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!
Whole Brain Teaching Certification Points (CP) will generally be awarded as follows: Perfect, fully developed, assignment: 25 CP 1 error: 20 CP 2 errors: 10 CP 3 or more errors, 0 CP. An outstanding, insightful assignment will earn (gasp!) a 5 POINT BONUS! Awarding of points may vary from the above, at the discretion of WBT staff members.
Monday, June 3, 2013
Chapters 26-29
Explain how four ideas, one from each chapter, might improve your teaching.
Chapter 26: It is an excellent idea to train and develop leaders in the classroom, who can assist with various WBT tasks throughout the day. As a student gets the responsibility to call out “Teach” with its accompanying claps and tickler, they take ownership in the guidance of the classroom. I believe that ownership motivates students to do better, try harder, and give a little more. As leaders they are not merely participants, but share some of the responsibility for the class. At first I hope to appoint leaders who can help with the different “call-outs” throughout the day, and eventually leaders will be appointed who can assist with the presentation of new material. My tendency is to pick the students who are natural leaders, but this would be an excellent time to plant seeds of leadership in those students who might usually be overlooked.
Chapter 27: I have used most of the levels of WBT. However, I have not tried the Bullseye Game and would love to incorporate in my next class. It is a powerful approach to help the student view their behavior from someone else’s perspective. This is the perfect system for those students who offer a little more resistance to the rules and authority figures at school.
Chapter 28: Negativity is out the door! The science behind WBT is interesting and I appreciate the benefits of positive reinforcement to the teacher and students. With these methods there is no scolding when a students doesn’t understand or follow the rules, instead there is more rehearsing to help them master the skill. There are no hurt feelings when they make a mistake, but an accepting “It’s cool!” from the class. Negative behaviors are quickly nipped with the Scoreboard but perpetrators are never pointed out. In my next class I am going to focus on keeping negativity out and positive reinforcement in.
Chapter 29: The statistics are helpful and can be used to show other educators, school board members, principals, and parents that there are legitimate recorded results of WBT achievements in classrooms and schools. As more teachers, principals, and school boards members come on board with WBT it will be more accessible and long term effects will be more visible. When I started WBT, I was the only teacher at my school who used the methods. Now I am leaving the tiny school of only 8 teachers, but there are 2 other teachers who are diving whole heartedly into WBT, while a few others have embraced some of the concepts. That’s cool
Chapter 26: Training students to be leaders will improve my teaching in many ways. First, it will increase my students’ self-confidence. Once I have reached the level of a self-managing class, my work will be easier and more fulfilling. Finally, our district uses the Charlotte Danielson rubric for teacher evaluation. According to the rubric, with a self-managing class, I will be rated highly effective. This is a win-win strategy!
Chapter 27: Implementing the Super Improvers Team will motivate my students to strive for success in class. I also plan participate. With my own star hanging on the team bulletin board, I will set personal teaching goals throughout the year. As part of the team, with my students cheering me on to become a Living Legend, I will also be motivated to work harder.
Chapter 28: Before Whole Brain Teaching, my class discussions involved the few students participating while the other students passively listened. By implementing teach/okay, I will enable all students to engage in higher-level thinking throughout the day. I will use the Brain Toys and Compare and Contrast gestures as often as possible in all subjects.
Chapter 29: Just reading the statement, “Individual WBT instructors across the country report their state test scores exceed those of traditional teachers by 20-30%,” gets my competitive juices flowing. I want my scores to exceed by 35%. Also, this chapter states that, “We believe there is a direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system.” I have never in my career been more enthusiastic about a system, resource, etc., than I am now about implementing Whole Brain Teaching techniques.
Jamie, Wonderful post! I love that you are including yourself on the SIT! Having those students cheering you on will also help you build a stronger connection with them - another Win-Win! Here are 25 certification points!
Chapter 26: At the core of every great educator is the desire to reach, teach and enrich each and every student who walks through the classroom door. What better way to accomplish this by developing the kind of connection with each student that allows their unique qualities to shine. Through Whole Brain Teaching, I have the tools to give high energy kids a way to express themselves energetically within the framework of the classroom, and the ability to bring quieter students out of their shells. Teaching leadership skills to my students by putting them in charge of Class-Yes, Mirror, Teach-Ok, Hands and Eyes and Switch, teaches a sort of hidden curriculum. It gives my students self-confidence and the deep feeling that they can do anything, be anyone, and that their teacher believes in their greatness.
Chapter 27: In my classroom, WBT reins. The level of engagement of my students since I began using WBT a year and a half ago is incomparable. I eat, sleep and breath WBT. Class-Yes, Classroom Rules, Teach-Ok, The Scoreboard, Mirror, Switch, and Hands and Eyes are at the very foundation of each and every one of my lessons. This year in order to improve my teaching even further, I will be introducing the Super Improvers Team. I love the idea of students striving to set and break their own records instead of competing against each other. Even better, is how the SIT can be used for all students, on any level, and can be adapted to help intense students work hard to improve negative habits.
Chapter 28: Implementing the use of academic games into the structure of my lessons will increase intrinsic motivation in my students. Because the purpose of games such as Super Speed and Crazy Professor do not involve winning or losing, the students are able to thrive in an environment of fun interaction with their peers. While a review game like Mind Soccer does involve students competing against one another, there is still no extrinsic reward other than earning points for their team. Another positive about this game is that students are allowed to rely on their team members to answer questions if they get stuck on a question. All of these academic games promote the feelings of success and I will most definitely be adding them to my bag full of tricks!
Chapter 29: My heart raced as I read the statistics listed in this chapter. No only was it incredibly informative, but it stands to report to a world of educators that this system of WBT is resoundingly successful. All it takes is a strong conviction to not allow even one child to slip through the cracks. WBT ensures that students of all levels and personalities will be authentically engaged and enriched throughout the day. One teacher + One class + Enthusiastic implementation of WBT= Total Teacher Heaven.
Rivky, I love your enthusiasm for WBT! Your last sentence is right on the money- it does create "total teacher heaven"! There were are few written errors in the post: "What better way to accomplish this by developing" (than by developing). Did you mean "reigns"? (In my classroom, WBT reins). Also "I eat, sleep and breath WBT" (breathe), and "No only was it incredibly informative" (not only). Although I'm unable to award full credit, here are 10 certification points for your effort!
Chapters 26-29 Explain how four ideas, one from each chapter, might improve your teaching.
Chapter 26: Allowing students to take ownership of their learning is the dream of every teacher. Giving the students the opportunity to lead and participate in the development of lessons empowers them with self-confidence. This concept has improved my teaching by helping me look for ways to increase student leadership.
Chapter 27: This year, I vowed to dive headfirst into Whole Brain Teaching. The difference from last year to this year is remarkable, in both behavior and academics. Just before Thanksgiving my class moved to Level 3 of the Scoreboard (Practice Cards). This technique allows me to deal with unwanted behavior in a new way without interrupting learning.
Chapter 28: The academic games increase motivation in students. Because they are based on intrinsic rewards, students are constantly striving to improve their academic abilities. In true Whole Brain fashion, students are setting goals and focused on improving their own score instead of others. Mind Soccer is a favorite in my classroom- students are begging to practice academic skills! Hooray!
Chapter 29: As teachers, we should constantly be researching and evaluating our methods. Students are the focus of our professions; therefore, we should constantly be on the lookout for the best proven methods. Chapter 28 showed how twelve educational theorists support Whole Brain Teaching methods. This chapter shows how current classrooms are excelling due to Whole Brain Teaching. Knowing this information allows me to defend and promote this technique. The information has allowed me to solidify my confidence in Whole Brain teaching.
26 – The self managing class is a dream come true for all teachers. The mark of a good teacher is not only being able to manage his/her classroom, but in teaching students to manage their own behavior as well. Being able to place some of the management tasks in the hands of students allows the teacher to focus on other areas, specifically teaching, and allows students to enhance valuable interaction and leadership skills in their world.
27 – I am currently teaching special education so I am only able to use certain aspects of WBT effectively with certain groups. For example, when I have a non-verbal child, many of the skills in WBT are not possible. I am looking for ways to accommodate this, but I do use some of the concepts. Specifically, I use MIRROR a lot and use gestures to help students connect concepts with prior knowledge. I have students use the gestures too and they have learned the skills. Some groups of students are able to do more of the WBT skills than others, but they are progressing nicely and the techniques are invaluable.
28 – Direct instruction is the method I most often use in my teaching. WBT takes the premises of direct instruction a step further by organizing lessons into mini chunks and allowing students to interact with their learning in a way that promotes their learning styles as well as ensuring teacher knowledge of student comprehension. This is incredibly important in making sure students can be successful.
29 – Research based methods of teaching are key in ensuring teachers are using effective teaching strategies. The fact that research reveals the effectiveness of WBT as well as the wide spread use of these techniques demonstrates that WBT is effective in the classroom, not only in managing behavior, but also in teaching core competencies to students.
Amanda, Teaching is all about adapting to the specific needs of every child and I agree that with your nonverbal students, Mirror and gestures will be perfect! The small chunks of direct instruction will help a lot too! Here are 25 certification points!
Throughout the last two years of teaching, using the WBT methods, I have found so many resources and teaching changes that have made my students achieve at high levels. It is AMAZING how much my teaching has changed. With that said, here are four of the ways I have utilized these program in my own classroom, or plan to implement, to create an environment which is engaging for all involved!
In Chapter 26, we learn when students are put in charge of the class attentions calls they become more confident in the classroom. I love how you can choose students each day, or few days that are the Rule Caller, Class, Yes, or Switch announcer. As students are chosen for these roles, they gain confidence and self-worth. I would like to expand how often I use this strategy in the coming years. I go through times where I use it for a few days or not at all.
In Chapter 27, we review the ‘BIG SEVEN’. Each component of the Big 7 contributes to the structure of WBT. The formation of the class rules, scoreboard, attention getters, and much more create the foundation needed for a high energy, high learning environment. Students engage in learning in an interactive way. I would like to continue to work within the Guff Counter area since I have a few students that I think this would benefit from a positive response from their classmates.
Chapter 28 gave great resources to the research study conducted using Whole Brain Teaching. I plan to use this chapter to explain my rationale to other teachers, administrators, and parents when explaining why WBT works so well. The ability to show how Direct Instruction and Collaborative Learning come together in these programs is amazing. When you can positively reinforce behaviors, amplify attention, and increase memory retention in every subject of the day, students achieve to high levels.
Having data (as seen in Chapter 29) to share and show evidence of efficacy is necessary when proving how a program works. The research time invested in the WBT practices proves that this model increases student learning and teacher effectiveness.
There is a great deal in these chapters that will improve my teaching and understanding of WBT.
Chapter 26: It will be exciting to train my first graders to become classroom leaders. I have several children who will look forward to the opportunity and others who will need a bit more encouragement.
I have students who are ready to lead the Rules, Teach-Okay, Mirrors, Mirror Words, and Hands and Eyes. Numbering my groups 1s, 2s, 3s, 4s, and calling on a student to lead, will provide a safe structure to develop leadership.
Next month I’ll train small groups of students to explain concepts with gestures and assign teaching points. I’ll begin with our calendar routine. A self managing class will be my goal.
Chapter 27:
This chapter provided an excellent review of the WBT system. I appreciated the concise review that reminds me of all our class has accomplished. I’m also aware that I really need to implement the Bullseye Game for a student who doesn’t respond to penalty. I’m also interested in using the “Agreement Bridge.” That will be my next step.
