So the Short Story Unit ended up being very short indeed. Half way through I was directed to get the test done and start the next unit - persuasion. Of course. Right in time for NAPLAN. However, we are now extending this persuasion unit until June so by the end of the semester most of us will be persuaded up to our eyeballs.
Amongst all of this is a moderation. I actually enjoy moderation. I think it is a very valuable opportunity for professional conversations and to actually take the time to compare student work across schools. It is a fair method and, when treated as an actual professional task, I always end up learning something.
So the work we are moderating is a persuasive piece. As we have just started the unit I threw my students in the deep end and, after teaching only the structural elements, asked them to write on demand - something I hate doing. In the end I was pretty happy with my spread of results.
I seem to have 4 fairly even groups:
1. the kids who have no concept of structure
2. the kids who have no concept of arguments
3. the kids who have amazing ideas that are all thrown on a page
4. the kids who get it but need to polish up language features
The real skill now is organising some intensive levelled writing groups to ensure that everyone can achieve a passable grade.
Moderation happens on Monday, I'm hoping to hear what other teachers have to say about my student work and ensuring that their assessment of it matches up with my own.
Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts
4.2.13
Week 2
So last week was actually awful. I don't think I've ever come home and just wanted to hide under the blankets for ever......but that was how I felt. There are a handful of things that make teaching difficult
1. teaching kids who don't know you - obviously you are JUST meeting them, you need time to develop relationships and understand how each of you do things
2. the workload - what is up with the start of the year and the end of the year and that part in the middle? starting from scratch at a new school is always tricky.
3. locked out of school computer network - i dont get why it seems like a great idea to totally delete you from the network when you start at a new school, like it isn't hard enough already
4. unknown routine - changing from secondary to primary school is hard, so is getting used to things like Music and Library, apparently these are actual subjects!
Fingers crossed this week is better and I can find a bit more balance to enjoy some time in the kitchen. I want to make Panna Cotta and Brownies sometime this week. That's the goal...we'll see!
1. teaching kids who don't know you - obviously you are JUST meeting them, you need time to develop relationships and understand how each of you do things
2. the workload - what is up with the start of the year and the end of the year and that part in the middle? starting from scratch at a new school is always tricky.
3. locked out of school computer network - i dont get why it seems like a great idea to totally delete you from the network when you start at a new school, like it isn't hard enough already
4. unknown routine - changing from secondary to primary school is hard, so is getting used to things like Music and Library, apparently these are actual subjects!
Fingers crossed this week is better and I can find a bit more balance to enjoy some time in the kitchen. I want to make Panna Cotta and Brownies sometime this week. That's the goal...we'll see!
29.1.13
first day of school
my throat feels like i've eaten a box of razor blades. not from yelling just projecting. who knew 28 kids make so much noise or not so much noise just......okay noise..... and there was only like 24 of them there today! apparently i have spoken louder than a whisper for the past 7 weeks of holidays.
in other news, after the 3 days storm-cyclone-flood the drinking water is now running out. seriously, what is up with this weather. and, is it friday yet?
in other news, after the 3 days storm-cyclone-flood the drinking water is now running out. seriously, what is up with this weather. and, is it friday yet?
21.1.13
Visual Timetable
As the beginning of the school year rapidly approaches (I start on WEDNESDAY) I am trying not to panic, cry, scream, have an anxiety attack to get organised. This year I have committed to the visual timetable. I tried it last year but I hated my pictures and didn't follow through with it. That said, a few students did mention that having the pictures on their books made it easier for them so there is merit in this and there will be a lot more merit if I do it right. Right?!
So my opinion on the visual timetable is this: In my experience, visual timetables are something that are placed within a verified students Individual Education Plan and never really addressed. I know that when I first started teaching my opinion often consisted of this "Are you kidding? I have enough stuff to do, now you want me to compile a bunch of pictures for one kid?!" Now, my opinion is like this "Are you kidding? I have enough stuff to do....but I know this is important for all the kids I teach."
How I do my visual timetable: well...as I said earlier, I didn't do it so great last year but this is the basic premise of mine. I have a large set of pictures that every morning I put on my whiteboard. I bluetack them because I'm not fancy. Some students might ask to do this job but I feel it is more important that I do it because it helps me really focus on each of the pieces I have planned for my day. My large set of pictures have an image that represent the subject and the subject name on them. The large set is slightly smaller than an A4 sheet of paper, it is laminated for durability and they live in a folder that sits on my desk.
