09.16.14

Mrs. Warner's Mission Statement:  

My mission is produce problem solvers that are striving to reach their full potential.

Mrs. Warner's goals for all students:  

1. Be nice to each other.

2. Take responsibility for your own education.

3. Become a lifelong learner.

4. Become a cooperative part of the community.

5. Enjoy your life.

 

Mrs. Warner's Classroom Expectations:

Students are expected to follow all school rules. Additionally, students are expected to come to class ready to work.

Education: I hold a masters degree in education. I also hold a bachelors degree with a major in mathematics and a minor in English Literature.

Contact information: The easiest way to contact me is by email: RLWarn@aguafria.org You may also leave a message on my phone extension: 623-932-7201 x 12070

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Course: Geometry

Overview: Geometry places an emphasis on deductive reasoning in the study of plane, solid, and coordinate geometry.  Students will use geometric methods, properties, and relationships as a means to recognize, draw, describe, connect and analyze shapes and representations in the physical world.  Honors Geometry will work at a faster pace and have more enrichment activities.


Text:  Eureka Math--A Common Core Approach

 
Homework:  Homework will be assigned and collected daily.  Students who fail my classes have traditionally not done their homework.  Do your homework.  Know your mathematics.

If a student is missing an assignment, then he or she should check ParentVUE and the assignment listing for specific details about the assignment.

Exams:

With the implementation of Common Core Standards, the Agua Fria Union High School District is teaching to achieve mastery in Math classes, including Geometry.  This change will affect how Unit testing will be conducted and be displayed in the grade book. These changes are documented below:

·Unit tests will now have individual sections, called competencies.

·Students will demonstrate mastery by getting at least 75% of the questions correct in each competency. Students will complete test correctives for each competency in which they did not score a 75% correct.

·If the competency is still not mastered, he/she will have two weeks to complete a final test corrective and a final test retake, after which the unit timeframe will close and the unit grade is final.

It is our belief that all students can be successful in mathematics. We are implementing the teaching for mastery model to provide further support for students who may need additional time to demonstrate content mastery.

In my classes this means that if a student fails to demonstrate mastery on a part of the test, then he or she will need to complete correctives and retake that specific part of the test. Students will have two weeks after the initial unit to make arrangements to come in after school and complete their retest.

The goal of this change is to raise student understanding, empower the students in their own success, and reflect this understanding in both test scores and overall grades.

For Interactive Math Games at XP Math CLICK HERE

For Interactive Math Review  CLICK HERE

Just for fun CLICK HERE

Course:   Education Professions I and II

Overview:     

Education Professions I:  This course provides an overview of the many facets of teaching and allows students the opportunity to explore teaching as a career option.  A component of this course is organized field experience in local schools.  Education Professions class is an approved CTE program. Other leadership activities are available through Future Educators Association (FEA).  The Education Professions I student must complete 20 hours of field experience.

Education Professions II:  This course continues to prepare students to work in the field of education.  It complements the prerequisite, Education Professions I, by enabling students to investigate the profession on a deeper level.  The students will continue to do service learning as a major component of this course and will be required to participate in organized service that is coordinated with the elementary community.  A student portfolio will be required. The Education Professions II student must complete 30 hours of field experience.

Course Objectives:  Upon completion of these courses the student will be able to…

1. ANALYZE REQUIREMENTS RELATED TO VARIOUS CAREERS WITHIN EDUCATION PROFESSIONS

2. APPLY BASIC KNOWLEDGE AND SKILLS IN A WORK-BASED LEARNING SETTING

3. APPLY ORAL COMMUNICATIONS SKILLS TO ENHANCE LEARNING

4. DEMONSTRATE WRITTEN COMMUNICATION SKILLS

5. ANALYZE THE ROLE OF THE EDUCATION INDUSTRY IN THE ECONOMY

6. COMPREHEND THE ROLES, THE FINANCIAL MANAGEMENT, AND ORGANIZATION OF THE SCHOOL DISTRICT, THE GOVERNING BOARD, AND THE INDIVIDUAL SCHOOLS WITHIN THE DISTRICT

