Episode 437: Why Your Bell Ringers Aren't Working (And What to Do Instead)

In today's Teaching Middle School ELA Podcast episode, we're talking all about bell ringers—and why so many of them end up feeling like busy work instead of meaningful learning. Curriculum writer Pat shares a simple weekly framework that helps students build reading, writing, grammar, and vocabulary skills in just the first few minutes of class. 

You'll also learn how to plan purposeful bell ringers, avoid grading overload, and create routines that actually stick. If you're ready to make every minute count, this episode is for you! 

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Transcript

Welcome And EB Support

SPEAKER_01 0:00

Hi there, ELA teachers. Caitlin here, CEO and co-founder of EB Academics. I'm so excited you're choosing to tune into the Teaching Middle School ELA podcast. Our mission here is simple: to help middle school ELA teachers take back their time outside of the classroom by providing them with engaging lessons, planning frameworks, and genuine support so that they can become the best version of themselves, both inside and outside of the classroom. And we do this every single day inside the EB Teachers ELA portal. This is a special place we've developed uniquely for ELA teachers to access every single piece of our engaging, fun, and rigorous curriculum so that they have everything they need to batch plan their lessons using our EB Teacher Digital Planner that's built right into the app. Over the years, we've watched as thousands of teachers from around the world have found success in and out of the classroom after using EB Academics programs. And we're determined to help thousands more. If you're interested in learning more, simply click the link in the podcast description. And in the meantime, we look forward to serving you right here on the podcast every single week. Well,

Why Bell Ringers Feel Pointless

SPEAKER_01 1:12

hello, teachers, and welcome back to another episode of the Teaching Middle School ELA podcast. Today's episode is a practical one, and we are going fully into the classroom and talking all about bell ringers, which is perfect timing as you listen to this at the end of July. Back to school season is upon us, which is wild. And I brought one of our amazing EB team members onto the podcast to have this conversation with you. So I want to welcome back our curriculum writer, Pat. Welcome to the podcast again. Hi, good to be here. We are so excited that you're here. So Pat is the genius behind our new bell ringers that are coming out. And if you are a pro tier or all access member of the EB Teachers ELA portal, these are coming your way very, very soon after this episode airs. So I'm really excited to pat for Pat to like dive into why we set up the bell ringers this way, even if you're not an EB member of our membership, how you can utilize the strategy that we put behind these bell ringers. And I'm just really, really excited to dive into this episode. Now, I already know some of you maybe had a reaction to the word bell ringers, or you saw the title of this episode. And for some of you, it might have been excitement, like, okay, I love them, I'm gonna do them better this year. For some of you, it might have been like, oh, I don't know about this because you've tried them, they didn't stick, and now they feel like one more thing that didn't work out, or one more thing you have to grade, or one more thing you have to deal with. And what I wanna say before we dive in is that if bell ringers haven't worked for you, it's not a you problem, it's a design of the bell ringers problem. And today we're gonna fix that. So I have Pat with here here with us today. She is the brain behind our new bell ringers, like I talked about, and we're gonna walk you through everything with how we structured our new bell ringers the way that we did. We're gonna talk about what makes them actually work, what the new resource we created looks like, and how you can build them on your own if you choose to go that route. Or you'll get to see if you are a pro or all access member that these bell ringers come in your way are pretty sweet. Um, make sure that you stick around to the end of the episode. Pat added something in here for us to tackle the question that every teacher always asks us when it comes to bell ringers is okay, but how do I grade them? Right? That is such a pain point. So we're gonna talk about that at the end. So we'll show you how bell ringers can actually take work off of your plate instead of help, you know, creating another giant grading pile. All right, let's get into it. It's a

The Two Problems To Solve

SPEAKER_01 3:49

QA style podcast episode. Pat's gonna do most of the talking. So, Pat, I'm gonna start with our very first question. And that is what problem were you trying to solve when you created the new EB bell ringers?

