8. Attendance and Participation (10 points)
Due to the dynamic and interactive nature of courses in the College of Education, all students are expected to attend all classes and participate actively. At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Should the student have extenuating circumstances, s/he should contact the instructor as soon as possible. We will use the following guideline to assess the level of attainment (and progress) in demonstrating these attributes.
Note: This class is supplemented with online components. Attendance to these components, including completion of certain tasks online, is required. An online analog of class attendance is comprised of regularly composing and submitting certain class assignments to the instructor through the Class Mail system; completing online classes, as specified by the instructors; and reading course content pages and resource links. (Please also note that a record of your visits to these content pages is available to instructors via WebCT).
“Generally Accepted Attributes of Highly Effective Teachers” (as seen in pre-service programs)
(Roberts and Kellough, 2000; Stone, 2002; McEwan, 2002; Baldwin, Keating, and Bachman, 2003; Johnson and Johnson, 1994)
General class attendance, promptness, participation: on time, respects time boundaries (i.e., breaks), regular attendance, and actively participates.
Attention to classroom discussion protocols: respects time limitations, recognizes and respects the perspectives of fellow classmates, gives wait time, listens actively, uses non-interruptive skills, mediates disagreements by working to understand others’ perspectives and finding common ground, genuinely encourages all to participate.
Social and cooperative skills (as illustrated in cooperative projects): assumes responsibility of one’s roles, is open to consensus and mediation, effectively communicates ideas, attends group meetings, is dependable, respects others’ ideas, expects quality work from self and colleagues, manages time effectively, uses organizational skills and leadership skills, is assertive but not aggressive, uses reflection as a means of evaluation, motivates and offers positive reinforcement to others.
Attention to assignments: meets time deadlines, produces quality products, responds cooperatively to constructive criticism, uses rubrics or other stipulated criteria to shape an assignment, prioritizes tasks and performs/supervises several tasks at once.
General classroom demeanor: is professional, creative, kind, sensitive, respectful, has a sense of humor, is supportive of fellow classmates and instructors; recognizes others’ perspectives as valid; works to include all “voices” in the classroom; is aware of/responsive to issues and behaviors that might marginalize colleagues in the classroom.
Flexibility: is responsive when reasonable adjustments to the syllabus, curriculum, schedule, and school site assignments become necessary (common to the educational arena); can work through frustrations by problem-solving with others and not letting emotional responses dominate or impair thinking; “bounces back” easily; can work calmly under stress.
Openness to and enthusiasm for learning: can engage with a variety of educational ideas with an open mind and a sense of exploration; demonstrates passion for and metacognition of learning across the curriculum and within discipline areas; takes advantage of learning opportunities and seeks out additional opportunities for learning.
EDMS 512, Hood