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Teacher Tips
nd
2 Edition
OHS Best Practice Teacher Tips Volume 2
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Table of Contents
Pages 47-
Chapter 6 Literacy
53
Pages 54-
Chapter 7 New Teacher Sanity Savers
60
Pages 61-
Appendix
98
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Teacher Tip
Bates Sticky notes work well to teach substitution or
composition of functions (anything that you plug
something else into). Write what you are substituting on
the sticky note and physically stick it where you are
substituting in.
Blassingame Try to use literary pieces that appeal to young people
when you work out your English or dramatic curriculum. It
helps to build relationships with students and reduces
discipline problems through personalization.
Briggs Use different learning styles at the end of each book and
incorporate learning stations to embed the material to
help students own it.
Bush I use sticky notes to explain a specific problem to a
student and then they can stick the example straight into
his/her notes.
Cates Try to bring students into the discussion by using
students’ names in the material. Even those who may not
be paying attention, begin to seek out the meaning of
different items. This engages the students on a very
personal level. Try to involve students to stimulate
schema before you begin a unit. This provides a personal
connection with the text. You must be careful to manage
the conversation so that it doesn’t get off task. Great for
personalization. Have students act out parts of concepts
to incorporate them in a physical manner.
Chilcoat After studying a company, the students come up with a
new product for that company to promote. They will
present the product as a class.
Chilcoat Trash-ball – Divide the kids up by some common trait
(house number, shirt color, age, etc…) but create
heterogeneous groups. Never single a student out. Ask
the first group a question. The kids discuss the answer to
the asked question (this provides peer re-teaching) and
come to consensus. If they get the question correct, they
can shoot the paper wad to through the hoop. They get
one shot per question correct. If the first group does not
get the question correct, the question is given to the next
group. There are shot lines that determine the point
value. Creates greater cohesion within a class. They are
never in the same group. The size of the group is dictated
by the absences that day.
Cline In English we often have long lessons involving stories in
which it is very easy to lose the students' attention and
cause them to have a glazed over look on their faces. I
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Chapter 2 – Assessment
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Teacher Tip
Bates Use a homework sheet for each chapter and stamp it
daily. The class warm-up is on the board and while they
are working on the warm-up, you stamp their homework
sheet. The stamp signifies that they have shown all of
their work and have attempted every problem. Hardly
ever check every single question. The homework sheet is
taken up at the end of the unit as it is stapled to the
homework all together. They want the stamp more than
anything. From time-to-time, give a homework quiz to
check for accuracy.
Blassingame To encourage team work, give group grades. Each
member must help the others in the attainment of the
grade. Provides that everyone wants to encourage the
others to do well. By allowing them to choose their group
members, if there are people that don’t tend to work, they
have chosen their members. This puts the responsibility
back on them
Bothman If you want to know if your students are taking good notes
and doing their homework, try a homework quiz that
allows them to use their notebooks but nothing else. This
ensures that students keep an organized notebook and
you can spot check for notes and accuracy of homework
problems. See appendix item 7.
Bothman Using graffiti wall instead of KWL chart to see what kids
already know about a topic; Portfolio as final project
include examples of work and reflect on the work of the
portfolio. Students must present their portfolio to their
parents. This is raising the expectations of everyday
work. Graded with a rubric which is given to students
early.
Bothman Use essential questions effectively by only having one or
two per lesson. Leave them posted even after the unit is
completed and refer back to the questions and by making
compare/contrast connections between new material and
previously learned material.
Chilcoat Provide a handout to improve student presentations that
takes into account their body language during the
presentation. See item 14 of the appendix.
Collins Another tip that I use is called “Question of the Week.” I
only do this for my first block class (Spanish II) in order to
greet them and to practice Spanish at the same time.
They are usually so tired and want to be passive in class.
On Monday, a part of the “warm-up” is to list the
“Question of the Week” on their class list of students that
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engineering process
• Implement electronic or paper portfolios to show
student work and growth over time. If this involves a
defense of the items within the portfolio it also allows
for critical thinking and presentation skills to improve.
(see appendix items 1 and 2)
• Consider using a learning journal or learning log to
gauge student understanding of your content
• A student interview is an easy way to assess the
learning of a student. However, it requires either
another teacher keeping the class going or another
assignment to keep the class engaged while interviews
take place.
OHS Staff – Standardized Test Power Verbs
Thursday These are the verbs that are found on every standardized
Thirties test. Some students don’t perform well on these tests
simply because they do not understand what the question
is asking. Therefore, these words should be on posters
around the classroom as a part of your word wall. See
item 5 of the appendix for an article concerning these
words and item 6 of the appendix for a set of posters.
Peck Using performance tasks with rubrics to alternatively
evaluate student work. Grade the positives and ignore
the negative. Mark what is correct and not what is wrong
on a paper. Always correct first and praise second.
Pickett For student engagement, give students projects with open
ended results. An example from my class would be a
design project (bridge, robot, catapult, etc …) where they
have only general instructions and a test of the design in
the end. These projects leave the student feeling “thrown
in the deep end of the pool” but once they get their
bearings, the challenge engrosses them. They thrive and
throw themselves into the project when the results are
truly their own. If you do this, it may be scary for some
students (and for you) because the project itself may
completely fail due to circumstances beyond their (and
your) control. This possibility of failure seems to level the
playing field and engages poorer performing students as
well as the rest.
Pickett Find time at least once each week to give immediate
personal feedback on your student’s work. Many students
worry about whether they are getting it right in the
moments of doing, but lose that interest by the time they
get back graded work. I have students show me a drawing
and I look at it and mark it up immediately, explaining
their mistakes or offering praise as I do. They can then
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Chapter 3 – Technology
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Teacher Tip
Carpenter, D. Swapping the use of the math lab with a math teacher to
have access to computers and light boxes.