SPEAKER_00 4:04

Yeah, so I'm gonna start with I was one of those teachers who really struggled with bell ringers in the classroom for a lot of my time in the classroom. And so I have designed with you know, with the help of the of the curriculum team, but I've I've built basically the bell ringers that I would have used in the classroom and would have kept going with. Um, because I bell ringers are just so helpful if they're done the right way. Um, so the number one problem that we hear from middle school ELA teachers constantly across the board is that I can't fit it all in. You've got reading standards, writing standards, grammar, vocab, word study, and you're working with like 43 to 50 minutes if you're lucky. And what ends up happening is that certain standards just kind of fall through the cracks, you get to the end of the year, you realize I didn't address this or this. Um and basically it's because of the day-to-day urgency of teaching, it just kind of swallows up your time. So when bell ringers are done right, they're actually one of the most elegant solutions to that problem. Because if you've got five to ten intentional minutes, and intentional is the word of the day here, um, at the start of every class period, and those minutes are systematically hitting your major reading and writing standards across a year, that's real instructional time. So that is real coverage, and it happens without you having to carve out an extra chunk of your lesson to get there. Um, and the second thing we wanted to solve is that bell ringers can become what we call productive looking busy work. Um, it looks great, but what are kids actually doing and what are they actually thinking and applying? Um, so I mean, you know what busy work looks like, right? The kid is writing something technically, but there's no actual real learning happening. Uh, there's no connection to what came before or what comes next. So we wanted every single bell ringer to have a purpose, intention, a reason it exists on that specific day of that specific week.

SPEAKER_01 5:52

I love that. And that is so true. Those first five to ten minutes of class, I actually just recorded an episode. I can't remember what it was about. It was about planning and just how important those five to ten minutes are. And I did like 10 minutes times 180 days a year is 180 minutes. No, is a thousand eight hundred minutes, right? 10 times 180. Like that is a significant amount of time. And I have observed so many classrooms over the years where those first five to 10 minutes of class, there is literally nothing happening. And so when we use that time to hit these standards that will sometimes fall through the cracks in our planning, it is a game changer, but we really have to be intentional about it. And so I love the structure of our new bell ringers. Um, so I want you to kind of talk about that now. Is

The Weekly Connection And Rereading

SPEAKER_01 6:47

how are the new ones that you've created, and you've spent what, like six months making them? Is that a nice thing? And you're still working on them too. You're still working on eighth grade right now, right?

SPEAKER_00 6:58

I am. Yep. We're so we've almost we've almost wrapped up the first semester for all the grades, but yeah, I'm still in the trenches of the bell ringers, um, which is good. Perfect time, perfect time for.

SPEAKER_01 7:08

Um, so how are they different from like a typical warm-up or a typical do now, or maybe even like our other bell ringers that we've had in the past at EB?

SPEAKER_00 7:18

Yeah, so it's intention and it's connection. So most bell ringers, like the ones you find on Teachers Pay Teachers or the ones that a lot of us have just made ourselves, um, are essentially standalone. They don't really connect from day to day or week to week. So Monday's prompt has nothing to do with Tuesdays. Each day is its own isolated thing. And that's fine for filling time, but it doesn't really build anything. Um, so our bell ringers are connected across the entire week around a single focus. Every week has its own focus. So students come in Monday and they meet a short passage and a specific skill. And then Tuesday, same passage, next layer of the skill. Wednesday, they're gonna go a little deeper. And by Friday, they're doing something that's genuinely rigorous. It's analytical, it's evidence-based, and they can do it because you've been scaffolding it all week. So the rigor increases from Monday to Friday intentionally. Um, the other thing I love is the short passage structure. This might be my favorite part of the bell ringers. Students work with the same text for two to five days, which means they're rereading. And rereading is one of the most powerful comprehension strategies we have. They're not just skimming a new passage every day, they're going back in with fresh eyes and a new lens each time. And that builds analytical depth. It also saves time because you're not reading a new passage every single day. Um, and then we built in sentence starters and paragraph frames, which I feel strongly about, not because we're doing the thinking for the students, we're not, but because we want every student to be able to access the prompt and write a response they feel good about. Getting started can take the most time when it comes to responding to a bell ringer. Like, I mean, how many times your students say, I don't know how to say this, I don't know how to get started. So the sentence starters get students on track right away. And then for students who finish early or want to push further, there are challenge prompts that we build into most of the bell ringers too.