As well as my large set of pictures I print a small set (6cmx7cm) on sticky paper. This small set I cut out at the beginning of the school year and distribute to students. Students stick the small set onto their designated subject books. This way, when the student sees we have "History"on the whiteboard they know they have to find the book that has the picture that matches the one up on the board (does that make sense - the pictures match so it is easier for students to find the right book as well as know what to expect for the day).
As an added bonus, when I was working in a rural setting, I would quite often have students who would come in late (I'm talking like, school started at 8:30 and they would be there at 11:42). Having the visual timetable allowed me to simply say "Name" or make eye contact and tap the picture of the subject we were currently doing. I find this is a timesaver and allows the student far less embarrassment than having to stop the whole class and say, "Name....we are doing Science right now, please find your book and catch up with us."
The technicalities: visual timetables take a little time. Mine took about an hour and a half. Most of that time was spent searching the internet for the appropriate visual. Some people like them basic and are happy with Word Clip Art. I like mine to be just a little bit nicer so I use Phillip Martin's Clip Art. It's free, and the way it stays free is through donations. So...donate because the pictures are great and applicable to a wide range of school related things.
This is an example of my large pictures (obviously copied from MS Word doc). I will get some shots of them displayed in my classroom and students books once the school year starts.....so....soon I guess (gulp)
So my opinion on the visual timetable is this: In my experience, visual timetables are something that are placed within a verified students Individual Education Plan and never really addressed. I know that when I first started teaching my opinion often consisted of this "Are you kidding? I have enough stuff to do, now you want me to compile a bunch of pictures for one kid?!" Now, my opinion is like this "Are you kidding? I have enough stuff to do....but I know this is important for all the kids I teach."
How I do my visual timetable: well...as I said earlier, I didn't do it so great last year but this is the basic premise of mine. I have a large set of pictures that every morning I put on my whiteboard. I bluetack them because I'm not fancy. Some students might ask to do this job but I feel it is more important that I do it because it helps me really focus on each of the pieces I have planned for my day. My large set of pictures have an image that represent the subject and the subject name on them. The large set is slightly smaller than an A4 sheet of paper, it is laminated for durability and they live in a folder that sits on my desk.
As well as my large set of pictures I print a small set (6cmx7cm) on sticky paper. This small set I cut out at the beginning of the school year and distribute to students. Students stick the small set onto their designated subject books. This way, when the student sees we have "History"on the whiteboard they know they have to find the book that has the picture that matches the one up on the board (does that make sense - the pictures match so it is easier for students to find the right book as well as know what to expect for the day).
As an added bonus, when I was working in a rural setting, I would quite often have students who would come in late (I'm talking like, school started at 8:30 and they would be there at 11:42). Having the visual timetable allowed me to simply say "Name" or make eye contact and tap the picture of the subject we were currently doing. I find this is a timesaver and allows the student far less embarrassment than having to stop the whole class and say, "Name....we are doing Science right now, please find your book and catch up with us."
The technicalities: visual timetables take a little time. Mine took about an hour and a half. Most of that time was spent searching the internet for the appropriate visual. Some people like them basic and are happy with Word Clip Art. I like mine to be just a little bit nicer so I use Phillip Martin's Clip Art. It's free, and the way it stays free is through donations. So...donate because the pictures are great and applicable to a wide range of school related things.
This is an example of my large pictures (obviously copied from MS Word doc). I will get some shots of them displayed in my classroom and students books once the school year starts.....so....soon I guess (gulp)
16.1.13
Carrot Muffins
Mathematics is difficult. carrots are tricky things to plant, you have to work the soil well to make sure there are no lumps so the carrots grow straight. Planning for teaching maths is like planning to teach Swahili. carrots originated in Afghanistan. I can never seem to concentrate long enough on one topic and the topics seem all over the place anyway. carrots never used to be orange, they were purple, red, white and yellow. Geometry. Chance & Data. Measurement. Number & Place Value. And what's the other one? the orange carrot we know today was invented to honour the Dutch Royal family, known as "The House of Orange". Patterns and Algebra, that's the one. The most horrible one of all. I think that you either have a maths brain or you don't. There's no halfway with maths like there is with English. beta-Carotene is the substance that gives carrots their orange colour. it is in a lot of different fruits and vegetables and if you eat too much sometimes your skin will start to glow orange....natural tan much. The tricky thing is, maths is exactly like learning a new language. If you don't get the basics you can't do anything else. people used to wear the leafy tops of carrots as hair or hat accessories. Trying to plan to teach something I don't enjoy is very challenging and makes me want to eat. one cup of carrots contain 52 delicious calories. I don't know much about maths. i know a lot about carrots and i know you should make these because they make planning to teach maths a little bit bearable.
