8th Grade English Syllabus

Spring 2015
Email: [email protected]

Darius Begay

Self-Introduction
My name is Darius Begay. I am a proud Native America from the small town of
Chinle located in the northeastern most part of Arizona. Chinle is nestled right at the heart
of the Navajo Nation and that is where I plan on returning when I finish up my schooling
here at ASU. I was lucky enough to be born into a culture filled with rich and prosperous
traditions. My family linage is a long line of teachers starting with my father, who taught
Southwest History, Social Studies, and Navajo language right there in our hometown. He
eventually became a college Professor at N.C.C. (Navajo Community College) or as it is
now known, Din College. My two sisters graduated from ASU with their Masters in
both Social Studies and Mathematics.
It was not until my second year in college that I really took the time to decide
what I wanted to do for the rest of my life. I realized at that point that I was meant to be
an Instructor and I wanted to teach. Since as far back as I can remember I have always
enjoyed talking with people and being in front of a class. That combined with my need to
help my Navajo people, I told myself that I would go out make something of myself and
return to help the youth of tomorrow. I was born into a family of teachers to I will not let
them down.
Everyday bring new challenges and I eagerly await each one. I have only 2 and
half years of teaching observation and interning, but I know for a fact that in front of a
class is where I am meant to be. My personality and thirst for knowledge go hand and

hand in my aspirations to prove I am worthy of holding the title Teacher. Growing up

on the Navajo Reservation, I was limited to the exposure of the outside world. My
understandings of the real world stemmed from TV shows, gossip, and my own
misguided imagination.
My first exposure to being in charge of a classroom came during my third year at
Fort Lewis College. Learning the ropes was definitely a lot harder than you would think.
There was plenty to keep me busy. Lesson Plans, class structures, remembering names,
being smart with time, and many other aspects. One thing I have learned during my years
as an intern is that you must always find common ground with students if you are going
to make any progress. Another thing I believe I have is exposure to different student
populations. I have moved around about 4 times within the last 3 years. In each new place
I was able to observe classrooms and interact with students of different backgrounds. The
quiet mountain lifestyle in Durango, poverty and low income back home on the
reservation, intercity students here in Tempe, and a few private/charter schools all over.
Back when I was in high school I had a teacher by the name of Pars Smith. Mr.
Smith was the teacher everyone in the school wanted as their teacher. His approach to
teaching was like that of no other. He was understand and well versed in many of the
lessons he taught. Mr. Smith did not stand at front of the room the entire class and lecture.
Instead he opened the floor to discussion and critical thinking. He made the students
challenge themselves. He had a calm and collected demeanor, but also was very stern.
The students and faculty respected him because he took the time to understand the
students. If anything or anyone needed attention he was there with advice. During classes
he would talk of his experiences all around the world. He represented to me what a

teacher should be. He was knowledgeable, stern but never overbearing, understanding
and engaged. Those traits are what I wish to have when I begin my teaching.
Classroom Layout

The figure above is a layout I would want for my class. I will be teaching 7th 12th
grades so I want my room be open and flexible. The walls will be decorated with useful
posters and pictures. The major point for the posters is they will provide a reference point
for the students to look back on. There will a wide variety of difference colors and
subjects as well. I always found that adorning the walls with various and meaningful
quotes from famous authors or figures were a bit on the overused side, but I rather
enjoyed them for my class.

The desk set up in the shape of a U was also one thing I find very effective. In the
past when I had my students facing the front in rows the students could had behind others
and it was rather difficult to keep track of what they were doing. In this set up I can see
all the students from the middle of the U. This also makes it easier to go up to students
who need help instead up having to go through the rows. My teaching style uses a lot of
call and response and I do not like having to make sure the back rows are paying
attention.
Also I get to keep an eye on the students and keep electronic use to a minimum during
lessons. One thing that I should mention is when test are being given the students will put
the desk back in rows. I put two extra desks in the back for students who need to make up
test or any extra space for work.
The teacher work areas will consist of two places in the classroom. The first spot
is at the desk in front of everyone. This will serve as the main location. This is also where
I will be most of the time and where I will be conducting class. This spot gives me an
eagle eye vantage point. It assures that if students were to ask a question there is no
awkward need for me to dodge around seats. The second desk will be my grading desk.
Its usually the only time I am ever at that desk. I like to remain in motion for the entirety
of the class so using the second desk is will be rare.
The class will have 3 computers and a printer for students recreational or
academic use. The classroom will also utilize the use of two white boards and an
overhead projector. Depending on where the class will be there might also be additional
hardware such as Smart Boards, iPads, and other electronic devices that aid learning. I
will also have a computer at my desk for grading and other use. Most schools nowadays

have DVD players in the class computers and those could be used if I decide to show
clips or films.
The storage units will be holding extra school supplies (pencils, erasers, paper,
printer ink, rulers, colored pencils, construction paper, cardboard, etc.). In the case that I
am able to acquire iPads for my class I will keep them locked up along with other
valuables. The storage units will house the class novels and dictionaries/thesaurus. The
secondary teachers desk will also hold a homework bin and a late-work bin.
Procedures
To begin class I will count and choose 5th person to enter the room. It will be this
individuals duty to make sure all of the homework is collected from the previous nights
assignment, if any. I will make sure the class is quiet as they enter the room and take their
assigned seats. At the door will be a mini desk, and on the desk will be Popsicle sticks
with names on them. The students will pick them up as they come in and take it with
them to their seats. Attendance will be recorded on an Excel Spreadsheet.
Written on the board will be a question or a quote related to whatever the students
maybe doing at that point in the year. I will choose material that will require students to
reflect on their own personal experiences or what they have read. While the class is
working on the question or quote of the day, I will go around the class and pick up the
Popsicle sticks. This will help me determine who is absent and who is present. When I
am finished up with attendance I will double-check to make sure everyone who did his or
her homework, has handed it in. All collected homework will be graded and returned
usually by the next class. All homework will be returned in the last 5 minutes of class.
Returning homework during the lessons will only distract students.

