Please join fellow WBT educators in a lively discussion of Chris Biffle's latest book, "Whole Brain Teaching for Challenging Kids"! Earn WBT Certification points in the Official WBT Book Club! Points will be awarded to Whole Brainers who regularly post thoughtful, energetic posts, 700 points possible during the summer session! Book Club Guidelines 1. Become a member of this site. Scroll down on the right and click "Join this site". Only members are able to post. 2. Enter your email address in the box on the right (just below the Members section). This will allow you to receive messages from Coach B regarding new discussion topics and important info. 3. Click on the Chapter links on the right to see questions related to each chapter of the book and post a comment with a thoughtful reply. Try not to exceed 250 words. 4. Feel free to ask questions and answer others' questions using the "Questions Page" on the right. Don't hold back! But dress appropriately; the weather in Teacher Heaven is electrified with funtricity so it can sizzle. 5. Please sign all of your posts with your real first and last name. 6. Big Important Note! Please use college level literacy in your assignments. Avoid spelling errors, typos, awkward sentences, incomplete answers. Sorry, no rewrites!
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Monday, June 3, 2013
Appendix: Rehearsing Procedures
Write a short script, like one in this chapter, for rehearsing a classroom procedure. Pages 264-266 Full credit: 25 WBT Certification Points Partial credit: 10 WBT Certification Points
Rehearsal Procedure: All Eyes on... Often, when they are suppose to be listening to their classmates, students are day-dreaming, preoccupied with materials at their seat, or too concern about their surroundings. "All Eyes On..." brings attention to the speaker. It creates a sense of importance for the presenter because everyone "should be" looking at them and listening intently. Throughout the year, the class will need to be reminded of the importance of "All Eyes On..." The following script may be used for rehearsing this valuable procedure.
Please note the following abbreviations: C/Y-Class/Yes, H/E-Hands and Eyes
Teacher-C/Y, H/E Just this week, I have noticed a lack of focus when others are speaking. Give me a, "Oh no!" Students-Oh no! Teacher-What is rule #1? Students-Rule #1-Follow directions quickly. Teacher-When I say, "All eyes on Mrs. Sprinkle," that means you quickly point to your index finger to your eyes then to me and say, "All eyes on Mrs. Sprinkle." Then, you listen with your super-sonic ears. Can you be quick, quick, quick and listen with super-sonic ears? Students-Yes! Teacher-Tell your neighbor you can be quick, quick, quick and listen with your super-sonic ears. Students-(They tell their neighbors.) Teacher-C/Y All Eyes On Mrs. Sprinkle! Students-(While pointing at their eyes then to me, students say, "All Eyes on Mrs. Sprinkle!" Teacher-That wasn't fast enough. Mighty Groan! (Mark a point on the Frowny side of the Scoreboard). Students-Mighty Groan. Teacher-I did not have everyone practicing All Eyes On... Let's think about this again! Who would like to share one reason why it is important for others in the class to participate in All Eyes On. Teacher-(As students raise their hands, the teacher uses "All Eyes On..." and calls on individual students to share ideas. Some may include but are not limited to the following: 1.) It is not polite not to look at the person that is sharing ideas. 2.) Everyone should listen to each other because they could be sharing valuable information. 3.) If you are doing something different, like talking to a friend or drawing, you are distracting others around you. Give Ten Finger Woos for good answers. Teacher-Those were great ideas and well deserving of a point. Give me an, Oh Yeah! Students-Oh Yeah! Teacher-These rules also apply to rule #4. What is rule #4? Students-Rule #4-Make smart choices. Teacher-When you make smart choices, are you turned around backward in your seat talking to a friend? Student-No! Teacher-When you make smart choices, are you drawing at your seat? Students-No! Teacher-Now, let's try this again! Turn and speak to a neighbor, read, write in your notebook, or even put your head down. When I use All Eyes On...you are to follow the direction and look with your laser eyes and super sonic ears. Teacher-All Eyes On...(Name a student.) Students-All Eyes On...(Name the student.) Students point to their eyes and then to the student. Note: At this time, the teacher will point out several students that did a great job. Mark a Smiley point on the Scoreboard for these students being quick and attentive. In addition, if the teacher still does not have 100% participation, mark a point on the Frowny side of the Scoreboard and continue with the review. Teacher-Please remember to be true to the spirit of the rules.
5th graders find themselves lining up often during the day because they are now rotating to various classes rather than staying with one teacher all day. This can prove to be a frustrating time unless they are familiar with what the expectations are. Having a procedure that they have rehearsed can help make the transition smooth, clean and fun.
Script: Lining Up Rehearsal
Teacher: Classy Class! Students: Yessy Yes! Teacher: I’ve been noticing that when we line up it is taking waaaaaay too long, and some people are forgetting our procedure! Give me an “Oh not cool!” Students: “Oh not cool!” Teacher: What is Rule #1? Students: Rule #1: Follow Directions Quickly! Teacher: That’s right! When I say “Line Up” you will three-peat that by saying “Line Up! Line Up! Line Up!” as you stand and smoothly but quickly move to your line order spot you have been assigned. Teacher: Line Up! Students: Line Up! Line Up! Line Up! Teacher: Classity Class! Students: Yessity Yes! Teacher: That was too slow, and I need to hear every voice! (Give a frowny on scoreboard.) Mighty Groan! Students: Ugh! (groan) Teacher: Let’s try again, this time with energy! Line up! Class: Line up! Line up! Line up! Teacher: Rockin’ Class! Class: Rockin’ Yes! Teacher: Not quite yet! (Mark a frowny on the scoreboard). Mighty groan! Class: groan Teacher: We still have a few that moving very slowly. What is Rule #5? Students: Rule #5: Make your dear teacher happy! Teacher: Yes! Who can tell me a way to do improve this procedure to make your dear teacher happy? Class: (volunteer Bob) We can push our chairs in the 1st time so we don’t waste time going back! Teacher: Yes! Great idea! Give Bob a 10 finger wooo! Class: (woooo) Teacher: *Mark a smile point on the scoreboard. Class: Oh yeah! Teacher: I need another volunteer! Amy? Class: (Amy) We can keep our hands to ourselves as we walk. Teacher: Wonderful! Give Amy a 10 finger rockin’ woooo! Class: (woooo) Teacher: *Mark a smile point on the scoreboard. Class: Oh yeah! Teacher: Let’s play yes/no way! Teacher: Do you have an assigned spot in line? Class: Yes! Teacher: Can you hold hands in line? Class: No way! Teacher: Hands to our sides, behind our backs is the way to walk! Class: Yes! Teacher: We are trying to move quickly, so should we run? Class: No way! Teacher: Turn to your partner and tell them “Phil Dunphy says ‘slow is smooth and smooth is fast!’ so move smoothly when we line up!” **show gestures. Ta Ta Teach! Class: Oh Oh Ok! Phil Dunphy says ‘slow is smooth and smooth is fast! So move smoothly when we line up! Teacher: Class! Class: Yes! Teacher: Now, let’s try again. I’m so excited! Line Up! Class: Line up, line up, line up. Teacher: Wow! I’m so impressed! Give yourselves a 20 finger woo! Class: (wooooooo!) Teacher: *Add a point to the smile scoreboard. Class: Oh yeah! Teacher: Great job! Now, let’s do it one last time and use our timer to see how quickly we can move! But before we start, what is Rule #4? Class: Rule #4: Make smart choices! Teacher: You’ve got it dude!
*Teacher will time students each day as they line up and record the time on the board for motivation. Classes may even compete against each other for the better times!
Michelle, Nice sequencing of Line Up rehearsal! Tracking their Line Up Time Records does motivate and encourage engagement at higher levels! Here are 25 points!
I teach 6th graders, and at times, they can get a little restless with procedures. They try to cut corners. This disrupts the flow of lessons and student learning. This is when I have to reassess my teaching and remind students of classroom procedures. Rehearsal is the key to getting students back on track without demeaning them. Students get bored easily at this age, and I have to remind them of the value of rules and procedures. When students get complacent with the big 7 procedures, I will have students rehearse the procedures throughout the week. Here is my procedure to practice the class/yes procedure.
Teacher: Class, when I say class, you say yes. Today we are going to rehearse this procedure so we are always ready to go forward with class. Now class, are you with me? Class gives a big yes. Teacher: Class, Oh, Class Students: Yes, Oh, Yes Teacher: Class, Class Students: Yes, Yes Teacher: Classssss Students: Yessssss Teacher: I did not hear everyone participating. Would you like to try this again? Teacher: A point for me. Students: Gives a mighty groan. Teacher: Class Students: Yes Teacher: When I say Class, You say Yes. Teacher: Classity, Classity Students: Yesity, Yesity Teacher: Great Job! Give yourself a 10 finger whoo. Students: WHOO!
After we practice this procedure, I will rehearse other procedures starting with the ones students are not fully engaged in during lessons. Debora Manuel
Kathy, I love using hands and eyes! You might consider putting a "class/yes" in there to redirect attention if needed. Here are 25 certification points!
Teacher: I am not seeing EVERYONE making the full body turn to their partner. Turn to your partner, gasp, and say, “Oh my”.
Class: (gasp) Oh my!
Teacher: It is important to make a full body turn so that you can focus intently on what your partner is saying. It also shows respect. Tell your partner, “I respect you and what you are saying is important”.
Class: I respect you and what you are saying is important.
Teacher: Let’s practice. I will talk a little then when I say, “Teach”, I want you to QUICKLY make a full body turn to your partner. Blah, blah, blah, blah…Teach!
Students: Okay!
Teacher: That was okay, but I think we can do even better. Remember, it needs to be fast and your hands should be in the ready to teach position. Blah, blah, blah…Teach!
Students: Okay!
Teacher: Wow! Give yourselves a Mighty Oh Yeah!
Students: Oh Yeah!
Teacher: I especially loved the way ____ and ____ quickly made the full body turn with their hands in the ready position. Let’s give them a ten finger woo.
Class: Woo!
Teacher: _____ and ____ will you model that again for us? (Teach/Okay-students model)
Teacher: Hey, hey class!
Students: Hey, hey yes!
Teacher: I think we’ve all got this now. Show me. Teach!
Students: Okay!
Teacher: Awesome! Give yourselves a Mighty Oh Yeah!
Students: Oh Yeah!
Teacher: I am really focusing on your full body turns. Don’t forget.
Jamie, Super job! I love your teach/okay with "Tell your partner, “I respect you and what you are saying is important”. That really sums up WBT doesn't it! Here are 25 certification points!
Throughout the year, my students participate in several arts and crafts projects, including interactive notebooking. I began noticing that students were reluctant to come back to "Class Yes" or "Hands and Eyes" when trying to finish a project. They would repeat the call back, but would continue cutting, gluing, coloring, etc. So, we practiced!