Chapter 28:
This chapter helped me by giving the wonderful rationale behind WBT. I can use this information during grade level meetings as I share WBT with new teachers and experienced teachers who have not yet implemented WBT. It will be useful to share the learning theories and the WBT methods that stem from the theories. The information regarding benefits for teachers and students should encourage my colleagues.
I plan to immediately implement Crazy Professor. My first graders will enjoy creating gestures as they read a text with feeling. I believe I’ll see some great video opportunities.
Chapter 29:
Information from this chapter validates what our school is doing and encourages me to continue using WBT methods. My children and I are enjoying this learning journey.
The data in this chapter is exciting! Our principal is a strong supporter, and I can’t wait to see our school’s success listed by Coach Biffle. This research could be useful when talking with parents and other educators about WBT.
Julia Berry / Chapters 26-27-28-29 / Feb. Assignments
Chapter 26 Becoming leaders can boost a child’s self-confidence to a higher level of achievement. At the same time, the non-active students start wanting to become team leaders. I believe that providing more opportunities in leadership skills will enhance all areas of academic performance. Allowing my students to become leaders/ teachers, and letting them add their own creative gestures when mirroring, will motivate each student to jump on board! By dividing the class into small groups, the “Mighty Oh Yeahs”, can decide for the day what the cheer (s) will be and even invent their own. The “Teachers” will be the leaders to introduce the skills. The “Gestures” will be small groups of students, using their creativity to come up with new exciting hand movements. The students can start the minute they enter the room each morning. They can work in their groups while the teacher is taking attendance, the lunch count, etc. Then, when the bell rings, everyone will be ready to start. This way they are busy and on track until class begins!
Chapter 27 The Big Seven Whole Brain Teaching system is a great way to gain respect from your students, by allowing them to be in charge of a particular rule/activity. (Teach/Okay, Scoreboard keepers, the Mighty Oh Yeah cheers). Plus, at the end of the day, even let students provide justification for classmates to advance on the Super Improvers Scoreboard. An example “I believe that Beth should advanced to Leader because” (using the Because Clappers, and adding Adders for specific details). A student (s) with teacher supervision can give out the purple practice cards. Now you have it; a self-managing class, where every student has a job assigned, and students are engaged!
Chapter 28 Wow, a recap of some very important techniques in this chapter! Having to pick one was difficult, because all areas addressed in this chapter are very important. I chose; Positive Behavior Reinforcement. When the class answers questions correctly, and follows The Big Seven; then the class celebrates (Mighty Oh Yeahs), thus creating an atmosphere to stimulate learning. I want my whole class to be actively involved. I feel that providing an atmosphere where students are not afraid to participate is what education is all about! I have been doing very well my first year using WBT, and I have seen amazing results! However, I do not want to slip back into my old routine of calling out students for misconduct. If I stay on track with Positive Behavior Reinforcement, my classroom will remain non-threatening. My students will participate, respect one another, and most of all soar higher in their academics!
Chapter 29 Continuing to use WBT, I see less and less time spent on misbehaviors. I see a minimum of heads on desk, complaining, off track, staring into space, out of seats or doing something else. Students are staying focused and on track! I will continue to use the Scoreboards, Brain Toys, Gestures, and Mighty Oh Yeahs, which will keep my class engaged, and become the best possible they can be. As stated by Dale Marsden, “Once in a great while you come across a solid approach that ensures authentic student engagement for mastery learning.” The statistics mentioned in the chapter prove the end results!
Julia, Great job! I love your statement "If I stay on track with Positive Behavior Reinforcement, my classroom will remain non-threatening"! WBT helps us offer a calm, warm, inviting atmosphere that helps children thrive! Here are 25 certification points!
I chose the lesson on sentences, to show the differences between how a regular classroom lesson might be taught versus a Whole Brain Teaching lesson.
A non-WBT lesson might start off by the teacher explaining to the students what a sentence is in a lengthy manner. A WBT lesson would start off by asking the question, what is a sentence? The WBT teacher is chunking information into fifty to thirty seconds of information at a time. Mirroring would be used along with Teach-Ok, to get the students actively engaged. The non-WBT class might have difficulty comprehending all the information given at the introduction of the lesson.
In the non-WBT class the atmosphere could be tense, as the teacher tries another way to explain sentences. The students once again, are not engaged. The WBT class practices complete sentences using a fun technique called Oral Writing, using examples to deepen student involvement. The non-WBT class watches their teacher write examples on the board. Now, the WBT class could move on to Teach-Ok for students to review and summarize the points the teacher had made, and then bring out the Smart Cards for a quick/fun assessment. The teacher could kick it up another notch, and instruct the students to justify their answers by using Because Clappers and Adders.
In the non-WBT class the students are given a worksheet to complete and turn in. After the non-WBT teacher grades the worksheets, she may become frustrated, because so many students had difficulty with her lesson! The WBT class moves right along with the Q.T. test, using The Midnight Phone Call Test. This is quick, and the teacher knows if the students understand the lesson about complete sentences.
In the non-WBT class many students have to be retaught, and then the class will take the unit test. WBT class is probably ready for some fun using critical thinking activities such as Brain Toys, Zork, Wacky Star Fun Button, Story Gestures, and Because Clappers and Adders. The advanced students will stay engaged by advancing on to the Genius Ladder.
The non-WBT class rewards each child individually for grades received. Some will not be able to go to the prize box, and feel singled out, in front of their peers. The WBT class creates a warm, positive environment, where students are not afraid to have a wrong answer. Participating is valued as a reward. Using Scoreboards and Might Oh Yeah Cheers is rewarding enough, and Power Pick Questions can still be used throughout the day. The non-WBT teacher has to spend her planning time, reassessing her lesson, thinking of news ways to teach a group of students who are still having trouble and need another assessment. The WBT class will end their lesson with a Triple Whammy activity! . The WBT class is still given another reward for their hard work. They are told they have advanced to “College Talk” by using complete sentences. Some students are looking forward to advancing to “College Graduate Talk”, “Advance Level Graduate Talk” and end up with a “Genius Triple Whammy” before the end of the week! Sentence is now added to the Power Pix wall, which will continue to be reviewed.
WBT gets every student actively engaged by using The Big Seven, Smart Cards, Oral Writing, and Brain Toys (just to name a few) that can provide a year long critical thinking curriculum to make learning exciting!
Well, this is my last chapter. Thank you Coach “B” and all of you who had to read my assignments this year. I’ve really enjoyed the WBT Book Club!
I feel Whole Brain Teaching strategies have had a tremendous impact on my classroom teaching, and more important, my students. I have only implemented Whole Brain Teaching strategies since October; however, I am convinced that this is the best teaching system I have implemented to date. Ours is a student-centered classroom where students are engaged. What follows are four ideas that might improve my teaching.
Chapter Twenty-six focuses on assisting students in becoming classroom leaders. I have already embarked upon this, and students love to take on the role of the leader, or teacher. The student’s self-efficacy increases, and this has a direct impact on a student’s overall academic success and achievement. Leadership not only serves to increase a student’s self-confidence; it helps the challenging child to feel successful in the role of a leader, and it forces students who are quiet and shy by nature, to participate in a more outwardly fashion. The ultimate goal is to have a self-managing classroom, one in which all students have a stake; all are players. This is the dream of the Whole Brain Teacher.
Chapter Twenty-seven contains a much-needed review of the Big Seven, which I implement and facilitate each day. Since I am relatively new to the world of Whole Brain Teaching, I hope to become better at its implementation, refining my techniques with rehearsals and practice over time. One area I would like to explore further is The Agreement Bridge, the collaborative problem-solving game. I have envisioned, already, how this can be implemented to open and maintain a positive dialog with a particularly troubled or challenging student.
Chapter Twenty-eight contains a substantial amount of research (compiled from twelve different resources-- researchers and authors) presented in the form of an article written by Angela and Brian Macias (Whole Brain Teaching board members). What Macias and Macias present is that Whole Brain Teaching combines aspects of both direct instruction and cooperative learning into a student-centered system; an engaging environment. The article states, “…WBT combines classroom management and sound pedagogy into one system…” I have seen an improvement in my teaching although I have been implementing Whole Brain Teaching’s techniques for a relatively short period of time. I am fortunate to have the support of my administrators-- they love to visit our classroom! I am convinced that the Whole Brain Teaching system is effective; I see it in my classroom each day. Now, however, should I be questioned by a parent about my methods, I have conclusive evidence backed by research to support my pedagogical perspective.
Chapter Twenty-nine speaks of the “… direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system…” I am already aware of an improvement in my teaching as a result of adopting and embracing the Whole Brain Teaching system. I have seen negative student behaviors decrease and student growth and achievement rise. I can only hope, as I continue to grow, so will my students; not only academically, but also the students’ self-efficacy. Knowledge and self-efficacy are powerful; they are two things I would like my students to possess as they embark on their trek into the twenty-first century.
I teach in a state (not unlike many others) where teachers are faced with educational reforms. Many teachers in my home state feel as if they are staring down the barrel of the Common Core State Standards, AchieveNJ (Yes, that’s spelled correctly.), an “educator and evaluation support system,” and Student Growth Objectives (SGOs). Most teachers simply go home each day exhausted. With the Whole Brain Teaching system, I feel as if I am still learning and growing each day. Do I go home tired at day’s end? Yes. But I also go home knowing that I've got Whole Brain Teaching, its strategies, and mountains of research and evidence right in my back pocket.
Chapter 26 – WBT can improve my teaching by making students leaders and managing much of the classroom on their own with the verbal cues of myself. It not only lessens disruptions and makes each school day run smoothly, but gives students self confidence as well.
Chapter 27 - Using the scoreboard levels can improve my teaching in many ways. It can change things up as the year goes on so that students are not bored with the same concept. The Super Improvers Team will help manage the class as students are working towards their personal goal in order to move onto the next level. Practice cards help alleviate disruptions during lessons because you can simply drop the card into the student’s pocket chart for them to practice a rule or to reward for following a rule. The student is responsible for managing their own tallying on the green card for a rule they successfully followed. The guff counter (my favorite) also eliminates teaching time when a student shows disrespectful behavior because the students simply call out the guff by saying “please stop” and class continues on. There is also the independents group, the bullseye game and agreement bridge to help communicate and manage the most challenging children in the classroom.
Chapter 28 – WBT benefits and improves my teaching by giving engaging lessons. It makes my job more enjoyable when students are having a great time and also enjoying learning. Students look forward to coming to school. They are recalling what they have been taught easier because they are associating gestures to definitions or explanations of new concepts. Even the rules and procedures are engaging for students.
Chapter 29 – Implementing WBT in my classroom could increase my state standardized scores and decrease referrals. I personally have experienced less challenging behavior in my classroom this year due to using WBT. When using these techniques, I believe that students are so engaged and constantly interacting, that there is no down time for students to have problems with one another or even myself for that matter. Each minute counts for learning and with WBT, every minute is used efficiently throughout the day.
Empowering students with leadership roles is an important part of social/life skills training. Chapter 26 details WBT techniques for students to learn to manage and take on responsibility within the classroom. This added responsibility creates more ownership for class participants who may feel otherwise.
Chapter 27
Handing over some of the teaching responsibility to my students by using Teach/Okay has worked well. My students love the “break”, giving them time to teach and move around, while imprinting new learning material. Reducing my “talk time” has been a challenge but I am improving!
