Ex G1 -- Detention proposal

Detention-Room Proposal

written by Richard Edwards

Chairman of the Woodmere Middle School's
Behavior/Discipline Committee
February 14, 1992

This proposal was developed and endorsed by the following members of the Woodmere Middle School's Discipline/Behavior Committee:

Joan Harris
Diane Wilson
Georgia Acer
Melissa Sims
Richard Edwards
Allan Marrow
Pearl Abenn
Helaine Mitgang
George Zerra
Sara Savoy
Joan Davis
Robert Carol

Detention-Room Proposal

This report describes a detention-room program that teachers may use to remove temporarily from their classroom a student who seriously disrupts a lesson.

1. Serious Disrupters Only

Only under these circumstances should a student be sent to the detention room:

a. Sabotages learning environment. The student's misbehavior is so disruptive that it undermines the teacher's authority and sabotages the general learning environment of the classroom. Examples of such behavior might include (1) insubordination; (2) fighting; (3) using obscene language or gestures; (4) calling out over and over again in spite of warnings by the teacher not to dos so; (5) incessant talking to other students when such talk interferes with the lesson. (The Detention Referral Pass used in previous years has a list of such misbehaviors. A revised copy of this pass is in the Appendix.)

A student should not be sent to the detention room for such infractions as coming late to class, passing notes, missing homework, neglecting to bring a required text or notebook.

b. Doesn't heed warning. Before sending the student to the detention room, the teacher should first warn the student that unless the disruptive behavior ceases, the teacher will be forced by the student's misbehavior to send him/her to the detention room.

c. Will probably disrupt colleagues's room, too. Each teacher should try to arrange with a colleague to send that colleague an occasionally disruptive student. Often when a disruptive student is sent to a colleague's room, the student will behave well in this new, temporary setting. Only those students should be sent to the detention room who a teacher feels would, if sent to a colleague's room,disrupt that colleague's classroom also.

2. Detention Rules

The student must follow these rules which should be posted in the detention room:

(1) The student is to remain in the seat assigned to him/her by the detention room teacher.

(2) No talking or distracting noise is permitted.

(3) Reading, studying, and doing home are allowed.
(4) The student must remain in the detention room until the end of the period unless there is an urgent reason for a pass to the nurse or the bathroom.

3. Same room

If possible, the same room or designated area should be used throughout the school day for students who are being sent to detention. Often, disorder and confusion result when students have trouble finding the right detention room when the right room changes every period.

The students serving detention should be in an area removed from other students.

4. Same Detention-Room Monitor

If analysis of detention-room passes shows that the detention room is being used by many students throughout the school day, a qualified person should be hired just to supervise the detention room. The detention room could become part of an in-school suspension program, and the same person supervising the detention students should also supervise suspended students.

5. Responsibility for Missing Work

Students sent to detention will be held responsible for getting on their own any notes, classwork or homework assignments given by the teacher during the class that was missed as a result of their own misbehavior. If a student does not fulfill this responsibility, the student's grade can be affected.

6. Step-by-Step Procedure

This procedure gives the recommended steps to be used by both the teachers and administrators involved in the detention room program.

TEACHER'S ROLE

Step One: Completes special pass.

The teacher completes the Detention Referral Pass (see Appendix) and sends the student with it to the detention room. Students will not be admitted to the detention room without this pass. If the teacher wants the student to do a special assignment while in the detention room, the teacher notes this assignment on the back of the Detention Referral Pass.
The teacher later attaches a second copy of the Detention Referral Pass to the Disciplinary Referral Report. A third copy of the Detention Referral Pass is kept by the teacher for his/her own records.

Step Two: Detention teacher notes arrival time and behavior.

The detention teacher will not on the Detention Referral Pass the time the student arrives at the detention room This notation is especially important in identifying students who spend too much time lingering in the halls while on the way to the detention room.
On the back of the Detention Referral Pass, the detention room teacher will note any misbehavior the student may be guilty of while in the detention room. A student guilty of such misbehavior will be assigned additional detention time possibly during the lunch period on the following day.
Also on the back of Detention Referral Pass, the detention teacher will make a record of any instance when a student uses an emergency pass to the bathroom or nurse's office. This record will include the time leaving and the time returning.

Step Three: Leaves pass in office box.

At the end of the period, the detention-room teacher leaves the Detention Referral Pass in a special box in the office. This copy of the Pass will later help the administrator verify that the student actually arrived in the detention room after being ordered to go there by the classroom teacher.

Step Four: Contacts parent.