Teacher: Oh, my dear sweet wonderful class! Students: Oh, my dear sweet wonderful yes! Teacher: Cold hard truth. Students: Listen up! (Students shiver while they say this) Teacher: Our hands and eyes are struggling during art! Teach! Students: Ok! (students teach) Teacher: Classity classity classity! Students: Yessity yessity yessity! Teacher: Rule 1! Students: Follow directions quickly! Teacher: Rule 5! Students: Keep your dear teacher happy! Teacher: (motioning) Sometimes, when you have a project and tools in front of you, it's hard to stop! Teach! Students: Ok! (teach) Teacher: Class class! Students: Yes yes! Teacher: BUT! We have to follow directions AND keep our dear teacher happy, even during art! We can keep Ms. Mahan very happy by dropping our art supplies and giving her SUPERSONIC EYES when she calls us. TEACH! Students: OK! (students teach) Teacher: Claaaaaaaas! Students: Yeeeeeeeees! Teacher: Let’s practice! Imaginary scissors out! Students: Imaginary scissors out out out! Teacher: Imaginary paper out! Students: Imaginary paper out out out! Teacher: When I say go, pretend to cut your imaginary paper. You are creating an amazing project that you LOVE! Even so, when you hear, “HANDS AND EYES!” I want you to drop your scissors and paper immediately and show me supersonic eyes! (teacher points fingers next to eyes) Cut! (Students begin pretend cutting) Teacher: Hands and eyes! (Students drop imaginary supplies and show supersonic eyes.) Teacher: Mighty Groan! Students: Uh! Teacher: Not fast enough! Let’s see if we can be SUPERSPEEDY FAST! Tell your neighbor, “LIGHTNING SPEED!” Students: LIGHTNING SPEED! Teacher: Begin the imaginary cutting! (Practice continues until students are super speedy fast. Teacher will continue with imaginary glue sticks, string, buttons, etc. Teacher will award Scoreboard points accordingly.) Teacher: Oh, my magnificent lightning speedy class! Students: Oh, my magnificent lightning speedy yes! Teacher: We are ready for an art project with real supplies! Give me a mighty OH YEAH! Students: OH YEAH!
Madeline, Nice job! It is so helpful to regain their attention in a fun, calm way rather than having to raise your voice! I have my students clasp their hands on their desks when after we say "hands and eyes" and we call that the Respect position. It really helps them continue to focus :) Here are 25 certification points!
In December, my classroom began hosting a student teacher. One of the best ways to teach a student teacher how to keep control of the class is to teach them about constant rehearsal of the rules. Since this is the second student teacher I have hosted since using WBT, I have come up with a few ways of doing this. We rehearse rules, classroom procedures, and teaching procedures with the students daily. This helps foster a smooth running classroom without too many ‘hiccups’ with the gradual teaching release. I teach my student teachers they must demand the same respect I demand from my students and because of this, they are more successful with classroom management. Here is one of the ways we practice teaching procedures.
C/Y: I have noticed that we are doing a fantastic job teaching our neighbors all of the wonderful skills we are learning. Compliment your neighbor with a MIGHTY OH YEAH for being an amazing teacher! C/Y: One thing I have also noticed is that we are using gestures and the because clapper to ‘beef up’ our answers. Give me another MIGHTY OH YEAH! C/Y: At this time in the year, my expectations will only go up since you are almost 5th graders…OOOOOOHHHHHHH! 5th grade is just that much more demanding. I think you will do just fine. Turn to your neighbor and teach them our teaching procedures. You must use gestures, a full body turn, and speak in complete sentences while using some kind of brain toy! T/O Immediately, and it will happen, call attention as soon as a student isn’t completely turned talking to their neighbor or if they do not clap and say teach as instructed, after all they are rehearsing their teaching procedures. C/Y: I noticed some of our partners must not have pulled their easy release swivel button on their chair. Their bottoms were glued to their seat, their head moved but their knees are not pointed to their partner. Tell them “It’s Cool!” Lets practice this, with a full body turn, knees pointed to your neighbor, teach your partner using gestures and a brain toy how we teach our neighbors. T/O Immediately, call attention if students are following procedures or if they are not. Playing Scoreboard Ping Pong will always result in students doing what is expected. We continue to practice until all students are teaching to the expectation! We even call attention to those who are consistent Super Improver Stars are awarded for AMAZING teachers. I have found the more we practice, the more we improve. Oh, YEAH!
Krystal, Those full body turns really make a difference! Good luck with your move to Virginia- now you can introduce WBT to a whole new group of kids! Here are 25 certification points!
I teach in a third grade Response to Intervention classroom. I have a basic skills teacher in the classroom for the entire day, and we do a great deal of team teaching, and much of our teaching is implemented in small groups. However, when I want to bring the students back to their desks to address the group, or transition to another lesson, it is important to be able to get the students to their seats quickly so that we can move on to the next item on our schedule. What follows is a script for a Class-Seats rehearsal.
Script: Class-Seats Rehearsal
Teacher: Claaaaassssss! Students: Yeeessssssss! Teacher: Seats! Students: (Some students) Seats! Seats! Seats! (Some students quickly take their seat, while a few continue to mill about the classroom.) Teacher: Classy Class! Students: Yessy Yes! Teacher: Take a seat! Students: Seats! Seats! Seats! Teacher: I have noticed that it has been taking us a little longer to get back to our seats, and some of us are not participating with our “three-peat.” Wait for it—(Teacher marks a frownie on the Scoreboard.) Students: Ugh! (Mighty Groan) Teacher: Perhaps some of us have forgotten, because we didn’t have everyone participating. Would you like to try it again? Students: Yesss! Teacher: Class-a doodle-do! Students: Yesss-a doodle-do! Teacher: What is rule number one? Students: Rule number one: follow directions quickly! Teacher: Hmmmm. Was that follow directions slowly? Students: Noooo! Follow directions quickly! Teacher: When I say “Seats,” everyone must say “Seats! Seats! Seats!” You must also stop what you are doing and return to your desk, sit with your hands folded, and look at me. You must do this speedy-quick, like Junie B. Jones! Are you as speedy-quick as Junie B. Jones? Students: Yesss! Teacher: Tell your partner just how quick you are. Turn and tell your partner, “Oh sweet mama, I’m even quicker than Junie B. Jones!” Students: (Students turn and tell their partners.) Teacher: Turn and tell your partner, “I’ll bet you’re not as quick as me!” Students: (Students turn and tell their partners.) Teacher: All right. Let’s see who is speedy-quick! Even numbers (students) may get out of their seat and quietly walk around. Students: (Even-numbered students get out of their seats and walk around the classroom.) Teacher: Claaaasssss! Students: Yeesssssss! Teacher: Seats! Students: Seats! Seats! Seats! (Students quickly return to their seats, fold their hands and look to the teacher.) Teacher: Pat, I think you were lightning-quick! Mary, you were certainly quicker than Junie B.! (The teacher makes a mark on the Smiley side of the Scoreboard.) Wait for it-- Students: Oh, Yeah! Teacher: But, everyone wasn’t speedy-quick. (The teacher marks a frownie point.) Wait for it-- Students: Ugh! (Mighty Groan) Teacher: Shall we try it again? Students: Yesss! Teacher: Can you be as speedy-quick as Junie B., and Pat, and Mary? Students: Yesss! Teacher: Turn and tell your partner, “I’m faster than Pat, Mary, and Junie B.! I’m speedy-quick!” Students: (Students turn and tell their neighbors.) Teacher: Okay! Now the odd-numbered students will get out of their seats and pretend to be finishing up at one of the centers. (Teacher pauses while the odd-numbered students mill about the classroom.) Oh, Classsss! Students: Oh, Yeeessssss! Teacher: Take a seat! Students: Seats! Seats! Seats! (Students quickly return to their seats, and wait with their hands folded.) Teacher: Ohhhhh, Classy Class! Students: Ohhhhh, Yessy Yesss! Teacher: Great job! Give me a Mighty Oh Yeah! (The teacher makes a mark on the smiley side of the Scoreboard.) Students: Oh Yeah!
The value of rehearsals in the structure of the classroom day is invaluable. Children’s author, Lana Krumwiede, says, “… Take sky-diving and brain surgery-- those things have to be done perfectly the first time… One of the characters in my book, FREAKLING, says this: "There are no mistakes, only rehearsals." …” I couldn’t agree more, Lana.
Jacqueline, I love the connection with Junie B. and Freakling! Rehearsals are what make us stronger (rather than focusing on our mistakes!). That's why WBT is so wonderful! Here are 25 certification points!
Procedure: Getting out math books Teacher: Class Students: Yes Teacher: Claaaaaasssss Students: Yeeeeeesssss Teacher: What is rule 1? Students: Follow Directions Quickly. Teacher: Right, so how do we follow directions? Students: Quickly Teacher: Good. So now we are going to practice getting our math book out for learning. How are we going to get our math book out? Students: Quickly Teacher: What? Are we going to get our book out slooowwwlllyyy? Student: No, quickly. Teacher: Ok, turn to your partner and tell them how you are going to get your math books out. Students turn to their partners and tell them they are supposed to get their math books out quickly. Teacher: Class, Class Students: Yes, Yes Teacher: Ok, we are going to practice now, ready… 1, 2, 3. Please get your math books out. Students get math books out of their desks. Teacher: That was pretty good, but I saw some of you that could go faster. Do you think you could go faster? Like supersonic speed kind of fast? (use gesture to indicate running fast) Students: Yes, while laughing Teacher: Okay, let’s try again. Put your books away so we can practice. Students put their books back in their desks. Teacher: Classity, Class Students: Yessity Yes Teacher: Please get your books out for math time. Students retrieve their books from their desks. Teacher: Yahoo! That’s what I’m talking about. Give me an “Oh, yeah!” (while using a fist in the air gesture) Mark a tally under the smiley on the scoreboard. Students: “Oh, yeah”
Amanda, Nice job! Even things as simple as getting our books out and putting them away can be chaotic, but with WBT they can be smooth and painless! Here are 25 certification points!
One of the areas that I find needs refining at times is the speed in which the class turns to their neighbor and returns to sitting front and center during Teach- OK.
T.: Class? S: Yes? T: When I say, “Teach” I want you to pretend that you have supersonic wheels strapped onto your bottoms. They help you turn really fast! Let’s practice turning to your neighbors with your supersonic wheels. Teach. S: OK (Class turns but it is not fast enough and it is noisy) T: Class? Class? S: Yes? Yes? (Class turns but not fast enough) T: That was pretty good but I think we can do better. Turn to your partner as quickly as you can and tell them that we can be supersonic fast with our turns both times. Teach. S: OK (Turns are better but still noisy) T: Classarooney? S: Yesarooney? (Turn faster) T: That was much better. Let’s hear a Mighty Oh Yeah! (Teacher gives a point on Smiley side) That was better but not perfect. It was way too noisy! Let’s hear a Mighty Groan! (Teacher gives a point on the Frowny side) Let’s try it one more time. This time, remember that you have supersonic wheels on your bottoms and they are super quiet! Teach. S: OK (Class turns very quickly and quietly) T: Class? S: Yes? (Class turns quickly and quietly) T: That was supersonic good! Let’s hear a Mighty Oh Yeah! (Teacher gives a point on the smiley side).
Liz, Every little procedure makes a huge difference! This one will help keep your class moving quickly and effectively! Nice job! (You've been quite busy the last couple of days! Great work!) Here are 25 certification points!
Thanks Michelle, I am on Spring Break and was determined to get this done! I appreciate your time spent looking over my work. I have learned a lot and am making plans to incorporate more in my lessons next week.
Students can take up too much precious instructional time getting in and out of their seats. If we have to get to a place, this procedure helps get us there on time in a fun way!
T: It is time for special area! Rub your hands together, turn to your partner and say, "Oh, sweet mama! I love PE!" S: "Oh, sweet mama! I love PE!"
T: Class class! S: Yes yes?
T: Chairs to desk! S: Chairs to desk, chairs to desk, chairs to desk! Students jump up, push their chairs in, and stand quietly behind their chairs waiting to be called to the line.
T: Oh, no, too slow students! Here is a mighty groan! S: Uhhh!
T: Classity class! S: Yessity yes?
T: Chairs to desk! S: Chairs to desk! Chairs to desk! Chairs to desk!
Students pull out their chairs, sit in them, and fold their hands on top of their desk.
T: Oh, so much better! Let's have a one second party! S: Oh, yeah!
T: Chairs to desk! S: Chairs to desk, chairs to desk, chairs to desk! Students jump up faster, push their chairs in, and stand quietly behind their chairs waiting to be called to the line.