Chapter 28
Most of my teaching is done through the direct instruction model using specific goals and objectives geared toward student learning and achievement. By using WBT which combines Direct Instruction with the Cooperative Learning Model, my students have been able to “…learn in three dimensions: as a class team, as a small group or pair, and as an individual.” Chapter 28 outlines those benefits of WBT for students and teachers. Following is a quote from Biffle, which sums up this chapter nicely. “Regardless of where a student falls on this scale…” (social/academic development), “…WBT has behavioral and academic procedures in place to help the student develop further.”
Chapter 29
Data is documentation that drives instruction in a systematic way. The data supporting WBT is amazing, not to mention motivating! This chapter is a testimonial from professionals who have seen impressive results improving student academic performance and behavior. Well done Coach B!
My school has a leadership theme and is practicing The 7 Habits of Happy Kids by Sean Covey. We are learning to treat others respectfully. Whole Brain Teaching fits into this model perfectly. Making eye contact, “That’s cool!”, Teach- OK, and the Scoreboard all help children treat others with dignity. I love the use of student leaders to do Teach- OK, Class-Yes, Mirrors, and Hands and Eyes. Every job that I have in my class is assigned to a student leader. This element of Whole Brain Teaching blends perfectly with my 7 Habits procedures. Chapter 27 reviews the Big 7. For me, Teach-OK will have the greatest impact on my teaching. I will need to really dissect each lesson into tiny bits to present to my class. It will enable me to cut out the things that are extraneous and hone in on what is really important. Using the lesson plan template will help me to sculpt my lesson to its barest concepts thus making it clear for the students. One of the highlights from the article by Macius and Macius involves student engagement. In Whole Brain teaching, students need to be paying attention at all times in order to be able to repeat what has been said to their partners. This method of teaching focuses on children repeating and then paraphrasing what the teacher has said. If a child loses focus, he will not be able to Teach-OK. These micro-lessons are short enough that students can pay attention and repeat easily. Even our attention challenged students can work within this short teaching format. Those students that require constant movement are given the opportunity to expend their energy in a constructive way, thus eliminating constant correction by the teacher. Dale Marsden, Superintendent of Victorville, California talks about the energy spent by all teachers. He states, “Though teaching always requires a great deal of energy from any teacher, those who have made WBT routine in their classrooms are finding their energy is well spent on mastery learning for all students.” I can add to that by saying that I don’t feel as run down at the end of the day now that I am doing Whole Brain Teaching. It seems to energize me. This model is fun to do and is exciting in its results. It makes it so much easier to come to work each day when you know that you and your students will be laughing and learning together. Liz Howard
Liz, I can tell you are passionate about WBT and I love to hear that you feel energized when using it! I wish EVERY teacher would use this great method and understand how truly rewarding a day of teaching can be! Nice job! Here are 25 certification points!
Chapter 26- Every teacher would love to have a self-managing classroom. Having students become leaders allows teachers that opportunity. If students can manage their behavior as well as tasks, we gain more time for learning and less for transition. It also helps students develop leadership skills. Not to mention, students love to “play teacher!”
Chapter 27- I use WBT every day and use almost all levels either outright or in an adapted way that better fits my class. I have not gotten to Independents yet, which I hope to next year. Although I put great effort in making sure my whole class doesn’t get punished for the behavior of a few, I feel like it doesn’t have the same effect that I would get from Independents. I really like how it singles out the group that tries to dominate the class and breaks up the clique that forms. It will really solve the problem rather than covering it up with a quick consequence.
Chapter 28- Academic games are a great way to intrinsically motivate students. I like how Mind Soccer encourages students to recall academic skills quickly which develops mastery. Students have so much fun with quick-paced competition that they will forget what the teacher is actually having them do!
Chapter 29- It’s great seeing the proof that a teaching method works. So often we find ourselves at PD’s where we scoff at half the methods we’re taught because they seem unrealistic. I know for a fact that I can use these methods in my classroom, and it’s great seeing that they’re not only easy but they're supported by research as well.
Even as a newcomer to Whole Brain Teaching, I have found many resources and learned a myriad of new strategies. These have significantly changed not only my methods but my whole attitude toward teaching and learning. With that said, here are four ideas that I have implemented, or plan to implement, on my quest to becoming the best WBT that I can be.
Chapter 26: Leadership training fits in well with WBT strategies. I have already turned over the leadership of certain daily activities to individual students, but I am anxious to try assigning different oral cues to different students in my class. Students love to be the one who is “in charge” and allowing children to take turns on different days or weeks will allow them to build confidence and increase feelings of self-worth. I foresee the added benefit of this being a positive motivator because the students who are picked to be callers must pay attention to and follow the oral cues before they could be able to lead them. I believe that this “honor” would be something that children would work hard to obtain.
Chapter 27: As a new Whole Brain teacher I have certainly tried to implement “The Big Seven”. Each component of the Big Seven provides daily instructional techniques that are essential to the structure of WBT. The formation of the class rules, scoreboard, attention getters, and much more create the foundation needed for a high energy, high learning environment. Students engage in learning in an interactive way. I plan to better familiarize myself with and continue to use these strategies so that they become second nature to me. I believe this will improve my confidence and effectiveness as a Whole Brain teacher.
Chapter 28: This chapter cited many sources that explain the rationale and document the merit of this program. Explaining how “Whole Brain Teaching effectively uses all five elements of Cooperative Learning while still keeping a strict Direct Instruction model of teacher facilitated lecture-based lessons.”, provides a powerful defense against anyone who argues that the method is either “too free” or “too structured”. When behaviors can be positively reinforced, attention amplified, and memory retention increased in every area, students, teachers, and even school districts benefit.
Chapter 29: The data that is provided in this chapter further substantiates the effectiveness of WBT. Studies have shown a direct correlation between classroom management and teacher enthusiasm. Statistics proved that negative student behaviors can be decreased by up to 50% and some of the poorest schools in the country are within a few points of closing achievement gaps between themselves and the wealthiest schools. This type of evidence is necessary to prove that a program is successful and can be used as further ammunition against antagonists.
Julia, You made a great point in "When behaviors can be positively reinforced, attention amplified, and memory retention increased in every area, students, teachers, and even school districts benefit." WBT helps us meet a variety of goals in a quick and effective manner! Here are 25 certification points and a 5 point bonus!
Chapter 26: Training students to lead and manage the class is an excellent learning experience for all students and a dream for any teacher. It increases self-confidence, empowers students, makes them feel more like the class is theirs, and builds leadership skills. This is a win-win strategy that will improve any teacher’s classroom.
Chapter 27: This chapter was an excellent review of all the concepts we have learned in this book. My goal now is to continue using the Big Seven which has made a huge difference in my classroom and to really dive into the Scoreboard Levels next year. I hope to see even more growth, motivation, and participation from my students next year.
Chapter 28: It was really great to read all the research behind Whole Brain. Seeing all the benefits for teacher and students, as well as all the references will help me explain Whole Brain Teaching to new teachers. It is amazing how many strategies and skills are combined in Whole Brain. As a teacher it is great to have one thing that motivates my students, controls discipline, classroom management, and works students whole brain in learn. It is also fun for them and me.
Chapter 29: Chapter 29 confirms why you should incorporate Whole Brain Teaching in you school and encourages me to continue suing the strategies in my room. The data proves it works. Which only improves your teaching and helps your student be more successful.
Tonya, You chose some important points. I 'm glad you will be diving deeper into the Scoreboard levels next year! Oops- you had a small spelling error "me to continue suing the strategies" and a sentence fragment "Which only improves your teaching and helps your student be more successful." Here are 10 certification points!
Chapter 26 I love how integrating the students into your classroom management not only to allows you more opportunity to teach, but also gives students opportunity to increase their leadership. I enjoy giving small groups a teaching assignment that they will be responsible for presenting to the class. Their excitement level peaks and the students work together to find the piece of the assignment that each one of them wishes to present. It is amazing to watch their confidence grow from week to week.
Chapter 27 The rules are wonderful, but Teach – Okay is probably my favorite thing from the Whole Brain menu. Getting the students out of their seats, teaching each other in words and gestures is such a great method of ensuring full comprehension.
Chapter 28 I have used Kagan strategies in my classroom for several years, so the integration of Whole Brain teaching into my classroom brought many similar concepts. The addition of WBT brought even more opportunities for student based learning and the application of higher level thinking skills. The Kagan team and partner structures fit seamlessly with Teach – Okay and other student based learning opportunities.
Chapter 29 Not only does the research show the confidence that teachers have in WBT, it shows how effective WBT can be in challenging classrooms. Classrooms with a high percentage of free lunch students and English Language Learners showed significant increases in test scores. If implemented properly, WBT has been proven to be effective in improving student comprehension.
I have two student leaders who lead rules and choose other students to lead the rules. My first leader is the “Global Amigo,” which is equivalent to a “Student of the Month.” This student has leadership skills. My second leader is our Student of the Week.” This student might have earned a star on the Super Improvers Team or improved behavior. Student leaders improve my teaching because students are more engaged with another student teaching them. This also gives me a minute to go to my computer and put on the next lesson on the Smartboard!
The Scoreboard improves my teaching by motivating my students to follow directions quickly. This gives me more instructional time, which improves my quantity of teaching!
The Crazy Professor is a great academic game. My students generally read without expression. However, when we play the Crazy Professor, students go wild with dramatic voice inflection and big hand gestures. This improves my teaching by teaching prosody in a fun way.
Compared to other teaching systems, Whole Brain Teaching is much better than traditional teaching. Whole Brain Teaching has improved my teaching by increasing the learning engagement of my students.
Chapter 26 - I love the idea of starting the school year off from the beginning training students to take a leadership role. It goes along with the idea of taking little tidbits off of our plates and employing the use of our greatest assets....our kids! They actually love to do the work and they gain leadership skills in the process. This adds up to life long skills. Coach B points out that becoming better leaders increases students' self confidence and taught overall consideration of others as well as bringing some quiet students out of their shells. This definitely improves teaching. Chapter 27 - I like the teach/okay because it gets all the students actively involved and using big gestures in practicing concepts taught in a particular lesson. Kids love teaching one another. I also appreciate the idea of talking about 30 or 60 seconds and then having the children teach what has been said. Makes life easier and helps comprehension. Chapter 28 - In this chapter I liked the portion discussing the benefits of whole brain teaching. The benefits for me as a teacher are the following: 1.) positive behavior reinforcement, 2.) memory retention, and 3.) student engagement. The book mentions that all these benefits reinforce one another in that when students are surrounded by positive behavior, they can learn better and students will ultimately behave better when they feel more confident in their learning. (Biffle, page 181) In turn, the benefits for the students are: 1.) motivation, 2.) student-centered learning, and 3.) application of learning. In the end, I believe that everyone turns out as winners. Chapter 29 - All in all, the whole brain teaching method is well rounded and proven to be highly effective in increasing academic performance. Whole brain also quickly engages students in a FUN way!
Karlyn, I agree, when using the WBT strategies, everyone does turn out as winners! You may want to revise your last sentence from the Chapter 27 paragraph (fragment). Here are 20 certification points!
I also appreciate the idea of talking only about 30 to 60 seconds and then having the children teach one another what has been said. This is very helpful due to the fact that it gives children small chunks of information to digest; thus, making it easier to comprehend.
Brandi Young Chapters 26-29 There is an abundant amount of information in these chapters that will improve my teaching and has provided me with a better understanding of WBT. I loved reading about all of the positive data collected from state around our country.