7. EXAMINE LEADERSHIP STYLES APPROPRIATE FOR THE WORKPLACE

8. PARTICIPATE IN LEADERSHIP ACTIVITIES SUCH AS THOSE SUPPORTED BY CAREER AND TECHNICAL STUDENT ORGANIZATIONS AND RELATED EDUCATION PROFESSIONAL ORGANIZATIONS

9. COMPREHEND THE HISTORY AND STRUCTURE OF U.S. EDUCATION

10. COMPREHEND THE ROLES OF ADMINISTRATION AND THE GOVERNING BOARD IN RELATION TO SCHOOLS

11. COMPREHEND THE ROLES OF SUPPORT SERVICE PERSONNEL IN SCHOOLS

12. ANALYZE THE ROLES AND CHARACTERISTICS OF TEACHERS AND PARAPROFESSIONALS AT EACH EDUCATIONAL LEVEL

13. COMPREHEND THE ISSUES RELATED TO EXCEPTIONAL LEARNERS

14. COMPREHEND ISSUES RELATING TO DIVERSITY AND ITS IMPACT ON TEACHING & LEARNING

15. ANALYZE HOW CLASSROOM MANAGEMENT AND DISCIPLINE STRATEGIES IMPACT STUDENT LEARNING

16. COMPREHEND THE STAGES OF HUMAN DEVELOPMENT AND THEIR IMPACT ON LEARNING AND THE CLASSROOM

17. IDENTIFY INSTRUCTIONAL METHODS FOR PRACTICAL SITUATIONS

18. CREATE A LESSON PLAN AND RELATED ACTIVITIES TO MEET THE NEEDS OF LEARNERS

19.  APPLY TECHNOLOGY FOR INSTRUCTION AND MANAGEMENT

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Course:   Early Childhood Education I and II

Overview:   

Early Childhood Education I:  This course examines the developing child from conception through early childhood.  Areas of study include the physical, social, emotional, and intellectual growth of children.  Students gain an understanding of issues related to early childhood education.  Students evaluate developmental growth in children through study and observation in a preschool setting.  Students explore career options related to children.  Career and Technical Student Organizations (CTSO) standards will be an integral part of this class.

 

Early Childhood Education II:  This course will further examine career opportunities in the field of Early Childhood.  Students will have on the job training by planning and preparing lessons.  They will learn teaching techniques, child regulations, first aid, and guidance skills. Career and Technical Student Organizations (CTSO) standards will be an integral part of this class.

 

Course Objectives:  Upon completion of these courses the student will be able to…

1. Analyze the continuum of physical and sensory development of young children.

2. Support the continuum of social and emotional development in young children.

3. Analyze the continuum of cognitive development in young children.

4. Analyze the continuum of language and literacy development of young children.

5. Practice safe workplace procedures in an Early Childhood Enviornment.

6. Establish practices to support good health and nutrition in young children.

7. Establish and maintain an enviornment to promote learning and discovery.

8. Promote opportunities to stimulate creativity in young children.

9. Provide opportunities for the development of a positive sense of self and independence in young children.

10. Provide guidance to promote prosocial behavior in young children.

11. Demonstrate the importance of family engagement and support.

12.  Demonstrate effective classroom management practices

13.  Demonstrate professionalism in the field of Early Childhood Education.

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On a personal note, teaching Early Childhood Education has been a journey for me.  I have spent numerous hours researching what these standards mean and how to develop lessons to align to these standards.  I find myself thinking, "Hmmmmmmm, I would like to create a literacy unit" and five minutes later thinking, "What is DAP?, and how can I make it interesting?".  My personal future goals include writing lessons to be posted on the state FEA page, writing a six week unit to teach students about the Early Learning Standards that as Early Childhood Professionals they will be expected to follow, and to increase the rigor of lessons that I have already designed.  It bothers me when people refer to this class as Child Development because it is not a parenting class--it is an education class, and secondly, child development is only a part of the curriculum that makes this class a whole. When the time comes that teaching this class stops being a work in progress, I am moving on to the next thing.  Until then, I am learning along with my students and enjoying their company in in my journey.

 

A: 90 – 100%

B: 80 – 89.99%

C: 70 – 79.99%

D: 60 – 69.99%

F: Below 60%