Hamrick In Microsoft Word, there is a track changes button which
allows a teacher to write comments on papers without
having to write all over papers. Provides a paperless way
to edit student work without the stacks of paper on your
desk.
Hamrick www.Wordle.net
Use the above website to create word walls and various
posters and designs. The more times you type a word in
the box, the more prominent it will be.
Students can also create comments describing
themselves.
Mann Purchase a Microsoft fingerprint pad for your passwords
on your computer. It makes log-in go very quickly and
students don’t have the opportunity to watch you type in
your password and break into your files/websites…
Mann If you need a quick PowerPoint on a topic but don’t have
the time for all the bells and whistles, there is a good
chance that someone else has already created it on the
web. To search for a PowerPoint, simply type the topic
followed by a space and filetype:ppt in the Google search
box. Ex: “differentiated instruction” filetype:ppt
Mann Jefferson County Schools in Dandridge, Tennessee has
one of the most comprehensive websites of teacher
resources that I have seen. The fact that it is a Tennessee
school district also means that their materials are already
correlated to our state standards. You can find them at:
http://www.jc-schools.net/teachers.htm
Mann If you are looking for help in diversifying your lessons, you
will find not only definitions and examples at the Akron
Global Polymer Academy website, but also video clips to
show you the methods in action.
http://agpa.uakron.edu/k12/best_practices/
Mann Sometimes when you have ESL students in your class, it is
hard to find good resources for them in their language.
Also, when you meet with a parent, the language barrier
can pose multiple problems. I find that Babelfish is one of
the most accurate translation sites.
http://babelfish.altavista.com/
Mann If you are looking for strategies that fit the Activation-
Cognitive Teaching-Summarizing Strategy framework, a
great site to explore is:
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http://its.guilford.k12.nc.us/act/strategies/
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tm
Science: www.physicsclassroom.com
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Chapter 4 – Communication
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Teacher Tip
Athey Continue to tell students how good they are, how much
they have learned already, and how good they are going to
do on tests.
Bledsoe Check email daily to ensure that you don’t miss important
information. Many times parents will email and wait for a
response. By checking and responding to email daily, the
lines of communication stay open between the classroom
and home.
Carpenter, D. More is not always better. Do not just volunteer for
everything because it is a good cause or because no one
else will do it. To do a few things well is much more
effective than doing many things at a sub-par level.
Henson See appendix item 8 for tips on successful parent/teacher
conferences.
Jarvis It is vitally important that any and all communication
between home and school is documented with not only
who you spoke with, but also what was said. This can be
used to prevent misunderstandings and confusion that
may arise later.
Jarvis In some cases, it is better to have an administrator or
counselor present during a parent-teacher conference.
This can only be accommodated with sufficient notice.
Kelley Use student’s names with educated titles to encourage
students to aspire for higher.
Mann Don’t forget your walls when you begin to think about
communication. Your walls speak to everyone as soon as
they enter your classroom. Be sure to put positive posters,
life affirming quotations, and encouraging words on your
walls.
Mann Before parents arrive for a parent conference, create a
folder with samples of graded work and current grade
report from the student to be discussed. Use a table if
possible, but not your desk as it reduces the distance
between you and the parent both real and perceived. It is
also wise to have a table with butcher paper, crayons, or
colored pencils to keep any smaller siblings busy yet
supervised during your meeting.
Always start out with positive statements concerning the
student. Remember that a parent-teacher conference is
most effective when there is a two-way flow of information.
Take copious notes from what the parent says. Also, do
not end the conference until a success plan for the student
has been crafted by all three parties (teacher, parent, and
student).
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Teacher Tip
Athey Raise your expectations of students and their
responsibility level to raise their achievement.
Bates Course Assignment Sheet –Every day I write on the
board the date and assignment, (written assignments,
lecture, or discussion, whatever we do for the day.) I give
the students a table chart where there is a place for the
date, section, page, and assignment for them to fill in and
keep in their notebooks. I also keep a copy in my
notebook. When someone is absent we all have at our
fingertips what we did yesterday. Also, I stamp this sheet
when I check to see that homework assignments were
completed each day. This sheet also provides a place for
grades to be input for each assignment and helps students
keep track of their grade in class. See appendix item 3.
Bean From day one, begin building relationships with your
students. Spend the first few days just getting to know
your students and telling them about yourself. Use index
cards to learn more about your students. Such as the
following:
Where were you What is your favorite
born? food?
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get off the list is by following the class rules, so if they are
able to go an entire class period without breaking the
rules, they can get off the independent list for the next
class period.
Claborn Know your students well and relate to them on a personal
level. If you have a personal connection with the student,
they will perform better in your class. Keeping dialogue
journals with students in where they can express
themselves and you can respond without being judgmental
is a great way of getting to know your students. Writing
nice notes in the progress reports, making an occasional
phone call to the parents to let them know how well their
kid is doing in class, showing up to extra curricular
events are all excellent ways to win a student over.
Clavin I begin each class period with a 5-10 minute journal warm-
up activity. Students have a one-subject notebook they
use for this purpose, and I collect the notebooks and grade
all entries at the end of the course. Warm-up activities
may be a question about material covered the previous
day, a set of ACT practice questions, or an open-ended
question to gauge students’ understanding or opinion of a
topic. Students know they are to begin immediately on the
warm-up once the tardy bell rings. During the time
students are working on the warm-up, I take attendance,
check homework, etc.
