect of their classmates. Even when their behavior is being
My personal greatest learning from the entire process was the research component, from
which I extracted valuable information for my current project, as well for my future career as a
teacher.
2. It served me immensely to have my instructors support along the road of learning this
3. It served me well to have built my project around my existing class, having a specific
4. It helped having the Facebook virtual class component available for providing and
1. The results of the envisioned implementation might be too flexible considering it will
might fluctuate as I am trying to find the best possible way to introduce in my classroom a new
2. Due to the uniqueness of the exceptional condition that this implementation is targeted
towards, unpredicted consequences might unfold. My students with ADHD might react
differently that I expect them to react to the new strategies and I must consider that things might
3. The implementation might need to be readjusted according to the response from the
students. I will be extremely open to receiving my students feedback and modify certain pieces
My Next Steps
1. I plan to apply the strategies presented in this research paper with my middle school
students and be receptive to their needs and the feedback they provide me. I envision that my
Targeted Student Learning Objectives with essential question for all my lessons for French.
This research had been a learning experience for me as I gained a wealth of knowledge in
procedures and expectations in a school setting, I learned throughout this course that the
information I acquire can be applied to other areas as well and are not necessarily adherent only to
References
WTS 3&5 page 23 of 31
DuPaul, G. & White, G. (2006). ADHD: Behavioral, educational, and medication interventions.
Education Digest: Essential Readings Condensed for Quick Review, 71 (7), 57-60.
DuPaul, G. & Weyandt, L. & Janusis, G. (2011). ADHD in the classroom: Effective intervention
Frazier, M.& Marrell, K. (1997). Issues in behavioral treatment of attention- deficit hyperactivity
Gardill, C., DuPaul, G., & Kyle, K. (1996). Classroom strategies for managing students with
Harrison, J., & Bunford, N., Evans, S., & Owens, J. (2013). Educational accommodations for
Hamilton, N., & Randall, A. (2016). Teaching strategies for students with ADHD: findings from
Hoza, B. & Pelham, W.& Sams, S., & Carlson, C. (1992). An examination of the
Faraone, S., & Sergeant, J., & Gillberg, G., & Biederman, J., (2003) The worldwide prevalence
Goetz, M.& Yeh, C. & Ondrejka & I., Akay A. & Herczeg, I.& Dobrescu & I., Kim, B. & Jin.
X.& Riley A. & Ferenc Martnyi & F.& Harrison, G., & Treuer, T (2012). A 12-Month
with ADHD in Central and Eastern Europe and Eastern Asia. Journal of Attention
Examples of Artifacts
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Artifact A1 is composed of the classroom rules, a set of six short, concise and easy to
understand rules which are presented to my students at the beginning of the school year. This
specific collection of guidelines will be printed and taped on all the desk in the classroom and
will also be enclosed in the syllabus of the course I teach which will be signed by both teachers
and parents.
Artifact A2 consist of the French I syllabus at Marshall Middle School and contains
information about the course, outlines the goals of this course, the expectation and behavior and
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academic requirements, includes the grading polity and mentions the list of supplies needed for
the course.
OBJECTIFS
At the completion of this course, students are expected to be able to:
Communicate in French orally and in writing about everyday situations
Comprehend both written and spoken language about everyday
Demonstrate a basic understanding of French spelling, pronunciation, and basic French grammar
Show some knowledge of the francophone world and of French geography, history, and daily life;
Connect French studies with other subjects studied at Henrico High School and found in the world
around you
Illustrate similarities and differences between the French and American cultures.
LES NCESSITS POUR CE COURS (materials needed for this class)
Notebook or ring binder -daily
Pencil and Pen daily
Eraser - daily
Highlighters (two different colors) - daily
One pack 3x5 cards (to be replaced as needed)
One zipping pencil bag for your binder (to store flash cards)
Several manila or colored file folders (with NO pockets)
NOTES (grading)
The grading scale for this class is category based:
Homework & Written work - 20%
Oral participation & Listening - 20%
Quizzes 20%
Tests & Projects 40%
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DEVOIRS (homework)
Homework and other assignments - electronic or paper - prepared outside of class are due at the
beginning of the class period.
Points will be deducted for late work full credit will be awarded if complete. Homework
assignments will be posted in Infinite Campus.
Homework will be collected periodically to be checked and graded for accuracy. Dont be caught
without your homework!
LE COMPORTEMENT (behavior)
1. Students will receive one warning for any disruption of class, not following classroom or rules.
2. A second infraction will result in after school detention. Detentions will be served after school on
an assigned date, on a length of time that varies depending on the offense. Parents are responsible
for after detention transportation. In addition, the parent may be called by teacher during class
time to speak with the student.
3. After a detention has been assigned, further infractions beyond one warning will result in
immediate referrals to the appropriate administrator. Should misbehaviors continue after this,
parents will be further involved with the appropriate administrator.
THE MARSHALL MIDDLE SCHOOLS CODE OF CONDUCT WILL BE HONORED AT ALL TIMES
TUTORING: Thursdays after-school or by appointment. Please, dont let yourself get lost! Should you
wish to contact me with concerns or questions, I can be reached at Marshall Middle School during the
11.45 A.M.-3.45 P.M. at phone number: 608- 743-6155 or via e-mail address:
rarndt@janesville.k12.wi.us
I will make every effort to reply to e-mail within 8 business hours.
RGLES DE LA CLASSE (class room rules)
Rgle n1 : You enter a DEVICE FREE ZONE! Please TURN OFF your device and STORE IT out
of sight. !
Rgle n2 : Make sure you have your materials with you BEFORE you enter the classroom (ton
cahier, stylo, gomme).
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Rgle n3 : Be respectful with your peers, teacher and towards the learning environment.
Rgle n4 : Raise your hand BEFORE you speak.
Rgle n5 : Do not interrupt your teacher or peers.
Rgle n6: Be kind, understanding, responsible and make sure you follow the safety rules always!
Euros) aiming to unfold following a target behavior for all my students, especially my students
with ADHD. Through this novel euro system, my students will gain access to token (euro)
reinforcement system which are exchanged later in the day or week for access to preferred
To better assess and encourage participation, I will be rolling out the Euro system.
Any time you engage in your French learning, you will have a chance to earn
Euros. I will log points daily in Class Dojo (you will get a code to keep track of
your points). You will be expected to earn at least 50 points per week (based on a
5-day week). Any points earned beyond the weekly standard will be awarded
Euros. Euros can be used to buy things from class, such as homework passes,
extra credit, and other miscellaneous treats.
Points (& Euros) can be earned in a variety of ways. Below are some standard
ways to increase your participation:
Ideas are:
This list is subject to modification as this is the first time I am trying it and there
may be kinks that need to be ironed out. Regardless, it is always in your best
interest to PARTICIPATE!