If possible, by the end of the school day in which the student was sent to the detention room, the teacher tries to contact the parent by phone. If the teacher is unsuccessful in making phone contact, the teacher sends home a form letter requesting that the parent call the teacher to discuss the child's misbehavior. (See the Appendix for a suggested form letter.) The teacher gives this form letter to a secretary who types in the address, inserts it in an envelope, and mails it.
The teacher is obligated to contact the parent for the first and second time that the teacher finds it necessary to send the student to the detention room.

Reviews records. The teacher may wish to examine the detention-referral records kept in the office to determine if other teachers, too, have found in necessary to send the same student to the detention room. The teacher may also seek advice from the child's guidance counselor.

Step Five: Completes Disciplinary Report

The teacher completes the Disciplinary Referral Report (a) describing in detail the nature of the serious misbehavior that resulted in ejecting the student from the classroom and (b) noting the results of the phone call or the fact that a form letter was sent. (We already have in print and available in our school the Disciplinary Referral Report form.)
The teacher attaches a copy of the Detention Referral Pass on top of the Disciplinary Referral Report. The Pass attached to the Report will signal to the administrator that the student had been sent to the detention room. This information will help the administrator verify that the student did, indeed, go to the detention room as ordered.

ADMINISTRATOR'S ROLE:

Step Six: Checks attendance.

Once the administrator has received both the Detention Referral Pass and the Discipline Referral Report, he/she first checks to make sure that the student actually did go to the detention room when told to do so by the teacher. To make this check, the administrator finds out if the detention-room teacher has turned in the original copy of the Detention Referral Pass.

Step Seven: Keeps a record of referrals.

Using the information in the Detention Referral Pass, the administrator makes sure that a cumulative record in the office has been made of the student's detention-room referral. The record will include: (1) the dates and times the student was sent; (2) the reason; (3) the name of the teacher sending the student to the detention room.

To facilitate analysis, the records may be entered into a computer data base. (See the Appendix for the questions such data may answer.)

Analysis of detention-referral data will only become possible if teachers use the special detention room pass.

Step Eight: Administrator admonishes student.

The administrator calls the student down to the office, admonishes the student, and points out that a record is being kept of each and every time the student is sent out to the detention room

Step Nine: Returns copy of referral report to teacher.

The administrator notes on the Disciplinary Referral Report the result of his/her conference with the student and returns a copy of the Disciplinary Referral Report to the teacher.

Step Ten: Calls in parent for conference.

Upon the third time the student has been sent to the detention room by the same teacher -- or a total of five times by different teachers -- the administrator calls in the parents for a conference. The administrator may also request the presence of the guidance counselor and one or more of the teachers who have referred the student to detention room.

Following the steps in this detention-room program will help ensure that classrooms at the Woodmere Middle School are free of disruptive students who sabotage the best of lesson plans and undermine the rights of other students to an education.

(END)

Ex G2 -- Business letter

Directions: Use Word to create the following letter.
Be sure to --
1. Center the return address.
2. Tab a half an inch to begin each paragraph.
3. Tab the closing to 3½ inches.
4. Save on your diskette as A:exg2_lawyer_letter
5. Print it and hand it into your instructor.
*Do Not use the space key instead of the tab key

127 Bayshore Drive
Dunedin, Florida 34698
January 28, 2005
Attorney Horace Martin
743 Jenkins Blvd.
Largo, Florida 34699
Dear Attorney Martin:
I am responding to your ad for an office assistant in today’s St. Petersburg Times. Your ad specifically states, “Applicants must know how to use Window applications.” I am happy to tell you that just last month I completed a course in Windows at St. Petersburg Junior College. I have my own computer and have been practicing Windows applications such as WordPerfect, Word, and Excel for at least two hours a day since I finished the introductory Windows course. In my WordPerfect and Word studies, I have been concentrating on creating documents especially applicable to an attorney’s office. Because I have my own computer at home, I would be willing for a trial period to work from my home on a free lance basis, available whenever you have a temporary overflow of work. I do hope, however, that once you recognize my skills, you will hire me for a full-time position. I hope that you will call me for interview within the next few days.
Sincerely,
(Mrs.) Janice Gorman

Ex G3 -- Jokes

1. "What would you call a bad-tempered gorilla with cotton wool in his ears!" Anything you want. He can't hear you. (John Bohannon)

2. A lion was stalking through the jungle one day when he came across a bull. The lion and the bull got into a tremendous battle, but in the end the lion killed the bull and ate him up. the lion was so pleased with himself that he threw back his head and roared and roared. The noise attracted a hunter who followed the sound until he found the lion. The hunter took aim and killed the lion with a single shot.
Moral: When you are full of bull, it's wise to keep your mouth shut. (George Jessel)

3. What could possibly be smarter than a talking horse? A spelling bee.

4. What's the best way to stop children from jumping up and down in bed? Put Crazy Glue on the ceiling. (Michael Johnstone)

5. Dad had decided it was time to talk to his son about the future. "What do you want to do with your life, boy? Do you want to be a doctor, lawyer, or what?"
"No. None of those, dad. I want to drive one of those huge arm tanks."
"Well, if that's what you want to do, I certainly won't stand in our way!"

