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Rules of the ROAD
Habits Of Work and Learning self-assessment
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Name
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I produce quality work.
I am responsible for my own work. I consistently use time productively and strive for neatness, accuracy, and thoroughness. I revise and improve my work.
I am often responsible for my own work. I often use time productively and strive for neatness, accuracy, and thoroughness. I often revise and improve my work.
I am sometimes responsible for my own work. I occasionally use time productively and strive for neatness, accuracy, and thoroughness. I sometimes revise and improve my work.
I am rarely responsible for my own work. I rarely use time productively and strive for neatness, accuracy, and thoroughness. I rarely revise and improve my work.
I use appropriate language in my classroom community.
I carefully select my words, adjusting my language to audience and purpose. I use new vocabulary that I learn in class and from reading in my spoken language. My words are kind and respectful. I never curse, use slang, or use my words to hurt others.
I carefully select my words, adjusting my language to audience and purpose. I make an effort to use new vocabulary I learn in class and from reading in my spoken language. My words are kind and respectful. I never curse, use slang or use my words to hurt others.
I carefully select my words, adjusting my language to audience and purpose, but I make some mistakes. I make an effort to use new vocabulary I learn in class and from reading in my spoken language, but I could try harder in this area. My words are generally kind and respectful, but I slip up every once in a while. I was involved in a single incident involving cursing, slang, or using my words to hurt others.
I rarely adjust my language to audience and purpose. I rarely use new vocabulary I learn in class and from reading in my spoken language. My words are rarely kind and respectful. I occasionally curse, use slang, or use my words to hurt others.
I speak at an appropriate volume.
The volume of my voice matches the setting and the needs of my audience. The volume of my voice never distracts others. When I am asked to be silent, I am. When I walk in the hallway, my voice is indiscernible. I always select the appropriate volume to use without direction from an adult or other class members.
The volume of my voice matches the setting and the needs of my audience. The volume of my voice never distracts others. When I am asked to be silent, I am. When I walk in the hallway, my voice is indiscernible. I generally select the appropriate volume to use without direction from an adult or other class members.
The volume of my voice generally matches the setting and the needs of my audience. The volume of my voice seldom distracts others. When I am asked to be silent, I am. When I walk in the hallway, my voice is indiscernible. I generally select the appropriate volume to use without direction from an adult or other class members, but I do need reminders more than I should.
Too loud: I am not careful with my volume. I disrupt others by speaking too loudly at inappropriate times. Too soft: During presentations I have trouble projecting my voice.
The tone of my voice is appropriate and considerate. I consider the quality, pitch, and strength of my voice.
When speaking to others, my tone is relaxed and considerate. I do not try to intimidate or dominate others during a conversation. I speak strongly enough for others to take my opinions and suggestions seriously. The pitch of my voice denotes willingness to show support, explore new ideas, or come to an agreement.
When speaking to others, my tone is relaxed and considerate. I do not try to dominate others during a conversation. I usually speak strongly enough for others to take my opinions and suggestions seriously. The pitch of my voice is generally receptive to support, explore new ideas, or come to an agreement.
When speaking to others, I need to be more conscious of my tone. I have either been involved in an incident where I have intimidated others and dominated a conversation or showed an unwillingness to contribute my voice to group ideas.
When speaking to others, my tone is problematic. I have repeatedly tried to intimidate or dominate others during a conversation or I do not speak strongly enough for others to take my opinions and suggestions seriously. The pitch of my voice denotes unwillingness to show support, explore new ideas, or come to an agreement.
I use polite language in all interactions with other people.
I say "please, may I, thank you, excuse me, pardon me, you are welcome, I am sorry, and I forgive you." I never make rude noises including grumbling and sucking of teeth. I am especially polite when asking someone to do something for me. I never make demands or say "I need" when making a request.
I am generally polite and never make rude noises. I am polite when asking someone to do something for me. I never make demands or say "I need" when making a request.
My manners require some corrections. I never make rude noises. I am not always polite when asking someone to do something for me. I sometimes say "I need" when making a request.
My manners are unacceptable. I do not say, "please, may I, thank you, excuse me, pardon me, you are welcome, I am sorry, I forgive you," unless I am prompted. I have made rude noises including grumbling or sucking of teeth. I am not polite when asking someone to do something for me. I made demands or say "I need" when making a request.