T: Great job! That's the way to work together as a team! We have time for a one second party! S: Oh, yeah!
T: Band? C: Yes? T: today we are going to rehearse setting up our band instruments in a quick and efficient manner. T: Mirror Words C: Mirror Words T: To be faster at setting up for band… C: To be faster at setting up for band… T: We will use the 3peat! C: We will use the 3peat! T: TEACH C: OK! ::Music stand partners turn and face each other and teach:: T: Band Band BAAAND! C: Yes Yes Yesssss! T: Mirror Words C: Mirror Words T: Step 1 – Case on the floor (repeat 3x’s) C: Step 1 – Case on the floor (repeat 3x’s) T: Step 2 – Open the case (repeat 3x’s) C: Step 2 – Open the case (repeat 3x’s) T: Step 3 – Put the pieces together (repeat 3x’) C: Step 3 – Put the pieces together (repeat 3x’s) T: Teach! C: Ok! :: After the teacher calls the students back to attention the class and teacher will practice the 3peat with “air” instrument cases. Then they will practice the wrong way with “air” instrument cases. Finally, the students and teacher will practice using their instrument cases and still using the 3peat to setup for their band lessons quickly and properly. ::
A procedure that often needs to be rehearsed many times throughout the year is lining up quietly. Without sufficient rehearsal, this time can easily turn into an opportunity for students to talk to each other.
T: Oh, Class. S: Oh, yes. T: The last few times that we have lined up to go somewhere, I have noticed a big problem. (Make gesture for big problem.) Tell your neighbor that we have a big problem. S: We have a big problem. T: I have heard voices in a quiet zone. Tell your neighbor that you can't believe that there has been noise in a quiet zone. S: I can't believe there has been noise in a quiet zone. T: Tell your neighbor that our class would never make noise in a quiet zone. S: Our class would never make noise in a quiet zone. T: Oh class. S: Oh, yes. T: Our goal is to always line up without a sound. Remember, whenever we line up without a sound we get a smiley on the scoreboard, and we want those smileys. Teach your partner our goal and what happens when we meet our goal. (clap, clap) Teach. S: (clap, clap) Okay. (Students teach their partners.) T: Class, class, class. S: Yes, yes, yes. T: We are now ready to give lining up a try. If you think we can do it say, "I think we can do it." S: I think we can do it. T: Line, line, line. S: Line, line, line. (Students line up without a sound.) T: Great job of meeting our goal! Oh yeah! (Places smiley on scoreboard.) S: Oh, yeah!
I have my students in my second grade class moving often between their seats and the carpet. At times students believe this is a designated opportunity for them to chat with friends or take a few laps around the classroom. As a result of this we need to practice.
Teacher: Class? Students: Yes! Teacher: It’s time to go to the carpet, carpet, carpet. Students: Carpet, carpet, carpet. Teacher: Class! Students: Yes! Teacher: That’s not fast enough! Students: We’ll go faster. Teacher: Classy, classy, poo! Students: Yessy, yessy, poo! Teacher: Mighty Groan! Students: Oh no! Teacher: We did not follow rule number one while going to the carpet. What’s rule number one? Students: Follow directions quickly! Teacher: I didn’t hear you! Students: Follow directions quickly! Teacher: Class! Class! Students: Yes! Yes! Teacher: Let’s go back to our seats. Tell your partner at your table, “We have to go faster!” Students talk amongst themselves and say, “We have to go faster!” Teacher: Tell your partner, “I’m going to go faster than you!” Students talk amongst themselves and say, “I’m going to go faster than you!” Teacher: Class! Students: Yes! Teacher: Carpet, carpet, carpet! Students: Carpet, carpet, carpet! Teacher: Class! Students: Yes! Teacher: I saw Cooper, Cassy, and Carly moving super fast and quiet. Give me a one second whisper party! Students: Woo! Teacher: Claaaaaasss! Students: Yeeessss! Teacher: However, not EVERYONE was going as fast as they could so mighty groan. Students: Oh no! Teacher: Clickety, clackety, class! Students: Clickety, clackety, yes! Teacher: Go back to your seat and tell your partner, “I’m going to go faster than they do!” Students talk amongst themselves and say, “I’m going to go fast than they do!” Teacher: Class! Students: Yes! Teacher: Tell your partner, “I’m going to be faster than superman!” Students talk amongst themselves and say, “I’m going to be faster than superman!” Teacher: BOOM, Class! Students: BOOM, Yes! Teacher: Let’s try it again! Carpet, carpet, carpet! Students: Carpet, carpet, carpet! Teacher: Oh no class! Students: Oh no yes! Teacher: I hate to tell you this BUT that was super fast. One-second party! Students: Woo! Teacher: Turn to your partner and say, “I’m going to go even faster next time!” Students talk amongst themselves and say. “I’m going to go even faster next time!”
Teacher: Class, Oh, Class Class: Yes, Oh, Yes Teacher: Hands and Eyes Class: Hands and Eyes, moving slowly and not everyone participating. Teacher: Oh no! Many of you were moving VERY slowly and a few did not fold your hands and use your focus eyes. That is a frowny point. Class: Gives a might groan Teacher: When I say Hands and eyes, You need to stop what you are doing (gesture: stop sign) , fold your hands in your lap (gesture: hands together and in lap)and focus your eyes (gesture: bug eyes) on me very fast. (clap, clap) Teach Class: OK! Students teach each other Hands and Eyes using gestures Teacher: Switch Class: Oh no, Switch Students switch and teach each other. Teacher: Classity class Class: Yesity Yes Teacher: Do you want to try again? Class: YES! Teacher: Hands and eyes Class: Hands and eyes. Students quickly fold hands into lap and have eyes focused on me. Teacher: That’s what I’m talking about. Here is a smiley point. Class: Oh Yeah! Teacher: Let’s try one more time and see if you can do it even faster. Hands and Eyes Class: Even faster than before put hands folded into their lap and have laser focused bug eyes. Teacher: That was even faster than before. Great Job on improving your time! Give yourself a 10 finger whoo. Class: WHOO!
The last 7 minutes of school are always chaotic and it is hard to settle students down. Students come in from another class and seem to think that school is over. It has irritated me for years. So, I plan to spend a lot of time practicing the end of the day procedure. This will reduce stress, and we will get more business done.
Me: Class.
Students: Yes.
Me: The last period of the day is very important. You organize what you need to take home. If you don’t take home the work you need to finish, you’re behind the next day and that’s a horrible feeling. You are ready to learn what you do when you come back from math class. Silent Mirrors! (We all put a finger to our lips. Students mimic my gestures.) First (Hold up one finger.) Very quickly (move hand quickly forward) get out your agenda (Hands opening like book.), a pencils, and highlighter (hand writing). Teach
Students: Okay. (Students teach their neighbors what to get out.)
Me: Class-a-razz
Students: Yes-a-razz
Me: Second. (Hold up 2 fingers.) Open your agenda to this week’s page. (Hands open like book.) Teeeeeeaaaaaaaccccccccccchhhhhhhh.
Students: Oooookkkkkkkkkkaaaaaaaaayyyyyyyyy.
Me: Class.
Students: Yes.
Me: Third. (Hold up 3 fingers.) As we discuss each subject (hand talking), check off assignments (make check in air) you have done and highlight (move hand from right to left) what you need to finish. (Clap) Teach. Students: (Clap) Okay.
Me: Class (clap, clap).
Students: Yes (clap, clap).
Me: Let’s review, please continue silent mirrors (finger to lips). First, (continue with gestures given above) get out agenda, pencil, and highlighter. Second, open your agenda to this week’s pages. Third, check off the assignments you have done and highlight assignments you need to finish at home. Let’s practice what you do as soon as you enter the room. Ready, go. That was a good first try. I noticed that xxxx and yyyyy were especially fast. One second party!
Students: Oh, yaaa!
Me: Let’s see who can be even faster. Ready, go. Much better. Give your self a ten finger woo.
Students: Woo!
Me: Next practice the wrong way. Go. Great job following procedure incorrectly. The time before last, everyone had the materials out and were “highlighting” in three minutes. I’ll write that on the board and we’ll see if you can beat that time ninth period.
Sheryl, It really does make a difference when we practice the incorrect way in addition to the correct way to follow procedures! Nice job! Here are 25 certification points!
Teacher: Classity smart class! Class: Classity smart yes! Teacher: How well did we follow rule 3 during Ten Minute Writing? Really well? Class: Yes. Teacher: I don’t think so. Mighty groan for leaving your seat without permission. (mark frownie) Class: (groaning) Teacher: Use giant gestures. Tell your neighbor to never forget rule 3. Class: (teaching with giant gestures) Teacher: What is rule 3 again? Follow directions quickly? Class: No Way! Teacher: Teach your neighbor two reasons why someone might want to leave their seat. Dramatically plead with them to NEVER leave their seat without permission. Class: (begging neighbors) Teacher: I like how you begged with your hands glued together. Mighty Oh Yeah! Class: Oh Yeah! Teacher: Q.T. Class: Cutie! Teacher: What rule are we rehearsing? Rule 4? Class: No Way? Teacher: If you want to get a drink while you are writing, then it is okay to leave your seat without permission. Class: No Way! Teacher: If you raise your hand and get permission, it is okay to leave your seat during writing. Class: Yes! Teacher: Nice work class. What does a “Mighty Oh Yeah!” Sound like? Class: (enthusiastically) Oh Yeah! Teacher: Let’s always remember rule 3.
SOOOOO, I was BLESSED with a class set of iPads and headphones via some grants I applied for last year. I’ve had fun using them, but quickly found out that I needed some new procedures to match my new gadgets!
Whenever the kids are working with their iPads and have their headphones on, I use a headphones three peat and then the students take their headphones off and flip their ipads over on their desk. I can then say whatever I need to say and when I give them the cue “got it”, they know they can get back to their ipads and headphones.
T: Oh, SWEEEEET class! S: Oh, SWEEET yes! T: We’ve got a BIG problem. Tell your neighbor “we’ve got a BIG problem.” S: We’ve got a BIG problem. T: I’m so glad that you are having a lot of fun with our technology, but I’ve noticed that when you are working on your ipads with headphones on, you can’t hear me when I say “class” so you don’t know to say yes and I can’t efficiently get your attention. Tell your neighbor what our problem is. TEACH! S: OK! *students explain the big problem* T: Oh, oh, oh class! S: Oh, oh, oh yes! T: Mirror! When the teacher says “headphones, headphones, headphones”, the students say “headphones, headphones, headphones” LOUDLY. TEACH! S: Ok! *students explain the procedure with the headphones three-peat* T: Classy classy classy S: Yessy yessy yess T: The reason why we are using the three-peat and saying it LOUDLY is *BECAUSE* students that listening to sounds will still be able to hear the class saying headphones and will know I need their attention. Saying “headphones” three times loudly is VERY important! Teach! S: OK! *students explain what was just said by the teacher* T: Classity class class S: Yessity yes yes T: Now, after I say the headphones three-peat you need to quickly and SAFELY take off your headphones off your ears and flip your ipads, screen side down on your desk, so I know you are ready to listen. Teach! S: Ok! *students explain the procedure to neighbor* T: CLASS! S: Yes! T: Let’s practice! Put your headphones on and pretend to be working on an app. Headphones, headphones, headphones. S: Headphones, headphones, headphones. *students take headphones off and flip ipad over on desk*
Shila, That is a great procedure to enhance your technology time! The three peat is one of my favorite management techniques! No more asking the teacher what was said, and everyone is engaged and moving on to the next task! Here are 25 certification points!
