Lower Division Program Guidelines
Contents
First, we would like to welcome you to the Lower Division Program in Spanish and Portuguese. Our goal is that your position as Teaching Assistant will help you finance your Graduate Studies. The program is designed to save you as much time as possible for your research, yet prepare you for a career in which modern Language Instruction is either the focus or a component. This is a supervised Teacher Training Program, so when you have doubts or questions, feel free to see Professor McGovern, the current Teaching Assistant Consultant, and also to collaborate with your fellow instructors.
This Handbook has been prepared to aid you, the instructor, as a guide to the policies, procedures and practices of the Program concerning its lower division Spanish and Portuguese language courses.
This manual will serve all lower division instructors (TAs) as a quick reference course on the mechanics of enrollment in the proper courses, on questions that may arise during the quarter, on the structure and the nature of the courses involved, and on the standards of teaching, correction, grading, reporting and record-keeping of the Department.
Points not specifically covered in these Guidelines should be discussed with the Lower Division Coordinator, Professor Timothy McGovern.
*
GENERAL INFORMATION
* JOB DESCRIPTION
As an instructor of a lower division language course you are expected to follow these Guidelines as well as any other recommendations or specific instructions given to you by Professor McGovern or the Undergraduate Staff Advisors concerning the course you have been assigned to teach.
Classes meet four days per week (Monday through Thursday) for fifty minutes each. ARRIVE TO YOUR CLASS ON TIME. You are expected to utilize the Department’s adopted method (Communicative Approach) and to the follow the syllabus, detailed lessons, and the course descriptions for each class.
Furthermore, you are expected to contribute in the production, administering, and grading of tests, quizzes, the midterm, and the final examination.
Please be sure to give a copy of all material you distribute to your students to the coordinator.
In the unlikely event that you have to be absent on a given day, it is your responsibility to pre-arrange for a substitute instructor. You must also notify the department and Professor McGovern if you should be unable to attend class. If you need to miss an entire week or more of the quarter due to personal commitments, you should not teach that quarter as it gravely affects the overall effectiveness of the course.
* Spanish/Portuguese 591
A Teaching Assistantship is a
means for you, as a Graduate Student, to develop your teaching ability and
acquire experience in a variety of situations so as to become competent in
contemporary methods of language teaching. You will therefore have to enroll
each quarter that you are teaching in the corresponding Practicum (SPAN/PORT
591) for which, at the end of each quarter, you will receive 4 units of credit
(these units, however, do not count towards your degree objective). The
instructor is Professor McGovern and the instructor code is 20.
Any student interested in completing supplementary coursework for 591 is invited to meet with Professor McGovern to design a research project or teaching materials project. This sort of course component can greatly enhance your marketability when you finish your studies and also makes an excellent addition to a teaching dossier.
If your performance as an instructor has not been satisfactory, Professor McGovern may grant you a U (Unsatisfactory) grade and your contract may not be renewed for the next year.
The following items would
be considered grounds for a U grade in 591 because they seriously compromise
the program and denote a total lack of professionalism:
* Not turning in grades on
time or at all.
* Not giving the final group
exam or midterm on the given dates or giving a different exam.
* Seriously deviating from the
syllabus or course description (ie. number of
quizzes, compositions, following point distribution for final grades, etc.)
* Not turning in exam sections
or totally ignoring exam construction deadlines.
* Missing long periods of
class without notifying the coordinator and/or the department.
* OFFICE HOURS:
You are to keep two regular
office hour periods of fifty minutes each, held on different days, the exact
times and dates of which are to be announced to your students by the third day
of class, posted on your webpage, as well as posted outside your office door.
* OFFICE SPACE
All instructors are assigned office space while they are teaching. However, due to the shortage of space, any time that an instructor is not teaching, the office must be vacated so that other instructors may make use of available space. Offices are also vacated for Summer Sessions for summer instructors and before Fall Quarter to move new Teaching Assistants into the offices adjacent to the Coordinator’s office.
For questions concerning office space, please see the Graduate Staff Advisor or the Undergraduate Staff Advisor for desk and key assignments and information about the usage of the telephone, the copy room, the location of your mailbox, and the computer room.
All course descriptions are
found on the Lower Division website as are the calendars and daily lessons.