Chapter 26: I currently have students who willingly lead the Pledge of Allegiance followed by the Rules. I also provide my students with think time to think of gestures that we could use when I get stuck during a lesson. It happens every now and then, I start into a lesson and a vocabulary word will come along as we read and I just can’t think of just what to do for a gesture, so I let my students chime in after some think time. They can be so creative and get so enthused. I can’t wait to train them on leading Teach/Okay and Hands and Eyes! What a great idea!
Chapter 27: This chapter provided a remarkable over-view of the WBT system. I am pleased to see that this book has remained as concise as it has. It’s a spiral effect and it all works so beautifully together in the classroom. The review reminds me of all our class has accomplished so far this year and I am excited to see how my next year’s class will look with all of the knowledge I have gained from this book over the year. Chapter 28: This chapter has really opened my eyes. In school, when I was becoming a teacher I took several psychology classes and there was much to cover and many names to remember. Like they say, “If you don’t use it, you lose it”, well this brought me back to that time. It all makes sense and ties everything together. After reading this chapter, I have been inspired to review previous notes and further my education in Vygotsky’s Theories. The benefits listed for both teacher and student are encouraging and yet again, inspiring. “Be INSPIRED America!”
Chapter 29: The information from this chapter validates why so many of my co-workers and school faculty are participating in this book club. It encourages me to continue using WBT methods to better help my students and myself enjoy teaching and learning from one another. “This research could be useful when talking with parents and other educators about WBT.”_Kay Spencer, Co-worker at GLA, 2014.
Brandi, I'm glad to hear that your co-workers are on board with WBT! It really helps when students experience this wonderful type of learning in several classrooms! Here are 25 certification points and a 5 point bonus!
To improve my teaching I will begin turning over my oral cues to my students the way it is described in chapter 26. I believe I will do this earlier in the school year rather than waiting until half way through the year. Another idea that I will implement in my classroom is to turn over more of the routine tasks to my students. This idea is suggested in chapter 27, and I feel that it will make my students more responsible as the school year progresses. In chapter 28, the importance of note taking and the correlation to learning is discussed. More note taking in my classroom by students will help improve their knowledge of the concepts which are taught in class. The last idea that I feel would improve my teaching is to begin implementing whole brain teaching strategies earlier in the school year. I did not begin using all of the whole brain teaching strategies this school year I would like to do. I used the strategies as I learned them throughout the school year. Next year will certainly be different.
Irish, You will be amazed at how easy the beginning of the year will be when you start WBT from day 1! The students will be in the flow by the end of the first week! Teacher Heaven! Here are 25 certification points!
Chapter 26-Most students love to be in charge of the class. In the past, I have seen students stand in front of the board to “take names” of who is talking. Students are very motivated by getting to feel like they are “in charge”. I love the idea of having students be leaders. As a teacher, it is always difficult to give control of the class to students. My ability to create student leaders will benefit the students leadership abilities and will improve their academic abilities. Giving responsibility for the class to the class at times will give me some much needed times to focus on other teaching responsibilities.
Chapter 27-Of all the strategies reviewed in this Chapter, the one strategy that has improved my teaching ability the most is the Scoreboard. I could not imagine teaching my groups without it. It keeps students motivated daily and leaves room for a lot of variety. It is so easy to implement and the rewards are free. That is the best part for a teacher, no trips to the dollar store on the weekends!
Chapter 28-Cooperative Learning utilizes peer based learning. I have seen the positive effects of peer based learning in the variety of classrooms I am in daily. I have improved my ability to reach some of my students by having them teach each other using the “teach/okay” strategy. Some students understand concepts after they have had a chance to verbally and physically teach to other. My students have become responsible for their learning because they have to teach to each other. Chapter 29- I have improved my teaching ability this year by implementing WBT strategies. I will continue to implement these strategies throughout my teaching career. I have seen first hand how student engagement can be achieved through these techniques. I have seen a drop in inappropriate behaviors in my small groups. There were so many teachers at my school who used the WBT techniques this school year. I loved seeing the classrooms engaged in learning and hearing them teach each other and rehearse the rules and procedures. WBT classrooms had a fun, learning filled year. Students’ have kept their brains engaged so therefore they have learned so much this school year. I am ending the school year with a feeling of success and so are the many students I have taught this year!
Lori, How exciting! I love to hear that several of the teachers at your school are using WBT! Wonderful! Oops, one pesky error "Students’ have kept their brains" (no apostrophe needed). Keep up the good work- ending the year with a feeling of success is truly Teacher Heaven! Here are 20 certification points!
Chapters 26-29 Explain how four ideas, one from each chapter, might improve your teaching. Chapter 26
I use the team leader to help teach my groups. I use the Kagan method of grouping children so I never have high kids with low kids, but a more even cognitive balance in my groups. When I select a number between 1 and 4 I know, that child will not be too advanced or too low for the other students at the group. I also use this with my reading, math, and science groups. I have gone so far as to add a troubleshooter to each group. This person helps the others with independent work or technology problems. I learned that when this procedure works well I have more time to reteach children who need additional help.
Chapter 27
Teach/Okay is the BEST part of WBT. I just love the way my students have taken ownership of this concept. I use Teach/Okay all day. I have even used it in the hall when my kids were all talking. I just stopped the line by saying CCCLLLAAASSSSSS. I had a weak yess reply. Then I modeled our school hallway procedure and ended with Teach/Okay. You should have seen the kids teaching the procedure to each other. Worked wonders! I have had three ESE support teachers this year and each one thought Teach/Okay made a great difference for ESE kids. It has also done a great deal to keep disruptive kids on board this year. They talk with a purpose now.
Chapter 28
Student Engagement has made all the difference in my class. I have ten ESE children and eight children below grade level. I have two children at or above grade level. While using WBT I have seen my children become engaged and remain engaged. I used to try the brain break, but that technique always left me with the problem of getting my children back on task. WBT allows for movement, conversation, active participation, and general happiness. I have really used the teaching components of WBT. When I look out at a sea of blank faces it only takes a minute to have everyone participate in Teach/Okay and then we are back on task and ready to learn.
Chapter 29
Chapter 29 is about WBT data. While I cannot address state testing at this time. I can tell you every single child in my inclusion class made significant gains in reading based on the three Discovery Education Testsmy school administered this year. I am extremely hopeful the trend will continue when I see my state test results. I attribute the gains to Mirrors With Words, Teach/Okay, and the active engagement of students.
Dian, Your last sentence says it all! WBT really does change the way we teach and the way our students learn! The hallway teach/okay is a wonderful idea! Here are 25 certification points and a 5 point bonus!
Explain how four ideas, one from each chapter, might improve your teaching.
Chapter 26: I really liked the idea of putting certain students in charge of reinforce and review certain whole brain rules and procedures. I have started doing this in class. I often use the students that I can consistently count on to participate fully in the whole brain aspects of my classroom. I think having them enthusiastically jump up and teach the class encourages those who are shyer or less interested in participating. I will quickly call on a few different students back to back to keep it moving. Around the 3rd student that I call on, I pick one of the ones who are less inclined to participate. I have found that they often are encouraged to jump up and enjoy participating at this point.
Chapter 27: The classroom rules have already improved my teaching since starting WBT. It has been so easy to have a set of rules and see them consistently throughout my entire school. Though I teacher upper elementary school, I still find time to review the rules. My kids definitely take them seriously. My kids have even added their own “rule 6: keep yourSELF happy” and they always say that rule on their own after reviewing the 5 rules. I know that I can count on these rules being expected and enforced wherever my class goes in our school, which definitely helps behavior.
Chapter 28: Student engagement! As a relatively new teacher, I’ve often been afraid of noise in my classroom. I got nervous when my class got loud because I wasn’t sure if I could calm them down. Now that I’ve started using whole brain in my classroom, I’m not afraid of the loud noise in class. In fact, I get mad when my class isn’t loud! Nothing makes me more excited than when my kids are doing teach-okay and they are all 100% engaged and enthusiastic! I also used to think that maybe my inner-city kids would not be able to get excited about and into a lesson with whole brain strategies, but I was WRONG! My kids smile and laugh the whole time they learn!
Chapter 29: One of the main things that will immensely improve my teaching is the amount of FREE resources available. I am a very visual learner, therefore the endless amounts of videos that I can use (and have already) are going to help me better understand the use of some of the whole brain teaching strategies. I teach at an inner city school and I used to think that some of these strategies would not go over well with my students. After watching various videos, it blew my mind to see what some of the inner city kids are doing with WBT! Seeing a teacher and students putting a strategy to work gives me the “ah-ha” that I need to incorporate some of the strategies.
Kasey, What a wonderful testament "My kids smile and laugh the whole time they learn!" My inner city kids LOVE WBT and I'm sure yours will too- every little bitty bit of it! They love having fun learning! Here are 25 certification points and a 5 point bonus!
Chapter 26: Leadership development is really important for sending well-rounded students on to the next grade. It builds self-esteem and gives students a sense of satisfaction when they believe they are helping in the organization of the classroom. Separating the class into 1s, 2,s 3s, & 4s is the perfect way to dole out responsibility to students and not just for the strongest students in the class. This is a win-win situation; peer teaching is effective and fun. In addition, delegating tasks releases some of the workload for the instructor.
Chapter 27: WBT is absolutely one of the most effective ways of engaging my students while managing disruptive behavior and staying ahead of rebellious students. The Big Seven daily instructional techniques really lay it all out for teachers. The Attention Getter is one of the simplest and most important techniques for classroom management. I use it all the time to stay engaging for students and not let energy levels lull. Another great technique is “Mirror”; it allows for 100% full attention on the instructor.
Chapter 28: Chapter 28 really explained the rationale behind WBT and why it is so important that we utilize these techniques Chris Biffle has given us. It’s encouraging to read the benefits of this type of teaching and I particularly liked the part about student engagement – a critical part of retaining information!
Chapter 29: Chapter 29 was also incredibly encouraging. In my own classroom I can see a huge difference when I use WBT. These statistics also show such a positive improvement in test scores and classroom management. There have been so many times when teachers have been handed a new classroom fad to implement but very little research to back up the claims. It is nice to know that WBT has over 10 years of research.
Ch. 26-29 Ideas that improve teaching 26. Select students to take on the role of teacher. I have unwittingly used this technique in my class because I have been sick with laryngitis. Since I haven’t been able to speak for the past few class days, I’ve selected students to be responsible for the Class-Yes and Teach-Ok. Students love being in charge and they love inventing new ways to call out “Class!” This saves my voice and gives students (especially the ones who like to be the center of attention) a positive way to gain their classmates’ attention. Another advantage is that students realize how annoying it is when no one follows their instructions so they pressure each other to follow class rules and respond to Class and Teach. 27. Classroom procedures: papers, papers, papers, page 12, page 12, page 12 I think these are two ways to save time when doing daily procedures like handing back papers and opening textbooks. Normally, I hand back papers while students are supposed to be doing homework, but decreasing the time spent on this task increases time spent on learning. Opening our books quickly can save lots of time. I get very impatient with students who ask “what page?” after we’ve already gotten half way through the first exercise! Repeating the page number several times quickly has worked wonders to reduce this annoying question. Students even repeat the page number energetically while they’re finding the page and repeat it to classmates who weren’t paying attention. 28. Right and wrong answers “Oh yeah!” and “It’s cool!” Having students respond to their classmates in a positive way when they don’t answer a question correctly motivates students to take risks in class. The number of students who volunteer to answer questions increases. I usually use tongue depressors with children’s names on them and pull them out of a cup one by one to make sure each student has a chance to participate. This is very stressful for students who need more time to think or need additional explanations. However, when other students say, “It’s cool” they show understanding and relieve some of the stress of being called out in class. 29. Improve test scores By using Prove It! And other strategies from the WBT handbook we can improve our students’ test-taking skills. Since standardized tests are a big part of education these days, it’s important for teachers to spend time preparing kids with test skills and content so that they can be successful on these exams. Hopefully our school can show improvement in scores like the schools mentioned in the chapter.
