The Power of a Teacher - St. Helena Parish School · PDF fileThe Power of a Teacher ... 10...

© 2005 by Larry Bell. May not be reproduced without written permission.

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Larry I. Bell Multicultural America, Inc.

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The Power

of a

Teacher

http://www.larry-bell.com/

mailto:[email protected]


CREATING A CLASSROOM CULTURE OF HIGH EXPECTATIONS

Current Best Practices from Colleagues

Classroom Culture Best Practices: Research – Based

Power

Brag

Never


TWELVE WORDS

Twelve words that trip up the “at-risk” student on standardized tests. Part I: Convert these words into short, “at-risk” friendly phrases your students can identify with and remember.

Word Short, “at-risk” student friendly phrases

1. Trace

2. Analyze

3. Infer

4. Evaluate

5. Formulate

6. Describe

7. Support

8. Explain

9. Summarize

10. Compare

11. Contrast

12. Predict

Part II: List ways teachers can make these a part of every child’s vocabulary.

Personal Reflection: Here are the three ways I will use these words in my classroom: 1. 2. 3. What other words in your subject area trip up students?


UNRA(A)VEL READING STRATEGY MNEMONIC

U nderline title

N ow predict passage

R un through and number the paragraphs

A re you reading the questions?

(A) re the important words circled (write down their meaning)

V enture through the passage

E liminate

L et the questions be answered, and write the paragraph # and line # where you found the answers

Double check your work

Brent Grimes, Paul Paschal, JeJuana Collins, Kristen Bowen, Angela Buzzetti, Darcy Ellette, Diana Keeler-Deak

Glasgow Elementary, Riverview Gardens School District, MO


UNRA(A)VEL READING

U Title: _________________________________________ N R

A Question? _____________________________________ (A) V E The “silly” answers I choose to eliminate are:

L The correct answer is: ______________________________ I know this because it can be found in paragraph___line___.

Margaret-Ellen Laettner

Murdock Elementary – Marietta, GA

Paragraph # First few words…

Important word Meaning

Prediction:

Summarize the selection: Who?

What? When?

Where?

Why? How?


WRITING UNRA(A)VEL (Essay Writing)

U nderline the prompt/question

N ow predict (identify) the type of writing

R ecord ideas in proper order

A rrange ideas by topic

(A) re you ready to write?

V enture through the passage

E liminate information not on topic

L et the final draft be written!

Created By: Janell Harris All rights awarded to Larry Bell - Copyright © 2011 Larry Bell


Underline the prompt/question 1. Helps me get started right away 2. It makes me read the prompt/question slower 3. Helps me to focus quicker 4. Tells me what to write about 5. It makes my purpose clear 6. Activates my prior knowledge 7. Can help me start formulating a position right away 8. Shows me what I need to complete the assignment

Now identify the type of genre I should write in 1. Use my pneumonic “DEPIN” 2. Use my word association

Descriptive = word picture Explanatory = explain Persuasive = convince Inform = teach Narrative = story

3. This will help me decide how to organize my thoughts or research (For instance should I use a thinking map, and if so what kind? If not, which other method of arranging my thoughts and data should I use?)

Record Ideas on proper thinking maps 1. This helps me decide which thinking map to use

(circle bubble double bubble tree bridge et.) 2. This helps me organize my thoughts 3. This keeps me focused 4. This helps me break big concepts into small steps 5. This promotes creativity (rule of 20) 6. This makes abstract ideas visible and concrete

Arrange ideas by topic

1. I must look for all related areas 2. This helps me to determine the flow of my writing 3. This helps me determine what is crucial 4. This helps me focus on one point at a time 5. Helps me to determine what should go in the introduction, body and conclusion 6. This will help me hold the reader’s interest 7. This will make the writing easier to understand

(A)re you ready to write?

1. Did I follow and complete all steps above? 2. Did I choose the correct genre? 3. Did I use the correct language for that genre? 4. Do I need to ask for guidance before beginning to write?


Venture thru (write) the first draft of the passage 1. Follow my plan 2. Use the tools I have laid out 3. I must use correct paragraph and sentence structure 4. I must punctuate and spell correctly

Eliminate information not on the topic

1. As I re-read it, is there anything that confuses me? 2. Are there any incomplete sentences? 3. Is there anything not crystal clear? 4. Did I write about anything other than my specific topic? 5. Do my sentences make sense? 6. Do I have any redundant or unnecessary information? 7. Do I have any misspelled words? (Do a spell check.) 8. I need to have someone who can be brutally honest such as a parent, friend etc to read

over it for clarity and to provide me with feedback

Let the final draft be written

1. I must use the prior drafts as a guide 2. When I finish I must reread it with a critical eye 3. I should have someone who can be brutally honest to read over it again before I turn it

in. _________________________________________________________________________________________________________ Now Identify the Genre (DEPIN)

D = Descriptive E = Expository P = Persuasive I = Informative N = Narrative

Rudimentary Word Association Descriptive = paint a vivid picture with words, emotional, adjectives, bare your soul Explanatory = Inform, compare and contrast, analysis, how to Persuasive = convince, sales pitch, win you over Informative = teach Narrative = tell a story, folk, story, logical order