These are all in PDF format so that they may be easily printed
The first day of class you will provide students with the official syllabus, the course description, and a course contract which they will sign to prove that they have read and understand the requirements and rules of the class. Keep this contract as it proves that students understand the program, its position concerning cheating and plagiarism, and the dates of the midterm and final. Students will not be given the daily detailed syllabus which is to be followed in order to insure continuity between course sections.
* Spanish
Placement Guidelines:
Students who plan to study Spanish at UCSB (to satisfy major or GE requirements or to pursue an elective interest) may need to take the Spanish language placement examination as follows:
Students who have an official score from the AP Test or SAT II Test in Spanish must use the following to determine proper class level as indicated below:
AP Test Scores in Spanish
Language:
Score of 3
May not enroll in Spanish 1 - 5
Score of 4 or 5 May not
enroll in Spanish 1 - 6
Years of High School Language and UCSB Course Enrollment
High School Class at UCSB
0
Spanish 1
1
Spanish 1 or 2
2
Spanish 2 or 3
3
Spanish 3 or 4
4
Spanish 4, 5, or 6
Students without the above test scores who wish to continue Spanish should (but do not have to) take the Spanish placement exam as a way of assuring proper class selection. Heritage Speakers should take the Placement test.
* BEGINNING SPANISH AND PORTUGUESE (1-3) APPROACH
The Spanish and Portuguese language program at UCSB utilizes the Direct Method (class taught entirely in the target language) and the Communicative Approach (the class emphasizes meaningful communication instead of drills). Also, due to the fact that is an academic program and not an immersion one, the skills tested will be grammatical competence, listening and reading comprehension, and writing production.
The purpose of Beginning Spanish and Portuguese (Spanish and Portuguese levels 1 through 3) is to introduce students to the basic structures necessary for communication in the target language.
The four skills (i.e., the understanding of spoken and written Spanish and Portuguese, and the ability to speak and write the language) will be emphasized.
From the first day of classes, you must accustom your students to the constant use of the target language. If students are unable to understand a word from the context in which it is presented, you may write it on the board in English but the course should be taught entirely in the target language. Teaching ten percent of the class in English is too much. The texts for Spanish and Portuguese 1-6 all present explanations in English and have glossaries for students to refer back to the native language.
The ultimate objective of oral practice is the ability to communicate in Spanish and Portuguese. Thus, you should introduce into the course, from the first classes, oral communicative activities to provide the students with the opportunity to hear and speak the target language.
* SPANISH 1- 3 (Beginning)
Beginning Spanish establishes
fundamental skills in speaking, listening, reading, and writing. Due to
national standards, all basic Spanish Grammar is covered in the first year
while reading and writing, as well as more in-depth study of more difficult
structures is focused in Second Year. For the actual topics covered, refer to
the daily lessons on-line.
* SPANISH 4, 5, 6 (Intermediate)
PREREQUISITE: Grade of C or better in Spanish 3, or equivalent (the student is responsible for all material covered in Beginning Spanish).
Begins review of basic grammar and syntax, designed to develop the four fundamental skills: understanding, speaking, reading, writing. Course conducted in Spanish with emphasis on vocabulary building and use of Spanish in practical situations. Refinement of reading skills. This course focuses principally on reading Literature and the writing of analytical essays on Literature.
Texts: Bretz,
Devorak, Kirschner. Pasajes.
The student will purchase four texts which will be used in Spanish 4, 5, and 6.
1. Pasajes:
Lengua
2. Pasajes:
Cultura
3. Pasajes:
Literatura
4. Pasajes:
Cuaderno de Práctica
Some instructions for Second Year
This course aims at developing oral and written skills beyond the level attained in Spanish 3, to review and deepen formal knowledge of grammatical structures, and to increase learners' active and recognition vocabulary so as to enable them to express themselves at a more sophisticated level and to understand and produce written and spoken Spanish as used for non-literary purposes, as well as to develop an ability to analyze and read literature.
* Oral Communication: Emphasis will be given to the development of oral comprehension and speaking ability by means of class discussions, community learning approaches to the texts, and communicative activities such as debates, discussions, etc.
The traditional “Oral Presentation” should be avoided as these do not lead to learning and are pedagogically rather unsound.
Memorizing texts and/or plays is NOT part of the communicative approach, but role play may be applicable.
The topics for these activities should relate to the topics and readings from each unit.
* Essays: Students will write TWO essays of two drafts each. These should incorporate at least a minimum of research. The topics should prepare students for the composition portions of the midterm and the final examination.
