the power of a teacher - st. helena parish school · pdf filethe power of a teacher ... 10...
TRANSCRIPT
© 2005 by Larry Bell. May not be reproduced without written permission.
Contact Information:
Larry I. Bell Multicultural America, Inc.
12689 Crossbow Drive Manassas, VA 20112
703.690.0413 www.larry-bell.com
The Power
of a
Teacher
© 2005 by Larry Bell. May not be reproduced without written permission.
CREATING A CLASSROOM CULTURE OF HIGH EXPECTATIONS
Current Best Practices from Colleagues
Classroom Culture Best Practices: Research – Based
Power
Brag
Never
© 2005 by Larry Bell. May not be reproduced without written permission.
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?
© 2005 by Larry Bell. May not be reproduced without written permission.
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
© 2005 by Larry Bell. May not be reproduced without written permission.
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?
© 2005 by Larry Bell. May not be reproduced without written permission.
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
© 2005 by Larry Bell. May not be reproduced without written permission.
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?
© 2005 by Larry Bell. May not be reproduced without written permission.
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
© 2005 by Larry Bell. May not be reproduced without written permission.
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
© 2005 by Larry Bell. May not be reproduced without written permission.
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!
© 2005 by Larry Bell. May not be reproduced without written permission.
“ADAPTATIONS”
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
© 2005 by Larry Bell. May not be reproduced without written permission.
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.
© 2005 by Larry Bell. May not be reproduced without written permission.
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!!
© 2005 by Larry Bell. May not be reproduced without written permission.
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?
© 2005 by Larry Bell. May not be reproduced without written permission.
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)
© 2005 by Larry Bell. May not be reproduced without written permission.
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.
© 2005 by Larry Bell. May not be reproduced without written permission.
NOTES