Adrienne, You statement "Another advantage is that students realize how annoying it is when no one follows their instructions so they pressure each other to follow class rules and respond to Class and Teach" made me chuckle! Nice job! Here are 25 certification points!
In chapter 26, the book mentions leadership training by turning over the verbal cues to certain students. I think that it would improve my teaching because it would encourage students to take responsibility for the classroom. It would also inspire students to take on leadership roles and promote a positive classroom environment. Chapter 27 is a review of the Big 7 and each one will improve my teaching. I have just started with WBT and I am using Class-Yes, the 5 rules, the scoreboard, and hands and eyes which have already transformed my teaching in about a month and at the end of a school year. I have been trying out Teach-Ok with great success and I can see the power of using this all the time. The 5 classroom rules are improving my teaching because we are practicing them every day, several times a day, which not only keeps the rules fresh in their minds but is also FUN! The students are earning smileys and frownies each time. I think that these techniques used all together make each one more powerful. I look forward to implementing the rest in the new school year. I am particularly looking forward to using the Super Improver Team and as I go through my day, I keep thinking about how I could use it to acknowledge the students’ improvements. Chapter 28 discusses WBT techniques and learning research. The WBT lesson plan might improve my teaching because it is chunked into small parts and constantly has the teacher checking for understanding during the lesson. Teachers provide immediate feedback and review concepts immediately. These are powerful attributes of Direct Instruction which has been researched as effective means of teaching students. Chapter 29 delves further into the research and how WBT has had positive impacts on schools and school districts. I believe that by implementing WBT techniques that I will be able to achieve positive results in my classroom each year. All the techniques work together to improve behavior and improve academic success.
Mary, I am impressed with your progress in implementing WBT! Isn't it amazing for seeing instant results! You will have to share your experiences with us in the new school year! Here are 25 points and a 5 point Bonus!
Ch. 26-I love the idea of taking a small group aside and teaching them a new technique and then having them teach the lesson. I think that every student would be interested in being the teacher for a moment in time.
Ch. 27-Class-Yes!!! This is still my favorite thing to do. I really enjoy the flexibility that you have with this. I liked having my students get to make-up the attention getters for the week and they really enjoyed it also. I found out that I have some really creative students and everyone wanted to get their turn.
Ch. 28-One thing that I agree with when it comes to WBT is the memory retention. When my students were taking their state test I could see them making arm gestures and talking to themselves to recall concept from Mirror with Words that we made up in class. There is no doubt that this helped them remember things that they would have forgotten.
Ch. 29-This chapter only confirms why I should continue using Whole Brain Teaching. I have struggled with some on the concepts this year, but I am determined and believe it works. The data is proof enough.
Karen, Isn't is wonderful to look at your students deep in thought and gesturing during a state test?! There was a minor editing error "talking to themselves to recall concept from Mirror with Words that" (concepts). Your sentence in the last paragraph is a little unclear -"I have struggled with some on the concepts this..". Here are 20 certification points.
These four chapters were so full of so many Whole Brain Teaching goodies. I love them all, but here are some of my favorites:
Chapter 26: I love the idea of classroom leaders. The best part is that these roles are not reserved for the brightest or the best behaved. Anyone can shine. Students are receiving leadership training at a young age, building their confidence, and developing public speaking skills, which addresses one of our standards. I am excited about using student leaders next year.
Chapter 27: The component of WBT that I most want to implement next year is the Super Improvers Team. I have already chosen my colors and named my levels. The best part about the SIT is that it is systematic. Students know how it works and what to expect, so they will be more motivated to achieve. In the past I have always made a point of praising students for specific improvements, but it was always hit or miss. I can not honestly say that some students did not get overlooked, because I had no system for keeping track of the praise. I am really looking forward to seeing how next year's students will respond to the Super Improvers Team.
Chapter 28: This chapter was very convicting. As much as I have always tried to be positive with my students, I have had a tendency to to give too much attention to the negative choices that my students have made. This chapter made me realize that I have got to do away with all negativity in my classroom. It is time for true confessions. I have always wanted to quit using negative reinforcements, but I think deep down that I have been afraid that without the negative reinforcements, students would think that I was okay with their wrong choices. Whole Brain Teaching has shown me a new way. With all that I have learned I am less afraid to be positive 100% of the time. It may be a little hard at first, but I am totally committed to making my classroom a fun, exciting, positive place to learn; and I know that this can not happen, if I allow any negativity in.
Chapter 29: Reading this chapter makes me very excited to share WBT with my colleagues. The methods have been proven, and students in Whole Brain classrooms are excelling. This strong research base makes me all the more confident in letting go of my old methods and embracing something new. My hope is that WBT will spread quickly from my room to my school, and to other schools within both our region and district.
Joyce, Isn't it wonderful to have the research to back up the WBT strategies? I love that so many WBT teachers have been so successful implementing these techniques! But, even more, I love that you are so excited about using these strategies! Here are 25 certification points!
Chpt. 26 -- One of the achievements that I was able obtain last year was having students familiar enough with the ‘Teach/Okay’ method that they would actually get class started for a substitute teacher when I was not there and I thought that was pretty awesome! One thing I would like to do is try and assign more students to some of the techniques while I am still in the classroom. I have not been able to figure out how to teach a small group a lesson and then have them teach out yet.
Chpt. 27 -- There are always so many great techniques with WBT that it seems as I always fail to do all that I wanted to. Last year I made a point to take the scoreboard to the level of independents when it became “time” within my classrooms. I introduced the independents and I was so pleasantly surprised and wowed! It was one of those “why didn’t I start using this years ago?” type of implementation! :)
Chpt. 28 -- My experience over the past years has confirmed for me personally that the Whole Brain Teaching method is very effective. The only limiting factor is the amount of time and effort the teacher is able to put into the system. For me, out of Chpt. 28, I’d like to implement the “It’s Cool” technique. It is something that I have had on my to-do list and used here and there but have never fully implemented!
Chpt. 29 -- I would ALSO say that WBT is “...superior to every other teaching system.” Now if we could only get WBT further spread AND get our nations government to listen to teachers a bit more we could really make some serious headway. The brilliant thing about teachers is that we do the best with what we have! Rock On WBT!! :)
Jason, Nice work! Your students will love the "It's Cool" technique! It helps provide a safe learning community that is accepting of mistakes! Here are 25 certification points!
Oh my there are so many wonderful ideas to help improve my teaching and stretch my student’s thinking and brainpower. I am really excited to start building student leaders and a self-managing class as described in Chapter 26. It is important to build students up by giving them opportunities to speak and lead the class by teaching the rules and saying phrases like Hands and Eyes. This step helps students to gain confidence in themselves as they learn to speak in front of others and lead the class. I plan on pulling students aside next year to teach new concepts. I love the idea of having the students think of the gestures. This makes the gestures meaningful to them and also encourages them to think critically about what gestures to use to teach a concept and why they would use those. I believe students really understand a concept when they can teach it to other students. Why not help the students learn how to teach other students using their whole brains?
Chapter 27 reminded me to use The Switch technique. This is a powerful technique to help encourage students who are normally shy talkers to teach their partner. I also like the idea of using Peanut Butter and Jelly partners and encouraging the Peanut Butters to ask questions while the Jellies answer. They can of course switch roles!
Chapter 28 lists research about what Whole Brain Teaching is and why it works. Whole Brain Teaching is helpful because it is positive. At the Whole Brain Teaching Conference in Louisiana, Coach B described many aspects of the system as a game. Students will play video games for hours because it is unpredictable, challenging, and stimulates many parts of the brain at once. Whole Brain Teaching uses this same philosophy to make learning engaging and motivating. Students are actively involved in the learning process and work together with other students to grow.
Chapter 29 further reiterates the success and power of Whole Brain Teaching. If you read the book and are still skeptical take note of the empirical evidence in Chapter 29. I can use the statistics to show other educators how powerful Whole Brain Teaching is. If Whole Brain Teaching can increase state test scores by 20-30% why aren’t more teachers teaching this way? I am also amazed at the amount of free resources available. With over 10,000,000 pages of free materials to download I will not have to reinvent the wheel any longer. Whole Brain Teaching is the way to teach for me.
Chapter 26: A group of students that manage themselves is every teachers dream. Last year, I had a student lead the rules in front of the class. My leaders held their jobs for a week. It was amazing to see their confidence and self-esteem rise throughout the week as they lead the class. Next year, I would like to expand it to include having the students lead the class with Class/Yes, Mirrors, Hands and Eyes, Switch and Teach-Okay. I am so excited to see the class run itself. Chapter 27: This was a great review of the WBT system. Last year, I implemented almost all of the “Big Seven.” I was amazed at the success I had with it. However, something was missing. I did not use the scoreboard. I was not sure how to include it in my classroom. I understand how the scoreboard works now. I will begin using it from the very beginning. I am so excited to see it in action. Chapter 28: When I first began using some of the techniques of Whole Brain Teaching, I knew the techniques worked, but I did not understand the reasons why that worked. This chapter gave me the research to show why WBT techniques work. The best part of the techniques is that my students will love to learn and will have fun while learning. It will be easier for my students to recall the information that I taught them because they will have gestures that go with new the concepts, vocabulary and expectations for their behavior. Chapter 29: Research shows how effective Whole Brain Teaching can be in challenging classrooms. Research also shows that that these techniques will increase test scores among free lunch students and English Language Learners. Using Whole Brain Teaching is fun for both the teacher and the student. The research and statistics in this chapter help to validate why so many teachers LOVE Whole Brain Teaching!
Kim, Isn't it a wonderful feeling to know that the system has had so much success in all schools, regardless of their demographics? Knowing the research helps us be able to show others that this is a research based POWERFUL program. Here are your 25 certification points!
Chapter 26 - Using leadership teams will turn an aspect of teaching over to the students. The selected team helps develop the gestures used to teach concepts, and then they teach their classmates. The best way to learn something is to teach it. Student directed learning is a component of Charlotte Danielson’s Framework for Teaching, the evaluation system in my district. My concern about this method is finding the time to meet with the leadership teams for planning.
Chapter 27 - This year I will implement the levels of the score board as high as needed. I have never gone beyond the basic score board. I have had students practice for one minute at recess, but didn’t send home the notes. Handling very challenging students isn’t one of my strengths. The upper levels of the scoreboard will help me positively and consistently deal with behavior problems. I will be a happier teacher, classes will flow more smoothly, and students will learn more.
Chapter 28 - All of the points made in this chapter are the reasons that I have integrated more and more WBT techniques every year. I was originally drawn to WBT because of student engagement. I also enjoy the creativity involved to developing the gestures used to convey concepts. Even more fun is watching the students come up with their own gestures. In the future, improving my positive behavior reinforcement will give us more time on task, better students/teacher relationships, and reduce stress.