Script: Class-Yes T: Classssssssssssss! S: Yesssssssssssssss! T: It is so important to rehearse procedures. Nod your heads if you agree. S: Students nod their heads in agreement. T: Oh class class! S: Oh yes yes! T: Heyyyy class! S: Heyyyy yes! T: This is one way I can gain your attention after you are working on something. It is so important that I get your attention so we can get back on task. Give me a big thumbs up if you agree! S: Students give a big thumbs up.
Script: Teach-Okay T: Class, class, class. S: Yes, yes, yes. T: Sometimes Miss Meacham wants you to teach each other what I just talked about in class. Let’s practice Teach-Okay so we remember how we can teach one another what we just learned. Point to your Teach-Okay partner and give them a BIG smile! S: Students point to their Teach-Okay partner and give them a big smile. T: Class, class. S: Yes, yes. T: Let’s practice really quick. A noun is a person, place, or thing. Teach your partners what a noun is! Teach! S: Okay! (Students teach their partners what a noun is.) T: Hey class, hey class! S: Hey yes, hey yes! T: Let’s practice one more time. A verb is an action. Class, teach your partners what a verb is. Teach! S: Okay! (Students teach their partners what a verb is.)
Script: The Five Rules T: Classity, class, class! S: Yessity, yes, yes! T: Let’s practice the five rules. They are: follow directions quickly, raise your hand for permission to speak, raise your hand for permission to leave your seat, make smart choices, and keep your dear teacher happy! Mirrors on! S: Mirrors on! T: Rule number 1 is… S: Rule number 1 is… T: Follow directions quickly! (Students repeat.) T: Rule number 2 is… S: Rule number 2 is… T: Raise your hand for permission to speak! (Students repeat.) T: Rule number 3 is… S: Rule number 3 is… T: Raise your hand for permission to leave your seat! (Students repeat.) T: Rule number 4 is… S: Rule number 4 is… T: Make smart choices! (Students repeat.) T: Rule number 5 is… S: Rule number 5 is… T: Keep your dear teacher happy! (Students repeat.) T: Class, class, class! S: Yes, yes, yes! T: Give yourselves a pat on the back because you are awesome!
Hannah, Nice work! On the 2nd one, you might want to add in some variety with mirror/words or silent mirrors etc. to keep it interesting. You could also have them say the rules in different voices (bear, mouse, etc.) Here are 25 certification points!
During this past year, my students began to slow down in their lining up. I am using this summer for my first read of WBT to begin this program. I will use gestures first after a bell signal so they will remember to have vertical hands and feet with their eyes forward. First, they will hear the bell, then make the gesture, and say “Line, Line Line.” The gesture is two hands parallel to each other moving from eye level down to the waist and then two fingers pointing to the eyes and then pointing ahead. It is done in two counts then followed by saying “Line, Line, Line.” Teacher: Oh, my dear class! Students: Oh, my dear yes! Teacher: I have noticed our lines were not filled with students looking straight ahead with vertical hands and feet… Pause….who were not wiggling. Mighty groan. Students: Mighty groan Teacher: Our hands and feet must be vertical with our eyes looking ahead. Teach! Students: Okay! (students teach) Teacher: Classity classity classity! Students: Yessity yessity yessity! Teacher: You will hear the bell. You will make the gesture. You will then move to your line saying “Line, Line, Line.” Your hands and feet must be vertical with our eyes looking ahead. Teach! Students: OK! (students teach) Teacher: Listen for the bell. (Students practice with increased speed.) Teacher: I am seeing improvement but I would like you to stand like statues. We have to follow these steps to make your dear teacher happy. TEACH! Students: OK! (students teach) Teacher: Claaaaaaaasss! Students: Yeeeeeeeeesss! Teacher: Your improvement was amazing! Let’s give a ten finger hooraayyyy! Students: Hooraaaaayyyy! Teacher: We are ready to go to lunch now. Give me a mighty OH YEAH! Students: OH YEAH!
Teacher: Class? Students: Yes! Teacher: Classy, Class? Students: Yessy, Yes! Teacher: We are going to read so many fantastic books this year! I have some great ones picked out for us! Tell your partner how excited you are about all of these books we are going to read! (clap, clap) Teach! Students: (clap, clap) Okay! Teacher: Class? Students: Yes! Teacher: When we read as a class, we are going to sit on the carpet. I’ll say “It’s time to go to the carpet, carpet, carpet.” You need to say “carpet, carpet carpet.” (clap, clap) Teach! Students: (clap, clap) Okay! Teacher: Classy, Class? Students: Yessy, Yes! Teacher: You will begin to walk to the carpet. Sit crisscross (cross arms into an X), and put your hands in your lap (hands into a fist and into lap). This will show me that you are ready. (clap, clap) Teach! Students: (clap, clap) Okay! Teacher: Classy, Class? Students: Yessy, Yes! Teacher: Carpet, carpet, carpet. Students: Carpet, carpet, carpet. Teacher: Class! Students: Yes! Teacher: I’m not sure that was quick enough. What’s rule #1? Students: Follow directions quickly. Teacher: Let’s go back to our seats and try it again. Teach your partner how to come to the carpet. (clap, clap) Teach! Students: (clap, clap) Okay! Teacher: Classy, Class? Students: Yessy, Yes! Teacher: Carpet, carpet, carpet. Students: Carpet, carpet, carpet. Teacher: That was super quick! Mighty Oh Yeah!
Courtney, This will help make that transition to the carpet be a quick one! Good job in redirecting them to Rule 1 as a reminder. **Make sure you reward them with a scoreboard point after they have mastered your level of expectation with this procedure. Great job! Here are 25 certification points!
Courtney, If you have completed all the chapters, then go choose 10 excellent posts you made (with the points attached) and send the file attached to an email to Nancy Stoltenberg, Director of WBT Certification, NancyStoltenberg@WholeBrainTeaching.com. Allow two weeks for processing. You will be notified by email describing the number of Certification Points you have earned. In addition, Ms. Stoltenberg will assign your next steps in WBT Certification. There is a Quia test you need to take too (http://www.quia.com/pages/crekstad11/page1). Let me know if there's anything else I can help you with - MichelleShelton@wholebrainteaching.com. Great job getting through the Book Club!
Procedure: Ready to go home ( I teach special education and it works well to have directions short and with gestures) Teacher: Class Students: Yes Teacher: Claaaaaasssss Students: Yeeeeeesssss Teacher: What is rule 1? Students: Follow Directions Quickly. Teacher: Right, so how do we follow directions? Students: Quickly Teacher: Good. So now we are going to practice getting ready to go home Students: Quickly Teacher: First step we get out our folder, assignment notebook out of the mailbox. First mailbox Student: Mailbox Teacher: Ok, turn to your partner and tell them how you are going to get your supplies out of your mailbox out. Teacher first step : Mailbox quickly ( Then the teacher will teach the same procedures for the second step, walk to your backpack, go back into the classroom and put everything in it. Last sit down and wait for directions. Students will teach to their neighbor each step in isolation and then together. Teacher: Class, Class Students: Yes, Yes Teacher: What are the steps for getting ready Students: Mailbox, backpacks, in and sit Teacher: We do our steps fast and quiet like ninjas. Ninjas also watch each other so they don’t get injured. Students: Yes, while laughing Teacher: Okay, let’s try again. What are the steps Students: Mailbox, backpacks, in and sit Teacher: Classity, Class Students: Yessity Yes Teacher: Let’s try it with purposeful walking, ninja behavior and silence ( students do desired behavior) Teacher: Give yourself a one second party Students: Oh yeah
Teacher: Class Class: Yes! Teacher: Let’s take a moment a review some of our rules. Tell your parent how much you love using the Whole Brain Teaching rules! (clap, clap) Teach! Class: (clap, clap) Okay! (Students turn to their partner and excitedly talk about using the rules.) Teacher: Oh, Class! Oh, Yes! Teacher: We are going to focus on rule 4 today. Mirrors and Words (holds up hands palms out in front of her, touches mouth, then back out) Class: Mirrors and Words (mimics gestures) Teacher: (Talking in short phrases and using gestures then pausing for repetition by students) Rule 4 …. Is to make smart choices. Rule 4 …. Is to make smart choices. Class: (Repeat words and mimic gestures) Teacher: Using my gestures, teach your partner what I just said. (clap, clap) Teach! Class: (clap, clap) Okay! (Students turn to their partners and mimic the teacher’s words and gestures.) Teacher: Class. Class. Class: Yes. Yes. Teacher: That turn wasn’t quite fast enough. Mighty groan! (Marking a frowny on the scoreboard) Class: (Students make a humph sound) Teacher: Rule 4 is to make smart choices. I want you to complete this sentence with your partner (writing it one the board) “I make a smart choice by ___.” Tell your partner what our sentence is for today.(clap, clap) Teach! Class: (clap, clap) Okay! (Students quickly turn and begin teaching their partners.) Teacher: Classity, Classity. Class: Yessity, yessity. Teacher: That was much better. (Marking as smiley point on the scoreboard.) Class: Students give a “Mighty “Oh Yeah!” Teacher: Our sentence is “I make a smart choice by ___.” Let’s talk about a few good choices that we can make. I want you to fill in the sentence for me. For example, “I make a smart choice by not talking at the rug.” (uses brainie gestures) What is your smart choice? (Calls on a few students who complete the sentence aloud. Reminds students to use brainies.) Now, I would like you to take turns with your partners to complete the sentence. Don’t forget to use your brainie gestures! (clap, clap) Teach! Class: (clap, clap) Okay! (Students quickly turn and begin filling in the sentence frame.) Teacher: Claaaaaasssssss. Class: Yeeeeeeessssss. Teacher: Your ideas for making smart choices are wonderful! Thank you for reviewing that rule with me today!
Great job of chunking the Rules instruction. The Teach Okays offer our students opportunities to paraphrase and rehearse procedures. Well done! Here are 25 points, Geni! (Be careful editing: Tell your parent how much ...)
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ReplyDeleteRehearsal Procedure: All Eyes on...
ReplyDeleteOften, when they are suppose to be listening to their classmates, students are day-dreaming, preoccupied with materials at their seat, or too concern about their surroundings. "All Eyes On..." brings attention to the speaker. It creates a sense of importance for the presenter because everyone "should be" looking at them and listening intently. Throughout the year, the class will need to be reminded of the importance of "All Eyes On..." The following script may be used for rehearsing this valuable procedure.
Please note the following abbreviations: C/Y-Class/Yes, H/E-Hands and Eyes
Teacher-C/Y, H/E Just this week, I have noticed a lack of focus when others are speaking. Give me a, "Oh no!"
Students-Oh no!
Teacher-What is rule #1?
Students-Rule #1-Follow directions quickly.
Teacher-When I say, "All eyes on Mrs. Sprinkle," that means you quickly point to your index finger to your eyes then to me and say, "All eyes on Mrs. Sprinkle." Then, you listen with your super-sonic ears. Can you be quick, quick, quick and listen with super-sonic ears?
Students-Yes!
Teacher-Tell your neighbor you can be quick, quick, quick and listen with your super-sonic ears.
Students-(They tell their neighbors.)
Teacher-C/Y All Eyes On Mrs. Sprinkle!
Students-(While pointing at their eyes then to me, students say, "All Eyes on Mrs. Sprinkle!"
Teacher-That wasn't fast enough. Mighty Groan! (Mark a point on the Frowny side of the Scoreboard).
Students-Mighty Groan.
Teacher-I did not have everyone practicing All Eyes On... Let's think about this again! Who would like to share one reason why it is important for others in the class to participate in All Eyes On.
Teacher-(As students raise their hands, the teacher uses "All Eyes On..." and calls on individual students to share ideas. Some may include but are not limited to the following: 1.) It is not polite not to look at the person that is sharing ideas. 2.) Everyone should listen to each other because they could be sharing valuable information. 3.) If you are doing something different, like talking to a friend or drawing, you are distracting others around you. Give Ten Finger Woos for good answers.
