The rationale for this assignment is mostly built into my webpage.

While I was creating this particular page, I realized how extensive and detail-oriented my policies and procedures were. However, I dont see this a restrictor or cumbersome anthology of procedures that my students must all memorize. Rather, I see this as comprehensive, actually giving more freedom to the students. That is why I saw the need to include the rationalization inside the actual artifact, because I felt that my students deserved to know why I made the decisions that I made. The following rationale does not seek to be redundant, but rather attempts to ground my decisions in research and explain where some of my ideas came from. I did not feel it necessary to include citations in the artifact, as students might think they are reading a research paper instead of a fun, quick layout of Mr. Nortons classroom policies and procedures. As Emmer and Evertson suggest, I start my day off with taking attendance and asking students to check the file of absent work (to which each of them own a folder in). I do this before class because I want to leave plenty of time for activity and lesson instruction (Emmer & Evertson, 2013). Rather than use a seating chart to take attendance, I borrow an idea from Mr. Parthuns 7th grade classroom at JW Eater in Rantoul, IL in which I observed students possessing the responsibility to report their own attendance. Not only does this increase student empowerment in the classroom, but it exposes student to technology in a meaningful way. The idea to have make up work described and included in folder on my desk comes from an observation in Mrs. Klebbes 10th grade classroom at Centennial High School in Champaign, IL. This idea is supported by Emmer and Evertson because it directs students to a specific location for make-up work and does not take students away from the current day instruction. This efficient task can be performed by volunteer students increasing camaraderie among classmates (Emmer & Evertson, 2013). The next section addresses phones, sharpening pencils, bringing materials to class, getting up during class, and distracting other learners. Phones can be utilized in the classroom, but I make a point of telling students, in a rather humorous way, that phones at the beginning of class are gone because we have to get off to a good start. Getting up and sharpening pencils will be necessary evils that might slow down instruction, but if I acknowledge specific times when students can get up and move around, students will be encouraged eventually to self-monitor and rely on their peers for help (Emmer & Evertson, 2013). I discuss in-depth the rational for participation in the section labeled participation but research suggests that my policies regarding individual and group participation are important to notify students about. By not saying NO TALKING WHILE I AM TALKING I allow students some freedom in chatting with a neighbor during individual group, but also warn students that I will continually monitor and if necessary, separate chatty or disruptive students. I am a big believer in music during class and plan on allowing my students to choose music that is played during group work. However, like I mention in my participation section, with great power comes great responsibility. Allowing them to play a significant role in determining whether they work individually or in groups holds them accountable should the noise level rise too high or should students goof off and distract other students (Emmer & Evertson, 2013). In the written work section, as well as the grading and feedback section, I summarized for students what I expected for them in terms of the quality of their assignments. I stress effort over ability/intelligence because I firmly believe in research that shows early adolescents respond positively to grades of effort over grades of intelligence, seeking higher learning when effort is praised over ability (Dweck, 1998). My grading system with the portfolio and reflection once again gives power to the students to rationalize their own performance assessment (and grade themselves, too). The reflection serves to be a writing assessment in itself. It will show me if students can accurately assess themselves, their work, and then justify their assessment using examples from the previous unit. Its like a document based question that is all about them! I stole this idea from a class I took in high school Mrs. Blecher, an AP English teacher at Glenbard South High School in Glen Ellyn, IL.