Carrot Muffins
1 3/4 cups wholegrain self-raising flour
1/2 teaspoon bicarb soda
1/2 cup brown sugar
1 teaspoon cinnamon
1/2 cup sultanas
1/4 cup walnuts
2 or 3 grated carrots
1 cup of milk
2 eggs
2 tablespoons oil
Preheat the oven to 200 Celsius and line a muffin tray.
In a large bowl combine the flour, bicarb soda, sugar, cinnamon, sultanas, walnuts and carrots.
In a small bowl whisk the eggs, milk and oil. Tip the wet mixture into the dry mixture and combine (don't mix the heck out of it, just gently fold it together).
Spoon the mixture into the prepared muffin tray and bake for 15-20 minutes. Once they have cooled slightly you might want to top them with cream cheese icing (30g butter, 80g cream cheese, 1.5 cups of icing sugar beaten and dolloped on top), I did this while mine were still warm and so the cream cheese became extra melty and delicious. They are also amazing served with butter and just on their own with a nice glass of iced chai tea.
1 3/4 cups wholegrain self-raising flour
1/2 teaspoon bicarb soda
1/2 cup brown sugar
1 teaspoon cinnamon
1/2 cup sultanas
1/4 cup walnuts
2 or 3 grated carrots
1 cup of milk
2 eggs
2 tablespoons oil
Preheat the oven to 200 Celsius and line a muffin tray.
In a large bowl combine the flour, bicarb soda, sugar, cinnamon, sultanas, walnuts and carrots.
In a small bowl whisk the eggs, milk and oil. Tip the wet mixture into the dry mixture and combine (don't mix the heck out of it, just gently fold it together).
Spoon the mixture into the prepared muffin tray and bake for 15-20 minutes. Once they have cooled slightly you might want to top them with cream cheese icing (30g butter, 80g cream cheese, 1.5 cups of icing sugar beaten and dolloped on top), I did this while mine were still warm and so the cream cheese became extra melty and delicious. They are also amazing served with butter and just on their own with a nice glass of iced chai tea.
22.11.12
The Red Tree
This week in year 7 English we have been keeping up our paragraph hamburgers but also trying to add critical thinking. To help with this we have been talking about literal and inferential interpretation.
We have been using one of my favourite books, “The Red Tree” by Shaun Tan. This book has countless learning opportunities for English classes and is an easily accessible text for most kids. It is the perfect combination of simple words and complex images. We have been using this book for a week now and every time we pick it up almost all of my students have found something new and interesting to talk about.
We began the week by examining the front cover and doing a brainstorm on the content of the text. We then chose 3 words from the brainstorm that we thought were most likely to reflect what the text is about.
Next we only read the words of the book, without seeing any of the pictures on the inside. As we read, each student made a storyboard of 8 images. We discussed visualisation and how words can put images in your head.
The next thing we did was read through the text together. We spoke about the meaning of the text (and how different people make different meanings) and the intended audience. Students were then split into two levelled groups. The upper group reread the book and then chose a picture to deconstruct. With the lower group we read through the text together and very explicitly identified the meaning of images and words.
Later in the week, we began to review the paragraph hamburger so spent some time focusing on how to improve our writing. Finally we read through the book together again. At each page we stopped and made a list of words that reflected the mood or theme of the page. From this list we practiced writing a paragraph to examine the literal and inferential meaning of the page. We did one together and then students wrote on their own. 
17.11.12
The Paragraph Hamburger
I really don't spend enough time talking about my job on here. Which I guess is good and bad! This week in year 7 and 8 English we have been studying the Paragraph Hamburger.
This is one of those writer's workshop type lessons that I always wish I had done during the first few weeks of school and right now I am making the promise to do that for next year! I am going to do it and do it right from the very beginning!