Clavin To take care of makeup work for absent students. Create
a form template with the student name, date and the topic
covered in class. Type in info or copy and paste lesson
plan on form. Staple any handouts to the sheet. Improves
accountability for students.
Coggin I give one weekly great each week called a Work
Skills grade. Everyone starts with a 100. The 100 is
composed of 20 points a day in a 5 day week that students
get for being present and on time, on task, in dress code,
acting respectful, having a good attitude and participation
in the class discussion. If a student is absent, I have their
parents send me a note on the return day of school stating
the reason for the absence. If I don’t get a note, I deduct
the total points for that day. If they are tardy, I deduct 10
points for that day. If they put their head down, I also
deduct 10 points. If they have any violation of dress code,
poor attitude, etc, I deduct points. This grade helps offset
other grades and give the students who might not do as
well on a regular assignment a chance to bring up the
grade. I have almost zero problems with students and I
feel the Work Skills grade helps their attendance, attitude
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card off the board mark their attendance and pass it back
in. The cards that are left are absent.
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out.
Sandusky Administratively we must inform students of time-for-time.
She created a form to keep track (see appendix item 4).
Give it out at each progress report. Kids must sign off as
proof of their fulfillment of the requirement.
Seebach Challenge students to positively influence peer pressure.
Become positive leaders for change. Be careful to applaud
the students who may not get the A or B in class, but we
know that worked very hard to get the D that they did
earn. We must encourage them even if they are giving
100% and they only hit the D or C. Don’t forget their self-
esteem.
Slack Kids must believe that you care about them as a person
before they will accept that you care about them as a
student.
Smith, W. Last year I gave a grade called a work skills grade and
didn’t realize how well it worked until I chose not to do it
this semester. I give students 20 points a day that
consists of attendance, dress code, participation, and class
work. If they choose not to do these things on a daily
basis then I take points off and it could result in low daily
grades each week. For some reason I chose not to do it
this semester and I wish I had. They actually want to
have 100 work skills grades each week and want to know
why they have points taken off if they see a grade lower
than 100.
Smith, W. Put rules or steps for problem solving on your wall in
different colored sentence strips to draw attention to them.
In fact, decorate your classroom with bright colored
posters and artifacts to make the room more cheery.
Everyone benefits from attractive surroundings.
Smith, W. Put up all student work to encourage self-esteem. Nothing
gets a kid’s attention faster than seeing their work on
display for all to see. It also encourages better quality
work because they know it will be on display. This also
provides student ownership within the classroom.
Turner When assigning groups, consider creating single sex
groups to encourage more concentration on the activity.
Veenstra See appendix item 10 for article on the myth of the
troubled teen
Wellness What we have started to do in Wellness for kids who
Teachers decide not to dress out is have them go through a chapter
in our Wellness textbook and answer the review
questions. This will give them something to do that is
related to the class and state requirements as well as
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Chapter 6 – Literacy
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Teacher Tip
Behling Use music to teach your content vocabulary. I create a sheet
with the lyrics but vocabulary missing. Have students listen to
the song a few times and then attempt to fill in the appropriate
word(s). For this method to be effective, it must include the
active vocabulary that the class is using currently.
Carpenter, D. Use debate to help students gain a personal interest in the
material. Incorporating M.U.N.
Hughes Place names of students inside of sentences that are used to
teach the material. This provides more personalization. Have
students write a small introduction about themselves and use
this to construct teaching material.
Mann When deciding which literature to use, try to incorporate as
much teenage voice as possible. If children can relate to the
author, they will be more willing to listen to what the author has
to say.
Mann S.P.A.W.N. (Special Powers, Problem Solving, Alternative
Viewpoints, What If?, and Next)
The purpose of this activity is to encourage the examination of
complex issues and to extend student thinking in their writing.
1. Have students read a passage of text.
2. For the S of S.P.A.W.N., students are given special powers
to change some aspect of the text or topic and they must
explain what they changed, why, and the effects of that
change.
3. For the P of S.P.A.W.N., students are asked to write
possible solutions to the problems presented in the text.
4. For the A of S.P.A.W.N., students write about a topic or
retell a story from a unique point of view.
5. For the W of S.P.A.W.N., students respond to a change
that the teacher has made in the text similar to step 2.
6. For the N of S.P.A.W.N., students must predict what topic
will come next or what will happen next in the story with
their rationale for their statement.
7. The first time you introduce S.P.A.W.N., you will have to
create individual writing prompts for each letter. As they
become more proficient at it, students can create their
own.
8. In science, this could concern an experiment. In history, it
could be an event. In P.E. it could be a game strategy.
Mann I Have…Who Has…
The purpose of this activity is to engage students in vocabulary
instruction and increase their fluency and retention.
1. Use the template found in the appendix as item 19
2. The teacher must create a set of these cards while being
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will compete to be the first one to find the sentence in the text.
Keep score on the board or overhead. When groups find the
sentence, they will add it to their graphic organizer for that
section’s notes. Provide some sort of incentive for the group
that wins (i.e. candy, time to talk, etc…)
OHS Staff – Word Splash
Thursday Select a series of terms or phrases from the text students are
Thirties about to read. Place these terms on a poster board or on the
overhead. Have students predict from the words/phrases what
the topic of the text might be. This is a great way to pique
interest in the text.
OHS Staff – Shared Inquiry
Thursday 1. Select a piece of text that must be read prior to the
Thirties discussion and create a series of questions to facilitate the
discussion. There should be at least one of each type of
question, factual, interpretive, and evaluative.