My policies on late work will be as follows:

Late homework will be accepted but will lose a letter grade everyday it is not
turned in. That gives the student 4 days to get their work in if they want a grade
for the assignment. After 4 days the assignment is a 0.

You get 2 free late homework passes. These are LATE homework passes; they do
not excuse failure to turn in homework. If students fail to turn in homework they
will have one free pass away. (Having an excused absent or a reasonable cause for
late work will not count toward the students free passes.)

If the students are having problems with submitting homework or know they are
going to be late for any reason. They need to communicate with me. So I know
what is going on. Otherwise I will assume you just chose not to do the work.

Grading Scale:
In-Class Participation 10%
Homework Assignments 15%
Mid-Term 25%
Vocabulary Quizzes 10%
Daily Responses 5%
Attendance 10%
Final 25%

A: 90% 100%
B: 80% 89%
C: 70% 79%
D: 60% 69%
F: 0% - 59%

All of my grading will be done either after school or at home on the weekends. I will set
aside time after school to make sure I get everything graded in a timely fashion. My
grading scale is pretty straightforward. 10% of the total grade will go to in-class
participation and I will determine this by how active the students are with discussion. I
will make sure the students all have a chance to talk and engage. Homework will account
for 15% of the total grade and I believe that is a fair number. I made the mid-term and
final worth 25% each. The daily responses will account for 5% because it is only a small
part of the day. The weekly vocab test will be worth 10%. Attendance will be worth 10%
as well.
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As a teacher I would like to keep in constant contact with my students parents.

My experience with teachers keeping in touch with parents has always been weird and
somewhat awkward. Usually the only time a parent is notified about a students behavior
or grades is if there is something wrong. The school that I currently intern at collects emails from all parents and keeps in constant contact with them. This type of system also
works by keeping the students and their parents well informed of activities and
homework. In this day and age it is a heck of a lot easier to keep up with a parent through
the use of email.
FERPA Disclosure of Grades and Other Policies
The Family Educational Rights and Privacy Act (FERPA) prohibits a school from
disclosing personally identifiable information from students education records without
the consent of a parent or eligible student, unless an exception to FERPAs general
consent rule applies. In some emergency situations, schools may only need to disclose
properly designated directory information on students that provide general contact
information. In other scenarios, school officials may believe that a health or safety
emergency exists and more specific information on students should be disclosed to
appropriate parties. Understanding the options available under FERPA empowers school
officials to act quickly and decisively when concerns arise. FERPA is not intended to be
an obstacle in addressing emergencies and protecting the safety of students. The
statement above is found on the FERPA website. Any questions refer to
http://www2.ed.gov/policy/gen/guid/fpco/pdf/ferpa-disaster-guidance.pdf for further
policies.
Discipline Strategies Including Rules and Consequences
As far as rules go in my class I will have a core set of rules that I myself will
construct. A fun little activity I like to do at the beginning of every school year is to have
the students make a list of rules that they think will help keep order. Some examples they
come up with are:

No gum in class.
No hats on indoors.

Be respectful

I myself will have these rules already in place.

Follow student hand guide.

Please remain quiet. Have respect for the classroom and the people around you.
Students are to sit at their assigned seat.
Be polite and courteous.
Do not speak out of place.
Absolutely NO electronics during class! Unless stated otherwise either verbally or
written on the board.
Each student is responsible for their own actions and their assignments.
Be on time and ready for the day.
No excuses.
Do your best!

Consequences for Misconduct

Misbehavior and malcontent will be met with punishment. The degree to which the
student will be punished will be determined by the times the student has broken rules and
the severity of he or her actions. I will not be too lenient with the students. They are
going to be high school students, so I demand that they behave like high school students.
I will keep a record of all the mishaps and misconduct the students make. In my class I
will have a reward system. Each class will have the chance to win some free time at the
end of the week. This will be determined by how well the students obey the rules and
contribute to the class. There will be three boxes on the top right corner of the white
board. Now every time a rule is broken or disobeyed, the student who committed the rule
break will check off a box. Each day the boxes will be renewed and the merits will be
saved. However many box are left unchecked will be added to a total amount. I will count
the boxes from Monday through Thursday for a maximum total of 12 points. To win the
free time at the end of the week the students will have to have a total of 7 points. This
reward/punishment system will only apply to misdemeanor offenses.
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In the case that students are repeatedly forgetting homework or constantly coming to
class tardy will warrant an email or call to the students parent(s).

For more severe offenses such as fighting in school, bad mouthing the teacher, any form
of threat, bringing contraband to school (guns, knifes, etc.), or any other misconduct
found in the student handbook, the students will be immediately written up and sent to
the office for further discipline.
In the case of dealing with students who have disabilities I will have to consult the school
counselor and or principle on the proper procedures on disciplinary action. According to
IDEAs Regulations on Discipline
After a child with a disability has been removed from his or her current
placement for 10 school days in the same school year, during any
subsequent days of removal the public agency must provide services to the
extent required under paragraph (d) of this section. (National
Dissemination Center for Children with Disabilities)
This means that disciplinary action involving a student with disabilities needs the most
proper care and that if I were to find myself in this position I should make sure all the
proper accommodations are met.