Digital Scoreboard App and Comparison/Contrast with Bears and Power Pix!

Boy, oh boy!  With Halloween and all that sugar and then a long weekend, technology problems, lots of classroom visitors, daily interruptions and trucking over for assemblies I was starting to lose my faith in WBT - that's right, I said it!  Not only that, the kids were tired, sick and cranky...I was tired and my patience was thinning.  After some thought, I realized it wasn't WBT that was the problem.  This week I regrouped, got some sleep and so did the kids.  We had to revert to a little practicing, brought a little more energy to the classroom, and it paid off.  Loving that Scoreboard!!!  To top it off one of the Kindergarten teachers at my school showed me the brand new Scoreboard App she bought!!  So cool!

You can choose different Smilie and Frownie faces!  You can have different Scoreboards for different classes!  It is small and portable!  LOVE!

This month we are learning about bears so I whipped up this little Venn diagram to compare and contrast grizzly bears and polar bears!  We had been orally practicing comparing and contrasting sentences for a few months now.  It was time for a little sentence writing!  Click below for a little freebie!

To help review comparing and contrasting I pulled out the comparison and contrast Power Pix for a little visual stimulation!

Here is what one of my little ones came up with!!

Happy Whole Brain Teaching!!  Stay strong!  Stay consistent!  Never give up!!

Free Whole Brain Teaching sessions this Saturday, November 17th and next Saturday, November 24th!  Click here for more info!

Rule #2: Raise your hand for permission to speak!

This year, it is no secret that my crew of squirrels loves to chat.  I love to hear all of their stories!!  Sometimes Often, they like to tell them to me all at the same time which is where Whole Brain Teaching's Rule #2: Raise your hand for permission to speak! comes into play.

Now that I am a Whole Brain Teacher I always remind myself that as I am managing and training my class to create an optimal learning environment - WE are playing a wonderful, exciting, FUN game!!!  This makes me smile and gives me energy!!  Here are some of games I play with my students to help them remember to follow Rule 2:

1. Frequently, at the beginning of the school  year, and as the year progresses, I will occasionally stop the lesson and review how not to follow Rule #2 (I play the part of the Rule 2 breaker and I have a student play me - they LOVE to be the teacher!)  Then, I show them how to follow Rule 2 and we practice.

2. When a student breaks Rule #2, I call out "Rule 2" and the whole class replies, "Raise  your hand for permission to speak" thereby, giving the rule breaker a gentle reminder to remember to raise a quiet hand before calling out.  Smilies are awarded on the Scoreboard for group participation in the response.

3.  Often, I will use the silent hand gesture for Rule 2 by holding up two fingers.  This works well when I am in the middle of speaking, during assemblies/performances, or any other time students need a quiet visual reminder.

4.  Now this is the kicker.  I got this idea from the wonderful, talented Andrea Schindler, and it will work for any of the 5 Rules, but lets look at how it would work to help students remember to follow Rule #2.  Purchase a kitchen timer - I got 2 for cheap at the dollar store.  

Tell your class that for the week we will be working on following Rule #2.  If they can follow Rule 2 for X amount of time (I start out with 2 minutes and increase as the week goes on) they can earn a star (I section off part of my Scoreboard for stars.)  If they have 10 stars by Friday they have the opportunity to win something extra fun!  After brainstorming some possible ideas (slurpees for everyone - lol - not this early in the year, donuts for all - what can I say - my kids think big!), someone came up with a dance party.  I changed it ever so slightly to a 1 minute dance party in class with some fun music - my kids were pumped!  They love a good party!  Well, Show and Share was never so quiet that week - not even a whisper was heard.  Although we didn't earn 10 stars (we got 8) my kids are excited to try and earn 10 next week!  Oh yeah!

5. Last, but definitely not least, the Super Improvers Wall makes its grand entrance to recognize all of the students who are doing a FANTASTIC job of following Rule #2.  They earn stars left, right and centre, especially if they are sitting next to someone who needs a reminder.  When those darlings remember to follow Rule #2 they ALSO receive hoards of Super Improver stars!!!

Hope these tips are helpful friends!  I'd love to hear any more ideas that you may use in your classroom!!

The Scoreboard and the Super Improvers Wall - Management with Whole Brain Teaching Style

I am linking up with What the Teacher Wants for Management Monday Linky party!!  Behaviour management of in my classroom is masterfully managed by two wonderful Whole Brain teaching techniques!  The first is the Scoreboard!