* Lectures: Instructors
will prepare and present two lectures each quarter to give students background
in the topics/authors/texts studied. The idea is to begin to prepare students
for lecture courses later in the program. Students’ comprehension,
note-taking skills, and study skills in a content area should then be tested on
the Quizzes.
* SPANISH 8 A-B (Conversation)
PREREQUISITE: Spanish 3 or 4 or equivalent, for 8A; Spanish 5 or 6, or equivalent, for 8B.
Conversational practice through which students learn idioms, conversational courtesies of the language, etc., and improve facility in speaking and understanding the spoken language.
Text: Brown, Martín Gaite. Conversaciones creadoras.
The goal of these courses is to develop a student’s ability to understand spoken Spanish and to speak the language in order to communicate accurately. The rule of thumb in evaluating a students’ performance is: Can this student make him or herself understood by a native speaker of Spanish who does not know English and who therefor cannot interpret Spanglish? And if this student expresses him or herself, how well does he or she do it?
Students are required to have taken Spanish 3 (or equivalent). If a student is clearly deficient in basic knowledge of grammar, or if he or she is unable to communicate orally at the most elementary level, you should recommend that he or she postpone taking 8A until he or she has made up for linguistic deficiencies which 8A is not intended to correct. However, one should take into account that theoretical knowledge of grammatical rules does not necessarily ensure adequate oral performance, and some students may indeed belong in 8A even though they may have some difficulty expressing themselves in Spanish. Class activities should be organized in such a way as to ensure that such students have ample opportunity to practice the language.
Testing new vocabulary can
and should be done in writing (by means of short quizzes), even though these
are courses in Spoken Spanish. Furthermore, students should be expected
to take notes in class, as they are equally responsible for information (on
vocabulary, culture, or whatever) given by you. The written examinations may
include problematic grammar studied in class, vocabulary, topics, and the
readings.
* Spanish 16 A B
Course Description:
Spanish 16 A B is designed for
speakers of Spanish who wish to improve their command of the formal variant of
the language. The course will focus on advanced grammar, writing styles,
reading skills, and vocabulary building. Special attention will be paid to
those aspects of the language which native speakers in the United States find
most problematic.
* Portuguese 1, 2, 3 (Beginning)
Required Texts: Dias and Lathrop. Portugal: Língua e Cultura. Caderno de Trabalho.
Course Description:
The first year
Portuguese program at UCSB is designed to introduce students to linguistic and
cultural structures necessary for basic communication in Portuguese. The course
is taught entirely in Portuguese while the textbook contains explanations and
instructions in English.
* Portuguese 4, 5, 6 (Intermediate)
Course Description:
The second year
Portuguese Program at UCSB is designed to build upon the basic foundations of
the first year program. The course will focus on improving students’
skills in reading literature, writing, and listening and speaking in order to
prepare them (depending on the their possible
individual need for participation in an immersion program) for Upper Division
Portuguese classes.
*Beginning of Quarter Procedures
On the first day of class,
you will hand out the course syllabus and the course contract and biography
sheet in order to collect information on the students’ background in
Spanish or Portuguese so that you can determine whether each student is
eligible for that course. Students who do not meet the prerequisites but
feel prepared to take Spanish or Portuguese 4 (on account of a summer spent in
The introduction should only take 20 minutes. Then begin instruction as indicated in the detailed syllabus/lessons for your level.
You will take roll of your students (the ones on the class list given to you) and ask all others to sign a waiting list. Once the quarter has begun all classes will be closed by the Undergraduate Staff Advisor in order to keep accurate and fair waiting lists. It will be your responsibility to keep track of attendance for the first 4 days and to let the students know if there is a possibility to enroll in the class. . If spaces open up, then you may use approval codes to let students in. Patience is a must the first week of classes as there will be many closed classes and many students interested in taking classes. However, do not allow students to remain in the classroom without being officially enrolled in that particular course.
Students with special problems should be referred to the Coordinator.
* Reporting
Enrollment the First Two Weeks
For the first two
weeks you must also note the number of students present each day in your class
on the departmental Enrollment Chart, located in the front of the main office.
This is a good
reference for students to check on enrollment in other classes. If you fail to
do so, you will be contacted by the coordinator.
This section will discuss specific guidelines for you to keep in mind concerning attendance, testing and grading, as well as the record-keeping and reporting of the various activities to the Department and/or the Coordinator.