Teacher-Those were great ideas and well deserving of a point. Give me an, Oh Yeah!
Students-Oh Yeah!
Teacher-These rules also apply to rule #4. What is rule #4?
Students-Rule #4-Make smart choices.
Teacher-When you make smart choices, are you turned around backward in your seat talking to a friend?
Student-No!
Teacher-When you make smart choices, are you drawing at your seat?
Students-No!
Teacher-Now, let's try this again! Turn and speak to a neighbor, read, write in your notebook, or even put your head down. When I use All Eyes On...you are to follow the direction and look with your laser eyes and super sonic ears.
Teacher-All Eyes On...(Name a student.)
Students-All Eyes On...(Name the student.) Students point to their eyes and then to the student.
Note: At this time, the teacher will point out several students that did a great job. Mark a Smiley point on the Scoreboard for these students being quick and attentive. In addition, if the teacher still does not have 100% participation, mark a point on the Frowny side of the Scoreboard and continue with the review.
Teacher-Please remember to be true to the spirit of the rules.
Posted by: Melinda Sprinkle
Melinda,
DeleteNice job! I love the "super sonic ears!" Here are 25 certification points!
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ReplyDelete5th graders find themselves lining up often during the day because they are now rotating to various classes rather than staying with one teacher all day. This can prove to be a frustrating time unless they are familiar with what the expectations are. Having a procedure that they have rehearsed can help make the transition smooth, clean and fun.
ReplyDeleteScript: Lining Up Rehearsal
Teacher: Classy Class!
Students: Yessy Yes!
Teacher: I’ve been noticing that when we line up it is taking waaaaaay too long, and some people are forgetting our procedure! Give me an “Oh not cool!”
Students: “Oh not cool!”
Teacher: What is Rule #1?
Students: Rule #1: Follow Directions Quickly!
Teacher: That’s right! When I say “Line Up” you will three-peat that by saying “Line Up! Line Up! Line Up!” as you stand and smoothly but quickly move to your line order spot you have been assigned.
Teacher: Line Up!
Students: Line Up! Line Up! Line Up!
Teacher: Classity Class!
Students: Yessity Yes!
Teacher: That was too slow, and I need to hear every voice! (Give a frowny on scoreboard.) Mighty Groan!
Students: Ugh! (groan)
Teacher: Let’s try again, this time with energy! Line up!
Class: Line up! Line up! Line up!
Teacher: Rockin’ Class!
Class: Rockin’ Yes!
Teacher: Not quite yet! (Mark a frowny on the scoreboard). Mighty groan!
Class: groan
Teacher: We still have a few that moving very slowly. What is Rule #5?
Students: Rule #5: Make your dear teacher happy!
Teacher: Yes! Who can tell me a way to do improve this procedure to make your dear teacher happy?
Class: (volunteer Bob) We can push our chairs in the 1st time so we don’t waste time going back!
Teacher: Yes! Great idea! Give Bob a 10 finger wooo!
Class: (woooo)
Teacher: *Mark a smile point on the scoreboard.
Class: Oh yeah!
Teacher: I need another volunteer! Amy?
Class: (Amy) We can keep our hands to ourselves as we walk.
Teacher: Wonderful! Give Amy a 10 finger rockin’ woooo!
Class: (woooo)
Teacher: *Mark a smile point on the scoreboard.
Class: Oh yeah!
Teacher: Let’s play yes/no way!
Teacher: Do you have an assigned spot in line?
Class: Yes!
Teacher: Can you hold hands in line?
Class: No way!
Teacher: Hands to our sides, behind our backs is the way to walk!
Class: Yes!
Teacher: We are trying to move quickly, so should we run?
Class: No way!
Teacher: Turn to your partner and tell them “Phil Dunphy says ‘slow is smooth and smooth is fast!’ so move smoothly when we line up!” **show gestures. Ta Ta Teach!
Class: Oh Oh Ok! Phil Dunphy says ‘slow is smooth and smooth is fast! So move smoothly when we line up!
Teacher: Class!
Class: Yes!
Teacher: Now, let’s try again. I’m so excited! Line Up!
Class: Line up, line up, line up.
Teacher: Wow! I’m so impressed! Give yourselves a 20 finger woo!
Class: (wooooooo!)
Teacher: *Add a point to the smile scoreboard.
Class: Oh yeah!
Teacher: Great job! Now, let’s do it one last time and use our timer to see how quickly we can move! But before we start, what is Rule #4?
Class: Rule #4: Make smart choices!
Teacher: You’ve got it dude!
*Teacher will time students each day as they line up and record the time on the board for motivation. Classes may even compete against each other for the better times!
Michelle,
DeleteNice sequencing of Line Up rehearsal! Tracking their Line Up Time Records does motivate and encourage engagement at higher levels! Here are 25 points!
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ReplyDeleteI teach 6th graders, and at times, they can get a little restless with procedures. They try to cut corners. This disrupts the flow of lessons and student learning. This is when I have to reassess my teaching and remind students of classroom procedures. Rehearsal is the key to getting students back on track without demeaning them. Students get bored easily at this age, and I have to remind them of the value of rules and procedures. When students get complacent with the big 7 procedures, I will have students rehearse the procedures throughout the week. Here is my procedure to practice the class/yes procedure.
ReplyDeleteTeacher: Class, when I say class, you say yes. Today we are going to rehearse this procedure so we are always ready to go forward with class. Now class, are you with me?
Class gives a big yes.
Teacher: Class, Oh, Class
Students: Yes, Oh, Yes
Teacher: Class, Class
Students: Yes, Yes
Teacher: Classssss
Students: Yessssss
Teacher: I did not hear everyone participating. Would you like to try this again?
Teacher: A point for me.
Students: Gives a mighty groan.
Teacher: Class
Students: Yes
Teacher: When I say Class, You say Yes.
Teacher: Classity, Classity
Students: Yesity, Yesity
Teacher: Great Job! Give yourself a 10 finger whoo.
Students: WHOO!
After we practice this procedure, I will rehearse other procedures starting with the ones students are not fully engaged in during lessons.
Debora Manuel
Debora,
DeleteThis is one of the MOST important ones isn't it?! And so effective! Here are 25 certification points!
SCRIPT: HANDS AND EYES REHEARSAL
ReplyDeleteTeacher: Haaands……..and eyes! (with gestures)
Students: Haaands…….and eyes! (some not using gestures)
Teacher: HANDS, HANDS……..AND EYES WITH BIG GESTURES
Students: HANDS, HANDS…….AND EYES WITH BIG GESTURES (but delayed)
Make a frowny mark on the Scoreboard and exclaim, “Oh, NO…TOO SLOW-- MIGHTY GROAN!”
Teacher: Do you think you can do better?
Students: YES!
Teacher: Tell your neighbor “We’ve got this!”
Students: “We’ve got this!”
Teacher: Haaaands…….and eyes! (with gestures)
Students: HAAANDS…..AND EYES! (with gestures) and eyes fixed on teacher.
Teachers: Wait for it…”Oh, Yeah!” Marks point under Smiley
Students: --------------“OH YEAH!”
Kathy,
DeleteI love using hands and eyes! You might consider putting a "class/yes" in there to redirect attention if needed. Here are 25 certification points!
Rehearsal for full body turn during Teach/Okay:
ReplyDeleteTeacher: Teach! (during a planned lesson)
Class: Okay!
Teacher: Oh no class!
Class: Oh no, yes!
Teacher: I am not seeing EVERYONE making the full body turn to their partner. Turn to your partner, gasp, and say, “Oh my”.
Class: (gasp) Oh my!
Teacher: It is important to make a full body turn so that you can focus intently on what your partner is saying. It also shows respect. Tell your partner, “I respect you and what you are saying is important”.
Class: I respect you and what you are saying is important.
Teacher: Let’s practice. I will talk a little then when I say, “Teach”, I want you to QUICKLY make a full body turn to your partner. Blah, blah, blah, blah…Teach!
Students: Okay!
Teacher: That was okay, but I think we can do even better. Remember, it needs to be fast and your hands should be in the ready to teach position. Blah, blah, blah…Teach!
Students: Okay!
Teacher: Wow! Give yourselves a Mighty Oh Yeah!
Students: Oh Yeah!
Teacher: I especially loved the way ____ and ____ quickly made the full body turn with their hands in the ready position. Let’s give them a ten finger woo.
Class: Woo!
Teacher: _____ and ____ will you model that again for us? (Teach/Okay-students model)
Teacher: Hey, hey class!
Students: Hey, hey yes!
Teacher: I think we’ve all got this now. Show me. Teach!
Students: Okay!
Teacher: Awesome! Give yourselves a Mighty Oh Yeah!
Students: Oh Yeah!
Teacher: I am really focusing on your full body turns. Don’t forget.
Jamie Rickman
Jamie,
ReplyDeleteSuper job! I love your teach/okay with "Tell your partner, “I respect you and what you are saying is important”. That really sums up WBT doesn't it! Here are 25 certification points!
Thanks, Sandy. I'm going to modify this for my 10th graders.
DeleteMichelle,
ReplyDeleteYes, it does! That is one of the many reasons I LOVE WBT!! It fosters such a supportive atmosphere!!
Appendix: Rehearsing Procedures
ReplyDeleteThroughout the year, my students participate in several arts and crafts projects, including interactive notebooking. I began noticing that students were reluctant to come back to "Class Yes" or "Hands and Eyes" when trying to finish a project. They would repeat the call back, but would continue cutting, gluing, coloring, etc. So, we practiced!
Teacher: Oh, my dear sweet wonderful class!
Students: Oh, my dear sweet wonderful yes!
Teacher: Cold hard truth.
Students: Listen up! (Students shiver while they say this)
Teacher: Our hands and eyes are struggling during art! Teach!
Students: Ok! (students teach)
Teacher: Classity classity classity!
Students: Yessity yessity yessity!
Teacher: Rule 1!
Students: Follow directions quickly!
Teacher: Rule 5!
Students: Keep your dear teacher happy!
Teacher: (motioning) Sometimes, when you have a project and tools in front of you, it's hard to stop! Teach!
Students: Ok! (teach)
Teacher: Class class!
Students: Yes yes!
Teacher: BUT! We have to follow directions AND keep our dear teacher happy, even during art! We can keep Ms. Mahan very happy by dropping our art supplies and giving her SUPERSONIC EYES when she calls us. TEACH!
Students: OK! (students teach)
Teacher: Claaaaaaaas!
Students: Yeeeeeeeees!
Teacher: Let’s practice! Imaginary scissors out!
Students: Imaginary scissors out out out!
Teacher: Imaginary paper out!
Students: Imaginary paper out out out!
Teacher: When I say go, pretend to cut your imaginary paper. You are creating an amazing project that you LOVE! Even so, when you hear, “HANDS AND EYES!” I want you to drop your scissors and paper immediately and show me supersonic eyes! (teacher points fingers next to eyes) Cut!
(Students begin pretend cutting)
Teacher: Hands and eyes!
(Students drop imaginary supplies and show supersonic eyes.)
Teacher: Mighty Groan!
Students: Uh!
Teacher: Not fast enough! Let’s see if we can be SUPERSPEEDY FAST! Tell your neighbor, “LIGHTNING SPEED!”
Students: LIGHTNING SPEED!
Teacher: Begin the imaginary cutting!
(Practice continues until students are super speedy fast. Teacher will continue with imaginary glue sticks, string, buttons, etc. Teacher will award Scoreboard points accordingly.)
Teacher: Oh, my magnificent lightning speedy class!
Students: Oh, my magnificent lightning speedy yes!
Teacher: We are ready for an art project with real supplies! Give me a mighty OH YEAH!