The class receives Smilies for good behaviour and Frownies for behaviour that needs practicing.  If students receive a Smilie they have a one second party - Oh Yeah!  If they get a Frownie they give a Mighty Groan!  It is so much fun!! The goal is to get more Smilies than Frownies.  The best part is the game is rigged!!  The teacher decides whether the class wins!!  Remember to keep the score within + or  -3 to ensure there is hope of winning!  If the class wins they get 1 minute of an educational game or anything that motivates them.  Remember to start the year off with small rewards as it is a LONG year!

The second part of the management duo is the Super Improvers Wall.

Here is the reasoning behind the Super Improvers Wall: Two students have a foot race. The faster student wins and she gets an "A" from the teacher. The slower student loses and gets an "F". Every day, they have the same race. Every day, the result is the same. After a while, the fast student loafs and the slow student quits. Of course! The grading system is unfair and doesn't motivate either kid! The teacher creates a new race. Now, the fast student only gets an "A" when she beats her previous best time. Same with the slow student. Now, each student always runs as hard as possible!

Students earn Super Improver stars for improvement, both academically and behaviourally - tailored for each student.  After 10 stars they move up a level!  With 10 levels there is room for endless improvement!!  I adore my Super Improvement Wall!  It is priceless!

Click here for a recent post regarding the Super Improvers Wall!  Then head over to What the Teacher Wants for more ideas!!

WBT's Top 3 Most Useful Ideas

1. Power Pix: These innovative Pix have revolutionized my teaching style, allowing me to revisit previously taught concepts regularly thanks to the Power Pix Wall, reach all different learning styles, and hone my students critical thinking skills (Compare and contrast those Power Pix!).

2. Teach/OK!: This technique has engaged all of my students by getting them talking and using language during lessons.  Rather than just a few being engaged, everyone is involved and learning.  Moreover, everyone is listening because they know that at some point they will have to talk to their neighbour about what is being taught.  My students are excellent listeners!!

3. Scoreboard: Management wise, there is no other method like the Scoreboard.  Kids love games and the Scoreboard allows me to manage my class effectively in a game-like setting.

Swap Day

Today was swap day at our school - yes!  All the primary teachers drew an intermediate classroom to teach for the day and vice versa.  I drew the Grade 5 classroom and the Grade 6 teacher taught my Grade 1's.  It is amazing how many little details go into planning for a sub - especially for a teacher that you work with - I kind of wanted to impress her with my skills:)  Luckily, I had the WBT Sub guide created by the lovely Deb Weigel.

I have to admit I was a bit of a nervous wreck.  However, I was confident Whole Brain Teaching would save me and....of course...it did!!!  This particular class had already done a little bit of WBT.  They knew the Class/Yes!, the five rules, the Teach/OK! already.    I taught the Scoreboard (the incentive was 1 minute early to lunch) and reviewed five rules within minutes.  We recited the rules.  I talked a little bit about how the brain works and the importance of keeping the entire brain active through gestures, visuals, speaking and fun.   Then I taught Bodies Up!  and Seats!  Finally, I added the Woo! and the It's Cool, Hand and Eyes, Mirror and Switch!.  The kids were really into it.  They kept on getting faster and more in sync with one another.  It was really cool.  I did have to ping pong a bit and practice a few times but it was still super exciting.

The first lesson was on Sentence Fluency from 6+1 Writing Traits.  I taught it like a Power Pix with gestures.  Then I had them teach their neighbour using the Teach/OK.  We did a really neat sentence building activity and I used Papers! and the count down to hand out and collect everything.

After recess, two students came up to the front and lead the class in the rules.  One even did it using a silly voice.  In Math, I had a few students teach the class.  There was some really cool teachable moments and I even threw in a quick mini-lesson on the equal sign with gestures.

In Social Studies, I taught the four requirements needed to vote in an election.  As a class we came up with gestures to match and the students taught their neighbour.  I even still remember them - lol!  Alas, they lost the Scoreboard before lunch so we had to try again in the afternoon.

In Science, I taught about the circulatory system using an analogy about cars and highways to describe arteries and veins, gestures included.  One students had the definition down so she taught the class.  At the end of the period there was a little time so I taught them my version of Mind Soccer and I used the material from the previous chapter on respiration for the questions.

The rest of the day was pretty zen.  They did win the Scoreboard for the end of the day so they got some D.P.A. (Daily Physical Activity) time out on the playground.  I really made them work for it - no calling out and staying in their seats was big!  All in all, WBT and the day was brilliant.

New Year's Class/Yes! and Scoreboard

Happy New Year!  My Grade 1's are back into WBT and we are having loads of good times!!  Some quick fun things:

Currently, I am saying Snowball Class and they say Snowball YES!  all the while making a snowball and throwing it at me - I duck and cover!!

Also, I say Snowball Fight Class and they say Snowball Fight YES and they throw a snowball at each other.

