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     Family and Consumer Sciences

    (Family Dynamics & Child Development)
    Mrs. Dawn Tassin 
     dawn.tassin@petalschools.com
    601/583-3538 

    Courses that Prepare YOU for Life

     

     

    Class Motto: “Before you speak: THINK”   

                                                                         Is it True?
                                                                         Is it Helpful?
                                                                         Is it Inspiring?
                                                                         Is it Necessary?
                                                                         Is it Kind?

     Textbooks:  iCEV Online Textbooks for Family Dynamics & Child Development  

    Supplies Needed: 

    • ** Class curriculum is ALL online so you will need a cell phone/internet device & ear buds for online lessons
    • #2 pencils, blue or black pens,notebook paper & 1 pack construction paper or colored copy paper 
    • Colored HEAVY WEIGHT folder with pockegts for your portfolio (See color by class period)

    Additionally, the following supplies should be purchased based on the class period you are in:

    1st period RED folder & Elmer's school glue

    3rd period YELLOW folder & Kleenex  
    4th period GREEN folder & disinfectant wipes
    5th period BLUE folder & skinny washable markers   
       

    FAMILY DYNAMICS is a course that develops skills related to personal, family, and social issues.  It includes instruction in dimensions of adolescent development (including male and female sex/reproductive organs), family decisions and responsibilities, social decisions and responsibilities (including abstinence), and management of family systems in today’s society.

    Syllabus/Course Requirements:  

    Unit 1: Dimensions of Adolescent Development
    1. Understand growth and change during the teen years.
    2. Explain the importance of developing a positive self-esteem.
    3. Examine one’s own potential for career development.

    Unit 2: Family Decisions and Responsibilities

    1. Determine choices involved in establishing a lifestyle.
    2. Develop an understanding of the role of dating.
    3. Develop an understanding of love and commitment.
    4. Evaluate steps to building a marriage.
    5. Recognize the demands of responsible parenting.

    Unit 3: Management of Family Systems

    1. Evaluate the dynamics involved in preserving the family as a unit.
    2. Develop coping techniques for individuals dealing with crisis in the family.
    3. Explore the aspects of domestic violence.
    4. Utilize resources and technology in managing multiple roles of family members.
    5. Analyze factors of balancing work and family.
    6. Discuss career options working with human service occupations.

     

    CHILD DEVELOPMENT is a course that develops skills related to physical, social, intellectual, and emotional development of the child.  In addition, we will cover considerations for parenthood, prenatal care, pregnancy & childbirth, behavior management, needs of exceptional children, and career opportunities.

    Syllabus/Course Requirements:   

    Unit 1: Considerations for Parenthood
    1. Discuss considerations before parenting.
    2. Analyze the importance of good parenting.

    Unit 2: Child Growth and Development

    1. Examine responsibilities of good prenatal care.
    2. Discuss the physical, emotional, social, and intellectual needs of the infant from birth to one year.
    3. Discuss meeting physical, emotional, social, and intellectual needs of children from one to three years of age.

    Unit 3: Behavior Guidance for Children

    1. Analyze strategies for managing behavior.
    2. Demonstrate effective ways of dealing with misbehavior.

    Unit 4: Children with Special Challenges

    1. Determine ways to meet the needs of an exceptional child.
    2. Examine types of child abuse.
    3. Analyze methods of dealing with crises affecting parent-child relationships such as divorce, moving, death, and family crises.

    Unit 5: Career Opportunities in Child Development

    1. Discuss professional organization credentialing and state licensure.
    2. Explore career and job opportunities in the field of child development.

     

    Assessments for both classes:  Student daily participation, teacher observation, graded work, self-assessment, notebook checks, quizzes, assigned projects, oral presentation, etc. (Assignment- specific rubrics will be used for projects.) 

    PHS Grading Scale:   

    A          90 – 100
    B          80 – 89
    C          70 – 79
    D          65 – 69
    F          64 & Below

    What is this class like?

    Research shows that classrooms must foster an inclusionary climate.  It is essential that students bond with one another and with the teacher to form a positive learning community.  Therefore, students will be expected to form a positive learning community that encourages students to support each other, while promoting a family-like atmosphere.  I often refer to this class as a class family.  As your teacher, my goal will be to mold you as a group of individuals without common ground or goals into a classroom community where “they” become “us”.

     

    Classroom Expectations (RULES)

    * Be in your seat when the tardy bell rings.
    * Have ALL necessary supplies ready to start work.  This includes being logged onto needed website, pencils sharpened, etc.
    * Abide by Class Expectations (see above)
    * Follow Class Procedures (ie: beginning class, communication, ending class, etc.) 
    * Cell phones & electronic devices are not permitted except for online curriculum needs. 
     
     
    The PHS Handbook provides us with the consequences for specific actions and rules to follow at PHS.  We will adhere to those designated and approved by the school board.  Specifically, in most situations, the following will occur:  
    • 1st offense: Verbal Warning from teacher
    • 2nd offense: Parent Contact  
    • 3rd offense: Office Referral

     

     

    Each of you are part of a family and you will continue to be part of a family for the rest of your life.  I want to help you better understand how families can function more efficiently, while nurturing each family member along the way. After all, one day each of you will (more than likely) become a spouse and a parent.  Both of those are tough jobs…. that’s right, I said jobs!  Anything worth having and keeping must be worked for. I want you to have the best life you possibly can, so my desire is to help you understand your personality, temperament, aptitudes and skills.  As you become your best self, you will also be equipped to be a better spouse and parent in the future.  I look forward to getting to know each of you as we learn about life together.

     

    HOW DOES OUR CLASS FAMILY RUN?

