Acoustic design according to room type The purpose of the room is decisive for the acoustic environment to be created. In rooms for speech, such as classrooms and auditoriums, it is important to ensure a good level of sound spreading, where as rooms for concentrated work require a high level of absorption. CLASS ROOMS Acoustic considerations In a class room, it is important to ensure good speech and listening comfort. The most important aspect in achieving listening comfort is the audibility
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A Guide for Visiting Students Welcome Students! We are so excited to have you here with us this semester. To ensure that your experience runs as smoothly as possible, we have given a few guidelines to help you along the way. What are some helpful guidelines for making new friends? Making new friends can be a very intimidating task, but don’t worry! We’re here to help. You may have noticed that most of our students here are from differing cultures. Please be mindful that people will have
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Year:_____________Gender:_______Listed are some STUDENT behaviors that you may have experienced or seen in the School of Business academic environment. Please check regarding the level of “incivility” and how often each behavior occurred. | Defining Classroom Incivility | | Frequency of Experiences with Incivility | Always | Under someConditions | Never | Do you consider this activities Uncivil: | ManyTimes | Some-times | Rarely | Never | | | | Chewing gum in class | | | | | | | | Eating
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East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed. OVERVIEW Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The
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per year | Four-Year Old | PALS-Pre-k | S, PM, O | Yes | AK, PA, CoP, OL | 3X per yr. | PPVT4 Form A/B | S, PM, O | Yes | V, OL | 2 X per yr. | CLASS | T-S interactions | Yes | Classroom | 1 X per yr | K-3 | DIBELS Next* | S, PM, O | Yes | AR, PA, ORF | 3 X per yr | IPI (K-2 as needed for small group instruction and RTI) | D | | Decoding | 3 X per yr (for internal purposes only)
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2013-2014 Extreme Classroom Makeover Rubric | |Beginning |Developing |Accomplished |Exemplary |Score | | |1 |2 |3 |4 | | | How well does the essay |Minimum of 2 specific examples|Minimum of 3 specific |Minimum of 4 specific
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Prof Hacker, The Chronicle of Higher Education The following case studies come from a series entitled “Disruptive Student Behavior” from the Profhacker blog at the Chronicle of Higher Education website (http://chronicle.com/), which detail possible classroom scenarios that faculty may potentially face. The original blog posts include caveats for each scenario, additional context, and many include responses from seasoned faculty. However, for this document we have stripped away everything except the actual
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Module The Turnitin.com Class ID is: The password is: Students should refer to the Turnitin.com FAQ in the Content section of the course for 1. How to set up their Turnitin accounts (to log in to Turnitin), and 2. How to join their Turnitin classroom using the Turnitin Class ID and Password (These are two distinct steps.) Suggestion: if you are as bad at typing strings of number as I am--I suggested you cut and paste the class ID into Turnitin.com! Getting Started * Read the Syllabus.
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08/26/2005 Notes for Aides Meeting How is the point system working for Kinder? For all other grade levels? Who is in the lead (I’d like to periodically announce this on morning announcements)? The Points are going great!! We came up with every week (Thursdays) letting you know who is in the lead! How are the sheets of paper going? The sheet are a keeper! We think that is great way to keep up with points. That way I can tally them right. How is the tracking chart/poster coming along?
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Teaching with PowerPoint has been an exercise in frustration for me. I find that my course preparation takes twice as long as it should, and the results are more often than not unsatisfying. It also makes me feel muffled and absent from the classroom. Maybe this is a function of my poor PowerPoint form, of being a latecomer to a technology that younger faculty use with more ease and panache. In a way, it’s not surprising that I would struggle with it. Although I’m young and pretty tech-savvy at 43
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