Smilies are POW! and Frownies are UGHH! - pretend like a snowball hit you in the stomach.

My First Couple of Weeks

Well my friends, I am back at it again!  Here are my observations:


1.  Whole Brain Teaching is still so amazing!


2. I just got 6 new children - they unsplit the 1/2 split next door - now I have 25 kids and they picked up WBT so quickly.  Not sure if they know what hit them:)


3. Scoreboard has had about 30-40 smilies and frownies on both sides before recess.  The class has won the Scoreboard several times and they have lost several times, as well.


4.  I have still had private talks with students on occasion just to reinforce that when they break the rules they are causing frownies for the class, especially if they are being unsafe.


5.  I have had to remind myself occasionally to not use names when pointing out frownie behaviour.


6.  I am going to have to talk with my teacher aids and explain to them that this is a different type of classroom.  I may even give them some light WBT reading to do.  They are not in the mind-frame of practice, practice, practice like I am.  They look at me when students aren't sent back to their desks from the carpet for misbehaving.


7. I have had students sit out of an earned learning game - partly due to second guessing myself, aid comments, and the desire to have that student understand that what they were doing was not acceptable.  Really, each student is part of the class and if the class won the Scoreboard then the entire class should be allowed to partake in the reward.  Still, I think students need to get the idea early that what they are doing is not acceptable.  Do I give a student who is causing all the frownies a consequence even if the class wins the Scoreboard?  My initial thought says no because right now that child is still practicing.  My instinct says that child knows he/she is breaking the rules and, therefore needs a consequence.  What I really need to focus on is the class giving the consequence - peer pressure is the key - when I call out Rule 2 - the whole class needs to say it and really mean it!


8.  Line check has worked wonders on my line up!!  Thanks to Educ8rKP who wrote about this on the forum!! Very helpful!

"1. Laser-straight: the tiles on the floor help a lot, but we also have lines painted on our sidewalks. They know, because I remind them often, to make sure their left foot is on the line.
2. Dead quiet: I never allow any talking in my line. Not even to me.
3. Arms crossed: I used to allow kids to choose whether they crossed their arms or put their hands in their pockets, but I found that if you give an inch, they take a light-year. So, arms crossed only.
4. Faces forward: It's really irritating to me when people standing in line at theme parks aren't paying attention when the line moves forward, leaving a huge gap. I don't want my line to have gaps in it either.
I teach these four expectations, and slowly wean them off me reminding them of each one when we line up, and settle for the aforementioned "LINE CHECK!" They repeat "LINE CHECK!" and instantly snap to attention in a perfect, orderly, OCD-tickling line (tears of joy!). The key is consistency and unbending, unwavering expectation of perfection. As long as it's not perfect, we don't move. If we're already moving and it stops being perfect (arms swing out, someone talks, someone veers way out of line), I call "FREEZE!" and everyone stops. I say "LINE CHECK!", they respond appropriately, then we're on our way."

My goals right now are to:


1. Change my challenging students, to fence sitters, fence-sitters to go-alongs and my go-alongs to alphas.


2. To talk less and use Teach/Okay! more.


3. To be consistent.

My WBT Classroom Pictures

Beginning Gradually in the Classroom

So here is Andrea Schindler's document for starting Kinder adjusted for First Grade!

Day One:
Class Yes!
Rules 1-5
Scoreboard Game
Hands and Eyes!
Criss Cross Applesauce
Bubble in your mouth
Lines, Lines, Lines
Seats, Seat, Seats
Cubbies, Cubbies, Cubbies
Backpacks, Backpacks, Backpacks
Tell your neighbour

Day Two:
Practice all the routines introduced so far

Mirror

Mirror/Words

Switch!

Teach your first 5 Step Lesson

Pencils and Erasers, Pencils and Erasers, Pencils and Erasers

Name, Name, Name

Work, Work, Work

Papers, Papers, Papers

It’s cool
Ten finger woo



Day Three:
Practice all the routines introduced so far

Continue to teach one 5 Step Lesson a day - try to make them short as it is the beginning of the year.

Week 2:
Practice all the routines introduced so far
Weekly Stars (When students get 10 stars, which usually takes about a week, they earn a special reward, like a five minute game of Mind Soccer).

Introduce the Practice Cards when you feel the time is right and approximately 85% of your students have bought into the Scoreboard Game. If you start the Practice Cards too soon you will have a ton of students practicing and the goal is not to have any if possible. Some teachers wait until Thanksgiving or January to introduce them and some do not use them at all. It really depends on your class:) Begin with the white cards. Gradually, introduce the purple and green cards - this may happen days, weeks or months later. Remember, it is a long year:)

Month 2:

Begin teaching two Five Step Lessons plans per day. You may even increase this to 3 or 4.

