Mr. Romero’s
Course and Classroom Policies

 

I.                    TEACHER INFORMATION

 

Instructor:                               Chris Romero

Webpage:                                http://cromero.com

Email:                                      chrisromero@johnpauliihs.org

School Phone Number:           972-867-0005 ext 5172

Cell Phone Number:                979-574-5750

Classroom:                              2122   

 

II.                  BACKGROUND

 

My name is Chris Romero and this is my fourth year teaching high school students. Prior to my high school teaching, I taught a variety of undergraduate courses as a graduate assistant at Texas A&M University. I hold a master’s degree in mathematics teaching and am working on a dissertation towards the completion of a Ph.D. in mathematics curriculum and instruction.

In general, my approach to teaching can be described as modern, progressive, and student-centered in accordance with the approach now employed by the majority of major universities. Unlike traditional math curricula in which answer-focused algorithmic mechanisms are emphasized, I choose to follow the College Board model. This course model is designed to provide a conceptually deep understanding of the included concepts, in addition to the traditional algorithmic proficiencies. As a result, answers per se are deemphasized; the cognitive approach used to achieve those answers is emphasized. I provide my students with a rich presentation in which each major theme is approached numerically, graphically, analytically, and verbally.

My course will provide your student not only with the generic algorithms used for mathematics, but also empower them to communicate mathematics both orally and in well-written sentences. Students will be able to explain solutions to problems, model physical situations, use technology to help solve problems, experiment, interpret results, verify conclusions, and determine the reasonableness of solutions including sign, size, relative accuracy, and units of measurement.

 

III.                PERFORMANCE AND EVALUATION

 

A.      Standards

a.      CP

                                                              i.      60% Summative – Class Tests , Major Projects

                                                            ii.      40% Formative – Quizzes, Homework, Minor Projects, Readings

b.      PAP/AP

                                                              i.      80% Summative – Class Tests , Major Projects

                                                            ii.      20% Formative – Quizzes, Homework, Minor Projects, Readings

 

B.     Tests – All tests will be modeled after appropriate large scale assessments (e.g. ACT/SAT/AP). Therefore tests in my class will consist mainly of multiple choice and free response questions. Multiple Choice tests may or may not include a guessing penalty. Not all tests will contain both types of questions. One test might include only multiple choice items while another might contain only free response items. Students will be notified in advance as to the exact format of a particular assessment.

 

C.     Quizzes – Quizzes should be expected daily in all courses. Students must recognize that tardiness or dysfunctional laptops may result in lost of quiz points. Quizzes are generally not made-up (due to excused absences); these neither help nor hurt a student’s grade.

 

D.    Homework – Daily Homework is an essential component of learning mathematics. Homework will be collected daily and graded. Homework should always include a student’s name, class period, and homework number on the top of each page. Students should redraw all corresponding figures for problems and should include as much of the question as necessary to make the solution meaningful. An answer with no context is subject to an 80% penalty. Homework which is not turned in on time is subject to a 10% penalty per day (not class period). After 10 class days, a late homework is worth no points.

 

E.     Projects –   In recent decades the National Council of Teachers of Mathematics has emphatically declared that the essence of mathematics learning is the development of meta-cognitive problem solving faculties, not the development of algorithmic proficiencies. As such each quarter students will be required to complete a problem solving exercise. Students will have to employ the concepts they have learned, integrate them into a new context towards the development of a solution attaining strategy, find a solution, and then justify that solution.

 

 

IV.               CLASSROOM POLICIES

 

A.     Expectations

 

·         Students are expected to be at class each day promptly. Tardiness may result in the loss of time on a daily quiz and the distraction of classmates.

 

·         Students are expected to come each day to class prepared with all supplies. Students cannot learn effectively with any supplies.

 

·         Students are expected to be engaged in class by taking notes, listening to the lecture, participating in all activities. Students are expected to be a good classmate to fellow students through both mutual respect and helpful actions.

 

·         Geometry students are expected to make flashcards for every postulate, theorem, property, and definition covered in the textbook. Flashcards are the most effective way to memorize geometry basics.

 

·         Calculus and Advanced Algebra students are expected to make flashcards for certain important results noted during class. Flashcards are the most effective way to memorize certain intricacies which underlie profound mathematical theorems.

 

·         Students are expected to do their homework each night and check answers to all odd-numbered items which are provided in the back of the book.

 

·         Students are expected to prepare insightful questions based on their homework. Students are expected to ask their questions either during class or while seeking help during tutorials.

 

·         Students are expected to fully document all their solutions, particularly in problem solving exercises or projects. Unjustified answers are subject to an 80% penalty. The proper learning of the two-column proofs and the development successful problem solving skills go hand in hand. It is necessary to describe and document each step leading to an answer.

 

·         Students are expected to struggle with challenging material and persevere through their difficulties. Due to its abstract nature, mathematics is difficult for most students.