SPEAKER_01 9:08

So cool. I mean, the level of intentionality and thought that you put into the structure of it is pretty remarkable. And that is why you are our curriculum writer because you are a genius. Oh, thanks. You're welcome. So I love this. I think it's really your point about like the rereading of the passage continuously throughout the week, like that is so important. I think about some of the literature that I've taught over the years, like how many times did I read like a certain section of one of our novels with my students to get all of the different layers of it that we wouldn't have gotten through the first or even second reading? Um, and to use the bell ringer class time to do that, I think is is pretty neat. So,

A Full Week Example Breakdown

SPEAKER_01 9:50

with that being said, can you walk us through like what does an actual week look like? Do you have like an example from one of our bell ringers that you could share? Yes, I'm super excited about this.

SPEAKER_00 10:02

I was actually looking through our, because our example is uh the design team already got to it and designed it and just made me so excited all over again. Um, let me show you one of the bell ringers that I created. Um, this is for fifth grade uh week eight, and its weekly focus is finding main ideas in informational texts. Okay, so I'm gonna interrupt you really fast.

SPEAKER_01 10:21

So the focus for that week for this fifth grade bell ringer is finding main ideas in informational texts. Yes. I love it. So I think that that is so important for our listeners to hear is that this week of bell ringers is focused on this particular uh skill.

SPEAKER_00 10:36

Yes, just finding the main idea in informational texts.

SPEAKER_01 10:40

And they're working on it every day.

SPEAKER_00 10:42

Exactly. Yeah. And I will say I said week eight. That's for for teachers who want to go like week one, week two, week three. You can also pick and choose your bell ringers too. Some teachers prefer to use it more like a menu. Um either way. Um, so on Monday, students come in and they get ready to read a short passage. And when I say short, I mean one third of a page, fewer than 200 words. Um they learn about Hetty Lamar, who was an actress in the 1940s, who invented the technology that we use for Wi-Fi, GPS, and Bluetooth today. And then they use context clues to answer two multiple choice questions about the meaning of two of the vocabulary words in the passage. And that's not the main idea yet, but we like to sprinkle in a little bit of spiral review here and there. And I just love to throw vocab in whenever I can. So then on Tuesday, it's the same passage, they reread it, and now they're answering a multiple choice question about the main focus of the passage by choosing the best title for the passage. What would be the best title? Yeah. Then on Wednesday, same passage. Now they're reading a small explainer box about finding main ideas, and then they answer a multiple choice question to find the main idea, which is Hetty Lamar helped create an invention that is still used today. So nice and simple. So now we've gone from the main focus to the main idea. And then on Thursday, now they're going to focus on supporting details. So they're reading an explainer box about supporting details and answering a multiple choice question about a detail that supports this main idea that they found on Wednesday. So you can see how it kind of builds. Now on Friday, now students have learned about the focus. They've learned about the main idea, they've learned about supporting details, and now they're reading a new, very short passage. This is just a 70-word passage on Ada Lovelace. Um, she's the world's first computer programmer. So this time students will write the main idea themselves instead of choosing from options. So we give them the sentence stem. The main idea of this passage is that. So we give them that part, and that forces their writing into a complete sentence. You can't finish that and not have a complete sentence. And they'll write something along the lines of the main idea of this passage is that Ada Lovelace wrote the first computer program. So the whole week of the bell ringers is focused on the same passage in skill, and then like that middle mini passage at the end. And each one builds on the prior one until the end where students finally practically apply all that they've learned.

SPEAKER_01 13:04

I love it. And so many things that you said just now, I'm like, oh, that's probably going to show up on state testing. That's kind of what that's gonna look like when they get to that time of the year. Um, it's this is so cool. And this is just one example of one week of how it's been structured. And you've so you've created, you've spent the last six months creating the first semester for fifth, sixth, seventh, and eighth grade. Like just to give you guys an idea of like the level of detail, of research, of time spent in the work that you've done. Like it's pretty remarkable, Pat, just how how you think about all of the different angles and like all of the different things that students need and that are gonna be helpful for teachers. Like, I just love the way that you have set these up and I cannot wait for teachers to get their hands on them. It's gonna be fabulous.

SPEAKER_00 13:52

I am so every time I look at the new designed ones, I get so excited for people to get their hands on these. It's the scaffolding that takes the most thought for sure. Yeah. What are we doing on Friday? How are we gonna get ourselves there? How can we make this not too complex, but also not busy work? Yeah, I love it.