“Milestones to Reach for Further Routines”:

*If you have used the individual pocket chart and still have a select group of students who are exhibiting undesired behaviors, use the Independents Group

*Once students are comfortable with “Tell your neighbor”, move to “Teach! Okay!”, with both students talking

*Once students are comfortable with “Teach! Okay!” add in the "Switch!"

*Once students are comfortable with "Switch!" add in "Tag Team"
*Once students are comfortable with the “Teach! Okay!”, teach the students the Crazy Professor Reading Game.


Here it is in google.docs

Super Speed 100 and More

Super Speed 100 was a hit this week with my class!  Although it is the end of the year, I felt it was the  appropriate time for this group and their skill level.  I made sure that my seating arrangement consisted of one partner who was a little more advanced in reading than the other partner.    Also, before we started, I had my students review the words for that level so that when it came time to begin they weren't scrambling or lost.  As well, I had them decide who would start first.  My students have stickers on their desks so sometimes I would say reds will start for the first round and purples would start for the second round.  They really ate it up!  Yum!!

Today, I had one of the grade 2 teachers come and observe my class in action!  I was SO nervous!  I divided my scoreboard so that it was girls vs. boys.  The kids were amazing - students taught the class, they taught each other, they taught their sockless hand puppets, they compared and contrasted, and they played all the games.  I even was able to deal with an issue between two children while my class was still running smoothly.  Oh yeah!!!  If only I had been video taping!!!!

It definitely hasn't been all rainbows and butterflies this week - spring fever is definitely in the air:)

As the year progressed, my students have demonstrated some interesting ways of speaking to one another.  Some are very hard on others if things do not go their way.  Often they are critical and, sometimes, they say things like, "If you don't do this for me, I won't be your friend!"  After a particularly rough gym class I decided to skip computer time and head back to the classroom.  I made a T-chart and we listed unkind things someone might say.  We discussed how the person that is saying these things most often feels badly about themselves.  One little boy offered this pearl of wisdom: You are what you say:)  I had each student have their sockless hand puppet say mean things to the other sockless hand puppet. I asked them how their sockless hand puppet felt.  Next, we made a list of kind things to say to the person rather than becoming defensive - I reinforced that if that person is saying these things they must be feeling badly - what can we say to make them feel better?  I had them practice again with their sockless hand puppets.  Finally, I challenged my class to compliment 5 different people a day for the rest of the year.  We brainstormed and practiced good compliments.  To facilitate this, every so often for the rest of the day I would say, "Compliment!" and everyone would compliment one another.  I am going to try and keep this up with the objective being to create a more positive, supportive environment!!

Scoreboard Turnover

So the scoreboard turnover to students continued this week.  As the interest grew, I started to have the class vote on who they thought were excellent leaders and teachers.  I chose one for the scoreboard and two for other leadership jobs (calling students to the carpet, etc.).  I LOVED giving the scoreboard job out to a student as I was not forever searching for a pen.  I would just say, "I think the class deserves a smilie for that!" and my student leader would say, "Wait for it!" to which the class responded, "Oh yeah!"

During Library, we read a book about the digestive system and students initiated a discussion comparing and contrasting plant stems and blood vessels.  Students stood up and taught the class their higher level thinking connections!!

I taught a lesson on expanded form after watching Farrah Shipley's amazing video on compound words. To help I had a slide on the SmartBoard for each section of the lesson: the rules, the power pict, examples, non-examples, Yes/No Way!, Cutie, Critical Thinking, written work questions to be completed in a notebook or on a recipe card.  I added a target bullseye to discuss and provide class and teacher objectives near the beginning.  It worked really well and the lesson had better flow.  Next time I want to have a clipboard so that I can assess and record student learning during Cutie.

In other news, I started saying, "Quiet on set!" when Sharing time was about to begin ~ I borrowed this from another post on the forum.  The class responds, "It's show time!"  Way fun!

Also, we did an animal unit this week.  Each student wrote a report about their chosen animal after reading a book and writing down four fact words and an opinion word about their animal.  I demonstrated how to gesture through the title and each of the sentences created from the collected words.  Then, I had the students return to their desks to silently make up and gesture through their own sentences using uppercase letters and periods at the end.  Next, using the Teach/OK, they practiced saying and gesturing their sentences with their partner.  Finally, they wrote down their prepared sentences.  In the end, they produced fantastic reports with beautiful complete sentences!!  OH YEAH!!!

The week ended with a field trip a golf course to learn about our community  The Class/Yes! and the rules were well utilized (although silently with hand gestures by me due to golf course rules:).  The parents and golf course staff were extremely impressed with my students' manners.

Phew!  I think it's time for a vacation!