Chapter 29 - This chapter provides more data that supports the effectiveness of WBT techniques. This isn’t a flash in the pan fad. I am going to lend my book to my principle and suggest that he reads chapters 28 and 29. I teach in a high poverty school. The information makes me even more excited to fully implement WBT methods.
Sheryl, Isn't it just wonderful to have research to back up the WBT strategies? This makes it evident that WBT isn't a fad, as you said, it is a proven set of strategies that make classrooms, no matter their demographics, successful. Great post! Here are 25 certification points!
I always wanted to develop leadership, but never really heard or discovered a systematic way of doing it in my students—Until Chapter26. I love the idea of developing leadership by granting privileges of helping other students engage in the big 7. I found this idea enhance my teaching. When a student reached a new level on the scoreboard, “starter” for example, she earned the privileged of using Class!Yes! She may also have earned the honor of leading her classmates in rule rehearsal. She loved it and the students who followed her directions had ambition in their eyes to attain her level of growth.
In Chapter 27, I was reminded that Whole Brain Teaching is a dynamic system for instruction, cooperative learning and classroom management. The Big 7 form the basis for this instruction. One of the big 7, the Scoreboard provides a motivational tool that helps students self-monitor. The 5 classroom rules are so all-encompassing, that when a student goes off track for the nth time, one does not need to string together words to express your frustration. One simply has to say “Rule 2.” The class calls out “Raise your hand for permission to speak.” The behavior stops, the class is united with you, against the behavior, not the child. Saying “Rule 2” can even be done in a playful voice and accomplish the intended goal.
The combination of Direct Instruction and Cooperative Learning in Whole Brain Teaching (WBT) is genius. Trying to employ features of each sometimes felt like creating new recipes in order to learn baking. Yes, you might eventually strike the right combination, but it could take a long time and you could eat a lot of mediocre cookies. Whole Brain Teaching is a structure that incorporates the best of each model while providing methodology of classroom management. If one uses the components of WBT, one will have good instruction and positive social interaction as well as a positive, predictable, fun and organized classroom.
Research is often intriguing and sometimes persuasive when it comes to education. The case studies presented in chapter 29 are impressive, but not surprising. After a year of using Whole Brain Teaching, when I reread how a teacher in Detroit saw a 50 % decrease in negative behaviors, I am no longer surprised. I experienced such a transformation in my classroom. Students were engaged. They knew how to interact purposefully and they were having fun doing it. Oh Yeah!
Jim, I love your statement "If one uses the components of WBT, one will have good instruction and positive social interaction as well as a positive, predictable, fun and organized classroom"! Student engagement is what it is all about! Here are 25 certification points!
Chapter 26 – I agree with the statement, ‘…positive link between growing leadership skills and improved academic performance.’ Because of this, I will use the strategy of selecting a small group of children to become leaders. Having them give their input/feedback will increase, not only their confidence, but their critical thinking as well. Last year I had students lead the rules and some 3-peats. This year I will go further by having leaders. This should improve everyone’s overall performance because they will all want a turn to be a leader and they will enjoy having their peers teach them. This will also give me the opportunity to observe the students and see who needs more help and who future leaders might be.
Chapter 27 – All of the techniques in this chapter will help improve my teaching, but, I will reflect on the basics – the Classroom Rules. First, having 5, set, simple rules eliminates a lot of wasted time at the start of the year, trying to brainstorm rules together and narrowing them down. Practicing them after each recess, at the start of the year, helps the students internalize them and gets me into a good habit of review, routine, and organization. This ultimately leads to good classroom management which leads to more teaching and more learning, therefore, improved teaching!
Chapter 28 – What a great chapter, showing how WBT fits into Vygotsky’s SLT. This should help school boards jump on board with WBT. It was a nice reminder to read about the Zone of Proximal Development – the gap between a student’s ability to solve a problem with guidance and independently. This refresher will help improve my teaching by keeping me aware of that ‘zone’ and understanding that I am not the only ‘more knowledgeable other’. With WBT peers routinely act as the ‘more knowledgeable other’, for example, when they are using ‘teach-ok’, or when they are being student leaders. This, along with the extensive use of memory gestures to internalize lessons, will help close or narrow the gap.
Chapter 29 – “…direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of a system.” This quote is bang on with WBT. WBT gets teachers enthusiastic which in turn will motivate students to take part in lessons. When students see their teacher enjoying teaching (smiling, laughing, being silly, having fun), they are more likely to enjoy learning. They will want to be leaders so they can have a chance to energetically teach in front of the class too. Using WBT techniques will improve my teaching by helping the students see my love of teaching. Also, all of the statistics in this chapter reinforce my belief in WBT and further motivate me to use it improved teaching!
Bonnie, There is so much truth in your comment "When students see their teacher enjoying teaching (smiling, laughing, being silly, having fun), they are more likely to enjoy learning."! WBT really will help your students see how much you love them (and teaching)! Here are 25 certification points!
Chapter 26 ~ When I am a few months into school I can't wait to let my students take over the oral cues of WBT. I like that she did not choose the same students each time. It will be another area of management and learning but once the students understand how the procedure will work, they will have more ownership of the class. I also like the idea of counting off by 1,2,3,4 and calling out numbers to retell, teach, or become the class leaders.
Chapter 27 ~ The one thing that I did not use in previous years is the various scoreboard levels. I always stayed at Level 1 and did not use the various levels. I can see how this is going to improve all students behaviors.
Chapter 28 ~ I think one of the ways I will use the information in this chapter is to share it with my administration. Our school is "Data Driven". The benefits that are listed are all areas that need to be addressed in every school but especially in schools similar to my school who are "Priority Schools" and are failing in the current system.
Chapter 29 ~ One of the things that was so powerful to me in this chapter was the fact that the ESL students scored 94% on Math. We have a high ESL population and this just gives me another reason to implement WBT at my school. Some of this additional data will be helpful in stating our case for WBT!
Chapter 26 Leadership Training The idea of chapter 26 is to train up leaders within our classroom. As teachers, we not only want our students to become better learners, but also better human beings. By training children to be leaders within the classroom will build student confidence, increase academic performance, bring students out of their shells, and increase their consideration for others. With outcomes like these, what teacher wouldn’t want to raise up leaders! Allowing students to be class leaders encourages them to have ownership in their class.
Chapter 27 Whole Brain Teaching Review Chapter 27 reviews the main ideas of the Whole Brain Teaching System. Each of the ideas address a specific aspect of the running of the classroom from getting the student’s attention, organizing the classroom, teaching methods, motivating students, unifying the class, and getting everyone involved. As a new WBT I have implemented several of the techniques reviewed in this chapter over my first week of teaching preschool. The class yes, class rules, mirrors and words, and tell a friend (which will work its way into teach/okay) have been introduced over a 3 day period. My class of 3 and 4 year olds has adjusted beautifully to class. Not only have my students had stellar behavior, they love the scoreboard, but they have learned so much in a short time. I tell everyone I know about whole brain teaching and encourage them all to implement it in their classrooms.
Chapter 28 Whole Brain Teaching and Learning Research I love the fact that WBT incorporates cooperative learning while still allowing opportunities for direct instruction. There are so many wonderful benefits to WBT including: positive behavior reinforcement, memory retention, and student engagement. A WBT classroom is one where participation is valued and rewarded. Lessons are taught in chunks so that it makes it easier for a student to process and recall information. All students are engaged in class which keeps children from falling through the cracks, no one is allowed to be a passive learner.
Chapter 29 Additional Research Whole Brain Teaching has an impressive track record of success. When it is implemented in a school teachers see an increase in test scores and a decrease in office referrals, no matter what the socio-economic makeup of their class is. It has been shown to close the gap in testing scores between affluent schools and disadvantaged school. ESL students have also had an increase in test scores. With these kind of statistics, I feel that implementing WBT in my classroom is the best thing I can do for my students as a teacher.
Melissa, It is wonderful to hear how successful WBT has been with your preschoolers! You may want to revisit your third sentence in the first paragraph, and the third sentence from the bottom. Nice work, here are 20 certification points!
Chapters 26-29 Chapter 26 – Leadership Training and the Self Managing Class I love the idea of identifying students to take on some of the teacher roles. There are student leaders out there who would love to be the one leading the class. Often, they are not the most gifted students, so their teaching will reinforce their own core knowledge. I would start by having students do some of the verbal cues such as class/yes or teach/ok. Another technique that adds variety and fun to lessons, as well as develops leadership skills is to have students share some of their writing/sentences/ideas in the form of mirror words. They love saying, “mirror words,” and getting the expected response. It also forces them to listen to their own words and make sure they make sense. Chapter 27 – Whole Brain Teaching Review This chapter encapsulates the main points of whole brain teaching and has many wonderful ideas. I think the biggest area I need to explore more is the scoreboard and how to use it to motivate a school. The level that we have begun to implement this year is practice cards. When a student comes to the office we usually will have them practice one of the rules for 2-4 minutes and then we will take them back to class and try to watch to see if they have improved. Sometimes I add these students to my Super Secret Improvers Wall and give them stars when I see them following the rules that we practiced. Chapter 28 – Whole Brain Teaching and Learning Research One concept that this chapter reinforced for me was the idea that in a Whole Brain Classroom participation is expected. “Often students are afraid to participate in traditional ways such as raising their hand to ask or answer a questions because they fear being different than their peers.” Since it is normal in a WBT classroom to discuss, help each other, and teach each other with partners and in groups, the norm has been flipped. Chapter 29 – Additional Research It is remarkable that WBT techniques seem to be highly effective in high poverty schools with large populations of students whose first language may not be English. Many of the techniques of explicit instruction and active engagement that form the backbone of Whole Brain Teaching resonate with studies of students from backgrounds that our educational system has not traditionally helped. To me, it is the best system of instruction and classroom management that I have found. Carl Rust 505 cp
Carl, You made some great points. I love your statement "Since it is normal in a WBT classroom to discuss, help each other, and teach each other with partners and in groups, the norm has been flipped." WBT really helps us reach every child in a safe, effective way! Here are 25 certification points and a 5 point bonus.
In order to improve my classroom teaching, I’ve been assigning classroom leaders, which has been a critical part of my ever-evolving Whole Brain classroom! I’ve been assigning them weekly, and they love to come in on the first day of the week to see if they have been chosen to be one of 5 classroom leaders. I select 3 leaders myself, and I also have the kids privately vote for the other two. They must think about which of their classmates has followed the rules best that week, and they are not allowed to vote for themselves. It is nice to see them picking-out their classmates for the right reasons. When they are the one selected, they are so humbled! I love that the classroom leaders are in charge of doing/saying certain things and having the responsibility of living up to their title! I can’t wait to try planning a lesson with some of my students and seeing how they do in presenting it to the class!
Also, I know I am definitely trying to use more mirrors in my teaching! It is such a powerful, fun tool to use in cementing material in class. It is also an easy, instant way of assessing the attention of the students in your classroom. With a quick glance, I know who needs to be put back on task, and I will often gesture in any distracted student’s direction or will stand right next to them as I use mirrors.
As stated by Kousar, “Clear goals, structured time, and immediate academic feedback to students,” are the main elements of direct instruction, which is aptly and amply used with Whole Brain Teaching techniques. Cooperative learning is, once again, also demonstrated with great positive effects using WBT. This study also states, “WBT exemplifies the philosophy that teachers educate the whole child, not simply teach one subject area at a time.” I think this idea is amazing and something that I really want to keep in the forefront of my mind as I continue teaching. This is the way teaching should be! It is so vitally important not just to teach content, but to teach everything that would be useful for the whole child and their future: critical thinking, socialization skills, conflict management, etc. These are all components that make a well-rounded adult, and as a teacher, I would like to strive for this idea of teaching my students to be better human beings.