Students: OH YEAH!
Madeline Mahan
Madeline,
ReplyDeleteNice job! It is so helpful to regain their attention in a fun, calm way rather than having to raise your voice! I have my students clasp their hands on their desks when after we say "hands and eyes" and we call that the Respect position. It really helps them continue to focus :) Here are 25 certification points!
In December, my classroom began hosting a student teacher. One of the best ways to teach a student teacher how to keep control of the class is to teach them about constant rehearsal of the rules. Since this is the second student teacher I have hosted since using WBT, I have come up with a few ways of doing this. We rehearse rules, classroom procedures, and teaching procedures with the students daily. This helps foster a smooth running classroom without too many ‘hiccups’ with the gradual teaching release. I teach my student teachers they must demand the same respect I demand from my students and because of this, they are more successful with classroom management. Here is one of the ways we practice teaching procedures.
ReplyDeleteC/Y: I have noticed that we are doing a fantastic job teaching our neighbors all of the wonderful skills we are learning. Compliment your neighbor with a MIGHTY OH YEAH for being an amazing teacher!
C/Y: One thing I have also noticed is that we are using gestures and the because clapper to ‘beef up’ our answers. Give me another MIGHTY OH YEAH!
C/Y: At this time in the year, my expectations will only go up since you are almost 5th graders…OOOOOOHHHHHHH! 5th grade is just that much more demanding. I think you will do just fine. Turn to your neighbor and teach them our teaching procedures. You must use gestures, a full body turn, and speak in complete sentences while using some kind of brain toy! T/O
Immediately, and it will happen, call attention as soon as a student isn’t completely turned talking to their neighbor or if they do not clap and say teach as instructed, after all they are rehearsing their teaching procedures.
C/Y: I noticed some of our partners must not have pulled their easy release swivel button on their chair. Their bottoms were glued to their seat, their head moved but their knees are not pointed to their partner. Tell them “It’s Cool!” Lets practice this, with a full body turn, knees pointed to your neighbor, teach your partner using gestures and a brain toy how we teach our neighbors. T/O
Immediately, call attention if students are following procedures or if they are not. Playing Scoreboard Ping Pong will always result in students doing what is expected. We continue to practice until all students are teaching to the expectation! We even call attention to those who are consistent Super Improver Stars are awarded for AMAZING teachers.
I have found the more we practice, the more we improve. Oh, YEAH!
Krystal,
DeleteThose full body turns really make a difference! Good luck with your move to Virginia- now you can introduce WBT to a whole new group of kids! Here are 25 certification points!
Michelle,
DeleteThanks so much! I am very excited about the move and showing WBT to a new group of kiddos, and possibly staff!
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAppendix: Rehearsing Procedures
ReplyDeleteI teach in a third grade Response to Intervention classroom. I have a basic skills teacher in the classroom for the entire day, and we do a great deal of team teaching, and much of our teaching is implemented in small groups. However, when I want to bring the students back to their desks to address the group, or transition to another lesson, it is important to be able to get the students to their seats quickly so that we can move on to the next item on our schedule. What follows is a script for a Class-Seats rehearsal.
Script: Class-Seats Rehearsal
Teacher: Claaaaassssss!
Students: Yeeessssssss!
Teacher: Seats!
Students: (Some students) Seats! Seats! Seats! (Some students quickly take their seat, while a few continue to mill about the classroom.)
Teacher: Classy Class!
Students: Yessy Yes!
Teacher: Take a seat!
Students: Seats! Seats! Seats!
Teacher: I have noticed that it has been taking us a little longer to get back to our seats, and some of us are not participating with our “three-peat.” Wait for it—(Teacher marks a frownie on the Scoreboard.)
Students: Ugh! (Mighty Groan)
Teacher: Perhaps some of us have forgotten, because we didn’t have everyone participating. Would you like to try it again?
Students: Yesss!
Teacher: Class-a doodle-do!
Students: Yesss-a doodle-do!
Teacher: What is rule number one?
Students: Rule number one: follow directions quickly!
Teacher: Hmmmm. Was that follow directions slowly?
Students: Noooo! Follow directions quickly!
Teacher: When I say “Seats,” everyone must say “Seats! Seats! Seats!” You must also stop what you are doing and return to your desk, sit with your hands folded, and look at me. You must do this speedy-quick, like Junie B. Jones! Are you as speedy-quick as Junie B. Jones?
Students: Yesss!
Teacher: Tell your partner just how quick you are. Turn and tell your partner, “Oh sweet mama, I’m even quicker than Junie B. Jones!”
Students: (Students turn and tell their partners.)
Teacher: Turn and tell your partner, “I’ll bet you’re not as quick as me!”
Students: (Students turn and tell their partners.)
Teacher: All right. Let’s see who is speedy-quick! Even numbers (students) may get out of their seat and quietly walk around.
Students: (Even-numbered students get out of their seats and walk around the classroom.)
Teacher: Claaaasssss!
Students: Yeesssssss!
Teacher: Seats!
Students: Seats! Seats! Seats! (Students quickly return to their seats, fold their hands and look to the teacher.)
Teacher: Pat, I think you were lightning-quick! Mary, you were certainly quicker than Junie B.! (The teacher makes a mark on the Smiley side of the Scoreboard.) Wait for it--
Students: Oh, Yeah!
Teacher: But, everyone wasn’t speedy-quick. (The teacher marks a frownie point.) Wait for it--
Students: Ugh! (Mighty Groan)
Teacher: Shall we try it again?
Students: Yesss!
Teacher: Can you be as speedy-quick as Junie B., and Pat, and Mary?
Students: Yesss!
Teacher: Turn and tell your partner, “I’m faster than Pat, Mary, and Junie B.! I’m speedy-quick!”
Students: (Students turn and tell their neighbors.)
Teacher: Okay! Now the odd-numbered students will get out of their seats and pretend to be finishing up at one of the centers. (Teacher pauses while the odd-numbered students mill about the classroom.) Oh, Classsss!
Students: Oh, Yeeessssss!
Teacher: Take a seat!
Students: Seats! Seats! Seats! (Students quickly return to their seats, and wait with their hands folded.)
Teacher: Ohhhhh, Classy Class!
Students: Ohhhhh, Yessy Yesss!
Teacher: Great job! Give me a Mighty Oh Yeah! (The teacher makes a mark on the smiley side of the Scoreboard.)
Students: Oh Yeah!
The value of rehearsals in the structure of the classroom day is invaluable. Children’s author, Lana Krumwiede, says, “… Take sky-diving and brain surgery-- those things have to be done perfectly the first time… One of the characters in my book, FREAKLING, says this: "There are no mistakes, only rehearsals." …” I couldn’t agree more, Lana.
Jacqueline Nessuno
Jacqueline,
DeleteI love the connection with Junie B. and Freakling! Rehearsals are what make us stronger (rather than focusing on our mistakes!). That's why WBT is so wonderful! Here are 25 certification points!
Procedure: Getting out math books
ReplyDeleteTeacher: Class
Students: Yes
Teacher: Claaaaaasssss
Students: Yeeeeeesssss
Teacher: What is rule 1?
Students: Follow Directions Quickly.
Teacher: Right, so how do we follow directions?
Students: Quickly
Teacher: Good. So now we are going to practice getting our math book out for learning. How are we going to get our math book out?
Students: Quickly
Teacher: What? Are we going to get our book out slooowwwlllyyy?
Student: No, quickly.
Teacher: Ok, turn to your partner and tell them how you are going to get your math books out.
Students turn to their partners and tell them they are supposed to get their math books out quickly.
Teacher: Class, Class
Students: Yes, Yes
Teacher: Ok, we are going to practice now, ready… 1, 2, 3. Please get your math books out.
Students get math books out of their desks.
Teacher: That was pretty good, but I saw some of you that could go faster. Do you think you could go faster? Like supersonic speed kind of fast? (use gesture to indicate running fast)
Students: Yes, while laughing
Teacher: Okay, let’s try again. Put your books away so we can practice.
Students put their books back in their desks.
Teacher: Classity, Class
Students: Yessity Yes
Teacher: Please get your books out for math time.
Students retrieve their books from their desks.
Teacher: Yahoo! That’s what I’m talking about. Give me an “Oh, yeah!” (while using a fist in the air gesture) Mark a tally under the smiley on the scoreboard.
Students: “Oh, yeah”
Amanda,
DeleteNice job! Even things as simple as getting our books out and putting them away can be chaotic, but with WBT they can be smooth and painless! Here are 25 certification points!
One of the areas that I find needs refining at times is the speed in which the class turns to their neighbor and returns to sitting front and center during Teach- OK.
ReplyDeleteT.: Class?
S: Yes?
T: When I say, “Teach” I want you to pretend that you have supersonic wheels strapped onto your bottoms. They help you turn really fast! Let’s practice turning to your neighbors with your supersonic wheels. Teach.
S: OK (Class turns but it is not fast enough and it is noisy)
T: Class? Class?
S: Yes? Yes? (Class turns but not fast enough)
T: That was pretty good but I think we can do better. Turn to your partner as quickly as you can and tell them that we can be supersonic fast with our turns both times. Teach.
S: OK (Turns are better but still noisy)
T: Classarooney?
S: Yesarooney? (Turn faster)
T: That was much better. Let’s hear a Mighty Oh Yeah! (Teacher gives a point on Smiley side) That was better but not perfect. It was way too noisy! Let’s hear a Mighty Groan! (Teacher gives a point on the Frowny side) Let’s try it one more time. This time, remember that you have supersonic wheels on your bottoms and they are super quiet! Teach.
S: OK (Class turns very quickly and quietly)
T: Class?
S: Yes? (Class turns quickly and quietly)
T: That was supersonic good! Let’s hear a Mighty Oh Yeah! (Teacher gives a point on the smiley side).
Liz Howard
Liz,
DeleteEvery little procedure makes a huge difference! This one will help keep your class moving quickly and effectively! Nice job! (You've been quite busy the last couple of days! Great work!) Here are 25 certification points!
Thanks Michelle, I am on Spring Break and was determined to get this done! I appreciate your time spent looking over my work. I have learned a lot and am making plans to incorporate more in my lessons next week.
DeleteStudents can take up too much precious instructional time getting in and out of their seats. If we have to get to a place, this procedure helps get us there on time in a fun way!
ReplyDeleteT: Chicka Chicka BOOM! Class!
S: Chicka Chicka BOOM! Yes?
T: It is time for special area! Rub your hands together, turn to your partner and say, "Oh, sweet mama! I love PE!"
S: "Oh, sweet mama! I love PE!"
T: Class class!
S: Yes yes?
T: Chairs to desk!
S: Chairs to desk, chairs to desk, chairs to desk!
Students jump up, push their chairs in, and stand quietly behind their chairs waiting to be called to the line.
T: Oh, no, too slow students! Here is a mighty groan!
S: Uhhh!
T: Classity class!
S: Yessity yes?
T: Chairs to desk!
S: Chairs to desk! Chairs to desk! Chairs to desk!
Students pull out their chairs, sit in them, and fold their hands on top of their desk.
T: Oh, so much better! Let's have a one second party!
S: Oh, yeah!
T: One, two, three, class!
S: One, two, three, yes?
T: Chairs to desk!
S: Chairs to desk, chairs to desk, chairs to desk!
Students jump up faster, push their chairs in, and stand quietly behind their chairs waiting to be called to the line.
T: Great job! That's the way to work together as a team! We have time for a one second party!
S: Oh, yeah!
Respectfully submitted,
Krissa White
Krissa,
DeleteRehearsing these seemingly simple procedures helps our classes run smoothly all day long! Nice job! Here are 25 certification points!
Setting Up Instruments for Band Rehearsal
ReplyDeleteT: Band?