2. Using a graphic organizer (see item 21 in appendix), prior
to discussion, have students: a) write one item from the
text they agreed with, b) write on item from the text they
disagreed with, and c) write one item from the text they
had questions about. Also, have them answer the factual,
interpretive, and evaluative questions in the “Post
Reading” boxes.
3. Arrange all students in a circle allowing them to face each
other
4. Go over the Rules for Shared Inquiry
a. If you did not read the text, you may not join the
discussion
b. No third-party opinions about the article are allowed.
c. Only discuss the text provided.
d. You must listen to the other participants and
respond directly to them.
e. Expect the facilitator to only ask questions.
f. Your ideas/opinions must be supported directly by
the text.
5. Begin the discussion by asking your factual question. The
students must not only answer the question, but also
provide the source in the text for their answer. Continue
on through each of the other questions.
6. Remember, students can disagree with others’ answers,
but must provide their support from the text.
7. After the discussion is over, have students re-answer the
factual, interpretive, and evaluative questions in the “Post
Shared-Inquiry” boxes.
8. To summarize, ask students if they still agreed with their
original answers and what new insights did the discussion
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provide.
Note: This is best done with material with a little controversy or
if the questions you ask are a bit controversial. Just remember
the students have to be the ones doing the inquiry.
OHS Staff – Closed Word Sort
Thursday 1. Select 20-25 words that are crucial to the text that you will
Thirties read. Copy each of the words on separate index cards or
pieces of construction paper. If you plan to use the words
again, it is best if you laminate the words in advance.
2. Decide the categories that you will use to sort the words
and print them on pieces of paper that are of a different
color than the words themselves.
3. Divide the class into groups of 3-5 students and give each
group a set of words and categories.
4. Give the students about 10 minutes to sort each of the
words into the categories that you provided.
5. After that time, you can either walk around and check
their answers and point out words that may be misplaced
or have groups look at other groups’ word sorts.
6. Once this part of the process is complete, have the groups
reconvene to decide if and what changes need to be
made. Then have each group write a rationale for the sort
they made.
7. At this point, have the students read the material the
words came from and then make any changes needed to
their sorts.
8. Finally, have each team write a rationale for the words
that they placed in each category.
Note: If you would instead like to do an open sort, you would
simply leave out the step of providing the categories ahead of
time.
OHS Staff – Three Levels of Text Protocol – During Reading Activity (A
Thursday National School Reform Faculty product)
Thirties 1. Appoint a facilitator and a timekeeper for each group of 3-
4 students
2. Have students silently read the text provided and note
any statements/terms that they agree with, disagree with,
or have questions about (basically anything that sticks
out)
3. Level 1 – Within each group, each student will share their
statements/terms (less than 1 minute each)
4. Level 2 – Within each group, have each student share the
reason they chose their individual statement/term (3-4
minutes each)
5. Level 3 – Once everyone in the group has shared and
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The students must list those skills that they missed on the first
essay and correct those mistakes. It is noted on the rewrite and
the chart if the student has then mastered the skill. If not the
student may need supplemental work from the grammar book
or a further rewrite.
Chapter 7 – New Teacher Sanity Savers
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Teacher Tip
Agan Always be flexible.
Blassingame To survive teaching one must be positive in attitude, flexible in
planning, and able to laugh at yourself and others.
Cook To save paper, create a check off sheet of all of the assignments
you will complete in a semester on one sheet of paper that
students will keep in their notebooks. Include not only the
assignments, but also the categories of the assignments. Use
this same sheet to keep track of progress reports. By keeping
track this way, the students always know what their grade is in
class and also they know at a glance what they are missing and
what is coming up next.
Cooper When you can leave very organized and detailed instructions for
a substitute teacher, your can actually enjoy a day off. See
appendix item 12 for template.
Eaves Always expect the unexpected. In other words, be prepared for
an activity that worked well today not to work tomorrow. Always
have a back-up plan.
Delaune Organize homework ahead of time onto an assignment sheet.
When students return after homework is assigned, have them
show that the assignment was completed. When this proof is
provided, stamp the assignment sheet at their desks while they
complete the class warm-up activity. At the end of the
week/chapter/unit, all you have to check for is the assignment
sheet and not all of the individual papers. If a child does not
have a stamp for a certain assignment, they must produce it on
that final day or they lose points on that week’s/chapter’s/unit’s
grade.
Hadden I like to put Word documents in columns on the front side, copy
it, and then copy them front and back. I cut the page in half and
have a front and back half page on half sheets in order to save
paper and copy costs.
Ingle To make inputting report card information easier, make sure that
you put your attendance information on a computer for easy
printout.
James Money and how it is handled has a way of causing more issues
with employment than any other area. Although this is not a
comprehensive list, here are some ways to stay out of trouble:
• Log all money received from students and turn it in at the
end of each day.
• To prevent a conflict of interest, do not sign off on other
bank accounts such as those for booster clubs. A booster
club must have a president and treasurer for that reason.
• No personal reimbursements will be issued for more than
$100.
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Passes
We require a pass, signed by a teacher making an
assignment, for students who come to the library, except
for students who come with their class or who come during
their lunch.
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Appendix
Item 1: Student Portfolio Final Project Information Sheet
Item 2: Portfolio Grading Rubric
Item 3: Course Assignment Sheet
Item 4: Time-for-Time Notification Form
Item 5: Somebody Needs You, Power Verbs Help Ensure
Students’
Test Success
Item 6: Power Verbs Mini-Posters
Item 7: Sample Homework Quiz
Item 8: 25 Tips for Successful Parent Conferences
Item 9: Motivating Students: 8 Simple Rules for Teachers
Item 10: Interview: Richard Lerner (Myth of the Troubled Teen)
Item 11: 6+1 Traits Writing Rubric
Item 12: Substitute Guide
Item 13: Ticket Out the Door Template
Item 14: Giving Presentations Handout
Item 15: How to Make a Poster Using Excel
Item 16: Daily Log Template
Item 17: Dale’s Cone of Active Learning
Item 18: Bloom’s Cube Template
Item 19: I Have…Who Has… Template
Item 20: Problem Solving Strategies List
Item 21: Shared Inquiry Template
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*If you choose to work with a partner to showcase your portfolio, you must
choose six projects to showcase. At least two individual projects for each of
you and two shared projects.