SPEAKER_01 14:08

You're so good. You're so smart. Um,

Teacher Tips Answer Keys Design

SPEAKER_01 14:11

okay. So, what are your favorite things about how the bell ringers turned out? Okay, I'm gonna try not to gush for too long.

SPEAKER_00 14:19

Um, so the thing I'm most proud of is that no standard gets left behind. So when you're working through our bell ringers week by week, you have the built-in peace of mind that the major reading standards are getting consistent practice across the year. So nothing falls through the cracks. And for those of you who get to May, and I've been here before, and for those of you who get to May and have that low grade panic of did we actually cover everything? This eliminates that. You know, at the very minimum, I know it was at least in one of those bell ringers. So I also love uh this is uh I haven't mentioned this yet, the teacher tips and the answer keys. Um, so these give guidance on what to listen for in student responses, how to use the prompt as a springboard for discussion and what misconceptions to watch out for. So when you're using the answer key, it actually helps you uh teach um instead of just checking the answers.

SPEAKER_01 15:08

Gotcha, which is a huge pain point for teachers. It's like a lot of the times they feel like they're just checking things and it's like, oh, okay, yeah, you did it. But this is that we could have a discussion about what they just read about. Um, because like even just the example that you gave is so interesting. Right. That that passage from the fifth grade week. Like, I just like that would be a fun conversation to have with students. Like, I had no idea that information.

SPEAKER_00 15:32

And not all the bell ringers have teacher tips. Like, I was very intentional of only putting it where it would be helpful so that you don't get overloaded with all these teacher tips that you you already know, you don't need to know that. Um, it's just kind of helpful little things to consider while you're while you're doing this. Love, that's great. Um, and then this part's important too, because I did not create these in a vacuum by any means. I not only had help with outlining like what the focuses would be, but we also have an incredible design team. Um, so they look so good. Um design team totally nailed it. They have a clean, readable design and engaging layout, um, which is something you feel really good handing to your students. And that might sound small, but design is so important for accessibility. They have to draw attention and still be easy on the eyes and organized in a logical way for students to really be able to follow them.

SPEAKER_01 16:21

Yeah, and I agree with you. They look fantastic. Um, and I know, you know, design can sometimes be like a perceived as an afterthought, whereas with our content, and to your point, like it's really not, especially with our students who need that accessibility. You know, we are really intentional and the design team's really intentional with the way that they they create the layout and structure of things. Um, it looks, they look really, really cool.

SPEAKER_00 16:46

And one thing I'm I'm really excited about with these two is that this time I asked design to create the template first. I said, can you design this first and then I'll type into it? Because I don't want you taking what I have and then trying to like mash it into something. Yeah. I really want this totally cohesive. So we created the templates before we even created the bell ringers. Brilliant. I love it.

SPEAKER_01 17:07

Um,

Common DIY Bell Ringer Mistakes

SPEAKER_01 17:08

okay. So when teachers are creating their own bell ringers, what are some of the common mistakes you think that they're making or we find that they're making?

SPEAKER_00 17:15

Yeah. So when when uh students are when students, when teachers are making their own, I would say that the big mistake that they can make, and I say this with a lot of love, don't let perfect be the enemy of good. And I say that because of my own experiences and how long it took me to start using bell ringers because I was worried that they wouldn't be perfect. Um, I see teachers spend so much time researching formats and trying to create the ideal bell ringer that they end up not creating any bell ringers at all. And then they feel guilty about it, which is the worst possible outcome. Um, I think about myself, I'm this is not with teaching, but I'm a first-time homeowner and I also am a perfectionist. And there's this gap in front of my porch where water can get in and you know, bugs and stuff. And for the longest time I wasn't sealing it up because I was worried I would do a horrible job and the whole entry away would look terrible. And then finally last week, and I said, you know what? If this isn't perfect, it will be better than not having that sealed at all because right now protection. And so I finally went to Lowe's and I got all the stuff and watched the YouTube videos and I got it sealed up and it doesn't look that bad. Good job, Bot. I'm brought you. Yeah, it's impressive. But this is what this is how teachers should be handling bell ringers too. Is there's there's nothing that you can create that is worth than worse than nothing at all, unless it really is truly just a time waster. But if you're putting any thought into this, you know, just throw some throw something together and use it. That's get get started. Yeah, yeah, absolutely. Um yeah, decent bell ringer done consistently will do more for your students than a perfect bell ringer that just lives inside your Google Doc and you never have. Yeah. So the other mistake is creating bell ringers that don't follow a logical sequence. So good bell ringers build on skills throughout the year in a logical way. Um, a simple example of this would be don't have a week of bell ringers that focus on theme development before you've done a week just reviewing topic and theme. So don't jump into really complex things, start simple and then work your way forward.