Attendance in class is mandatory and will be carefully recorded at each meeting. Absences will be counted against the student’s class participation grade on a percentage basis. After 3 absences, the student’s grade will be reduced by one percentage point for each absence. For this reason, it is important that instructors also make every effort to meet with their class each day. "Substitutes" strongly reduce the effectiveness of your class.
Tardiness may be dealt with by the instructor. The suggested policy is to take attendance each day by 2-3 minutes after the hour and to let students know occasionally that if they miss the roll call, then they are counted absent. This is also the reason why it is so important for instructors to be punctual for class.
It is the student’s responsibility to explain to you the circumstances beyond his or her control for missing a class and to arrange to cover any material missed. THERE ARE NO MAKE-UP TESTS! However, students may drop one of the 4 quizzes (the lowest grade or the quizz which was missed.
The students are encouraged to go to the Language Lab (Kerr Hall 2160) and to do the exercises in the Lab workbook and to use the CD-ROMS and the text websites.
Students must turn in the homework each day and instructors must give students credit for each day's homework. No late homework is to be accepted.
* TESTING AND GRADING
* TESTS
AND QUIZZES
Testing will occur regularly throughout the quarter as listed on the syllabus. The suggested sections for each test are included on your detailed syllabus. Again, there are no make up tests! The student’s lowest quiz grade is dropped so they do not need to take a make-up quiz.
Instructors teaching Spanish 8A/B and 16 A/B are responsible for evaluating their students’ progress in the course by means of regularly scheduled tests and exams. See Professor McGovern if you have any questions concerning testing in these classes.
Midterms will be group-generated and approved by Professor McGovern. These will take approximately 40 minutes for the grammar section and 30-35 minutes for the listening and composition sections.
Quizzes are short tests of variable duration (20-40 minutes), designed to test the material thus covered and to prepare students in their progress toward the midterm or final. There will be four given each quarter with the lowest grade dropped.
In Spanish 1 through 3, you may also use the Testing Program to accompany Puntos de partida. This material, however, should not be used for the midterm or the final.
The midterm and final exams must be administered on the assigned days. Quizzes may vary slightly depending upon class.
All tests and quizzes are to be corrected and graded on a strict percentage basis.
Each group level will turn in a grading key for the midterm and final that they have created which each instructor will follow in order to insure fairness in grading.
Instructors should return graded materials promptly (the next day for quizzes and no more than two days for midterms).
Two compositions will be turned in for each class except for Spanish 16 A/B which has four. Some suggested dates are included in the syllabus as are some suggested topics in the detailed syllabus. The composition topics should be agreed upon by the group and these should prepare students for the essay part of the midterm and final exams.
In correcting compositions, the following guidelines may be of help to you, especially for Spanish 4, 5, and 6. Each composition has two versions: a Draft and a Rewrite. Compositions take a lot of time to correct and grade, so be sure you insist that your students at least turn in each version typed, double-spaced, and on time.
Since compositions are to be turned in to you on the dates indicated in the official syllabus, it is imperative that you announce the topic of each such composition at least three class meetings before the respective due dates to allow the students ample time to actually do what is asked of them.
Remember: Return the corrected Drafts no later than the second class meeting after receiving it, so that there will be no overlap of present Rewrite and next Draft.
Grade the first draft!! It takes a little extra time, but then you can have a basis to grade their corrections. The corrected version should be given no more than 10 points above the first grade. If the composition is so plagued by mistakes that you need to correct every other word, meet with the student or simply write down the major problems and give a low (meaning D or F) grade. The student is supposed to write the essay, not trick you into doing it!
ALL TESTS, QUIZZES, AND COMPOSITIONS ARE TO BE CORRECTED, GRADED, AND RETURNED TO THE STUDENTS BY THE INSTRUCTOR NO LATER THAN THE SECOND CLASS MEETING FOLLOWING THE DATE OF THE TEST, ETC.
Each group will be assigned one or two liaisons who will advise the coordinator of any problems with the syllabus, group concerns or problems, the composition topics, turn in and pick up the draft versions of the group-generated exams, and turn in the grading key for each exam. The coordinator will also be notified of the meeting times and locations in order to visit occasionally, especially to discuss problems with the new syllabi, exam construction, etc.
* Group
Meetings
All groups will meet at least 3 times per quarter. Here is a suggested format for the meetings:
Meeting 1: Choose composition topics and suggest possible cultural activity day topics. Assign sections for the midterm and final exams.