I can offer warm and cool feedback in a careful and thoughtful way.
I understand that people are taking a risk when they share their work. Therefore, I know that I need to be gentle with my spoken and written responses. My feedback is clear, constructive, and kind.
I understand that people are taking a risk when they share their work. Therefore, I am mostly gentle with my spoken and written responses. My feedback is generally clear, constructive, and kind.
I generally understand that people are taking a risk when they share their work. I could be gentler with my spoken and written responses. My feedback is sometimes unclear.
I need to understand that people are taking a risk when they share their work. I am not usually gentle with my spoken and written responses. My feedback has been repeatedly unclear, not constructive, or unkind.
I raise my hand when I want to contribute to class discussion. This means I do not call out.
I always raise my hand when I want the teacher's attention. I wait until the teacher calls on me before I speak.
I raise my hand when I want the teacher's attention.
I generally raise my hand when I want the teacher's attention.
I frequently forget to raise my hand when I want the teacher's attention.
I use appropriate classroom signals.
I use the appropriate hand signals to get the teacher's attention.
I use the appropriate hand signals to get the teacher's attention.
I occasionally forget to use classroom hand signals.
I do not use classroom hand signals.
My body language is appropriate for class.
I consistently show interest in the lesson. I place my binder in or on my desk. I sit up and keep my eyes on the speaker. I do not play with items while the teacher is talking.
I generally show interest in the lesson. I place my binder in or on my desk. I sit up and keep my eyes on the speaker. I do not play with items while the teacher is talking.
I sometimes show interest in the lesson. I place my binder in or on my desk. I sit up, but I may need to be reminded to keep my eyes on the speaker. I do not play with items while the teacher is talking.
I slouch, slump, or sleep. I show disinterest by staring off into space or by making faces at others. I rummage through my bag, crumple paper, play with my pen/cil or open and shut my binder while someone is speaking.
I keep my hands to myself.
I only use my hands to create and help. My hands are rarely idle. They are writing or turning pages. I make projects, contribute to class discussions, and carry items for friends. I never use my hands to play games with staplers, pens, rubber bands, or other office supplies.
I use my hands to create and help. My hands are rarely idle. They are writing or turning pages. I make projects, contribute to class discussions, and carry items for friends. I never use my hands to play games with staplers, pens, rubber bands, or other office supplies.
I generally use my hands to create and help. My hands are generally busy. They are writing or turning pages. I make projects, contribute to class discussions, and carry items for friends. I rarely use my hands to play games with staplers, pens, rubber bands, or other office supplies. I sometimes need to be reminded to use my hands appropriately.
I use my hands to disrupt others. I grab materials, touch other people's belongings, or use my hands to poke, pinch, push, or punch.
I remain seated unless otherwise instructed.
I understand that a productive classroom is orderly. Therefore I do not leave my seat without permission.
I pop out of my seat without permission.
I can walk in lines.
I line up quickly and quietly. I stand directly behind the person in front of my and face forward. When walking, I stay an arm's length behind the person in front of me. I am neither too close nor too far away. I walk at an appropriate pace. I do not try to communicate with people in other lines or far away from me in line.
I generally line up quickly and quietly. I stand directly behind the person in front of my and face forward. When walking, I generally stay an arm's length behind the person in front of me. I am neither too close nor too far away. I walk at an appropriate pace. I do not try to communicate with people in other lines or far away from me in line.
I generally line up quickly and quietly. My body language in line requires correction. I sometimes walk too quickly or too slowly. I do not try to communicate with people in other lines or far away from me in line.
I do not line up quickly and quietly. My body language in line necessitates frequent corrections. My pace is inappropriate and I am usually one of the last students in line. I have tried to communicate with people in other lines or people far away from me in line.
I come to school on time every day.
When I enter the building in the morning. I stand in my designated grade area. I go directly to my locker and my homeroom class. I do not stop to chat or use the restroom.
When I enter the building, I stand in my designated grade area. I go directly to my locker and my homeroom class on time without chatting in the hallway. I ask for a pass to use the restroom.
When I enter the building I go directly to my designated grade area. I usually go to my homeroom class on time. I may stop to chat or use the restroom with asking for a pass.
I am frequently late to school. I do not enter the building with my classmates. I do not go directly to homeroom.