SPEAKER_01 19:11

Yeah, which I think makes it easier to make them on your own if you're gonna do this, because you can start simple and then add more complex ideas. Yeah. Um, so if teachers wanted to create this on their own, and again, if you're a pro member of our portal or you're an all-access teacher, you're getting our new bell ringers like very soon. This episode's airing, I think what, the end of July, and we're releasing our our new bell ringers the beginning of August. So, like right around the corner. But if

Plan Backward And Use AI

SPEAKER_01 19:40

you are gonna create your own, Pat, how can teachers who are going to do that do it without feeling overwhelmed? Like, what would be some tips or pieces of advice for them?

SPEAKER_00 19:49

Yeah, because the overwhelm is really what stops us from getting started. Um, so start with your teaching sequence for the year, even just a rough one. We most of us at least have an idea of like what short stories and novel units we're gonna be teaching. Um, so look at your major units in order and then assign a weekly focus that maps to what you're teaching. Um, you don't need to plan every single day, just know what each week is generally going to be about. Most teachers like to focus on a skill or concept that students learned in class. So you are teaching it in your lessons and then you're reinforcing it in the bell ringers. And our bell ringers actually map to our scopes and sequences in uh at EB. Not all of our teachers use it, and you don't you don't have to use our scopes and sequences for these bell ringers to work great. Um but if you do use a scope and sequence, it will align to that. Perfect. Yeah. So then you want to plan backwards. So ask yourself, what's the one thing I want students to have practiced and reinforced by Friday? That's your Friday bell ringer. Then work toward it starting Monday. So keep the skill small and specific. Like a whole week can honestly focus on just one sentence-level skill, like writing a strong first sentence for a summary. And by Friday, your students will meaningfully be better at that one thing, and that's real progress. Like the example I gave was they all all week they're working toward writing a one-sentence main idea.

SPEAKER_01 21:07

Yeah.

SPEAKER_00 21:08

Um, this one is really helpful. Don't sleep on AI as a planning assistant. Um, you can feed your existing lesson plans and your standards into an AI model, and you can ask it to generate a week-by-week bell ringer schedule. Um, it won't be perfect. You'll still need to review it and make it yours, but it can get you most of the way there in a fraction of the time. So you're still creating the bell ringers, but AI is helping you with your outline. Essentially saying, okay, here's the order in which you're doing your units. Here's what I would do like as a week by week focus. Yeah. Um, and then you review it as the human and create your bell ringers off that.

SPEAKER_01 21:44

Yeah, yeah, yeah. Absolutely. And I think, do you have one you had one more point?

SPEAKER_00 21:51

Uh yes, I did, sorry. Um glad you remember what I was gonna talk about. Um, the first week of school. So you don't have to jump right into your standards. Um, so the first week of school. Is a great place to start without the pressure of hitting a standard. You can use that week for goal setting prompts, community building questions, would you rather questions just to kind of get to know your students? And you're establishing the routine and the culture of the bell ringers. And by the time you're into your first real unit, the habit is already there. Kids know what to do when they walk in, and then you can make your next few bell ringer weeks like a review of the previous year's skills.

SPEAKER_01 22:24

Brilliant. I love that idea. That is so important and something to very much consider to get into the routine of it before it becomes maybe more difficult for students. Um, teachers who feel intimidated with bell ringers, any advice for getting started?

How To Grade Without Burnout

SPEAKER_01 22:38

And I think this is where we talk about grading, because that's I think a huge enemy for teachers when it comes to bell ringers.

SPEAKER_00 22:46

Yeah. Um, before we get into that, I'd say, am I getting a little bit of feedback? No, you're fine. Maybe I'm not.

unknown 22:52

Okay.