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Item 2
Portfolio Grading Rubric
POINTS PORTFOLIO ITEMS (SHOULD BE IN ORDER AS
SCORE
POSSIBLE LISTED)
Title page (including your name, date, teacher's name, and the
5 name of your portfolio. Should be typed.)
Documentation Include your projects and their
summaries in this section. With each document or
20 project, you must explain why you chose that piece and
why it is a reflection of your best work.
This can be a couple of paragraphs each.
30 Reflective essay (Answer the questions listed below)
Parent/guardian reflection and signature (see
20 questions below) Parent/guardian must sign to receive
credit.
Self grading the portfolio You must give yourself a
10 grade and explain why. Be thorough in your
explanation
Showcase Presentation of the portfolio to a panel of
15
OHS faculty and peers.
TOTAL (Possible Score = 100 points)
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# of Assignments___________
Total Points________
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______________________________________
Student signature/date to signify notification of Time-for-Time Status
______________________________________
Student signature/date to signify notification of Time-for-Time Status
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Item 5
Somebody Needs You
Power Verbs Help Ensure Students’ Test Success
This strategy for improving student test performance is one that
Larry Bell includes in his book Twelve Powerful Words That Increase
Test Scores and Help Close the Achievement Gap.
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means?” You know you can’t answer that question when state tests are in
progress, so you know that student doesn’t have a snowball’s chance of
getting it right if she can’t even tell you what the question is asking.
Let me give you an example: A student runs into a question that says
something like - From the passage, what would you infer the author’s point
of view to be? A student who doesn’t know what the word infer means is
dead in the water. Will it matter how well the teacher taught the material
(author’s point of view, in this case)? Will it matter how well the teacher
reviewed the concept before the test?
What you have here is a classic case of a Power Verb that trips up
students. By using my 12 Power Verbs each day, an including them on tests,
you can help students achieve success. My book, Twelve Powerful Words
That Increase Test Scores and Help Close the Achievement Gap, includes 88
ways in which teachers, administrators, and even parents can introduce and
reinforce this vocabulary so students never fear the words and so they will
have much more confidence when they sit down to take state tests. These
12 Power Verbs will allow students to start with -- to be familiar with -- some
words that normally might confuse and frustrate them so that when they see
other words like them they are more likely to tackle them.
Every educator should take my 12 words and look around for other
“power verbs” that might trip up students in their subject area or at their
grade level. They should do something every day to make up for the lack of
vocabulary with which many students come to school.
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ANALYZE
take apart
COMPARE
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CONTRAST
DESCRIBE
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EVALUATE
EXPLAIN
make it clear
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FORMULATE
PREDICT
Next ?
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INFER
Shape
of the
head
+ Tail
= Cat.
draw a conclusion
SUMMARIZE
IMPORTANT
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SUPPORT
TRACE
present facts in a
step by step sequence
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Item 7
Sample Homework Quiz
(Example)
Name: ___________________________________
Directions: Do not open your textbook. Open your notebook and find the
following problems. Copy all your work in the space provided. Include the
problem, all your solution steps and the answer. No credit will be given for
just the answer.
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Item 8
25 Tips for Successful Parent Conferences
Working for a Common Goal: Academic Success
Communicating with parents is one of the most important things we do as
teachers. When we can work together with a child’s parents toward common
goals, we improve the atmosphere for learning.
Most successful teacher-parent teams begin with a conference, usually one
conducted before there’s a real need to meet.
Of course, while parent conferences can be one of the most helpful
techniques in a teacher’s “bag of tricks,” we also know that sometimes they
can be a discouraging waste of time -- or even turn into ugly confrontations.
Here are some tips to help make your parent conferences productive and
successful:
1. Invite both parents
Encourage both parents to attend conferences when possible.
Misunderstandings are less common if both parents hear what you have to
say and they'll be able to gauge the kind of support both parents give the
child. Remember that both mother and father may not be available.
Increasing numbers of Kansas children live in single-parent homes. Even with
two parents, both parents often work outside the home.
2. Make contact early
You'll get your relationship with parents off to a good start if you contact
them early in the year, perhaps with a memo or newsletter sent home to all
pupils. Give parents an outline of what their children will be studying, and let
them know you’ll be happy to meet with them, and how and when they may
contact you for conferences.
3. Allow enough time
Schedule plenty of time for the meeting. Twenty to thirty minutes is usually
adequate. If you’re scheduling back-to-back conferences, be sure to allow
enough time between them (10 minutes or so) so you can make necessary
notes on the just-conducted conferences and prepare for the upcoming one.
4. Be ready for questions
Parents may have specific questions. They’re likely to ask:
• What is my child’s ability level?
• Is my child working up to his/her ability level?
• How is my child doing in specific subjects?
• Does my child cause any trouble?
• Does my child have any specific skills or abilities in schoolwork?
5. Plan – Get your papers organized in advance
Assemble your grade book, test papers, samples of the student’s work,
attendance records and other pertinent data ahead of time. Have in mind a
general but flexible outline of what you're going to say, including a survey of
student progress, a review of his or her strengths and needs, and proposed
plan of action.