The paragraph hamburger is such a simple and effective metaphor to get most kids thinking about how they write. It is also a valuable tool to use when a student asks you to read their work. It allows you to have a conversation that is easy to understand (example: "Well, I see that you have made a lettuce burger...let's see if we can add some tomato and meat to make this paragraph a bit tastier").
I tend to start this sequence of lessons off by going right back to the start and asking kids what are paragraphs made up of? Very quickly I get the answer: sentences.
I then break down 3 essential elements of a sentence - Capital letters, punctuation and words (which can obviously broken down further if needed). I then show students an example of a paragraph hamburger graphic organiser (and here is another one) and discuss how this will help their writing improve.
The next step is getting students to understand what they need to do before they write. I take students through the brainstorming phase. Usually I get them to brainstorm between 5 and 12 things they know about a topic. I know 12 seems like a lot and would probably do less for younger grade levels but I tend to find that the first 5 things are what EVERY kid thinks of, so for those who can think out of the box I try to encourage them to go with the more unique ideas they brainstorm later in the process. I often tell kids - if you can't brainstorm 5 things you can't write enough so go find out more information!
We then look at an example of a paragraph (one that is a very obvious example that easily "fits" into the hamburger graphic organiser). I also usually put a title on this paragraph. Often when I ask students what the topic sentence is they will tell me the title which gives me an opportunity to teach them to think of the title as the wrapper of their burger. It gives a little taste of what is to come. We then go through each sentence and identify where it would fit in the graphic organiser.
We then look at another paragraph and rewrite it. At this point I get students to actually draw their own hamburger and write the sentences into it. I find this is a bit more consistent with getting them to see each part is important otherwise they wouldn't have a complete burger. This also gives me an opportunity to go back over writing sentences - I ask students to check their capital letters and their punctuation. I tell them to think of these things as sauce:
1. sauce usually ends up going the whole way through your burger
2. burgers just don't taste right without sauce
The next step is talking about super-sizing your burger or making a "lot" burger. In this phase I get students to go back and see if they can add in something extra (example: "This burger is looking pretty tasty but I like my burger to have extra bacon. Can we add in some bacon!?"). This sometimes gets students to go that one step further to add an extra sentence.
Finally, I will give students a familiar topic or some information to read and let them make their own burgers. After writing I will ask students to make sure they "have sauce" (capitals and punctuation) and also that their burger has a "wrapper" (title). We will then swap burgers and have a taste of each others, maybe get a partner to try to supersize the burger or simply conference to see if they get the concept.
So there we go. A little snapshot of my classroom this week. Sadly no pictures, but I will get some to add into this soon. This is something that I try to do over two weeks or so to ensure students become familiar with the idea and the steps. It is also something valuable to teach to refer back to all year, especially for those students who sometimes struggle to write.
This is one of those writer's workshop type lessons that I always wish I had done during the first few weeks of school and right now I am making the promise to do that for next year! I am going to do it and do it right from the very beginning!
The paragraph hamburger is such a simple and effective metaphor to get most kids thinking about how they write. It is also a valuable tool to use when a student asks you to read their work. It allows you to have a conversation that is easy to understand (example: "Well, I see that you have made a lettuce burger...let's see if we can add some tomato and meat to make this paragraph a bit tastier").
I tend to start this sequence of lessons off by going right back to the start and asking kids what are paragraphs made up of? Very quickly I get the answer: sentences.
I then break down 3 essential elements of a sentence - Capital letters, punctuation and words (which can obviously broken down further if needed). I then show students an example of a paragraph hamburger graphic organiser (and here is another one) and discuss how this will help their writing improve.
The next step is getting students to understand what they need to do before they write. I take students through the brainstorming phase. Usually I get them to brainstorm between 5 and 12 things they know about a topic. I know 12 seems like a lot and would probably do less for younger grade levels but I tend to find that the first 5 things are what EVERY kid thinks of, so for those who can think out of the box I try to encourage them to go with the more unique ideas they brainstorm later in the process. I often tell kids - if you can't brainstorm 5 things you can't write enough so go find out more information!
We then look at an example of a paragraph (one that is a very obvious example that easily "fits" into the hamburger graphic organiser). I also usually put a title on this paragraph. Often when I ask students what the topic sentence is they will tell me the title which gives me an opportunity to teach them to think of the title as the wrapper of their burger. It gives a little taste of what is to come. We then go through each sentence and identify where it would fit in the graphic organiser.