C: Yes?
T: today we are going to rehearse setting up our band instruments in a quick and efficient manner.
T: Mirror Words
C: Mirror Words
T: To be faster at setting up for band…
C: To be faster at setting up for band…
T: We will use the 3peat!
C: We will use the 3peat!
T: TEACH
C: OK!
::Music stand partners turn and face each other and teach::
T: Band Band BAAAND!
C: Yes Yes Yesssss!
T: Mirror Words
C: Mirror Words
T: Step 1 – Case on the floor (repeat 3x’s)
C: Step 1 – Case on the floor (repeat 3x’s)
T: Step 2 – Open the case (repeat 3x’s)
C: Step 2 – Open the case (repeat 3x’s)
T: Step 3 – Put the pieces together (repeat 3x’)
C: Step 3 – Put the pieces together (repeat 3x’s)
T: Teach!
C: Ok!
:: After the teacher calls the students back to attention the class and teacher will practice the 3peat with “air” instrument cases. Then they will practice the wrong way with “air” instrument cases. Finally, the students and teacher will practice using their instrument cases and still using the 3peat to setup for their band lessons quickly and properly. ::
-Jason Thomashefsky
Jason,
DeleteNice work! This would be very helpful to get the class started quickly and efficiently! Here are 25 certification points!
A procedure that often needs to be rehearsed many times throughout the year is lining up quietly. Without sufficient rehearsal, this time can easily turn into an opportunity for students to talk to each other.
ReplyDeleteT: Oh, Class.
S: Oh, yes.
T: The last few times that we have lined up to go somewhere, I have noticed a big problem. (Make gesture for big problem.) Tell your neighbor that we have a big problem.
S: We have a big problem.
T: I have heard voices in a quiet zone. Tell your neighbor that you can't believe that there has been noise in a quiet zone.
S: I can't believe there has been noise in a quiet zone.
T: Tell your neighbor that our class would never make noise in a quiet zone.
S: Our class would never make noise in a quiet zone.
T: Oh class.
S: Oh, yes.
T: Our goal is to always line up without a sound. Remember, whenever we line up without a sound we get a smiley on the scoreboard, and we want those smileys. Teach your partner our goal and what happens when we meet our goal. (clap, clap) Teach.
S: (clap, clap) Okay. (Students teach their partners.)
T: Class, class, class.
S: Yes, yes, yes.
T: We are now ready to give lining up a try. If you think we can do it say, "I think we can do it."
S: I think we can do it.
T: Line, line, line.
S: Line, line, line.
(Students line up without a sound.)
T: Great job of meeting our goal! Oh yeah! (Places smiley on scoreboard.)
S: Oh, yeah!
Joyce,
DeleteNice job! Lining up is definitely a procedure that needs rehearsal! Here are 25 certification points!
I have my students in my second grade class moving often between their seats and the carpet. At times students believe this is a designated opportunity for them to chat with friends or take a few laps around the classroom. As a result of this we need to practice.
ReplyDeleteTeacher: Class?
Students: Yes!
Teacher: It’s time to go to the carpet, carpet, carpet.
Students: Carpet, carpet, carpet.
Teacher: Class!
Students: Yes!
Teacher: That’s not fast enough!
Students: We’ll go faster.
Teacher: Classy, classy, poo!
Students: Yessy, yessy, poo!
Teacher: Mighty Groan!
Students: Oh no!
Teacher: We did not follow rule number one while going to the carpet. What’s rule number one?
Students: Follow directions quickly!
Teacher: I didn’t hear you!
Students: Follow directions quickly!
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: Let’s go back to our seats. Tell your partner at your table, “We have to go faster!”
Students talk amongst themselves and say, “We have to go faster!”
Teacher: Tell your partner, “I’m going to go faster than you!”
Students talk amongst themselves and say, “I’m going to go faster than you!”
Teacher: Class!
Students: Yes!
Teacher: Carpet, carpet, carpet!
Students: Carpet, carpet, carpet!
Teacher: Class!
Students: Yes!
Teacher: I saw Cooper, Cassy, and Carly moving super fast and quiet. Give me a one second whisper party!
Students: Woo!
Teacher: Claaaaaasss!
Students: Yeeessss!
Teacher: However, not EVERYONE was going as fast as they could so mighty groan.
Students: Oh no!
Teacher: Clickety, clackety, class!
Students: Clickety, clackety, yes!
Teacher: Go back to your seat and tell your partner, “I’m going to go faster than they do!”
Students talk amongst themselves and say, “I’m going to go fast than they do!”
Teacher: Class!
Students: Yes!
Teacher: Tell your partner, “I’m going to be faster than superman!”
Students talk amongst themselves and say, “I’m going to be faster than superman!”
Teacher: BOOM, Class!
Students: BOOM, Yes!
Teacher: Let’s try it again! Carpet, carpet, carpet!
Students: Carpet, carpet, carpet!
Teacher: Oh no class!
Students: Oh no yes!
Teacher: I hate to tell you this BUT that was super fast. One-second party!
Students: Woo!
Teacher: Turn to your partner and say, “I’m going to go even faster next time!”
Students talk amongst themselves and say. “I’m going to go even faster next time!”
Amber Hartzler
Amber,
DeleteThis will be very helpful during the day as you make swift (and fun) transitions! Here are 25 certification points!
Rehearing Hands and Eyes in a Kindergarten class
ReplyDeleteTeacher: Class, Oh, Class
Class: Yes, Oh, Yes
Teacher: Hands and Eyes
Class: Hands and Eyes, moving slowly and not everyone participating.
Teacher: Oh no! Many of you were moving VERY slowly and a few did not fold your hands and use your focus eyes. That is a frowny point.
Class: Gives a might groan
Teacher: When I say Hands and eyes, You need to stop what you are doing (gesture: stop sign) , fold your hands in your lap (gesture: hands together and in lap)and focus your eyes (gesture: bug eyes) on me very fast. (clap, clap) Teach
Class: OK! Students teach each other Hands and Eyes using gestures
Teacher: Switch
Class: Oh no, Switch Students switch and teach each other.
Teacher: Classity class
Class: Yesity Yes
Teacher: Do you want to try again?
Class: YES!
Teacher: Hands and eyes
Class: Hands and eyes. Students quickly fold hands into lap and have eyes focused on me.
Teacher: That’s what I’m talking about. Here is a smiley point.
Class: Oh Yeah!
Teacher: Let’s try one more time and see if you can do it even faster. Hands and Eyes
Class: Even faster than before put hands folded into their lap and have laser focused bug eyes.
Teacher: That was even faster than before. Great Job on improving your time! Give yourself a 10 finger whoo.
Class: WHOO!
Kim,
DeleteGreat job! Hands and Eyes helps every WBT student stay focused and on task! Here are 25 certification points!
The last 7 minutes of school are always chaotic and it is hard to settle students down. Students come in from another class and seem to think that school is over. It has irritated me for years. So, I plan to spend a lot of time practicing the end of the day procedure. This will reduce stress, and we will get more business done.
ReplyDeleteMe: Class.
Students: Yes.
Me: The last period of the day is very important. You organize what you need to take home. If you don’t take home the work you need to finish, you’re behind the next day and that’s a horrible feeling. You are ready to learn what you do when you come back from math class.
Silent Mirrors! (We all put a finger to our lips. Students mimic my gestures.)
First (Hold up one finger.) Very quickly (move hand quickly forward) get out your agenda (Hands opening like book.), a pencils, and highlighter (hand writing).
Teach
Students: Okay. (Students teach their neighbors what to get out.)
Me: Class-a-razz
Students: Yes-a-razz
Me: Second. (Hold up 2 fingers.) Open your agenda to this week’s page. (Hands open like book.)
Teeeeeeaaaaaaaccccccccccchhhhhhhh.
Students: Oooookkkkkkkkkkaaaaaaaaayyyyyyyyy.
Me: Class.
Students: Yes.
Me: Third. (Hold up 3 fingers.) As we discuss each subject (hand talking), check off assignments (make check in air) you have done and highlight (move hand from right to left) what you need to finish.
(Clap) Teach.
Students: (Clap) Okay.
Me: Class (clap, clap).
Students: Yes (clap, clap).
Me: Let’s review, please continue silent mirrors (finger to lips). First, (continue with gestures given above) get out agenda, pencil, and highlighter. Second, open your agenda to this week’s pages. Third, check off the assignments you have done and highlight assignments you need to finish at home.
Let’s practice what you do as soon as you enter the room. Ready, go.
That was a good first try. I noticed that xxxx and yyyyy were especially fast. One second party!
Students: Oh, yaaa!
Me: Let’s see who can be even faster. Ready, go.
Much better. Give your self a ten finger woo.
Students: Woo!
Me: Next practice the wrong way. Go.
Great job following procedure incorrectly. The time before last, everyone had the materials out and were “highlighting” in three minutes. I’ll write that on the board and we’ll see if you can beat that time ninth period.
Sheryl Larson
Sheryl,
DeleteIt really does make a difference when we practice the incorrect way in addition to the correct way to follow procedures! Nice job! Here are 25 certification points!
Teacher: Classity smart class!
ReplyDeleteClass: Classity smart yes!
Teacher: How well did we follow rule 3 during Ten Minute Writing? Really well?
Class: Yes.
Teacher: I don’t think so. Mighty groan for leaving your seat without permission. (mark frownie)
Class: (groaning)
Teacher: Use giant gestures. Tell your neighbor to never forget rule 3.
Class: (teaching with giant gestures)
Teacher: What is rule 3 again? Follow directions quickly?
Class: No Way!
Teacher: Teach your neighbor two reasons why someone might want to leave their seat. Dramatically plead with them to NEVER leave their seat without permission.
Class: (begging neighbors)
Teacher: I like how you begged with your hands glued together. Mighty Oh Yeah!
Class: Oh Yeah!
Teacher: Q.T.
Class: Cutie!
Teacher: What rule are we rehearsing? Rule 4?
Class: No Way?
Teacher: If you want to get a drink while you are writing, then it is okay to leave your seat without permission.
Class: No Way!
Teacher: If you raise your hand and get permission, it is okay to leave your seat during writing.
Class: Yes!
Teacher: Nice work class. What does a “Mighty Oh Yeah!” Sound like?
Class: (enthusiastically) Oh Yeah!
Teacher: Let’s always remember rule 3.
Signed Jim Hobley, Wholebrainer
Jim,
DeleteRule number 3 is so helpful as we try to keep their wiggly little bodies in their seats! Nice job! Here are 25 certification points!
Putting iPads in “Listening position”
ReplyDeleteSOOOOO, I was BLESSED with a class set of iPads and headphones via some grants I applied for last year. I’ve had fun using them, but quickly found out that I needed some new procedures to match my new gadgets!
Whenever the kids are working with their iPads and have their headphones on, I use a headphones three peat and then the students take their headphones off and flip their ipads over on their desk. I can then say whatever I need to say and when I give them the cue “got it”, they know they can get back to their ipads and headphones.
T: Oh, SWEEEEET class!
S: Oh, SWEEET yes!
T: We’ve got a BIG problem. Tell your neighbor “we’ve got a BIG problem.”
S: We’ve got a BIG problem.
T: I’m so glad that you are having a lot of fun with our technology, but I’ve noticed that when you are working on your ipads with headphones on, you can’t hear me when I say “class” so you don’t know to say yes and I can’t efficiently get your attention. Tell your neighbor what our problem is. TEACH!
S: OK! *students explain the big problem*
T: Oh, oh, oh class!
S: Oh, oh, oh yes!
T: Mirror! When the teacher says “headphones, headphones, headphones”, the students say “headphones, headphones, headphones” LOUDLY. TEACH!