6. Greet parents near the entrance they’ll use
You'll alleviate anxiety and frustration and make parents feel more welcome.
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OHS---Parent/Teacher Conferences
Date_____________ Student____________________
Those Present:
1. ___________________________________ 2. ______________________________
3. ___________________________________ 4. ______________________________
5. ___________________________________ 6. ______________________________
Student/Parent Concerns:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Teacher Concerns:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
Plan of Action:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
7. ___________________________________________________________________________
8. ___________________________________________________________________________
9. ___________________________________________________________________________
Student Signature
________________________________________________________
Teacher Signature
________________________________________________________
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2. What examples the parents see at home of the student’s progress or learning at
school?
3. What does the student say about school? The Teacher? Other students?
Learning?
5. Who does the student spend time with at home? In the neighborhood?
6. Are there recent or past events in the student's family which may impact
readiness to learn?
7. What do you find to be the most effective discipline for the student at home?
8. What are the child's strengths? Weaknesses? How do the parents hope the child
can grow?
2. The degree of self-control the student exhibits and ways all can encourage this
development.
3. How the child is accepted by and interacts with other students and other adults.
4. The ability of the student to handle grade level expectations, materials and
assignments.
6. The ability of the child to express thoughts orally, in written or aesthetic forms.
7. The student's emotional "position" at school. Usually happy? Serious and intent?
Lonely?
8. What should the teacher know to be effective in helping the student? What can
parents do?
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Item 9
MOTIVATING STUDENTS: 8 SIMPLE RULES FOR TEACHERS
By Lana Becker and Kent N. Schneider, East Tennessee State University
becker@etsu.edu or kent@etsu.edu
Reprinted from The Teaching Professor
by permission from Magna Publications, Inc., Madison, Wis.
www.magnapubs.com. Subscriptions and submissions at
custserv@magnapubs.com
August/September 2004
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underlying the new material. Typically, the most learning takes place when
the students are permitted to work in small groups, to refer to their text and
notes, and to ask questions of the instructor while completing the
assignment. If these in-class assignments are part of the course grading
scheme, class attendance also improves.
Rule 5: Help students create a link when teaching something new. If the
student can link the new material to something already learned, the odds of
learning the new material are greatly increased. Examples of possible links
include: prior material learned in this course (e.g., the critical concepts
described in Rule 1), material learned in prerequisite courses, and real-life
experiences of the students outside the classroom.
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Item 10
Interview: Richard Lerner
The Tufts University developmental scientist challenges the myth of the
troubled adolescent in his new book, "The Good Teen"
• By Eric Jaffe
• Smithsonian magazine, September 2007
How did teenagers get such a bad rap?
You can go back to the time of the Greeks and find teenagers causing
problems. The scientific study of adolescence began in 1904, with G. Stanley
Hall, one of the leading psychologists in the United States. Hall believed that
all of our ancestral adult stages were compressed into a single life span, and
that adolescence was the period when we went from being beast-like to
civilized. He started adolescents off with this perception that they were
biologically constrained to be in "storm and stress"—his phrase. For most of
the 20th century, people used this model not only to study adolescents but
describe them, to talk about them as dangerous to others.
When did people start shifting their thinking?
As early as the 1960s research began to show that only a small
minority of the pathways through adolescence were characterized by storm
and stress. But even today, if you ask typical parents why their kids are
doing well, they say, "They're not taking drugs, they're not engaged in
unsafe sex, they're not drinking alcohol, they're not engaged in crime." We
all too often define young people as being positive because of what they're
not doing. That's a very dispiriting message.
Tell us about the "5 C's."
The 5 C's are competence—not just academic but social, vocational
and health competence. Confidence. Then character, that it's fundamentally
important to do what's right. Connection, or working collaboratively with
parents, peers, siblings, teachers, coaches. Finally, caring, a sense of
compassion or social justice.
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Al Gore at a presentation of An Inconvenient Truth and you sell your Jeep and
buy a Honda hybrid, which is what I did. My neighbor didn't, and he still
drives an SUV. We all come to any after-school program, any educational
program with a different history. Where you are will depend on how far you
can go. But the fact of the matter is, humans retain plasticity [the ability to
change] across all their decades. There really is no young person that can't
be improved. How much can they be improved? In what areas? How greatly
they can be facilitated? That depends on a host of individual differences. But
there is no young person who, in principle, cannot be enhanced.
How come some kids with these good characteristics still engage in
problem behaviors?
The reason is, there are multiple determinants of behavior. The most
popular activity kids engage in is sports. In sports you might get a message
of competition: the only way you win is by your opponent losing. However, in
youth development programs you get quite a different message of
cooperation and collaboration. If a kid is engaged in sports and youth
development programs at ten years old, he might be a little confused by
these two messages.
Isn't a bit of rebellion OK?
Is some testing of limits good? Well, yes. Kids need to know how to
deal with failure or blocked goals.
What can be done to reverse the myth of the bad teen in the mind
of the general public?
Policy makers get re-elected by decreasing crime in their district, by
lowering teen-pregnancy rates, not by promoting confidence in young
people. People tell me all the time, the only way to change policy in this
country is to give a politician a problem they can solve. I'm saying there are
not just problems, there are possibilities of positive characteristics in kids.
That won’t change unless members of our communities begin saying to
politicians, yes, we want to prevent, but what are we doing to promote?
Can you sum up your findings in one sentence?
The capacity for young people to develop in positive ways, and to
make important differences to themselves and others, is phenomenal.
What kind of adolescent wants to grow up and study adolescence?
