Level 4 Certification & Where we are now in class

Time to take the final for my certification.  I love WBT and can't wait to have it my hands that I am certified.  So exciting and tons of work to get here.  Test time!!!!

I find I use most of it but have a bit of a harder time with the Turn and Teach part.  I have a blended class so the older ones do great the younger ones still have trouble.  I imagine it will fall into place soon.

The super improvers wall in moving along.  I have 4 students almost at level 2.

The scoreboard still rocks and everyone loves it.  So it stays :)

The kids have learned 20 site words since September.  Lovin' that!  Our first test we had almost 100% from everyone.  Can I get a 10 finger woo.

Illustrator and Author have really been the funnest for the kids.  I am surprised.  I thought it would be like pulling teeth to get them to do it.  On Mondays and Wednesdays they remind me we are doing it.  Now that is excitement!  Their journals are getting filled with wonderful writing and pictures.  Parents will have the memories forever!

So excited for the next part of my journey.

See ya soon!

Super Improvers Wall

Putting together our Super Improvers Wall "SIW"
This is a place where the students can receive stars for personal improvement.  If a student has problems with staying in their seat, participating, doing better at listen rather than talking and so forth.  After getting 10 stars they move up a level (which is a color).  There are 10 levels so once they get 100 stars they are on top.  It should help my lower performing students perform and get rewarded for doing so.  Everyone does good at some level or another. I can't wait to see who gets eager to move up!
http://www.youtube.com/watch?v=ioHz85FYpWY
Here is a link to see how it works!

WBT Chapters 8-10

WBT Assignment 3 Chapter 8-9-10

These were some very powerful lessons.  I enjoyed them so much; I read them twice just so I didn't miss a thing. 

Teach Okay is an amazing way to get through to children with chunks (30 seconds or less) of learning. I find that using “Class!” gets their attention quickly, so that I can give quick instructions for activities and lessons.  When students engage in Teach-Okay, they are receiving effective practice in speaking and therefore are thinking, clearly. This is also very helpful for children who speak more than one language.  They are able to practice speaking the language in chunks without feeling embarrassed.  Teaching in chunks, keep the attention of the kids without losing your students to boredom.  I love the Whole Brain Teaching Rule: “The more we talk the more students we lose”.   It is so true!

With Teach-Okay students are able to use their critical thinking skills by paraphrasing what you said as they teach it back to their partner.  They are energetically with passion. This also allows the talkers to learn the skills of listening and the listeners to learn the skills of talking. It also grows the cerebral cortex most rapidly within the first 10 years of life.  That means those dendrites are sprouting and growing like crazy.

The gestures make it fun and allow the students to be involved in each Teaching lesson.  Students are engaged listening, seeing and feeling stimulated by doing. When gestures are being used with Teaching and listening, you are igniting a multi-sensory experience stimulating the whole brain.  The laughter that erupts in the classroom from WBT is great for decreasing stress, tension and boosts our immune system.  The ticklers are; stomping your feet, patting your head, flapping your wings like a bird and such as you say “Teach!”  This just makes it all the more fun for both the students and teacher.

The “Switch!” command gets the talkers to listen and the listeners, to talk.  At the end of the day when listening skills are not so good, the gestures reinvigorate the brain and get them energized again for listening.

Part 2 Implementation

At first my students were reluctant to turn and teach but after role playing with them and showing them how to do it, they had fun.  My quiet ones were so quiet I could barely hear them but they are picking up the tone and figuring it out.  It has been fun watching them learn how to do it.  My Alpha students picked it right up and were like old pros before no time at all.   I am partnering them up with my middle and bottom students so it is helping them mirror their partner.

They all love the hand gestures and ticklers.  It is wonderful hearing the class, so full of joy and laughter.  It's teacher heaven!

Rule 3 Raise your hand for permission to speak

- Today the focus is Rule #3~ Raise Your Hand for Permission to Leave Your Seat. For today's assignment~ write an essay explaining what strategies you introduced (paragraph 1) and reflect on how it went (paragraph 2). 

Using the students to help me reinforce this rule will become instrumental for them to master it.  When someone leaves their seat for any reason without permission, I ask the class “what rule are they breaking”?  The class than follows up with they are breaking rule #3-Raise you hand for permission to leave your seat. (After a while I expect they will do it automatically without me asking). This allows for them to take responsibility for their actions, called out by their peers. This way, I am not the bad guy!