Finally, Superintendent Dale Marsden of the Victor Elementary School District states, “Chris Biffle’s approach to WBT comes at a time when teachers need fresh skills that quickly engage students for ‘bell to bell’ instruction. Though teaching always requires a great deal of energy from any teacher, those who have made WBT routine in their classrooms are finding their energy is well spent on mastery learning for all students.” I agree whole-heartedly with this sentiment! I know I am striving to teach for as much time as I am given, to cram-in as much as I can with the precious time that my students and I have together. I love watching my students utilize WBT techniques each day and am so impressed with the amount of information that they are able to retain and utilize at later times. I often am left wonderstruck when I ask them about content that we haven’t spoken about in depth for months, and they are able to tell me all about it with gestures! Whole Brain Teaching absolutely has had a tremendously positive effect on my teaching and more importantly, on the self-confidence and vast successes of my students!
Brianne, I love your idea of having your students choose 2 of your 5 leaders each week! What an honor! You made several strong points in your essay, proving how effective WBT can be in any classroom! Here are 25 certification points and a 5 point bonus!
Chapter 26: How have I missed this? I can’t believe I have yet to have students lead the rules and other techniques. Students frequently use the “because” clapper on their own and often acknowledge a guff without me even saying anything, but I haven’t begun the leadership training. This step starts Monday! I will begin by picking someone to lead us in the rules. I think it will also give a positive leadership role to some students that try to get attention in a negative way. I think all they want is attention, and they resort to negative behaviors. Perhaps, if we (me and the students) acknowledge them with attention in a positive way, maybe some of the negative attention getting behaviors will decrease. Chapter 27: I’ve been using “The Big Seven” for years and have had the pleasure of sharing it with many of my colleagues. Teachers are encouraged to visit each other’s classrooms and the WBT strategies I have implemented have really created a “buzz”. I love sharing with other teachers and feel my success is directly attributed to the instructional techniques supported by WBT. I have consistently used level 1-4, but I’m interested in using level 5-7 for my more challenging students. Chapter 28: I’ve frequently been told by my administration that they enjoy observing my classroom. I think that they are intrigued by both the classroom management strategies, but also the instructional strategies. “Whole Brain Teaching combines attributes of Direct Instruction and Cooperative Learning into one system of strategies designed to be centered around student learning.” My kids work extremely well in partners and in groups because they get so much practice with it when we do “teach, ok”. Chapter 29: I think that a key idea in this chapter is that “there is a direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system.” My administration has encouraged teachers to implement WBT strategies in the classroom and I have noticed the teachers that have reaped the most benefits are the ones that are consistent, enthusiastic, and believe in the strategies.
Chapter 26- My students are learning content, but are also learning how to become productive members of society. I feel that creating leaders out of these children is important because it gives them a sense of self-worth and allows them to become responsible and productive adults in the future. I change out my leaders throughout the quarter. Sometimes I keep leaders for longer than others, but it is because these are my most challenging kids and need to feel like they are important in the classroom. This ideally creates collaboration, positive peer pressure, and an overall happy classroom. My challenging kids feel like they are contributing to the classroom by being a leader. I have one student in particular who has been my Class-Yes leader for about two months now. I even added a leadership category to his point sheet, so that he also must meet a daily goal of being a leader for his peers. He has always gotten his points for being a leader, even when he may lose points in other categories. This has been a game-changer for me. I have seen a completely different side of him since he has taken this leadership role. He even asked me if he could be the Class-Yes leader for the rest of the school year. We only have three weeks left, so I told him that I would love for him to continue his leadership with Class-Yes. Creating leaders will create a better future for all!
Chapter 27- Constantly reviewing the five rules has helped my tremendously. Students get wrapped up in their social lives, sports, and state testing, and forget about how to behave properly in the classroom. When my new students arrive next year, I will begin discussing the five rules with them on the first day. It is so important that students understand the importance of these rules and that they will be followed all the time. I will use the other big seven to help me teach these rules to my students. I want them to understand that I have high standards for my students both in academics and in behavior. I also want them to know that I will be creating leaders out of them so that they can go into the world and make a difference.
Chapter 28- I am a big believer that collaboration among peers is super important, both for building self-esteem and for excelling in academics. Cooperating with one another is important because student interaction helps create students that are socially competent. Some of my students don’t get taught what it is like to cooperate and collaborate with others at home. They have parents that have not taught them the social skills they need to succeed. Practicing vocabulary words together, discussing the main idea of a story, and collaborating on a group project are all important for cooperative learning. I really enjoy doing team projects that involve giving student specific jobs and responsibilities. This helps students achieve a sense of accountability and responsibility in the classroom.
Chapter 29- I can really relate to the research in this chapter that stated, “In poverty level schools in San Jacinto, California in a district that is 98% free and reduced lunch and 80% Hispanic, students’ reading scores in WBT classrooms showed a 12% increase, in three months, over students in non-WBT settings” (Biffle, 191). I teach in a high-poverty school where around 80% of our children are on free or reduced lunch. We have a high population of African American and Hispanic students as well. My students have changed their behavior and their academic progress because of how I use WBT in my classroom. They have learned how to react in negative situations, how to self-assess their behavior, and how to collaborate and cooperate with their peers. My test scores have grown because my students, who have troubled behavior, are learning to control their urges and understand how to be productive students and members of society. I am enthralled that I came across WBT and that I have allowed myself to use every tool I can to grow as a teacher and as a leader in the classroom. Thanks WBT!
Hannah, Isn't it great to have the research to back up these fantastic practices? I love you statement "My test scores have grown because my students, who have troubled behavior, are learning to control their urges and understand how to be productive students and members of society"! Great job, here are 25 certification points!
WBT offers several techniques to enhance my teaching. Outlined below are ways I include, or intend to include these techniques.
Chapter 26: Allowing students to take leadership roles in their class builds confidence. Children have opportunities to participate in the development of lessons. Engaging students in this way also creates another level of reinforcement and retention. My Spanish classes are largely based on routines. As the year progresses and the students have adjusted to the expectations, I choose student leaders to begin our class, lead student games, lead discussions, or lead songs. The children are invested in their learning and I am able to become a guide from the side. The children teach and learn from one another.
Chapter 27: I have been using The Big Seven components of WBT consistently with my Spanish students from grades K-6 for 3 years. I intend to continue with these techniques as I have found great success both academically and behaviorally. So much energy and focus was spent on engaging the students in language learning and task based activities. As a result, I was able to move beyond the grade level curriculum and provide students with higher level creative thinking experiences. My 6th graders, for example were able to dabble in 7th grade Spanish language skills. The students were also creating their own attention getters and challenging other grade levels to challenges on the scoreboard and to beat the clock. I will be introducing the Guff Counter this coming school year and potentially the Independents. At the close of the school year, two new students moved into the 4th grade, now 5th graders, upsetting the dynamic. I strongly believe that these students behaved as they did as a defense mechanism to their new circumstances. Instead of backing them into a corner, I am prepared to deflate any inappropriate behavior with these techniques.
Chapter 28: WBT encourages motivation and student progress for any grade, any ability, and any subject. Increasing motivation and participation through games helps students practice and break personal records in fun, interactive ways. In Spanish, we play a game called, Gesture Battles in which a student leader calls out a Spanish term and 2 students “battle” to correctly give the gesture that corresponds to the term and say the English translation first. This is a class favorite. Student centered activities help me assess student learning as well as possible gaps in my lessons while the students apply their knowledge in a variety of formats.
Chapter 29: Just as we evaluate our students, we need to be constantly evaluating and learning about ourselves as educators. Researching and learning about best practices, gaining feedback from the community that we teach in, as well as from our own colleagues will benefit our own effectiveness in classroom management and productivity. We should be constantly refining our strategies as we are constantly teaching different children with a variety of skill sets and backgrounds.
Bethann, I love your comment "So much energy and focus was spent on engaging the students in language learning and task based activities. As a result, I was able to move beyond the grade level curriculum and provide students with higher level creative thinking experiences." Perfect! Here are 25 certification points!
Chapter 26 – Choosing students as leaders would be a great idea in my classroom. I had already planned on having the “Star Student” (weekly) lead us in the rules each morning but I never considered having leaders assist in other areas of Whole Brain Teaching. It becomes more of a collaborative effort. I could see how the leadership opportunities in the classroom would also help academics. I like the idea of pulling a group of leaders and having them help create the gestures. Chapter 27- I have only used the Scoreboard level of Whole Brain Teaching but I am looking forward to incorporating the other levels in my classroom this school year. They will all lead me to being a better educator but I think that the Guff Counter and Super Improvers Team are the two that I am looking forward to the most. I want to teach my students how to set goals and work towards them. I think the Guff Counter will be an asset in dealing with my challenging students. Chapter 28- I strongly believe that the entire system of Whole Brain Teaching will improve my teaching. I am so excited to fully implement it this year. The engagement level that is present in the classroom is something that most teachers strive to obtain. The positive behavior reinforcement is a section of this system that will work so well with the majority of my students. For those students that are still challenging, Whole Brain Teaching provides additional levels that rescue you! Chapter 29- The statistics do not lie! I have the potential of raising test scores with Whole Brain Teaching. I sat through a three hour meeting today about how low our school’s Math scores were last year. I look forward to telling my colleagues more about Whole Brain Teaching than I have already shared with them.
Courtney, You will be amazed when you add the Super Improver Team! Find a fun theme of levels and go for it! There are lots of free cute ones on Teachers Pay Teachers. It is so motivating, and you won't have to spend any money! Here are 25 certification points and a 5 point bonus.
Four ideas that will definitely improve my teaching:
Chapter 26: When a teacher encourages students to become leaders in the classroom is very empowering. Students’ confidence and self-esteem will increase as they take over these roles. I also believe this would increase more ownership in the classroom itself, and the goals students are achieving. As leaders, they will feel more responsibility for what is happening in their classroom.
Chapter 27: This is my first year as a Whole Brain Teacher so the Big Seven will definitely be my focus as I begin. These are the foundation I will teach from. I will gradually add the other components as the year progresses. I am looking forward to the engagement my students will have this year, both with me and other students. I believe this foundation will be crucial to everything I do.
Chapter 28: This chapter concisely explained the research behind Whole Brain Thinking. The research will be helpful as I explain to administrators and fellow teachers the work I am doing. (I am the only teacher in my district using Whole Brain Teaching!) This chapter also helps me explain why I have chosen to teach this way: the positive behavior management system, more student engagement, higher order thinking skills, and better memory retention.
Chapter 29: Data! Data! Data! This is what now drives our educational system. I love that this chapter is full of data to back up what I believe about Whole Brain Teaching. The data will be very useful to share with my teaching partners and principal. This provides a foundation for choosing Whole Brain Teaching.
Susan, Your administration will love the engagement they will see in your classroom this year! As a new WBT instructor, remember to take baby steps as you begin! Keep visiting the grade level FB pages and the main website forum for encouragement and new ideas. There is a wealth of support out there for you! Here are 25 certification points!