Meeting 2: Revise the midterm draft and assign sections for the final exam revisions. Turn in the first revision of the midterm. Make the grading key.
Meeting 3: Revise the final exam draft revisions and make the grading key for the final exam.
You will receive a list of
the liaisons and exam draft dates at the beginning of the quarter.
The written final and midterm exams are a collective effort in which all instructors teaching the same course are to participate.
The midterm should equal 100 points and the final 200
points.
The first revision should be turned in neatly typed with copies of visuals or tables. It will be turned back with any suggestions for the creation of the final version.
When the final proposal, again, neatly typed, is approved by the Coordinator, it is give to the office staff for copying and collating. Since the office staff is very busy, your group must turn in the exams by the dates given at the beginning of the quarter.
In all courses, the exams must be accompanied by a grading key, agreed upon by all members of the group and which will be followed in order to insure continuity and fairness.
In making plans for
departure from
Do NOT plan on leaving
Be sure to turn all grade lists in to the Undergraduate Staff Advisor by the Wednesday after finals. Failure to do so will result in a NO PASS in Spanish 591/592.
The assigning of grades is the responsibility of the instructor; you are to correct and grade all papers, quizzes, and tests of your particular section. No one may grade your exams for you.
All grades will be assigned and recorded on a strict percentage basis. The following are the cut-off scores for each grade:
A+
98 B+ 88
C+ 78 D+ 68
A
93 B
83 C
73 D 63
A-
90 B-
80 C
70 D- 60
* Grade Breakdown (Spanish 1-6 and Portuguese 1-6)
The following is the grade
percentage breakdown to be used in Spanish 1-6 and Portuguese 1-6:
Midterm-25%
Quizzes-25%
Performance-10%
(Performance includes oral
participation, homework, and attendance)
Compositions-10%
Final Exam-30%
This breakdown must be followed in each class in order to insure fairness in grading.
Only the Instructor of Record (McGovern) or the chair may sign the form for an incomplete. If a student requests an incomplete, it must be approved by the coordinator.
* PASS / NOT PASS
Pass/No Pass (P/NP) grades are not included in the computation of university grade-point averages. Courses graded P, however, are acceptable for unit and appropriate degree credit. P grades will be assigned only for course work equivalent to a C or better on the letter-grade basis. NP grades will be assigned for work equivalent to a C- or below. No credit is given for courses graded NP. Strongly encourage students to NOT take the course for Pass/No Pass since if they earn a 72 they will not pass.
All grades except I and IP are final when submitted to the registrar by the
instructor in the end-of-term course report. They are, however, subject
to the provisions noted in Contested Grades, as mentioned in the Official UCSB
Catalog. Thereafter, an instructor may report a grade correction only in
the case of clerical or procedural error, but only Professor McGovern may
actually fill out the grade change report.
* REPORTING AND RECORD-KEEPING
You alone are responsible for accurate and up-to-date reporting and record-keeping of all your students’ class activities.
* REGULAR GRADES AND
ATTENDANCE
The Undergraduate Staff Advisor will
issue you a grade book in which you can enter the students’ attendance,
as well as the grades. Please keep all these entries neat since the grade
book will have to be returned to the Department upon your leaving the university;
thus the records you kept will be available to counter any student’s
requests or complaints that may surface at a later date.
* FINAL GRADE REPORTS (Wednesday of Finals Week)
Your final grades are due the Wednesday of Finals Week.
At the end of the quarter, you will be asked to produce two types of final reports on the achievements of your students.
The Grade Sheet and the Departmental Grade List are filed with the Undergraduate Staff Advisor after the final exams. The copy of the latter is kept on file at the Department and the original is sent to the Office of the Registrar by the Undergraduate Staff Advisor. If you make a mistake, a second grade report will be available two weeks after the first report is turned in.
The Final Grade Sheet for the Department is due with the bubble sheet. This is extremely important in case of grade changes or student complaints.
Apart from entering the actual letter grade you will also have to blacken the appropriate box(es), that is, if you assign a grade of B-, be sure to blacken the B box, as well as the -- box.
Always use a No.2 pencil and be neat since the computer scans each report and will reject anything it cannot read properly.
On both the Grade Sheet and
Official Grade Report please only initial the top corner. The only person that can sign these reports are the Coordinator or
the Chair of the department.