6. The hardest job Congress has is getting money from the taxpayers without disturbing the voters.

7. What did the grape say when the elephant stepped on it? Nothing. It just gave out a little whine. (Michael Johnstone)

8. What did the space visitor say to the gas pump? Take your finger out of your ear and listen to me!

9. "I'm afraid you have canary fever," the doctor said to his patient.
"Canary fever? Is that serious?" the patient asked.
"Yes," the doctor admitted. "But it's tweetable."

10. Thomas Edison had been staying up late for several weeks working on the electric light bulb. In principle, it was simple, but finding the right material for the filament proved daunting. One night, in the wee small hours, he finally discovered just the substance he needed and built the first light bulb. To his delight, it lit and burned steadily. Overjoyed, he picked the whole thing up and charged into his room, where his wife was fast asleep.
"Darling, look! Look what I've invented!"
Mrs. Edison rolled over and said, "For heaven's sake, Tom, turn out the light and come to bed."

11. "My life has not been an easy one," the man told his acquaintance. "I've been widowed three times. The first two wives died of eating poisoned mushrooms. The third, poor thing, passed away as the result of a concussion."
"A concussion, you say?" murmured the new acquaintance. "How did that happen?"
"A very sad case," sighed the widower. "I couldn't get her to eat the mushrooms." (Bennett Cerf)

12. "Mommy, why do all the kids say I look like a werewolf?"
"Shut up and brush your face."

13. Then there's the tightwad who pulled his kids out of school when he heard they'd have to pay attention.

14. The teacher noticed little Billy flipping a coin while taking a true-or-false test. "What are you doing, Billy?" she asked.
"Taking the test, teacher. Heads is true, tails false."
Just before the end of the period, after almost everyone had turned in their papers, the teacher noticed Billy was flipping the coin again. "What are you doing now, Billy?"
"Checking my answers."

15. "Waiter, this meal isn't fit for a pig!"
"I'm sorry, sir. Let me take it back and bring you one that is."

Ex G4 Table

Salesperson January February March Total

Johnson 12450 15132 9089

Miles 27678 8980 16316

Harper 13564 25746 12324

Araxia 17989 21635 8577

Zabia 22533 14758 12657

Carsen 11489 11658 14376

Total

Ex G5 Word Syllabus

Syllabus for Micro Word Processing -- MS Word 2003 (1 credit)
Seminole Campus
Instructor: Richard Gordon email: richard@gordonrichard.com

Links for only this page: Textbook | Hours | Grades | Grade Choice | Attendance | Objectives | Disabilities Accommodations | Contacting Instructor | Food, Drinking Restrictions

Required Text and Practice Documents
The textbook is Microsoft Office Word 2003, Introductory Edition ISBN 0-619-18801-4, published by Thomson Course Technologies, 2004.

Students need practice files or documents to use with their textbook. They will receive these documents in one of two ways:

Students can download the practice files from the Internet.
Students can copy the practice files from a network drive.
In either case, Mr. Gordon will show you step by step how to obtain these practice files.

Class Hours
Seminole Campus. Tuesday and Thursdays from 1 to 5 PM, February 1, 3, 8, and 10..
Grades
Mr. Gordon will base your class grade on these factors:

20% on the final exam grade (40 multiple choice questions)
10% on the Study Guide Questions preparing for the final exam
10% two quizzes, each worth 5 points
10% class participation and effort (staying on task throughout the class hours)
50% on ten exercises done in class (5 points for each exercise)
Letter grades and their percentage equivalents are in the table below.

A=90 to 100 B=80 to 89 C=70 to 79 D=60 to 69 F=below 60

The Final Exam will be taken on the last class meeting, and will take about two hours. The rest of the final class time will be devoted to required class work.

Grade Choice
You have three grade choices: (1) Letter, (2) Pass/Fail, or (3) Audit. For the first two options, your grade makes you eligible for one credit. No credit will be granted for Audit. To earn a Pass grade, you must earn at least a 70% average.