Breakfast
I wait patiently for my turn to select my breakfast items. I choose two bread items, one fruit and one dairy. I make sure my name is checked on the list. I sit politely and eat all items. Anything I choose not to open is placed on the share table. I dispose of recycled materials and trash in the proper receptacles. If I choose not to eat breakfast, I sit patiently while others enjoy their breakfast.
I am disruptive, disorderly or moving about during the breakfast time. I am not cooperative about following the routine.
I begin class according to expectations.
I immediately sit down and take out my materials. I quickly copy the learning target, homework and begin the warm-up. I work through the warm-up to the best of my ability and prepare to share out. I ask clarifying questions if I am confused.
I usually sit down and take out my materials. I copy the learning target and begin the warm-up. I work through the warm-up and prepare to share out. I ask clarifying questions if I am confused.
I sometimes require reminders to sit down and take out my materials. I copy the learning target and begin the warm-up. I do not always complete the warm-up or put forth my best effort. I am sometimes not prepared to share-out. I do not always ask clarifying questions if I am confused.
I require reminders to sit down and take out my materials. I generally copy the learning target and begin the warm-up, but do not use my time wisely. I do not put forth my best effort. I am not prepared to share-out. I do not ask clarifying questions when I am confused.
I transition from one activity to the next.
Teachers fill their classes with multiple activities. It is my responsibility to successfully end one activity and to begin the next. I ask clarifying questions when I am unsure of what to do next. I help others understand what to do next.
Teachers fill their classes with multiple activities. It is my responsibility to successfully end one activity and to begin the next. I usually ask clarifying questions when I am unsure of what to do next. I usually help others understand what to do next.
Teachers fill their classes with multiple activities. I require reminders that it is my responsibility to successfully end one activity and to begin the next. I do not always ask clarifying questions when I am unsure of what to do next. I do not always help others understand what to do next.
Teachers fill their classes with multiple activities. I require frequent reminders that it is my responsibility to successfully end one activity and to begin the next. I do not ask clarifying questions when I am unsure of what to do next. I do not help others understand what to do next.
I quickly pack up my belongings at the end of class.
Upon teacher instruction, I quickly pack up all of my belongings. I clean up any materials I have been using. I check the desk and the floor around me to make sure I have left nothing behind. I wait quietly for dismissal.
Upon teacher instruction, I quickly pack up all of my belongings. I clean up any materials I have been using. I check the desk and the floor around me to make sure I have left nothing behind. I wait quietly for dismissal.
Upon teacher instruction, I pack up all of my belongings. I clean up any materials I have been using. Sometimes, the teacher needs to remind me to check the desk and the floor around me to make sure I have left nothing behind. I wait quietly for dismissal, but I am rarely the first dismissed.
I have trouble gathering my materials. I leave my belongings behind or I do not put away class materials. I am chatty at the end of class and am frequently one of the last people out the door.
I smoothly transition from one class to the next.
I walk directly to my next class. I do not stop to chat with friends or use the restroom. I am usually one of the first people in my next class.
I walk to my next class. I usually do not stop to chat with friends or use the restroom. I am sometimes one of the first people in my next class.
I walk to my next class. I sometimes stop to chat with friends or use the restroom. I sometimes arrive to my first class late.
I linger in the hallways and talk to friends or use the restroom. I often arrive to class late.
I bring my supplies to class: Agenda Binder Pencils Independent Reading Book
I walk through the door of each class with any materials I will need for that class.
I walk through the door of each class with any materials I will need for that class. If I am missing materials, I know how to procure them. I understand that missing materials can prevent me from participating in class.
I am sometimes missing materials when I walk through the door of each class. I am sometimes slow to follow the procedures for borrowing supplies. I need to be reminded that missing materials can prevent me from participating in class.
I am often missing materials when I walk through the door of each class. I do not follow classroom procedures in order to borrow supplies. I need to be reminded that missing materials can prevent me from participating in class.
I complete all homework assignments.
My homework is always completed to the best of my abilities.
My homework is always complete.
My homework is occasionally incomplete or missing.
My homework is often incomplete or missing.
I am prepared to accept the challenges of middle school.
I recognize that middle school requires increased initiative and organization. I put forth only my best effort.
I recognize that middle school requires increased initiative and organization. I generally put forth only my best effort.
I need to be reminded that middle school requires increased initiative and organization.
I seem unprepared for the challenges of middle school.
Meade Middle School
Ft. Meade, MD
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