    • All students will be greeted at the door by me or the class greeter.  Students will work together in tables instead of traditional desks.  Research show the learning is best when there is sharing of information and ideas and working on problems in a climate of social support.  In a classroom where collaboration is taken seriously, a visitor should have difficulty finding the teacher.  We will have such a classroom.  Each table will choose the name of a Hawaiian Island and your group will be referred to this name all semester.
    • Once the tardy bell rings, all students will be in their seats prepared to engage in the Beginning Class Routine and reviewing the day’s agenda, which will be posted on the board/or on the screen in a power point.  After review of the agenda, you will realize what materials will be needed and immediately get them ready.
    • After the roll is taken, I will pick up a book and sit on my stool.  This is the nonverbal signal to actively listen.  This activity is designed to help disengage stress so your brains can be more prepared to learn.
    • A Wish Well activity will be conducted to create a more coherent heart.  Since there is a direct connection between the heart and the brain, this activity will be utilized to further get your brain prepared for learning.  During this activity, the Wish Well Manager will take any requests from our class family that reveals concerns one might have.  These concerns may be about family, friends, or school.  The following day, the Wish Well Manager will go over the previous day’s Wish Wells and check the status.  Then, she will ask for any new concerns.  This activity is vital to a class family.  We need to know what obstacles you may face and we need to celebrate successes in your lives.  Therefore, it is important and will be treated that way.  Every acknowledgement will be respected and honored.  It is imperative that every student feels safe enough in this room to share. We will provide that safe atmosphere.  If you do not feel comfortable sharing something with the entire class, just tell the Wish Well Manager or write your own note and place it on the board.  This activity will typically take approximately 3-5 minutes.  
    • After Wish Well, we will move into the lesson, activity, assessment, etc.
     
     

    PROCEDURES ALLOW A CLASS TO OPERATE SMOOTHLY.  RESEARCH STATES A VAST MAJORITY OF BEHAVIOR PROBLEMS ARE CAUSED BY THE FAILURE OF STUDENTS TO FOLLOW PROCEDURES AND ROUTINES.  OFTEN, IT IS BECAUSE STUDENTS DO NOT KNOW THE PROCEDURES AND HAVE NOT BEEN TRAINED TO FOLLOW THEM.

     SO, WHAT IS THE PROCEDURE FOR THE FOLLOWING? 

    • Going to the restroom - These requests should be used ONLY for emergencies.  When you are not in the classroom, I can no longer protect you and yet I am still responsible for you! If you MUST go, please let me know discretely. This will help eliminate more distraction.  You must always have a pass in your hand signed by me when you leave the room.  After it has been filled out, you must sign out in the folder on the back table.  When you return to the classroom, sign back in.  (YOU MUST RECORD THE TIME OUT & TIME IN.) This procedure is important for safety reasons so it is documented that you came back to the room in a timely manner.
    • Getting supplies or other items (germ-X, tissue, paper towels, wet wipes, etc) and sharpening pencils - These requests do not require approval from me.  You may quietly walk to the Care Center at the back of the room and get them.  If you need to blow your nose outside the room, please notify me and then take care of your business quickly.
    • Effective communications - If you want to speak during a class discussion, raise your hand.  This ensures everyone has a chance to be heard. When a visitor comes to the door, respond exactly like the person in in front of you as a speaker.  Show respect by being quiet and waiting for me to end the conversation. 

    Rules of Conversation - Often we will engage in conversations that relate our lesson  to life, so the lessons are more relevant.  Effective conversations depend on how the speakers cooperate.  We will use Herbert J. Taylor’s “Four-Way Test” :

    1.    Is it the truth?

    2.    Is it fair to all concerned?

    3.    Will it build goodwill and better friendships?

    4.    Will it be beneficial to all concerned?

     
    • Handing In Work- There are trays on the front table designated for each class period.  To eliminate distractions, student work should be turned in to your designated bin, unless otherwise stated. (PLEASE NOTE: Most assignments and assessments will be online through our curriculum site or via Google Classroom.) After a test, students will begin another activity or “Mind Your Own Business.”  At no time after testing, is anyone allowed to chat or play on their phone/device; instead, another assignment will be started to help you become more self-directed and allow remaining students to have a quiet environment to complete their test.
    • Giving your attention to me - I will use several techniques to give you signals for focused attention without conversation.  You will know it is that time when I say “I need everyone listening in 5,4,3,2,1”
    • Make-up Work - Make-up guidelines will be followed per the PHS student handbook.  STUDENTS ARE RESPONSIBLE FOR OBTAINING MISSED ASSIGNMENTS.  If you are absent you should always check the Google Classroom for the daily BR.  Additionally, email me or a classmate for assignments. When you have finished your make-up work, be sure to put your name, date you are turning in, and class period on the top right side of the paper; then, give it to me personally. If the assignment is electronic, email me a notification that the work is completed. Do not put it in the class bin.  I will not be looking for it there!

     WHAT DO I DO WHEN I’M THROUGH?

    Because it is important for me that you stay engaged throughout the classroom, I have developed some ideas which you may choose from to do when you have finished your work while we, as a class family, are allowing others to finish theirs.

    • Read your own book whether pleasure reading or for another class.
    • Write positive notes to students in the class family. (Slips of paper will be provided for you!)
    • Work on a project for another class.
    • Be a good citizen:  See something that needs to be done in the classroom (dusting, sweeping, etc) and take the initiative to do it! Let’s take care of our “home”!!!

     

     Mrs. Tassin

    dawn.tassin@petalschools.com      

    Feel free to contact me with any comments, questions or concerns.
     
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