This has been hard for me to reinforce.  I give many reminders through the day and frownie points when it is not followed.  Kindergarteners are learning about the structure of the day, so  I play ping pong and have fun with them, as we transition into learning this rule quickly.

I am also trying a “Caught being good” card.  I found the idea from WBT Summer reading blog.  One of the posters had the idea and I loved it, so we are adopting it. I am hoping this will help reinforce the rule.  Rule 1 and 2 are the hardest for this age group of kids. Anything I can find that will help is always a plus. At this point it is working well.

I am now giving 2 minutes of extra recess time if no one leaves their seats during Round Table time.  I am shocked how the kids are just waiting to remind someone they cannot leave their seat or they lose 2 minutes of recess time. I think this might work for a while.  One happy teacher right here!

Nicole

Hi Nicole,

I do it just as the books outlines it.  I did the 5 rules for 2 weeks before introducing the scoreboard which has been a hit.  My kids love it!  I am eager to give the frowny points so they are eager to earn the smiley points.  It really works!  It is easy doesn't cost a penny and they want to do it.
We are now doing the Teach Okay and that is fun.  It took a while for them to figure it out and learn what I was conveying but they are like sponges at this age.  They pick up things so quickly and are so eager to keep their dear teacher happy.  It makes teaching a complete joy.

Give it a try you will be surprised by the reaction.  I know I was.  I am about half way to my certification to teach it I am such a believer.  It has been about 8-10 weeks since I started it.

I'd love to hear back on how it goes.

Good luck!
Julie

Whole Brain Teaching has really changed my life as a teacher.  I can't believe how quickly the kids have picked up the rules and love them as well.  It is so cute to watch them tell each other what rules they are breaking.  LOL  The behavior has changed immensely.  My job just got easier!  This teacher is so happy I think I might be in teacher heaven.  

EXAMPLE:  Morning round table is where we all get together and discuss what we are doing for the day usually the exciting stuff.  We go over the calendar, do the pledge, talk about the weather, assign jobs for the day, recite the rules for the teacher and rules for our classroom.  During this time kids like to talk out of turn, and my students are quick to call someone out if they are breaking rule # 2 "Raise your hand for permission to speak".

Loving the Teach Okay!  This has been fun.  I need to do more of it and use it constantly as I think it has a ton of merit and will allow the students an easy fun way to learn new things.  I can keep their attention as well.
Having fun with outdoor play now that the weather is in the 80-90's. Water balloons, slip n slide all the fun one can have with water.  Looking to build a water wall so they can have some individual fun as well.
Stay tuned for more updates on how the WBT is going in our classroom!

Chapter 11 Assignment

From the 15+ variations of the Scoreboard in Chapter 11, pick five you will use in the school year. Explain why you picked each one and estimate how long you will use your selection before going on to the next.

I have been using the smiley and frowny face scoreboard for 2 months now and it has been a wonderful tool.  As a teacher of Kindergarten this is easily relatable to the children and it is a great motivator.  After a few months and I see boredom start to rise, I will move on to motivate them by using the gridboard. 

Gridboard: This should allow me to refocus those that are slow to be energetic and adding some fun and a different twist to the game. I will use this strategy for about 3 weeks and find fun ideas to add along the way.

Virtueboard: This will help my kinders learn about kindness of the heart and giving to others.  This could be my favorite, as it gives me many opportunities for teaching. I may keep this one around for a while and I may even keep it separate from the smiley/frowny scoreboard.  Teaching them these values will be life-long lessons. I can’t wait to try it.

Team Scoreboard: I may do this one on Fridays, for the last half of the day for a few weeks. Children love games and competition, so this should motivate them to really dig in and work as a team to gain points. Boys against the girls, Oh ya!  The children will gain a strong idea of learning what it means to have teams and leaders.  I will switch the leaders around so everyone can see how it feels to lead a group. This will also build self-confidence in my quiet students as well.

Boombox: My kids are going to love this one.  At this age music is an important part of learning and gaining an appreciation for different types.  I am looking forward to the reaction they will have when they realize the reward is music.  Even a minute or two will make them very excited to do this exercise.  I will do this one for about 2 weeks, that way when I come back to it, they will be excited to do it again.

Ultimately, I will go back to the smiley/frowny points. I own a school that teaches year round, so we will be changing things up soon and trying something new. I love that there are so many ways to change the scoreboard around to keep it fresh.

Chapter 8-10 assignment

Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.

