The Power
of a
Teacher
Contact Information:
Larry I. Bell
Multicultural America, Inc.
12689 Crossbow Drive
Manassas, VA 20112
703.690.0413
www.larry-bell.com
[email protected]
© 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
1. Trace
Short, “at-risk” student friendly phrases
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
Prediction:
R
A
Question? _____________________________________
(A)
V
First few words…
Paragraph #
Important word
Meaning
Summarize the selection:
Who?
What?
When?
Where?
Why?
How?
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
© 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.
2.
3.
4.
5.
6.
7.
8.
Helps me get started right away
It makes me read the prompt/question slower
Helps me to focus quicker
Tells me what to write about
It makes my purpose clear
Activates my prior knowledge
Can help me start formulating a position right away
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.
2.
3.
4.
5.
6.
7.
I must look for all related areas
This helps me to determine the flow of my writing
This helps me determine what is crucial
This helps me focus on one point at a time
Helps me to determine what should go in the introduction, body and conclusion
This will help me hold the reader’s interest
This will make the writing easier to understand
(A)re you ready to write?
1.
2.
3.
4.
Did I follow and complete all steps above?
Did I choose the correct genre?
Did I use the correct language for that genre?
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.
2.
3.
4.
Follow my plan
Use the tools I have laid out
I must use correct paragraph and sentence structure
I must punctuate and spell correctly
Eliminate information not on the topic
1.
2.
3.
4.
5.
6.
7.
8.
As I re-read it, is there anything that confuses me?
Are there any incomplete sentences?
Is there anything not crystal clear?
Did I write about anything other than my specific topic?
Do my sentences make sense?
Do I have any redundant or unnecessary information?
Do I have any misspelled words? (Do a spell check.)
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.
2.
3.
4.
5.
Vocabulary test- 10 definitions of daily test type words.
Spelling tests – 10 power words daily. (test type words)
Combine spelling and vocabulary tests.
Include many standardized type questions on your major tests.
Include many standardized type questions on your quizzes.
6.
7.
8.
Use standardized type questions on homework assignments.
Have students use scantron sheets for test questions.
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.
5-7 minute writing sample activity.
5-7 minute math drill. (the kind of computational skill weakest on)
9.
10.
11.
12.
13.
14.
15.
Word math problems daily.
Build in daily time for enrichment and remediation.
Active Listening Drill- give verbal instructions. Give points for those who can follow them.
Written Direction drill – pass out directions. Have them see who can follow them accurately.
Put up a math glossary on posters in the room.
16.
17.
18.
19.
20.
Use computer technology to move them forward.
Use the literary word list of 164 terms in all classrooms.
Have your students construct standardized type questions.
Ask your students what they feel will most help them prepare for a standardized test.
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
Organization of class
Activity centers
Peer coaching/tutoring
Addressing Special Needs Students
Pneumonic device
Addressing student learning styles
Portfolios
Advanced organizers
Posting/explaining objectives
Anticipatory set
Praise/recognition
Benchmark testing
Probing questions
Checking for understanding
Provide flexible time on assessments
Classroom routine/management
Question and Response (QAR)
Comparing similarities and differences
Questioning strategies
Concept attainment
Students making predicitions
Guest speakers
Summary/Closure
Guided practice
Sustained Silent Reading (SSR)
Hands-on activities
Timed reading
Homework
Transition
Identify key words for students
Use audiotape of readings
Independent practice
Use of advanced organizers
Individual work
Use of manipulatives
Jig Saw
Use of media/videos
Know, Want to Know, Learn (KWL)
Use of rubrics
Learning centers
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
© 2005 by Larry Bell. May not be reproduced without written permission.