The Department Grade List is a
departmental document which shows the different grades for each category
assigned to each student during the course. This report should be neatly
written or typed. Please be sure to enter the percentage grades already
multiplied by the weights assigned to each category (such as quizzes, tests,
compositions, oral exams, final exam). These are
available on-line.
Your own grade report done
with a program or Excel Spreadsheet is also acceptable but must present the
same information in the same format as on the Departmental form. Also
be sure to include your name and your course level if you print up your own
sheet.
The Departmental Grade List is very important to us for the following reasons: It keeps an accurate record of how the student did in the course. If a student registered late, they will not appear on the Grade Sheet at first, they will eventually show up on a supplemental sheet or a late grade request. Your grade list will supply all the information on each student who attended your class, even those who do not show up officially on any lists. This helps tremendously when a Teaching Assistant has already left on vacation or has left the program.
Be sure you keep copies of both documents for your own files!
Each instructor is allotted 500 copies per quarter for COURSE-RELATED copies. You should leave a copy of each handout for your class with the coordinator. You may open an additional copy account with the department for your own research needs. You will be billed seven cents a copy and be billed quarterly. You will only be allowed more than 500 copies for your class in unusual circumstances and if you have already turned in a copy of all materials that you have copied for your class, and with the approval of Professor McGovern.
* REPRODUCTION OF COPYRIGHTED MATERIALS
Federal copyright legislation has severely curtailed individual instructors’ right to legally reproduce copyrighted materials for classroom use. Instructors who use such material may do so in violation of the law and risk court action by copyright holders. The Department strongly discourages such practices in the lower division instruction and disclaims any responsibility, legal or otherwise, for the actions of those instructors who undertake them.
* MATERIALS DISTRIBUTED IN CLASS
All materials distributed
to the students, such as quizzes, exercise sheets, grammar handouts, and the
like, must be typewritten. Copies of all such materials must be place in
the mail box of the Lower Division Coordinator prior to their distribution.
* NO REVIEW PACKETS
The use of lengthy review packets to prep students for the midterm and final exams is strongly discouraged. The sections on the quizzes should be similar in format and covering the same basic material as the group exams. If students need a practice exam before the exam, either the exam is defective or the class instruction did not prepare the students.
All instructors are required to maintain a current webpage for their class with contact information, office hours and place, and any other relevant information.
*
All correspondence with UCSB Administration and other University departments on behalf of students, for the purpose of correcting a grade or some such matter, must be signed either by the Chairperson or the Lower Division Coordinator. Please contact the Coordinator whenever such action must be taken, prior to any direct communication with outside departments or offices.
* Students' Privacy Rights:
RELEASE OF INFORMATION ON STUDENTS
Writing letters of recommendation for or providing information on your students, be it to prospective employers and/or other agencies and/or individuals, is a matter fraught with legal implications.
According to current UC
Policies applying to the Disclosure of Information from Student Records and the
Santa Barbara Campus implementation of that policy,
1. To inspect and review their student records;
2. To have withheld for disclosure, absent their prior consent, personally identifiable information from their student records;
3. To inspect records maintained by the Campus of disclosures of personally identifiable information from their student records;
4. To seek correction of their records through a request to amend the records, or a request for a hearing to challenge the content of their records, or to include a written statement therein; and
5. To file complaints with the Office of the Chancellor or with the Department of Health, Education and Welfare regarding violations of the rights accorded by federal law or University policy.
Consequently, you should not release any information on a present or former student, in writing or orally, to any person or agency, unless you have a letter from that student authorizing you to do so. Furthermore, keep in mind that you are under no obligation to write letters of recommendation/information for anyone. If a situation that you do not know how to handle arises, consult with the Chairperson of the Department, or the Lower Division Coordinator before you commit yourself.
The most important thing about dealing with student’s complaints is to follow a chain of command, that is, first you try to deal with the problem at hand, and only if a solution cannot be reached, you send the student to the Coordinator to present his or her grievances. However, you should bring the matter to the attention of the Coordinator as soon as possible. Also, be sure to supply the Coordinator with all the pertinent information (grades, notes, etc.) so that I can be fully informed about the situation before the student arrives.
* EXCLUSIVE USE OF SPANISH AND
PORTUGUESE IN THE CLASS
Instructors are
expected to only speak Spanish or Portuguese in the class. This is extremely
important to prepare students for each progressive level.