I am a Pre-K Kindergarten teacher so we keep things pretty easy.

Teacher: Claass!

Students: Yeess!

Teacher: Today we are going to learn about using capital letters.

Teacher: Tell your partner how excited you are to be learning about capital letters today. (Hands raised high, for tall.) Don’t forget to use your gestures.

(Clap twice.) T-E-A-C-H!

Students: (Clap twice.) Okay, students repeat they are excited to learn about capital letters. (Using gestures)

Teacher: Classity, class!

Students: Yesity, yes!

Teacher: (Clap) Hands and eyes

Students: (Clap) Hands and eyes

Teacher: A capital letter is usually only the first letter not the whole word.

(Clap) T-E-A-C-H!

Students: Okay! Students repeat what I just said.

Teacher: Class, class, oh ya, class!

Students: Yes, yes, oh ya, yes!

Teacher: When you spell your name, the capital letter is the first letter in your name, the rest are lowercase.

(Clap twice) T-E-A-C-H!

Students: (Clap twice) Okay! Students repeat what I just said.

Teacher: Class (Squeaky voice)

Students: Yes (Squeaky voice)

Teacher: The first letter in a sentence is a capital letter, and always after a period.

(Clap twice) T-E-A-C-H!

Students: (Clap twice) Okay! Students repeat what I just said.

Teacher: Class oooo (Moving hands like the wind blowing)

Students: Yes oooo (Moving hands like the wind blowing)

Teacher: You always use a capital letter when it is a person’s name or a place.

(Clap, snap, snap) T-E-A-C-H!

Students: (Clap, snap, snap) Okay! Students repeat what I just said.

Teacher: Hey class, hey!

Students: Hey, yes, hey!

Teacher: You also use a capital when writing the title of a book or a movie.

(Clap) T-E-A-C-H!

Students: (Clap) Okay! Students repeat what I just said.

WBT Chapter 7

Chapter 7: Five, Powerful Classroom Rules

Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.

In my classroom we recite rules throughout the day. I love all the powerful rules but the one I will focus on for this exercise is, keep your dear teacher happy!  The one rule that can back me up, when there is no other.  The rule is so ambiguous and doesn't have a straight forward meaning, which I love. It allows me to challenge the children daily and empower them to make good choices rule # 4, which makes me happy.  I find they often go hand in hand in my class.  Our class will have practice (role play) sessions to help them understand what things make me happy. Examples: following the rules, helping your classmates, using your manners, and being truthful are just a few of the things that make me happy.  We rehearse what does not make me happy as well, just so there is no confusion on what does make me happy.  I want them to really know and understand the difference.

Being mindful to have a positive learning environment to teach, I empower my most diligent leaders to lead the class rules and be peer mentors in class.  This helps to empower other children to want to do the same. It is an entitled position in our class.  They get to pass out papers, pencils and any materials needed for class.  To reinvigorate the rules, I will give little “Thank You for Being Sweet” cards out, when I see that someone is doing something generous without being told.  Just one of my positive reinforcement tools! I also try to challenge them to see how quickly they can do certain rules by using a timer.  Followed up by trying to beat the last time we had.  I make it very playful and game like, I also use a lot of excitement in my voice, which builds eagerness in the children.  I can’t forget the one I use on “a very good day”.  I have a special box with games the kids love to play. If we have one of those “WOW, I can’t believe it was an amazingly easy day”, they earn a game hour on Friday.   They know how good they have been when these come out of the box!   I am continually amazed to find, that something this simple works.   I am one happy teacher!

Now that we have been doing the WBT for a month, I can assure you it works very well.  The kids love the 5 rules and totally love the classroom scoreboard.  Go figure, all I have to do it put a mark on the sad face and the kids are good.  Put a happy face point up and everyone is excited. There is no real reward for doing good they just want to.

I am going to implement reward incentives on their personal scoreboards.  They will receive a ticket for every 10 smilie points they get on a personal level.  With those tickets they get to pick something from the treasure box. I have all kinds of goodies from the dollar store for them to pick from.  If they gather tickets and save them, the rewards are puzzles, games and things for our classroom to share with other students. The catch to those rewards are they stay in the classroom. This challenges the child to rise above the normal and reach for the stars to become a Peer Mentor.  Tons of perks for this person, they pass out papers, pencils, glue and so forth for me, essentially a teacher helper.  Coveted job of the class however!  What a wonderful way to have a child start in 1^st grade, trying to be a peace maker, eager to help and someone who wants their teacher to be happy.  Lovin' it! 10 finger Woo  

This should be incorporated in schools all over the world.  Take the pain out of teaching and allows us to love our jobs.