We then look at another paragraph and rewrite it. At this point I get students to actually draw their own hamburger and write the sentences into it. I find this is a bit more consistent with getting them to see each part is important otherwise they wouldn't have a complete burger. This also gives me an opportunity to go back over writing sentences - I ask students to check their capital letters and their punctuation. I tell them to think of these things as sauce:
1. sauce usually ends up going the whole way through your burger
2. burgers just don't taste right without sauce
The next step is talking about super-sizing your burger or making a "lot" burger. In this phase I get students to go back and see if they can add in something extra (example: "This burger is looking pretty tasty but I like my burger to have extra bacon. Can we add in some bacon!?"). This sometimes gets students to go that one step further to add an extra sentence.
Finally, I will give students a familiar topic or some information to read and let them make their own burgers. After writing I will ask students to make sure they "have sauce" (capitals and punctuation) and also that their burger has a "wrapper" (title). We will then swap burgers and have a taste of each others, maybe get a partner to try to supersize the burger or simply conference to see if they get the concept.
So there we go. A little snapshot of my classroom this week. Sadly no pictures, but I will get some to add into this soon. This is something that I try to do over two weeks or so to ensure students become familiar with the idea and the steps. It is also something valuable to teach to refer back to all year, especially for those students who sometimes struggle to write.
23.8.12
Classroom Envy
Today I ripped the innards our of my classroom. I'm talking 6 garbage bags full of stuff. It was a great feeling and thankgoodness Mr Maths was able to help me carry it all down to the bins!
I have been blog hopping and seeing so many beautiful classrooms on teaching blogs. They all have bright colours and adorable matching themes. They are classrooms that people are proud to take pictures of and put on the internet! My classroom looks like a cave - well...an empty cave now!
I have potato sacks on the windows as curtains. I have a whiteboard that has been dented in several places and covered in stickers in other places. I have a book case that looks like it was made from weetbix. My computer area has bare floorboards and you can see through to the concrete below. Sometimes lizards get in. The whole room hasn't had a lot of love but it is still mine and I like it. I just wish that I had access to some things to make it nicer - like an Ikea and a Bunnings and an Office Works!
I need to think of a classroom theme for next year - any suggestions?
We are going on an excursion tomorrow to the library....I'm very excited.
I have been blog hopping and seeing so many beautiful classrooms on teaching blogs. They all have bright colours and adorable matching themes. They are classrooms that people are proud to take pictures of and put on the internet! My classroom looks like a cave - well...an empty cave now!
I have potato sacks on the windows as curtains. I have a whiteboard that has been dented in several places and covered in stickers in other places. I have a book case that looks like it was made from weetbix. My computer area has bare floorboards and you can see through to the concrete below. Sometimes lizards get in. The whole room hasn't had a lot of love but it is still mine and I like it. I just wish that I had access to some things to make it nicer - like an Ikea and a Bunnings and an Office Works!
I need to think of a classroom theme for next year - any suggestions?
We are going on an excursion tomorrow to the library....I'm very excited.
10.8.12
Mockingbirds & Cavemen
The recruitment officer rang me during the week to ask about my teaching preferences for 2013 so ....fingerscrossed! I'm holding out for a nice little school on the Northside of Brisbane and a comfortable English & SOSE position in the lower secondary department.....is that so much to ask!?
I have received approval from my principal to teach the "To Kill A Mockingbird" unit instead of "Worldshaker". I am so thankful for this opportunity and amazed at the amount of faith my boss has in me to produce a unit from nothing that will align perfectly with the National Curriculum.
Finally,in a bid to lose every centimetre of body fat to shift some excess weight, I am tentatively considering the paleo eating plan. I have spent several hours today looking through information and I feel it is something I could realistically do and would open up some new options in the kitchen which is always exciting.
So that's my plans for the weekend. I'm actually very excited - hope you're doing something nice!
I have received approval from my principal to teach the "To Kill A Mockingbird" unit instead of "Worldshaker". I am so thankful for this opportunity and amazed at the amount of faith my boss has in me to produce a unit from nothing that will align perfectly with the National Curriculum.
Finally,
So that's my plans for the weekend. I'm actually very excited - hope you're doing something nice!