S: Ok! *students explain the procedure with the headphones three-peat*
T: Classy classy classy
S: Yessy yessy yess
T: The reason why we are using the three-peat and saying it LOUDLY is *BECAUSE* students that listening to sounds will still be able to hear the class saying headphones and will know I need their attention. Saying “headphones” three times loudly is VERY important! Teach!
S: OK! *students explain what was just said by the teacher*
T: Classity class class
S: Yessity yes yes
T: Now, after I say the headphones three-peat you need to quickly and SAFELY take off your headphones off your ears and flip your ipads, screen side down on your desk, so I know you are ready to listen. Teach!
S: Ok! *students explain the procedure to neighbor*
T: CLASS!
S: Yes!
T: Let’s practice! Put your headphones on and pretend to be working on an app. Headphones, headphones, headphones.
S: Headphones, headphones, headphones. *students take headphones off and flip ipad over on desk*
Practice will continue until I am satisfied!
Shila,
DeleteThat is a great procedure to enhance your technology time! The three peat is one of my favorite management techniques! No more asking the teacher what was said, and everyone is engaged and moving on to the next task! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteScript: Class-Yes
ReplyDeleteT: Classssssssssssss!
S: Yesssssssssssssss!
T: It is so important to rehearse procedures. Nod your heads if you agree.
S: Students nod their heads in agreement.
T: Oh class class!
S: Oh yes yes!
T: Heyyyy class!
S: Heyyyy yes!
T: This is one way I can gain your attention after you are working on something. It is so important that I get your attention so we can get back on task. Give me a big thumbs up if you agree!
S: Students give a big thumbs up.
Script: Teach-Okay
T: Class, class, class.
S: Yes, yes, yes.
T: Sometimes Miss Meacham wants you to teach each other what I just talked about in class. Let’s practice Teach-Okay so we remember how we can teach one another what we just learned. Point to your Teach-Okay partner and give them a BIG smile!
S: Students point to their Teach-Okay partner and give them a big smile.
T: Class, class.
S: Yes, yes.
T: Let’s practice really quick. A noun is a person, place, or thing. Teach your partners what a noun is! Teach!
S: Okay! (Students teach their partners what a noun is.)
T: Hey class, hey class!
S: Hey yes, hey yes!
T: Let’s practice one more time. A verb is an action. Class, teach your partners what a verb is. Teach!
S: Okay! (Students teach their partners what a verb is.)
Script: The Five Rules
T: Classity, class, class!
S: Yessity, yes, yes!
T: Let’s practice the five rules. They are: follow directions quickly, raise your hand for permission to speak, raise your hand for permission to leave your seat, make smart choices, and keep your dear teacher happy! Mirrors on!
S: Mirrors on!
T: Rule number 1 is…
S: Rule number 1 is…
T: Follow directions quickly! (Students repeat.)
T: Rule number 2 is…
S: Rule number 2 is…
T: Raise your hand for permission to speak! (Students repeat.)
T: Rule number 3 is…
S: Rule number 3 is…
T: Raise your hand for permission to leave your seat! (Students repeat.)
T: Rule number 4 is…
S: Rule number 4 is…
T: Make smart choices! (Students repeat.)
T: Rule number 5 is…
S: Rule number 5 is…
T: Keep your dear teacher happy! (Students repeat.)
T: Class, class, class!
S: Yes, yes, yes!
T: Give yourselves a pat on the back because you are awesome!
Hannah,
DeleteNice work! On the 2nd one, you might want to add in some variety with mirror/words or silent mirrors etc. to keep it interesting. You could also have them say the rules in different voices (bear, mouse, etc.) Here are 25 certification points!
Appendix: Rehearsing Procedures (Lining Up)
ReplyDeleteDuring this past year, my students began to slow down in their lining up. I am using this summer for my first read of WBT to begin this program. I will use gestures first after a bell signal so they will remember to have vertical hands and feet with their eyes forward. First, they will hear the bell, then make the gesture, and say “Line, Line Line.” The gesture is two hands parallel to each other moving from eye level down to the waist and then two fingers pointing to the eyes and then pointing ahead. It is done in two counts then followed by saying “Line, Line, Line.”
Teacher: Oh, my dear class!
Students: Oh, my dear yes!
Teacher: I have noticed our lines were not filled with students looking straight ahead with vertical hands and feet… Pause….who were not wiggling. Mighty groan.
Students: Mighty groan
Teacher: Our hands and feet must be vertical with our eyes looking ahead. Teach!
Students: Okay! (students teach)
Teacher: Classity classity classity!
Students: Yessity yessity yessity!
Teacher: You will hear the bell. You will make the gesture. You will then move to your line saying “Line, Line, Line.” Your hands and feet must be vertical with our eyes looking ahead. Teach!
Students: OK! (students teach)
Teacher: Listen for the bell. (Students practice with increased speed.)
Teacher: I am seeing improvement but I would like you to stand like statues. We have to follow these steps to make your dear teacher happy. TEACH!
Students: OK! (students teach)
Teacher: Claaaaaaaasss!
Students: Yeeeeeeeeesss!
Teacher: Your improvement was amazing! Let’s give a ten finger hooraayyyy!
Students: Hooraaaaayyyy!
Teacher: We are ready to go to lunch now. Give me a mighty OH YEAH!
Students: OH YEAH!
Regina- Champagne Babin
Regina,
DeleteGreat job! Here are 25 certification points!
Teacher: Class?
ReplyDeleteStudents: Yes!
Teacher: Classy, Class?
Students: Yessy, Yes!
Teacher: We are going to read so many fantastic books this year! I have some great ones picked out for us! Tell your partner how excited you are about all of these books we are going to read! (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Class?
Students: Yes!
Teacher: When we read as a class, we are going to sit on the carpet. I’ll say “It’s time to go to the carpet, carpet, carpet.” You need to say “carpet, carpet carpet.” (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Classy, Class?
Students: Yessy, Yes!
Teacher: You will begin to walk to the carpet. Sit crisscross (cross arms into an X), and put your hands in your lap (hands into a fist and into lap). This will show me that you are ready. (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Classy, Class?
Students: Yessy, Yes!
Teacher: Carpet, carpet, carpet.
Students: Carpet, carpet, carpet.
Teacher: Class!
Students: Yes!
Teacher: I’m not sure that was quick enough. What’s rule #1?
Students: Follow directions quickly.
Teacher: Let’s go back to our seats and try it again. Teach your partner how to come to the carpet.
(clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Classy, Class?
Students: Yessy, Yes!
Teacher: Carpet, carpet, carpet.
Students: Carpet, carpet, carpet.
Teacher: That was super quick! Mighty Oh Yeah!
-Courtney Wood
Courtney,
DeleteThis will help make that transition to the carpet be a quick one! Good job in redirecting them to Rule 1 as a reminder. **Make sure you reward them with a scoreboard point after they have mastered your level of expectation with this procedure. Great job! Here are 25 certification points!
Thank you for all of your feedback in each chapter. What is my next step now that I have completed each one?
DeleteThis comment has been removed by the author.
DeleteCourtney,
DeleteIf you have completed all the chapters, then go choose 10 excellent posts you made (with the points attached) and send the file attached to an email to Nancy Stoltenberg, Director of WBT Certification, NancyStoltenberg@WholeBrainTeaching.com. Allow two weeks for
processing. You will be notified by email describing the number of Certification Points you have earned. In addition, Ms. Stoltenberg will assign your next steps in WBT Certification. There is a Quia test you need to take too (http://www.quia.com/pages/crekstad11/page1). Let me know if there's anything else I can help you with - MichelleShelton@wholebrainteaching.com. Great job getting through the Book Club!
Procedure: Ready to go home ( I teach special education and it works well to have directions short and with gestures)
ReplyDeleteTeacher: Class
Students: Yes
Teacher: Claaaaaasssss
Students: Yeeeeeesssss
Teacher: What is rule 1?
Students: Follow Directions Quickly.
Teacher: Right, so how do we follow directions?
Students: Quickly
Teacher: Good. So now we are going to practice getting ready to go home
Students: Quickly
Teacher: First step we get out our folder, assignment notebook out of the mailbox. First mailbox
Student: Mailbox
Teacher: Ok, turn to your partner and tell them how you are going to get your supplies out of your mailbox out.
Teacher first step : Mailbox quickly
( Then the teacher will teach the same procedures for the second step, walk to your backpack, go back into the classroom and put everything in it. Last sit down and wait for directions. Students will teach to their neighbor each step in isolation and then together.
Teacher: Class, Class
Students: Yes, Yes
Teacher: What are the steps for getting ready
Students: Mailbox, backpacks, in and sit
Teacher: We do our steps fast and quiet like ninjas. Ninjas also watch each other so they don’t get injured.
Students: Yes, while laughing
Teacher: Okay, let’s try again. What are the steps
Students: Mailbox, backpacks, in and sit Teacher: Classity, Class
Students: Yessity Yes
Teacher: Let’s try it with purposeful walking, ninja behavior and silence
( students do desired behavior)
Teacher: Give yourself a one second party
Students: Oh yeah
Chris,
DeleteThis will be an efficient way to end your day on a happy note! Here are 25 certification points!
Thank you for all your hard work Michelle!
DeleteTeacher: Class
ReplyDeleteClass: Yes!
Teacher: Let’s take a moment a review some of our rules. Tell your parent how much you love using the Whole Brain Teaching rules! (clap, clap) Teach!
Class: (clap, clap) Okay!
(Students turn to their partner and excitedly talk about using the rules.)
Teacher: Oh, Class!
Oh, Yes!
Teacher: We are going to focus on rule 4 today. Mirrors and Words (holds up hands palms out in front of her, touches mouth, then back out)
Class: Mirrors and Words (mimics gestures)
Teacher: (Talking in short phrases and using gestures then pausing for repetition by students)
Rule 4 …. Is to make smart choices. Rule 4 …. Is to make smart choices.
Class: (Repeat words and mimic gestures)
Teacher: Using my gestures, teach your partner what I just said. (clap, clap) Teach!
Class: (clap, clap) Okay! (Students turn to their partners and mimic the teacher’s words and gestures.)
Teacher: Class. Class.
Class: Yes. Yes.
Teacher: That turn wasn’t quite fast enough. Mighty groan! (Marking a frowny on the scoreboard)
Class: (Students make a humph sound)
Teacher: Rule 4 is to make smart choices. I want you to complete this sentence with your partner (writing it one the board) “I make a smart choice by ___.” Tell your partner what our sentence is for today.(clap, clap) Teach!
Class: (clap, clap) Okay! (Students quickly turn and begin teaching their partners.)
Teacher: Classity, Classity.
Class: Yessity, yessity.
Teacher: That was much better. (Marking as smiley point on the scoreboard.)
Class: Students give a “Mighty “Oh Yeah!”
Teacher: Our sentence is “I make a smart choice by ___.” Let’s talk about a few good choices that we can make. I want you to fill in the sentence for me. For example, “I make a smart choice by not talking at the rug.” (uses brainie gestures) What is your smart choice? (Calls on a few students who complete the sentence aloud. Reminds students to use brainies.)
Now, I would like you to take turns with your partners to complete the sentence. Don’t forget to use your brainie gestures! (clap, clap) Teach!
Class: (clap, clap) Okay! (Students quickly turn and begin filling in the sentence frame.)
Teacher: Claaaaaasssssss.
Class: Yeeeeeeessssss.
Teacher: Your ideas for making smart choices are wonderful! Thank you for reviewing that rule with me today!
Geni Ainge
Great job of chunking the Rules instruction. The Teach Okays offer our students opportunities to paraphrase and rehearse procedures. Well done! Here are 25 points, Geni! (Be careful editing: Tell your parent how much ...)
Delete