No one's asked me that, ever. I always wanted to be someone working
with young people. I thought I would be a phys-ed teacher and a track coach.
Then I went to Hunter College in the Bronx, which is now Lehman College. I
didn't fit in as a phys-ed major. I went home one night with the college
bulletin—I lived in Brooklyn and had an hour-and-forty-minute train ride. I
was looking through the bulletin, it said: art, biology, anthropology. Then I
get to psychology, and it said, the psychology of personality. I'm 17 years
old. I go, hey, I have a good personality. It said, social psychology. Hey, I like
parties. It said, the psychology of sex. Wow, that I know I like. I came in the
next day, went to the registration and said I’m declaring as psychology
major. And that was it.
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Item 11
6+1 Trait ® Writing Rubric Name:
________________________________________________________
Description: 6+1 Trait ® is the property of Northwest Regional Educational Laboratory. Used by
permission.
5 3 1
Ideas This paper is clear and The writer is beginning to As yet, the paper has no
Key Question: Did the focused. It holds the reader's define the topic, even clear sense of purpose
writer stay focused and attention. Relevant details and though development is still or central theme. To
share original and fresh quotes enrich the central basic or general. extract meaning from
information or perspective theme. the text, the reader
about this topic? must make inferences
based on sketchy or
missing details.
Organization The organization enhances and The organizational The writing lacks a clear
Key Question: Does the showcases the central idea or structure is strong enough sense of direction.
organizational structure theme. The order, structure, or to move the reader Ideas, details, or events
enhance the ideas and presentation of information is through the text without seem strung together in
make it easier to compelling and moves the too much confusion. a loose or random
understand? reader through the text. fashion; there is no
identifiable internal
structure.
Voice The writer speaks directly to The writer seems sincere The writer seems
Key Question: Would you the reader in a way that is but not fully engaged or indifferent, uninvolved,
keep reading this piece if individual, compelling, and involved. The result is or distanced from the
it were longer? MUCH engaging. The writer crafts the pleasant or even topic and/or the
longer? writing with an awareness and personable, but not audience.
respect for the audience and compelling.
the purpose for writing.
Word Choice Words convey the intended The language is functional, The writer struggles
Key Question: Do the message in a precise, even if it lacks much with a limited
words and phrases create interesting, and natural way. energy. It is easy to figure vocabulary, searching
vivid pictures and linger in The words are powerful and out the writer's meaning on for words to convey
your mind? engaging. a general level. meaning.
Sentence Fluency The writing has an easy flow, The text hums along with a The reader has to
Key Question: Can you rhythm, and cadence. steady beat, but tends to practice quite a bit in
Feel the words and Sentences are well built, with be more pleasant or order to give this paper
phrases flow together as strong and varied structure businesslike than musical, a fair interpretive
you read it aloud? that invites expressive oral more mechanical than reading.
reading. fluid.
Presentation The form and presentation of The writer's message is The reader receives a
the text enhances the ability understandable in this garbled message due to
for the reader to understand format. problems relating to the
and connect with the message. presentation of the text.
It is pleasing to the eye.
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Substitute Guide
OHS
Date of absence:_________________
Teacher’s schedule and room assignment:
Block 1: Block 3:
____________________ ____________________
Block 2: Lunch:
____________________ ____________________
Owl Time: Block 4:
____________________ ____________________
Agenda (please write this on the board for students to see)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________
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Attendance Procedures:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________
I am very grateful that you have agreed to cover my classes. I have very high
expectations for all of my students. We normally have a well-disciplined learning
environment. Students stay in their assigned seats and complete assignments as
directed. Please leave detailed notes on how each class met these expectations.
Kim Cooper
BLOCK 1:
BLOCK 2:
BLOCK 3:
BLOCK 4:
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Item 13
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Item 14
Giving Presentations
Body Language- what you say without speaking
Head
• EYE CONTACT is the most important
• Do not mess with your hair or nose
• No gum
Torso
• Use some gestures, not theatrical, just natural
• Use your visual aid (it is an AIDI!)
• Professional Dress-tuck in your shirt, etc
• Don’t fidget
• Hands and arms: with and without notes, speaking or not
Legs
• Don’t move around, well, maybe a little
• Don’t lock your knees
Posture
• Stand tall
• Shoulders back
• Chin up
• DO NOT LEAN on anything
• No hands in pockets
Voice- the sounds that are actually made by your mouth
What you say
• Watch for vocalized pauses (is it a word or a grunt?)
• Use language you are comfortable with
• E-NUN-CE-ATE
• Transition between partners or topics
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Item 15
Following these steps will create a poster which will be as wide as two pieces
of paper and as long as two pieces of paper. You will create it using Excel
and after printing it simply assemble the 4 sheets into one great poster!
Easy Steps:
1. Open Microsoft Excel.
3. At the Page Setup Screen, Page Tab, select SCALING and set it to 200%
4. Now select the MARGINS Tab and change all Margins to .5 and the Header
and Footer to zero and Click OK.
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5. Now you will see the Excel worksheet. Remember 4 rectangles mean 4
printed pages. (See highlighted blue area)
6. Begin making your poster - you can add text, graphics and all the usual
Microsoft Office Tools (like word art, clip art and even other objects)
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7. When you are done with your poster, save it and print. It will print on
several sheets and you will simply trim as needed and glue together.
No need to buy a poster printer - this will work for many purposes... how
about instructions for centers or specific programs, students can create
motivational posters (choose quotes and illustrate and print), share student
electronic projects, and so on!