Chapter 6: Class-Yes

Get ready for some quick WBT Certification Points! Invent 10 variations on class-yes!

Oh, I love this part of WBT.  I use it in so many variations and my kids love it!

1.      Hey, Super-Duper, Class   Yes, We Are a Super-Duper, Class!

2.      Are We Listening Class, Class, Class?  Yes, We Are Listening Yes, Yes, Yes!

3.      Cute Little Kitten, Class!  We Found Our mittens, Yes!

4.      Classity Class, Class, Class!   Yesity, Yes, Yes!

5.      Oh, Oh, Class!  Oh, Oh, Yes!

6.      Oh My Claaasss! (Long and drawn out) Oh My Yeeesss

7.      Hey, Class, Class! Hey, Yes, Yes!

8.      Everybody, Class! Everybody, Yes!

9.      Class, Ready! Yes, Ready!

10.  Class, do You Want to Learn! Yes, We Want to Learn!

11.  Heeeyyy Claaasss!  Heeeyyy Yeeesss!

12.  Class, are You Looking at Me?  Yes, we are Looking at You!

13.  Give me, Class!  Give me, Yes!

14.  (Clap, clap, clap) Class, Class, Class (like the military, deep and loud) (Clap, clap, clap) Yes, Yes, Yes! (like the military, deep and loud)

15.  Class Toot, toot!  Yes, Toot, toot!

Chapter 5 WBT The brain on Whole Brain Teaching

Thinking about your own teaching tendencies, which brain areas are you most likely, and least likely, to activate in your students? 

I have been implementing WBT for a month now, so there have been some changes in how I teach and how my students' learn. Being a teacher of primary children, I routinely use the Limbic system, motor cortex, Wernicke’s and hippocampus parts of the brain during teaching.  Incorporating emotions, music (with some gestures), memory and repetition along with listening have been my daily way of teaching.  Now however, I use as much of the brain as I possibly can.  The student engagement and using the Big Seven in our class room have been nothing short of amazing.  Knowing the areas of the brain I am activating while teaching is very exciting and motivating.   Let those bushy dendrites grow!   I have been routinely preparing my lessons in chunks and applying the Teach Okay and the Mirror technique. Who would have ever guessed, we could do so much in one simple exercise? This technique exercises 4 parts of the brain, seeing (visual cortex), saying (Broca’s area), hearing (auditory cortex) and doing (motor cortex).

My personal weakness at this point would be, using the motor cortex because I do not naturally teach using so many gestures.  I enjoy challenging myself, finding fun useful ways of incorporating the gestures into the lesson plan. I have a much better understanding of how to use the whole brain, while teaching and how it can affect the out-come of long term memory. My goal this year will be to plan, practice and implement more of what I am learning with Whole Brain Teaching. Seeing all the smiles and laughter as we learn, has me excited about teaching again.

Chapter 4 WBT

Chapter 4: Charting Progress

Imagine next year is completed. You've faithfully charted your own behavior as an instructor and your students’ progress. Looking back, what did you learn?

At the beginning of the year, I decided I would chart my students’ growth along with my own progress. My goal was to do a weekly evaluation using a scale of 1-10 (10 being the highest).   At first it seemed daunting to spend so much time evaluating behavior.  I turned it into more of a game, so I could challenge myself weekly. I kept it on my desk, so I could read it every day and be mindful of my actions.   I really believe that “you can’t manage student behavior if you can’t manage your own”.  I found I became consistent, which the children pick up on right away.  I found it very helpful in gauging my performance.

Once I started charting my students’ behavior,  I arranged it much like a peer mentoring program; I grouped my “fence sitters” with the “Alphas” or “leaders” of the class.  I charted the children’s behavior on the same scale I used for myself, starting with two areas of focus.  One was the 5 powerful classroom rules; the other was working together without being loud and disruptive to others.  Right away, I witnessed that the “leader and alpha” children were seriously influencing the “fence sitter” children to stay on task longer.    I could now see the progress in my classroom management plan and how the chart was working.

By the end of the year, I really was proud of how much progress the class and I had made. This was the best year by far, being able to see the progress I was making in the classroom.  Next year, I can fine tune it even more and watch the magic happen.  I can’t wait!

