Set Up Bathroom Pass Procedures to Manage Hall Traffic

Covering all of the points in a planned lesson often takes every moment of class time. Students who interrupt you to ask for permission to use the restroom throw you off your tight schedule and disrupt their classmates attention. You can minimize the distraction with a bathroom pass system that allows students to excuse themselves, giving them some limited autonomy.   Take time at the beginning of the year to explain your rules about appropriate and inappropriate times to use the restroom. Remind students that they have the preferred time before school, between  classes, and at lunch to use the bathroom. While you can never deny a student access to the toilet, you might set a rule that no student can sign out during the first or last 5 minutes of class or during lecture. This allows enough time for you to complete a mini-lesson or giving directions. Set Up Your Bathroom Pass System Some teachers use clipboards holding a  paper that has columns to record the students name, destination, the  time out and the time back. Students fill out each column independently and take the generic bathroom pass to their destination. This system records daily activity by all students. Another bathroom pass system suggestion uses a plastic index card holder and 3x5 index cards, one per student. At the beginning of the school year, pass out 3x5 index cards and ask students to write their name. Then have them divide the flip side of the index card into four equal areas. In the upper right corner of each quadrant, they should put a 1, 2, 3 or 4 to correspond to the four grading quarters. (Adjust the layout for trimesters or other terms.)   Instruct students to label a row across the top of each area with a D for Date, T for Time and I for Initial. File the cards alphabetically in the plastic holder grouped by class periods and find a convenient location near the door to keep it. Ask them to return the card to the holder in a vertical position so it stands out from the others; you will go through after class or at the end of the day and initial them. This system records daily activity by individual students. Explain Your Bathroom Pass Tracking Method Let students know that your system allows them to excuse themselves from class for a few minutes when they really need to go. Tell the students that if they want to use the restroom, they should quietly fill in the chart or retrieve their card without interrupting you or their classmates and enter the date and time in the appropriate place.   Monitoring the Restroom Pass System Whatever the system you adopt, whether it is a sign-in/sign-out sheet or index cards, you should make sure that all students are following the system.You should also look for patterns.  For example, is a student leaving at the same time daily?  Are the restroom visits having a negative impact on academic? Does the student make poor choices about when to leave? If you notice any of these, you have a discussion with the student.   While some teachers dangle prizes for not using bathroom passes, there can be some health issues associated with students ignoring their bodies signals. There are also medical conditions, including pregnancy, that increase trips to the restroom. Teachers should always be aware of any medical conditions listed on a students individual educational plan (IEP) or 504. Tips You could also Include trips to the locker, other classrooms, etc. in the bathroom pass passes.The index cards are inexpensive to use and to replace, which makes them more sanitary  than other objects.If your school uses physical hall passes, keep those near the card file so students can grab one on their way out of the door.

Observation Of A Local Outdoor Park - 938 Words

Observation of Setting: The setting of my observation 2 took place in a local outdoor park. It was a new park that opened maybe a few months ago down the street from my house, and you could easily tell that it was catered towards the younger age group due to the safety mechanisms and the big, bright, and colorful designs. I chose to observe the same child as I did last time, 3 year old Emmanuel. The observation took place around the same time as observation 1, which is basically after his mother got off work and picked him up for school. However, instead of observing little Emmanuel alone by himself, I was able to observe him play in a group setting. Ironically, at the park there were about three other children his age playing, a 1 year old who looked liked he was just learning to walk and struggling, an older child who looked as if she was about 6 or 7 years old, and then the parents surrounding the edge of the park. It was interesting to watch Emmanuel so cooperatively go with his mom, walk out the door, and pretty much just follow the rules of what she wanted. He could obviously tell from her actions that they were about to leave the house to go somewhere. It was as if he didn’t really care; all he knew is that if mom goes then I have to go and I have learned that’s the way it is. At that moment he knew she was in control. So I would say his attitude was very nonchalant. Then as we walked down the street with me talking to his mom and her holding his hand, somethingShow MoreRelatedTaking a Look at Therapeutic Recreation for Adolescents1286 Words   |  5 Pages(2013). Dog Parks: Benefits, Conflicts, and Suggestions. Journal Of Park Recreation Administration, 31(4), 79-91 The purpose of this article is to provide an introduction to dog park development and the benefits they provide for the community. 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Booker T. Washington (582 words) Essay Example For Students

Booker T. Washington (582 words) Essay Booker T. WashingtonBooker T. Washington1856-1915, EducatorBooker Taliaferro Washington was the foremost black educator of the late 19th and early 20th centuries. He also had a major influence on southern race relations and was the dominant figure in black public affairs from 1895 until his death in 1915. Born a slave on a small farm in the Virginia backcountry, he moved with his family after emancipation to work in the salt furnaces and coal mines of West Virginia. After a secondary education at Hampton Institute, he taught an upgraded school and experimented briefly with the study of law and the ministry, but a teaching position at Hampton decided his future career. In 1881 he founded Tuskegee Normal and Industrial Institute on the Hampton model in the Black Belt of Alabama. Though Washington offered little that was innovative in industrial education, which both northern philanthropic foundations and southern leaders were already promoting, he became its chief black exemplar and spokesman. In his advocacy of Tuskegee Institute and its educational method, Washington revealed the political adroitness and accommodationist philosophy that were to characterize his career in the wider arena of race leadership. He convinced southern white employers and governors that Tuskegee offered an education that would keep blacks down on the farm and in the trades. To prospective northern donors and particularly the new self- made millionaires such as Rockefeller and Carnegie he promised the inculcation of the Protestant work ethic. To blacks living within the limited horizons of the post- Reconstruction South, Washington held out industrial education as the means of escape from the web of sharecropping and debt and the achievement of attainable, petit-bourgeois goals of self-employment, landownership, and small business. Washington cultivated local white approval and secured a small state appropriation, but it was northern donations that made Tuskegee Institute by 1900 the best-supported black educational institution in the country. The Atlanta Compromise Address, delivered before the Cotton States Exposition in 1895, enlarged Washingtons influence into the arena of race relations and black leadership. Washington offered black acquiescence in disfranchisement and social segregation if whites would encourage black progress in economic and educational opportunity. Hailed as a sage by whites of both sections, Washington further consolidated his influence by his widely read autobiography Up From Slavery *menu.html* (1901), the founding of the National Negro Business League in 1900, his celebrated dinner at the White House in 1901, and control of patronage politics as chief black advisor to Presidents Theodore Roosevelt and William Howard Taft. Washington kept his white following by conservative policies and moderate utterances, but he faced growing black and white liberal opposition in the Niagara Movement (1905-9) and the NAACP (1909-), groups demanding civil rights and encouraging protest in response to white aggressions such as lynchings, disfranchisement, and segregation laws. Washington successfully fended off these critics, often by underhanded means. At the same time, however, he tried to translate his own personal success into black advancement through secret sponsorship of civil rights suits, serving on the boards of Fisk and Howard universities, and directing philanthropic aid to these and other black colleges. His speaking tours and private persuasion tried to equalize public educational opportunities and to reduce racial violence. These efforts were generally unsuccessful, and the year of Washingtons death marked the beginning of the Great Migration from the rural South to the urban North. Washingtons racial philosophy, pragmatically adjusted to the limiting conditions of his own era, did not survive the change. Biographies