Created By: Janell Harris All rights awarded to Larry Bell - Copyright © 2011 Larry Bell


R.E.M.E.M.B.E.R. (UNRA(A)VEL for Kindergartners)

R – Restate the title E – Everyone predict/think what the story will be about M – Mark the sentences E – Emphasize the important words M – Make sure you look at the pictures B – Be aware of the reading objective E – Evaluate the story R – Retell the story to a friend/partner “Remember the story we read…” Earth, Wind, and Fire

Karen E. Howard, Kindergarten Teacher, Bessie Owens Primary School Bakersfield City School District , 815 Potomac Ave., Bakersfield, CA 93307


MATH UNRA(A)VEL

A WORD PROBLEM – SOLVING STRATEGY

U nderline the question

N ow predict what you think you need to do to solve the problem

R ead the word problem

A re the important words circled? (especially clue words)

(A) pply the step(s) you chose to solve the problem

V erify your answer (is it reasonable; does it make sense?)

E liminate wrong answers

L et the answer stay or rework the problem

Double check your work!


“ADAPTATIONS”

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TWENTY STANDARDIZED ASSESSMENT ACTIVITIES FOR THE CLASSROOM TEACHER

These activities can be done in 4-7 minutes. Circle the two in each group of five that would help your students do better on standardized tests if you did them regularly.

1. Vocabulary test- 10 definitions of daily test type words. 2. Spelling tests – 10 power words daily. (test type words) 3. Combine spelling and vocabulary tests. 4. Include many standardized type questions on your major tests. 5. Include many standardized type questions on your quizzes. 6. Use standardized type questions on homework assignments. 7. Have students use scantron sheets for test questions. 8. Timing your classroom activities:

a. Sections of your test, and they cannot go back. b. Time the daily quizzes. c. Times cooperative team activities. d. Time the entire class.

9. 5-7 minute writing sample activity. 10. 5-7 minute math drill. (the kind of computational skill weakest on) 11. Word math problems daily. 12. Build in daily time for enrichment and remediation. 13. Active Listening Drill- give verbal instructions. Give points for those who can follow them. 14. Written Direction drill – pass out directions. Have them see who can follow them accurately. 15. Put up a math glossary on posters in the room. 16. Use computer technology to move them forward. 17. Use the literary word list of 164 terms in all classrooms. 18. Have your students construct standardized type questions. 19. Ask your students what they feel will most help them prepare for a standardized test. 20. Collaborate with a colleague in your subject area or grade level.

Please write out the four assessment activities you are willing to try with your students immediately.

1. 2. 3. 4.


22 THINGS TO DO TO GET YOUR STUDENTS TO WORK THROUGHOUT THE ENTIRE STATE TEST -

(It has to start long before test day)

21. Talk about working throughout the whole test time the first day of school as one of your

expectations. (Very strongly) 22. NEVER allow students to take out something else to read or do if they finish early. They cannot

do homework, read a magazine, and play a game or anything. ABSOLUTELY NOTHING!! 23. Stress that working throughout the whole test time is getting them ready for college. For

instance, explain that tin order to even get into college, they will have to sit for hours for a college entrance exam. Next explain that once they get into college, they will sit for hours to take the exams professors give.

24. Point out to those that say they are not going to college that there is a long standardized test to go into whatever field they want to go into. For instance there is a test in order to get into the military that determines what you can do if you go in. There is a test to become a mechanic, hairdresser, chef, etc

25. Put it up on your wall as a poster (Everyone works the entire class time in here!) 26. Set it as a class goal. Build class pride around this issue. 27. Give extra points to the entire class period if everyone is working and/or double checking his or

her work for the first_______ of the test to start off with. 28. Give individual extra credit for working for at least the first__ minutes. Build individual pride

around this issue, as in “I am so proud of your effort!” 29. From time to time have class members share how they fill the extra time correctly. 30. Encourage their peers to praise each other on this issue. 31. Encourage other teachers to praise it in their classrooms 32. Encourage other teachers to praise your students for doing it when they walk by your classroom

and see your students working up to the end of class or double-checking their work 33. Administrators should praise students and classes in person 34. Administrators should praise students and classes using the public address system and live

morning television broadcasts 35. Stress that working the whole time gives them a better chance to pass. Never tell students it will

make them pass, just that it will give them a better chance. 36. Create a reward system daily, weekly, monthly, etc. 37. Give small incentives at the end of each test. Buttons, paper awards etc 38. Working all the way to the end of the test (effort) should be one of the things you call their

parents and brag about 39. Incorporate MEANINGFUL endurance reading, writing, musical, etc activities 40. Remind them constantly that they can sit for hours playing video games, texting, watching TV,

learning lyrics to songs etc and not stop, so they can sit for hours taking this test. It is possible. 41. Practice them harder than the game like they do in sports and explain the concept to them. 42. If a student finishes your test early, they must sit with their palms on their desk. They must stare

straight ahead. They cannot look left and they cannot look right as this could very easily be misunderstood as cheating. Administrators must be on board with this!!


