Welcome to 2016/2017 school year

 CTE (Career & Technical Education)

Tech Ed.     Room 140

Carla George-Prater

Cgeorgep.jpg

 

Classroom Curriculum and Activities:

Middle School Tech Ed is a Science, Technology, Education, and Math (STEM) course which contains four modules (see below).  Every Renton School District Middle School teaches these modules in the same sequence, one per semester.  A student could take all four modules during seventh and eighth grade without repeating curriculum or activities while building their skills and knowledge. 

Tech Ed Module Dates for Dimmitt Middle School (subject to revision):

Medical Detectives – Fall 2016

Automation and Robotics – Spring 2017

Video Game Design – Fall 2017

Aerospace Exploration- Spring 2018

 

Having trouble with these expectations?

Sometimes a student might need to be redirected and some of the steps I might take are:  verbal warning, a time-out in the back of the room to cool down, a phone call home, a lunch detention, or an office referral. I expect that every expectation is also followed when there is a guest teacher in the classroom.

Be prepared for class:

You should always have the following with you in Tech. Ed.:

  • A pencil (with eraser) and pen(always), post -its (3”x3”)

  • Your password and login information for the computers at school

  • A USB drive (optional, but useful in Tech Ed!)

  • Graph paper notebook

Absences and Make-Up Work

When you are gone from class you’ll need to catch up when you get back.  There are multiple ways to find out what you missed:

  1. Check Mrs. George-Prater’s website

  2. Check the ABSENT box on the side of the room for documents that were set aside for you.

  3. Check with a friend.  They often have the best notes and can give you the quick rundown of what we did when you were gone.

  4. If you have questions, ask Mrs. George-Prater! You can ask her before or after class or e-mail him, too!

  5. If you need to make up an assessment or work on a project, ask Mrs. George-Prater when a good time before or after school would be to come in and work on that.

 

Grading Policies

 Mrs. George-Prater will grade using the standards based grading system.  All assessments will have specific instructions on how to meet the standard so students are aware of the standards as they’re working.  Students will always be given a rubric prior to the start of a project.

100% assessments (labs, projects, quizzes, tests, presentations)

Students will be assessed on various science, math, and language arts standards as well as the 21st Century Skills used by the CTE department.  For a full list of the standards covered each quarter in Tech. Ed., please see the classroom website documents tab.

Grading Scale:

4-Above Standard    3-Meeting Standard  2-Approaching Standard   1-Not Meeting Standard

 Student grades are reflected in numbers one through four. An explanation of the grading criteria is explained below: 

4-Indicates the student has exceeded expectation on their assessments 

3-Students have shown that they have successfully grasped the curriculum expectation their accomplishments show growth

 2-After practice and assessment on a new concept, the student demonstrates limited progress and understanding of the material.

 1-Students are missing the understanding of key concepts, and might not demonstrate completion of assignments or assessments.

 

 

Twelve Principles of Re-Education

  1. Life is to be lived now, not in the past, and lived in the future only as a present challenge.
  2. Trust is essential, trust between child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together, the beginning point for re-education.
  3. Competence makes a difference; children and adolescents should be helped to be good at something, and especially at schoolwork.
  4. Time is an ally, working on the side of growth in a period of development when life has a tremendous forward thrust.
  5. Self-control can be taught and children and adolescents helped to manage their behavior without the development of psychodynamic insight; and symptoms can and should be controlled by direct address, not necessarily by an uncovering therapy.
  6. Intelligence can be taught, the cognitive competence of children and adolescents can be considerably enhanced; they can be taught generic skills in the management of their lives as well as strategies for coping with the complex array of demands placed on them by family, school, community, or job; in other words, intelligence can be taught.
  7. Feelings should be nurtured, shared spontaneously, controlled when necessary, expressed when too long repressed, and explored with trusted others.
  8. The group is very important to young people; it can be a major source of instruction in growing up.
  9. Ceremony and ritual give order, stability, and confidence to troubled children and adolescents, whose lives are often in considerable disarray.
  10. The body is the armature of the self, the physical self around which the psychological self is constructed.
  11. Communities are important for children and youth, but the uses and benefits of community must be experienced to be learned.
  12. Know joy each day, in growing up, a child should know some joy in each day and look forward to some joyous event for tomorrow.