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Item 16
DAILY LOG
STUDENT: _________________ BLOCK: _____
MONTH O F : _____________________________
DATE DAY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Item 17
Item 18
Zone 1: REMEMBERING
(Recall or recognition of
specific information)
Key Verbs – tell, list,
describe, relate, locate, write,
find, state, name, identify,
label, recall, define,
recognize, match, reproduce,
memorize, select, recite, draw
Zone 2: UNDERSTANDING
Zone 5: EVALUATING Zone 6: CREATING
(Grasp of given information)
(Judging the value of ideas, (Putting together ideas or
Key Verbs – explain, convert,
materials, and methods by elements to develop an
interpret, outline, discuss,
developing and applying original idea or engage in
distinguish, predict, restate,
standards and criteria) creative thinking)
translate, compare, describe,
Key Verbs – judge, select, Key Verbs – create, invent,
relate, generalize, summarize,
decide, justify, argue, debate, compose, predict, construct,
put in your own words,
verify, recommend, assess, design, imagine, propose,
paraphrase, demonstrate,
discuss, rate, prioritize, devise, formulate,
visualize, find out more about
critique, evaluate, defend hypothesize, originate
Zone 3: APPLYING
(Using strategies, concepts,
principles, and theories in new
situations)
Key Verbs – solve, show, use,
illustrate, construct,
complete, examine, classify,
choose, interpret, make,
change, apply, produce,
calculate, manipulate, modify
Zone 4: ANALYSING
(Breaking information down
into its
Write a component parts)
story of your own
Key Verbs – analyze,
using all of your vocabulary
distinguish,
words. Add examine, compare,
an illustration
contrast, investigate,
when you are done.
categorize, identify, explain,
separate, advertise, take
apart, differentiate,
subdivide,
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Item 19
I Have…Who Has… Template
Item 20
Ooltewah Professional Learning Community
Problem Solving Strategies List
1. Use a graphic organizer
2. Sketch a picture
3. Read the end of the problem first, and then work
backwards
4. Look for clue words
5. Validate your answer with peers (Cooperative Learning)
6. Re-read the problem
7. Assign symbols to give facts
8. Determine what you know and what is unknown
9. Identify important info vs. distracters and eliminate
these
10. Identify variables that can lead to doubt
11. Use simple arithmetic
12. Number line
13. Visualizing
14. Cooperative Learning
15. Underline key words
16. Estimate
17. Assumptions
18. Look for “gaps” in information
19. Check answer
20. Use previous knowledge
21. Ask questions
22. Code the text
23. Underline the question
It is our goal that you can use this strategies list in your classroom when
working on difficult problem-solving with your students. As we all know,
sometimes, the answer isn’t as important as the value of the process.
Item 21
Shared Inquiry
Key Details in Text (to support What I agreed with…
opinions)
III. Visuals
A. What media will you use?
B. What should you put on a visual?
C. Text to put on a visual including size, layout, font and size, and
colors
D. How many visuals should you use?
E. How should you present a visual in a presentation?
IV. Creating Interest and Establishing a Relationship with the Audience
A. Give unusual facts or statistics
B. Audience participation
C. Use a variety of media
D. Ask rhetorical questions
E. Emphasize/Highlight important items
V. Body Language
A. Why is body language useful?
B. Exhibit positive body language
C. Avoid negative body language
VI. Voice and Pronunciation
A. What is pronunciation?
B. Use your voice and inflections to create meaning, importance and
atmosphere
Index By Author
Agan 55 Lyons 36
Army ROTC Dept. 29 Mann 9, 18-19, 25, 26, 28-29, 36-37, 48-49, 56
Athey 28, 31 Maupin 56
Bates 5, 16, 31 McGuirt 37
Bean 31 McIntyre 49
Behling 48 Miller 48-49
Blassingame 5, 16, 55 Moorhouse 19-20
Bledsoe 28 Moses 20
Blough 31 Murray 20, 37-38
Bothman 16 Myers 26
Briggs 5, 31 Myhan 56
Buchanan 31-32 Naylor 56
Bush 5, 32 Nelson 38
Carpenter 25, 28, 48 Ohnemus 9
Carpenter, J. 32 OHS Staff 9-12, 20-22, 38-43, 50-52
Cates 5 Ooltewah Professional Learning Community 12
Chilcoat 5, 16 Peck 22
Claborn 32, 33 Peterson 53, 57
Clavin 33 Phillips 12, 43, 53, 56
Cline 5-6 Pickering 29
Coggin 33 Pickett 22, 43
Collins 6, 16-17, 34 Pitts 12-13
Cook 6, 55 Reed 26
Cooper 17, 55 Reynolds 56
Curtis 17, 34 Rice 53, 57
Delaune 55 Ricketts 44
Denton 6-7, 35 Rogers 57
Eaves 7, 55 Rox 57-60
Farley 7 Sampley 44, 60
Franks 7 Sandusky 26, 44
Fuller 7, 17 Seebach 45
Gamble 35 Silva 13, 53
Gatewood 7 Slack 44
Gentry 35 Sloan 53
Hadden 7, 35, 55 Smith, M. 23
Hamrick 25 Smith, W. 44-45
Haupt 17, 35 Substitute Teacher 60
Henson 28 Turner 13, 23, 45, 53
Hernandez 7-8 Van Prooyen 26
Hollingsworth 35 Veenstra 45
Hughes 8, 48 Weathers 23
Hunt 8 Webster 13, 23
Hutsell 35 Wellness Teachers 45
Ingle 17, 55 Whitener 13
Jackson 35-36 Williams 14, 29
James 55-56 Wilson 45
Jarvis 28 Wiram 45-46
Kelehear 17 Wood 23
Kelley 8-9, 28 Wright 46
Lemon 9