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5 Habits
 The STELLAR program is based on the premise of forming consistent effective teaching habits that take into consideration the needs of diverse students in classrooms. When effective teaching habits are consistently practiced, students will achieve academic results as well as learn to share power and appreciate cultural diversity through interaction with each other. That goal is reached by fostering more interaction within a classroom between students. When teachers exhibit these essential habits, it is beneficial for all students. Evidence can be found in the research regarding the importance of practicing these habits. Research on implementing STELLAR strategies is in progress now. The five essential habits of effective instruction shared in this program are:
- Share the content and language objectives for every lesson.
- Focus on vocabulary before, during and when reviewing every lesson.
- Facilitate student use of academic language.
- Support student access to challenging text.
- Guide students in academic writing.
References
Adams, M.J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press
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Bloom, B. & Broder, L. (1950) The Problem Solving Processes of College Students: AnExploratory Investigation. Chicago, Ill.: University of Chicago Press.
Center for Advanced Research on Language Acquisition. (1998). Characteristics of proficiency-oriented language learning. University of Minnesota: Center for Advanced Research on Language Acquisition.
Echevarria, J., Vogt, M. E., & Short, D. (2004). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston: Allyn & Bacon.
Florida State Department of Education, Office of Multicultural Student Language Education. (2003). Language arts through ESOL: A guide for teachers and administrators. Tallahassee: Florida State Department of Education.
Fresno School District. (2001). English language development curriculum guide. Fresno, CA: Fresno School District.
Gardner, H. (1993). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research and Practice. (2nd ed.) Boston: Allyn & Bacon
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Slavin, R.E., & Cheung, A. (2004). How do English language learners learn to read? Educational Leadership 61 (6): 52-57.
Tarone, E., & Tedick, D. (2000). Conversations with mainstream teachers: What can we tell them about second language learning and teaching? Keynote address to University of Minnesota TESOL Conference (November 2000).
Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E., (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
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