Attendance
Students are expected to arrive in class on time and remain for the entire class session. Students missing more than two hours of class time will not be eligible to receive credit for the course even if they have a legitimate excuse for their absence. Missing one of the four sessions of this class will automatically disqualify you from the possibility of receiving credit for the course.

Goals
By the end of this course, students using Word 2003 will be able to write and format

memos
business letters
newsletters
college reports including endnotes or footnotes and a bibliography
merged Word documents with a database to create form letters and and labels
Objectives
The objectives are adapted from the Table of Contents of your textbook. Mr. Gordon will expect you to be able to perform these tasks with Word 2003. The number after each item refers to the page that the item is introduced in the textbook. In a fifteen hour course, working with students with varying abilities and computer experience, Mr. Gordon will probably not be able to cover all these objectives. He will reserve many of these objectives for only those advanced students who come into the class already knowing the fundamentals of Word. To distinguish these optional objectives from the essential objectives, Mr. Gordon has starred* and italicized the optional objectives.

1 Starting Word A-4
2 Recognizing the parts of the Word Program Window A-6

3 Starting a document A-8

4 Saving a document A-10

5 Printing a document A-12

6 Using the Help System A-14

7 Closing a document and exiting Word A-16

8 Opening a document B-2

9 Selecting text B-4

10 Cutting and pasting text B-6

11 Finding and replacing text B-12

12 Checking spelling and grammar B-14

13 Using the thesaurus B-16

14 Using Wizards and templates B-18

15 Formatting with fonts C-2

16 Changing font styles and effects, C-4

17 Changing line and paragraph spacing C-6

18 Aligning paragraphs C-8

19 Working with tabs C-10

20 Working with indents C-12

21 Adding bullets and numbering C-14

22 Adding borders and shading C-16
23 Setting document margins D-2
24 Dividing a document into sections D-4

25 Inserting page breaks, D-5

26 Adding headers and footers, D-10

27 Editing headers and footers, D-12

28 Formatting columns D-14

29 Inserting a table D-16

30 Inserting WordArt D-18

31 Inserting Clip Art D-20

32 Modifying table rows and columns E-6

33 Sorting table dates E-8

34 Splitting and merging cells E-10

35 Performing calculations in tables E-12

36 Using table-autoformat E-14

37 Creating a custom format for a table E-16

38 Adding graphics F-2

39 Resizing graphics F-4

40 Positioning graphics F-6

41 Creating text boxes F-8

42 Creating AutoShapes F-10

*43 Using the drawing canvas F-12

*44 Formatting WordArt F-14
*45 Creating charts F-16
*46 Planning a web page G-2

*47 Creating a web page G-4

*48 Formatting a web page with themes G-6

*49 Illustrating a web page with graphics G-8

50 Saving a document as a web page G-19

*51 Adding hyperlink G-12

*52 Modifying Hyperlinks G-14

53 Previewing a web page in a browser G-16

*54 Understanding mail merge H-2

*55 Creating a main document H-4

*56 Designing a data source H-6

*57 Entering and editing records H-8

*58 Adding merge fields H-10

*59 Merging data H-12

*60 Creating labels H-14

* 61 Sorting and filtering records H-16

*62 Tracking changes in documents which you are working on in collaboration with others App-2

*63 Inserting, viewing, and editing comments App-4

*64 Comparing and merging documents App-9

Disability Accommodation
If you wish to receive special accommodations as a student with a documented disability, please make an appointment with the Learning Specialist on the campus. The office is in the Counseling area of the University Partnership building at the Seminole campus and the telephone number is 394-6289 or 394-6108. If you will need assistance during an emergency classroom evacuation, it is imperative that you speak with your campus Learning Specialist immediately about arrangements for your safety.

Contacting your instructor
I will be able to meet with you in our classroom one-half hour before class begins. You may contact me by e-mail at richard@gordonrichard.com. Or you can call the Business Technologies office at: 727-394-6109. Leave a message for me to call you back.

No food or drink in classroom
To maintain our excellent facilities, students are not allowed to bring food or drink into the classroom.

Addendum to Syllabus -- Specific procedures, announcements from the Seminole campus administration

.Links for only this page: Textbook | Hours | Grades | Grade Choice | Attendance | Objectives | Disabilities Accommodations | Contacting Instructor | Food, Drinking Restrictions

Except for the Addendum page which was written by the college administration, the rest of this site is:
©Copyrighted 2004 by Richard Gordon. All rights reserved.
Duplication of copyrighted material prohibited without author's permission.
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Last updated: January 7, 2005