Chapter 3 WBT

Chapter 3: Seven Common Teaching Mistakes

Pick two of the errors described in Chapter 3, pages 9-13, of "Whole Brain Teaching for Challenging Kids" and write yourself a letter of advice about how you're going to avoid these mistakes in the coming year.  Include one or two useful quotes from the chapter.  

Julie,

As you have the summer for preparations, keep in minds the seven common mistakes that teachers make. Let’s start with dissecting the seven and focusing on two very important mistakes. First, disorganized teachers breed chaotic classrooms.  Whole Brain Teaching is new to you, so dig into the meat of the reason why you love it so much.  Plan your lessons with WBT in mind and find ways to make them even more inviting to your students.  Structure and teaching from bell to bell is now your goal. So plan, plan, plan!

Secondly, confronting rebellious students in the presence of their peers is only to your disadvantage.  Your most defiant child relishes, when you make him the center of attention.  Don’t breed this behavior, just grin and find a moment you can pull the child in the hall for a chat. Practice what you will say and do, be prepared for the unexpected. Calm, collected and in control, will be the example you are setting for these children, so they can mirror your behavior.  Look for opportunities to teach them how to react to situations that are stressful and frustrating.

Love, your inner self J

Chapters 1 and 2 WBT

Summer Reading Program with WBT
http://wbtbookclub.blogspot.com/p/chapters-1-2-intro-and-origin.html?showComment=1371767513449

6/20/13
Assignment:
Coach B says... "You've just been made principal of a charter school and you're about to address your staff for the first time. Select three points from chapters 1 and 2 that you are going to talk about describing key aspects of Whole Brain Teaching. Include one story about your teaching experience."

I am here today to share with you, what I consider to be our future in reaching and teaching our students. I am so excited to introduce you to, Whole Brain Teaching!   This innovative method of teaching produces fun and orderly classrooms where teachers are excited to teach. It is focused learning while engaging in a game like manner, where the class can earn points and privileges such as longer recess times.  Once you learn the strategy of the WBT, it is easy to use and allows you to teach in small sessions and with class involvement. This high energy controlled environment, will motivate students of all ages to follow the rules because WBT makes it fun and inviting. 

I am providing you with the book by Chris Biffle called whole Brain Teaching for Challenging Kids. One of my favorite quotes in the book is “If a student’s whole brain is involved in learning, there isn't any mental area left over for challenging behavior”.  This is a read that is bound to change your life as a teacher.  You will watch students who were once distracted rebels and rule breakers, flourish and blossom into students who love to learn and become loyalists of your classroom.   You will be sobbing tears of joy, when you see how fun teaching can be.  What an accomplishment for a teacher.

Through much research and looking for a better way to manage my classroom, I stumbled upon a WBT video, than read the book.  I run a class of 12 3 and 4 year old's so behavior management is critical.  I started small with the Class/Yes, 5 rules and scoreboard.  I knew I did something right based on the response from my class and their excitement and energy.  It allows them to be engaged in the learning process and moving as children always want to do. It is easier to teach with passion and know I am getting through even to the most difficult of children. 

WBT first 2 weeks

WBT Blog June 18, 2013 My first 2 weeks of WBT Preschoolers

I started the process of WBT on June 4^th 2013 with my 2 1/2 to 4 years old, class of 12 kids.  We started with the 5 Class rules & Class/Yes the first week than went to Hand and eyes the 2^nd week along with the scoreboard.  Can I just say it has had amazing results!  The class management has been so helpful.  Even though these kids are little they” get it”! I am so proud of how far they have come and how they call each other out instead of meJ

They love getting points on the scoreboard and work hard to earn points.  Always getting the almighty Groan or Oh Ya!  Love it.

I have found that it engages the student’s mind and body at the same time, so it works very quickly and they learn fast.  We are just incorporating the turn and teach/Okay, which has been interesting to watch them learn.

Parent feed-back has been positive to say the least.  I have parents asking, what are you teaching them?  My child is saying “when my teacher is happy, I’m happy”.  I laughed and said yes, making their dear teacher happy is one of my rules and they are quite fond with trying to carry it out.  The yes has spilled into the home as well.  When a parent says the child’s name the child responds  “YESSSS” such a positive response compared to the past not wanting to do what the parent asks.

I am happy I embarked on this journey into WBT and look forward to the next blog and how the class is moving forward with it.