THE VIDEO THAT MODELS POSITIVE CLASSROOM CULTURE IN ACTION

1. What was the main reason her students learned?

2. What is the name of the high school version of this video?

3. Did prior negative labels matter?

4. Did her positive “Power Names” matter? Why or why not?

5. What were some of her little techniques that encouraged her students?

6. How can these little techniques be modified to work with middle and high school students?

7. What classic authors were being taught?

8. Which was most important, the little techniques or academic strategies?

9. What were some of the statistician’s predictions and did they apply to this group?

10. Who could benefit from watching this tape and why?


INSTRUCTIONAL STRATEGIES LIST

Following are generic instructional practices to be considered when developing classroom lessons.

Active participation Students making predicitions

Organization of class Guest speakers

Activity centers Summary/Closure

Peer coaching/tutoring Guided practice

Addressing Special Needs Students Sustained Silent Reading (SSR)

Pneumonic device Hands-on activities

Addressing student learning styles Timed reading

Portfolios Homework

Advanced organizers Transition

Posting/explaining objectives Identify key words for students

Anticipatory set Use audiotape of readings

Praise/recognition Independent practice

Benchmark testing Use of advanced organizers

Probing questions Individual work

Checking for understanding Use of manipulatives

Provide flexible time on assessments Jig Saw

Classroom routine/management Use of media/videos

Question and Response (QAR) Know, Want to Know, Learn (KWL)

Comparing similarities and differences Use of rubrics

Questioning strategies Learning centers

Concept attainment Effective use of technology integration into lessons

Volunteer vs. non-volunteers Lecture/presentations

Connect to prior knowledge/learning Use of visuals (Smartboard, document camera)

Call out Metacognition

Considering Multiple Intelligence Modeling

Choral Use of walls to extend learning

Cooperative Learning *pair/share Monitoring and adjusting

Cueing students Using higher level thinking skills

Quiet time/rest time Monitoring student work

Generating and testing hypotheses Vocabulary development

Reciprocal teaching Motivation strategies (level of concern)

Giving students examples Nonlinguistic representations

Re-focus students to learning Wait time

Graphic organizers Note taking by students

Round robin reading Whole group instruction

Dealing with student error Oral Reading

Differentiating instruction Guided reading

Shadowing Small group instruction

Direct instruction Story mapping

Displaying student work Drill and practice

Student demonstrations to class Feedback to student

Student projects/Student use of planners Field Trips

Formative assessment Grouping students

Specifically Designed Academic Demonstration Instruction in English (SDAIE)


BIBLIOGRAPHY

An Educator’s Guide to School wide Reform. (1999) Retrieved February 23, 1999 from

http://www.aasa.org/Reform/overview.htm

Bell, L., (2005). 12 Powerful Words That Increase Test Scores and Help Close the Achievement

Gap.

Brookover, W., et. al. (1982). Creating Effective Schools. Holmes Beach, FL:

Learning Publications, Inc.

Carter, S., (2001). No Excuses Lessons from 21 High-Performing, High-Poverty Schools.

Washington, DC: The Heritage Foundation.

Collins, M., (1992). Ordinary Children, Extraordinary Teachers. Charlottesville, VA:

Hampton Roads Publishing Co. Inc.

DuFour, R., et. al, (1998). Professional Learning Communities at Work. Bloomington, IN:

National Educational Service.

Englemann S. et. al, (1996). Research on Direct Instruction: 25 Years Beyond DISTAR.

Seattle, WA: Ed. Achievement Sys.

Garrett-Holiday, B. (1985). Differential effects of children’s self-perceptions and teacher

perceptions on black children’s academic achievement. Journal of Educational Psychology, (68).

286-292.

Hart, B., & Risley, T. (2003). The early catastrophe. The 30 million word gap by age 3. Spring

2003. Retrieved 23 02, 2004, from

http://www.aft.org/american_educator/spring2003/catastrophe.html

Hirsch, E.D., (1996). The Schools We Need and Why We Don’t Have Them. New York, NY:

Doubleday Dell Publishing, Inc.

Joseph, B., (2004). Teacher Expectations of Low-SES Preschool and Elementary Children:

Implications of a Research-Validated Instructional Intervention for Curriculum Policy and School

Reform.

Published Doctoral Dissertation, East Carolina University.

Lezotte, L., et. al, Effective Schools Research. Okemos, MI: Effective Schools Products, Ltd.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA:

Association for Supervision and Curriculum Development.

Research-Based Strategies to Achieve High Standards.

Retrieved from http://www.wested.org/csrd/guidebook/toc.htm

Wong, H., (1998). The First Days of School. Mountain View, CA: Harry K. Wong Publications,

Inc.

http://www.aasa.org/Reform/overview.htm

http://www.aft.org/american_educator/spring2003/catastrophe.html

http://www.wested.org/csrd/guidebook/toc.htm


NOTES

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