 

·         Students are expected to be respectful at all times to his or her classmates and instructor. This means that students must only speak with he or she is recognized.

 

B.      Consequences – Failure to comply with classroom expectations may result in consequences such as: consequential writing assignments, after-school detentions, or office referrals

 

V.                 GENERIC CLASSROOM POLICIES

 

A.     Communications the ability to communicate mechanisms of mathematical reasoning efficiently via writing is the most important skill students will develop in this course. Written problem solutions must be written up neatly and completely in pencil. Students will be required to argue theoretically from the evidence which they have been given. Failure to communicate mathematics neatly and in pencil will result in point reductions.

 

B.      Deadlines — students will be given a minimum of one night to complete assignments. Students are expected to turn in completed assignments promptly. Failure to turn in assignments on time will result in a penalty of 10% per day (not class period) late. Rules for makeup tests shall be governed by school policy. Students who miss class due to extra-curricular activities are expected to turn in assignments prior to the activity.

 

C.      Supplies — each student was given a supply list specific to his or her course. Students are expected to be prepared to participate fully (with the applicable supplies) each day. Any missing supplies resulting in the inability of a student to compete an in-class assignment will result in the appropriate late penalties.

 

D.     Laptops — This year, we have two new math software products, Maple and Geometry Expressions which have been installed on the students’ computers. We will use these products on a daily basis as a medium for exploration, investigation, discovery, and communication. As such students are expected to have a laptop in working order with them during each class period. Inoperable laptops may result in appropriate late penalties. Because laptops are not allowed on the AP or SAT tests, it will be a policy of this class that laptops will not be allowed for tests. Laptops will generally not be allowed for quizzes. Students are encouraged to use their laptops to complete their homework. 

 

E.      Academic Integrity — students are encouraged to help each other learn; often the best way to learn a concept is to attempt to teach it. Generally collaboration on homework and projects will be encouraged. Collaboration on quizzes and tests (including take-home assessments) are strictly forbidden. Students found to be cheating on an individual assignment will receive a 0 for that assignment and be subject to school discipline for the infraction.

 

F.       Uniforms — In order to participate efficiently in class, student must be prepared each day to participate fully.  This means that not only must they have all necessary supplies available, but they must also be outfitted in the proper school uniform. Failure to have appropriate supplies or be in accordance with school uniform policy may result in a detention.


 

VI.               TUTORIALS

 

My tutorial times are posted on my webpage at http://cromero.com. If a student is having difficulties it is imperative that he or she ask questions in a patient and persistent manner. In addition to my posted tutorial times I am generally available at numerous other times (in my classroom and outside via various means of electronic communication). I invite students to ask as many questions as they need to understand the concepts.

 

VII.             EXTRA CREDIT

 

Extra credit will be available in all courses. A student may earn extra points in a variety of ways. Please note, according to JP2 policy a student who is failing may not be brought to passing via extra credit. There shall be three types of extra credit:

 

A.     Limited Extra Credit – students are invited to earn up to 20 points (applicable to test grades) of each credit each quarter. These opportunities are effort based and available to anyone. Students are invited to inquire about the availability of these points and are encouraged to not wait until last minute to do so.

 

B.      Unlimited Extra Credit – students are invited to try out to represent in a variety of contests which will be facilitated by the John Paul II Math Club. These contests include: National Math Tests, Local Math Tournaments, and Science Fairs. Individual students will earn points by placing in these contests. Contests which are not specifically math related (e.g. Academic Decathlon) do not qualify under this category.

 

C.      Shared Extra Credit Bonus– a student who performs well as a JP2 representative in a math contest will undoubtedly be aided by his classmates whose cooperation has indirectly led to his or her achievement. As such, all unlimited extra credit earned by a specific class period will be averaged over the number of students in that class each semester. Each student in that class period will earn a bonus in that amount to be applied on that semester’s final exam.

 

 

 

 

 

 

 

 

 

 

 

 

 


 

Mr. Romero’s Class Syllabus available at: http://cromero.com/docs/syllabus.htm

 

Please read, sign, and return the form below by next class.

 

 

JOHN PAUL II Mathematics

 

I have read Mr. Romero’s Class Syllabus. I understand my responsibilities in this course and the requirements to be successful. I know that there will be more work than in a typical class. I will do my best to abide by class expectations.

 

 

______________________________________       _______________

Student                                                                     Date

 

 

 

I/we have read Mr. Romero’s Class Syllabus. I/we support my/our student’s enrollment in this course. I/we have also read the class rules and will do my/our best to have our student abide by class expectations.

 

 

_____________________________________       _______________

Parent/Guardian                                                    Date

 

 

_____________________________________       _______________

Parent/Guardian                                                    Date

 

 

Parent Phone Number: ____________________________________

 

 

Parent Email: _________________________________________

 

 

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