SPEAKER_00 22:52

Um, I would say start smaller than you think that you need to, like really small. So commit to one bell ringer a week. You don't have to do every single day of the week your first year doing bell ringers. Um, you could just do every Monday or every Thursday. Just pick one day and do that. Build the habit, prove to yourself it works, watch your students respond to the routine, and then you can add from there when you're ready. You do not need to jump into five days a week all year long. I love that. Yeah. That's great advice. Yeah. And then this comes from our teachers because in our community, they talk a lot about their grading practices. So I would implore you, please don't grade all of them. Seriously. Participation points, random grading, quick whole class check-ins where you talk through responses together. The bell ringers are meant to reduce your load, not add to it. So the moment that you start feeling like another thing to grade every night, you'll stop doing them. Protect yourself from that. A lot of the teachers in our community find it helpful to give a general participation grade for completion. And then randomly, like maybe one bell ringer a week, they'll assign a grade to it. And they they do it at random. So kids put their all into every bell ringer because they don't know which one is going to be graded. Um, so that's a really good way to do it. Um, and some teachers might be nervous that they won't know how students are doing if they don't agree every uh every single one. Um, but you can circulate a student's work so you can see this in real time, like watch them as they're working. And you can also discuss the bell ringers briefly as a class, especially the more challenging ones. And that can give you some quick and informal feedback too.

SPEAKER_01 24:24

Yeah, and it's I think fine to discuss them too. I think a lot of teachers are like, well, I don't want to discuss them because it's gonna take five more minutes of my class time that I only have 43-minute class periods or whatever it might be. But if if it's aligned to the standard or the skill that you're currently teaching, then you're not taking away from class time because that's what you're teaching, anyways.

unknown 24:42

Right.

SPEAKER_00 24:43

And you don't have to discuss every single one. Just pick a few that are particularly meaningful or complex and you can talk about those ones. Totally. Yes. Uh, and then finally, if you can, um, go observe a colleague who uses them well. Borrow their format, borrow their energy. You do not have to reinvent the wheel.

SPEAKER_01 25:00

Yes, yes. I love this. That is so helpful because grading is such a huge, just like um, what's the word I'm looking for? Barrier to entry, I think for so many teachers when they're thinking about bell ringers, that it becomes overwhelming and they're like, no, I'm just not gonna do that. All right. So thank

Final Takeaways And Portal Link

SPEAKER_01 25:17

you, Pat, for sharing all of that. And I think that the biggest takeaway for me with this and the way that you've structured our new set of bell ringers is that they're really not just busy work. They don't have to just be like that babysitter while you take attendance when they are designed with intention, when they are connected across the week, when rigor is built in, when it's tied to your standards. These are some of the most powerful instructional minutes in your entire class period because they normally would get put to the wayside and just be a waste of time. And when we talk about, I don't have enough time to do everything, we need to make sure that every single minute that we are really harnessing the power of those. So if you want to build one on your own, um, start with your yearly arc, right? Like Pat said, you can plan Friday first, keep the skills small, use AI to be your assistant as you draft a schedule so you're not starting from zero. And then remember to not grade every single one of them. And if you are an eB teacher, right, just please don't do that. Do not grade every single one of them. Um, and if you are an eB teacher and you want to use ours that Pat created and the whole curriculum team, they are coming out very soon. If you are not an EB teachers ELA portal member, you can head to ebteacher.com forward slash portal and add your name to the wait list. We may be opening enrollment one more time later this summer. We'll keep you guys posted on that. Um, and that's exactly what our membership is for is so that you get the genius mind of Pat and our whole curriculum team and our design team so that you don't have to do all of this work. We've done it for you. We've thought through the intentionality for you. Um, and that way you can just walk into class every single day, confident, well rested, because you didn't have to do all of the work that our team has spent months doing. Um, and if that is something that you're interested in, the link is in the show notes. Again, it's ebteacher.com forward slash portal. All right. Well, thank you

Thanks And Goodbye

SPEAKER_01 27:05

so much, Pat, for joining me today and joining our teachers and being here for us. You are such a great resource, and I'm always so excited when you have an idea to come on the podcast with. So thank you for putting this together for us. Thank you so much for having me again. Absolutely. All right, you guys, thank you for joining us, and we'll see you next week on the podcast. Bye, everyone.