6.8.12
Linking with {6th Grade} All-Stars
I'm beginning to realise that I'm very interested in what other teachers are doing and a great way to find out is through blogs. I recently stumbled across {6th Grade} All-Stars. It's always helpful to see what others teachers are experiencing and share the wonderful things that happen in classrooms across the world. I thought I would impart my (limited!) wisdom...
1. I teach in a very isolated outback Australian community. Our school has about 160 students enrolled from prep to grade 10. I teach in the secondary department. I teach grade 9 English, grade 8 English, grade 7 English, Study of Society & Environment and Science. However, for the past two years I have taught grade 6 (all key learning areas).
2. The best advice I received in my first year of teaching is "Don't be afraid to get it wrong". As teachers we often seem to think we have all the answers but (while we do have most of the answers!!) we do get stuff wrong. The most important thing is to learn from whatever mistakes you make and don't be afraid to acknowledge that things aren't working and be brave enough to try something different to fix it!
3. #1 - your planning - obviously you need to know what you are doing!
#2 student desks - I start off with a bit of variety of rows, groups and single desks just until I get an idea of the students (I also explain to them on the first day that they can choose their own desk but it may change)
#3 my desk - this is a surprisingly important area and must be managed to suit your needs to avoid a paper avalanche 5 weeks into the semester. If you have a filing cabinet - USE IT! Have lots of basic stationery and sticky notes. Sometimes an "inbox" can be helpful for anything important (which you will find is most things!)
#4 digital resources - make sure your laptops/computers/interactive whiteboard etc is all hooked up and ready to go
#5 environmental print - posters, classroom rules, curriculum materials - spend the time to make your classroom look the way you want it to look...but you MUST leave space for things that you and your students create together!
4. I think it is important to have "a nice spot"! This might include a rug, some beanbags, a pot plant, fish tank...it's just a place to sit and read or listen to quiet music or talk. I've only just realised how important a spot like this is. Other imperative things are reading materials that kids actually enjoy (a nice mix of books, magazines, comics, newspapers etc).
5. Classroom rules display- it is so important to set expectations. Being clear from the first moment means that everything else flows easily. It's about establishing transparent guidelines so that nobody is confused about what they are doing. Displaying the rules gives you the opportunity to refer to them as necessary and also gives you an opportunity to introduce the rules and expectations easily on the first day. A good way to do this is with WWH (what are we doing, why are we doing it, how are we doing it).
1. I teach in a very isolated outback Australian community. Our school has about 160 students enrolled from prep to grade 10. I teach in the secondary department. I teach grade 9 English, grade 8 English, grade 7 English, Study of Society & Environment and Science. However, for the past two years I have taught grade 6 (all key learning areas).
2. The best advice I received in my first year of teaching is "Don't be afraid to get it wrong". As teachers we often seem to think we have all the answers but (while we do have most of the answers!!) we do get stuff wrong. The most important thing is to learn from whatever mistakes you make and don't be afraid to acknowledge that things aren't working and be brave enough to try something different to fix it!
3. #1 - your planning - obviously you need to know what you are doing!
#2 student desks - I start off with a bit of variety of rows, groups and single desks just until I get an idea of the students (I also explain to them on the first day that they can choose their own desk but it may change)
#3 my desk - this is a surprisingly important area and must be managed to suit your needs to avoid a paper avalanche 5 weeks into the semester. If you have a filing cabinet - USE IT! Have lots of basic stationery and sticky notes. Sometimes an "inbox" can be helpful for anything important (which you will find is most things!)
#4 digital resources - make sure your laptops/computers/interactive whiteboard etc is all hooked up and ready to go
#5 environmental print - posters, classroom rules, curriculum materials - spend the time to make your classroom look the way you want it to look...but you MUST leave space for things that you and your students create together!
4. I think it is important to have "a nice spot"! This might include a rug, some beanbags, a pot plant, fish tank...it's just a place to sit and read or listen to quiet music or talk. I've only just realised how important a spot like this is. Other imperative things are reading materials that kids actually enjoy (a nice mix of books, magazines, comics, newspapers etc).
5. Classroom rules display- it is so important to set expectations. Being clear from the first moment means that everything else flows easily. It's about establishing transparent guidelines so that nobody is confused about what they are doing. Displaying the rules gives you the opportunity to refer to them as necessary and also gives you an opportunity to introduce the rules and expectations easily on the first day. A good way to do this is with WWH (what are we doing, why are we doing it, how are we doing it).
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