Time-one Open House session or Welcome Night (20 minutes)
Welcome. My name is __________________ and I teach ________________ to your student. One of the most frequently used tools you will see in my classroom this year is the grading rubric. All of the major papers and many of the smaller ones will be graded by a rubric. It allows me as a teacher to grade your student as close to a non-biased and clinical approach as possible. It also eliminates the question as to how your student will be graded on an assignment. I have for your use your own rubric by which to grade them at home…the clean room rubric. The idea is that you will be “grading” your student on several factors for a clean room such as “smell, clutter and timeliness.” You could also modify this to include completing the task without and eye roll or needing to be prompted. The higher they score the larger the reward (or lack of consequence). While in your home they might work toward and allowance or screen time, here at school they earn a grade.
Scoring rubric for a properly cleaned room
What I’m scoring you on:
(A place for everything and everything in its place)
ü Items have not been put away.
ü There are still messes all over this room that need attention.
ü Beware of looking under the bed! Beware of opening the closet.
ü This cleaner does not understand that “to clean” means to put away things properly, not simply relocate them to other, harder to see areas.
ü There is some evidence of things not put back in proper places, but mostly the cleaner has un-cluttered the room effectively.
ü Some items seem out of place, but they are put away neatly some place (at least).
ü The cleaner has gone to great trouble to put all things back where they actually belong.
ü Organizational choices seem logical and well-thought out.
1 – 2 – 3 – 4
(Going that extra mile)
ü This cleaner has done basic cleaning tasks but has not gone beyond the normal expectations and done something that often doesn’t get done. (ie: dusting, changing sheets, cleaning windows or mirrors, vacuuming, etc.)
ü In addition to picking things up, the cleaner has chosen to complete 1 cleaning task not regularly considered when asked to tidy up a room.
ü In addition to picking things up, the cleaner has chosen to complete 2 cleaning tasks not regularly considered when asked to tidy up a room.
ü In addition to picking things up, the cleaner has chosen to complete 3 or 4 cleaning tasks that are not regularly considered when one is asked to tidy up a room.
1 – 2 – 3 – 4
(Air’s gotta circulate!)
ü What died in here?
ü Can’t you smell that?
ü It’s possible to stand in this room without holding your nose, but it’s not very pleasant.
ü The room smells lived in but not in an offensive way.
ü The air in this room is fresh. The cleaner has obviously opened a window or used a fan.
1 – 2 – 3 – 4
(How many times did you have to be asked?)
ü After being told too many times, this cleaner finally did what was asked and grumbled about it.
ü The cleaner either spent too little time working thoroughly, or too much time being distracted.
ü After being told more than once, this cleaner eventually got to the task at hand.
ü Cleaning took longer than it should have, probably because the cleaner could have dawdled less.
ü After being told once, this cleaner got to work and finished the job fairly quickly.
ü This cleaner did not have to be asked to clean. This cleaner knew it was time and got to work!