Chapter 26- This chapter helped me to brainstorm ideas of how i can encourage leadership in my kindergarten classroom. I already have leaders that 'teach' the 6 rules daily. They lead us as we recite them. They LOVE this job and take it very seriously. Also, I use the SIW to help build leadership in my littles. I will utilize some other ideas like leading 'three-sies'. and mirror, and eyes and hands. I think positive leadership is so important and to utilize challenging kids sometimes is a great approach. Placing them in a leadership role can really make their self- esteem sky rocket.
Chapter 27- This chapter helped me organize the WBT in my head better!! I loved the layout and ease of the text. I already use all of the Big 7 and have for the last four years. I love hearing new ideas on them and reading more on people's blogs and on the WBT website. For the Scoreboard I use levels 1-3 consistently. I have not needed to try levels 4-7. The SIW is my favorite tool from all the Big 7. The amount of buy in I get from my kinders is incredible. We improve individually in many ways. Academically, socially, behaviorally, and we learn how to work as a team and 'family' they are so happy for each other. I have had many teachers in my distric come through and watch me utilize the SIW. It is the most talked about item in my room when we have our follow up visits. Chapter 28- This article was a great read. It reminded me of other teaching ideas and strategies I've learned through the years, but hadn't really tied them with WBT in this way. My favorites were the cooperative teaching comparison. I loved how WBT has all 5 components for great cooperative teaching to flow. Also, in college I wrote a lot about Vygotsky and the scaffolding approach. Kids learn mor eif they work with someone that 'gets' it a little more than them. The Zone of Proximal Development and how it relates to WBT was an awesome concept for me to see. I also liked seeing the positives and negatives spelled out for both teachers and students. Positive reinforcement, memory retention using brain, engagement, building community are all things that make WBT so incredible.
Chapter 29- WOW!! I am going to share these stats with the teachers that come through my class to watch me teach WBT as a model teacher in my district!!! This just helped me say a ten finger wahoo even more than I already do about WBT. Stats do not lie, and these are too important not to shout from the rooftops:)
Wendy, It is nice to have these facts and statistics when we are sharing our love of WBT! It makes us realize even more what a great program this is! Here are 25 certification points!
Chapter 26 A big push with the Danielson’s Model in which we are evaluated on deals with training your class to run itself. This is a challenge for students who are developmentally and behaviorally challenged but I believe it is not impossible. I work hard using WBT methods to train leaders. For example I take what jobs that they gravitate to and allow them to do it for an extended period of time. I have a computer tech, a greeter and a student who basically runs my morning meeting. I also have found many of my students are just as good explaining concepts as myself if I am willing to give up control and allow them to instruct in their own unique way to their fellow students.
Chapter 27 Almost by accident have my students discovered hands and eyes. Even more than me they use it along side of mirror to get their fellow students’ attention. It makes me so happy to see that my students see the importance of getting everyone’s attention before they start instruction. Today at a tornado drill my resource class was in the room unexpectantly and it gave me great joy to watch my self- contained students teach the other resource students the steps with gestures for a effective tornado drill.
Chapter 28 I really like how Whole Brain is a technique that helps each learner and takes Direct Instruction and Cooperative Learning to a new level. Using the variety of micro-lecturing, kinesthetic instruction DI, and CL together you help the learner learn in a variety of ways. I also like the fact that it gets kids excited about learning because the reward of learning is intrinsic and that when one person does well the whole classroom celebrates together and more shy learners are not afraid to fail because it is a errorless experience and plenty of classroom support.
Chapter 29
I absolutely love that with WBT there are less office referrals. I truly believe if students think that they are having fun they are willing to learn. I also believe that most students no matter their age want to please the teacher and will do anything if instruction will motivate them to learn. Last I believe the need for belonging is enhanced with WBT and students who are teacher assistants are much more fun that teacher annoyers.
Chris, Nice job! I like the idea of having your students review the steps to the tornado drill with gestures! Awesome! Here are 25 certification points and 5 point bonus!
It was an incredible day watching two students who initially I did not think could be leaders but I love how they are overcoming their challenges. My new iep for one of them is based on their new found love of WB.
In my opinion, the benefit of selecting children to become student leaders is immeasurable. It excites me to think about the positive effects this technique will have on my students socially, emotionally, and academically. I love the idea of choosing several students to train on new material. This allows them to be an active part in the presentation and delivery of a lesson. I feel that by letting them create gestures and assigning each of them to a key point of the lesson delivery, the result will lead to increased self-esteem as well as a self-managed, student-centered classroom.
Not only will they benefit, but so will my other students and me. To score "Highly Effective" in the state of Louisiana, the domains state that students must be actively engaged with one another, and much of the class discussion and problem solving should be student-led. I can already see the positive impact student leaders will have in my classroom, and I cannot wait to get started!
Chapter 27:
This is my second year to use the Super Improvers Team. This is by far the most powerful tool I have ever seen. Because one of my two Student Learning Targets states that my targeted students must increase one grade level on their STAR (Accelerated Reader) test in reading by the end of the school year in order for me to be scored as Highly Effective, I have tied my SIT into academic achievements as well as behavioral successes. My students receive a sticker on their star for every 100% they score on an A.R. test. This naturally motivates them to read. Last year, I successfully met my SLT and even had two students increase FIVE grade levels on their independent reading level based on STAR data. (I promise I am not even exaggerating!) Needless to say, a big 8x10 framed photograph currently hangs on my “Captain of the Crew” wall!
Chapter 28:
The research is proven, and I have now experienced it first hand with this being my second year as a WBT teacher. The positive classroom environment is like nothing I have ever seen. The techniques promote 100% student engagement, and as a result, students simply cannot “fall through the cracks”. In return, academic performance is at its optimal level for ALL students because of memory retention and just downright fun. Honestly, several of my students from last year stop my classroom every morning and say, “I wish my teacher this year taught Whole Brain Teaching”.
Chapter 29:
The statistics are EVIDENT. The techniques are EXCITING. The students are fully ENGAGED, and the teacher is not EXHAUSTED! Student growth can only be optimized when every component of a student’s brain is fully engaged, and that is the mission of WBT. I am not a “toot your own horn” kind of girl at all, but when my principal emailed me last year (upon completion of my first year of implementing WBT techniques) and stated that the data indicates my students had the most reading growth in our entire school, I was literally blown away. As I read her email with tears in my eyes, all I could think was, “Thank you Coach B. and the WBT Executive Board for your efforts in making a difference in classrooms WORLDWIDE.”
Kelly, Isn't it wonderful to see actual results that prove the WBT is really helping our students? Following the simple procedures and strategies is truly beneficial to both teachers and students! Here are 25 certification points and a 5 point bonus!
Chapter 26 – Creating leadership teams within the classroom will assist me in becoming a better teacher by allowing students to take more of a management role. Students love to feel as if they are in charge. They want others to listen to them. They want to feel valued. Students can learn to govern themselves through the leadership teams.
Chapter 27 – I use class/yes every day in my class. It allows me to quickly and easily gain the attention of my class, provide necessary information amongst chaos, and organize students effectively.
Chapter 28 – The positive reinforcement WBT incorporates has allowed me to become closer to my students. I have always held high expectations for my students, but now, I have learned a new way to not be the drill sergeant. I now can make suggestions, award super improver stars, and see those expectations met!
Chapter 29 – I have seen the WBT strategies work wonders with students who have struggled to no avail. Statistics such as ELL students scoring over 94% in ELA and Math with the help of wonderful WBT teachers is amazing to me!
Geni, Your choices point to a closer bond that you are building with your students! WBT is a wonderful way to help that happen as we develop classrooms filled with fun, communication and partnership! Here are 25 certification points!
Chapter 26: It is an excellent idea to train and develop leaders in the classroom, who can assist with various WBT tasks throughout the day. As a student gets the responsibility to call out “Teach” with its accompanying claps and tickler, they take ownership in the guidance of the classroom. I believe that ownership motivates students to do better, try harder, and give a little more. As leaders they are not merely participants, but share some of the responsibility for the class. At first I hope to appoint leaders who can help with the different “call-outs” throughout the day, and eventually leaders will be appointed who can assist with the presentation of new material. My tendency is to pick the students who are natural leaders, but this would be an excellent time to plant seeds of leadership in those students who might usually be overlooked.
ReplyDeleteChapter 27: I have used most of the levels of WBT. However, I have not tried the Bullseye Game and would love to incorporate in my next class. It is a powerful approach to help the student view their behavior from someone else’s perspective. This is the perfect system for those students who offer a little more resistance to the rules and authority figures at school.
Chapter 28: Negativity is out the door! The science behind WBT is interesting and I appreciate the benefits of positive reinforcement to the teacher and students. With these methods there is no scolding when a students doesn’t understand or follow the rules, instead there is more rehearsing to help them master the skill. There are no hurt feelings when they make a mistake, but an accepting “It’s cool!” from the class. Negative behaviors are quickly nipped with the Scoreboard but perpetrators are never pointed out. In my next class I am going to focus on keeping negativity out and positive reinforcement in.
Chapter 29: The statistics are helpful and can be used to show other educators, school board members, principals, and parents that there are legitimate recorded results of WBT achievements in classrooms and schools. As more teachers, principals, and school boards members come on board with WBT it will be more accessible and long term effects will be more visible. When I started WBT, I was the only teacher at my school who used the methods. Now I am leaving the tiny school of only 8 teachers, but there are 2 other teachers who are diving whole heartedly into WBT, while a few others have embraced some of the concepts. That’s cool
Mariaan,
DeleteHow wonderful that you were able to share WBT with your coworkers and lead the way! Here are 25 certification points!
Chapter 26: Training students to be leaders will improve my teaching in many ways. First, it will increase my students’ self-confidence. Once I have reached the level of a self-managing class, my work will be easier and more fulfilling. Finally, our district uses the Charlotte Danielson rubric for teacher evaluation. According to the rubric, with a self-managing class, I will be rated highly effective. This is a win-win strategy!
ReplyDeleteChapter 27: Implementing the Super Improvers Team will motivate my students to strive for success in class. I also plan participate. With my own star hanging on the team bulletin board, I will set personal teaching goals throughout the year. As part of the team, with my students cheering me on to become a Living Legend, I will also be motivated to work harder.
Chapter 28: Before Whole Brain Teaching, my class discussions involved the few students participating while the other students passively listened. By implementing teach/okay, I will enable all students to engage in higher-level thinking throughout the day. I will use the Brain Toys and Compare and Contrast gestures as often as possible in all subjects.
Chapter 29: Just reading the statement, “Individual WBT instructors across the country report their state test scores exceed those of traditional teachers by 20-30%,” gets my competitive juices flowing. I want my scores to exceed by 35%. Also, this chapter states that, “We believe there is a direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system.” I have never in my career been more enthusiastic about a system, resource, etc., than I am now about implementing Whole Brain Teaching techniques.
Jamie Rickman
Jamie,
ReplyDeleteWonderful post! I love that you are including yourself on the SIT! Having those students cheering you on will also help you build a stronger connection with them - another Win-Win! Here are 25 certification points!
Chapter 26: At the core of every great educator is the desire to reach, teach and enrich each and every student who walks through the classroom door. What better way to accomplish this by developing the kind of connection with each student that allows their unique qualities to shine. Through Whole Brain Teaching, I have the tools to give high energy kids a way to express themselves energetically within the framework of the classroom, and the ability to bring quieter students out of their shells. Teaching leadership skills to my students by putting them in charge of Class-Yes, Mirror, Teach-Ok, Hands and Eyes and Switch, teaches a sort of hidden curriculum. It gives my students self-confidence and the deep feeling that they can do anything, be anyone, and that their teacher believes in their greatness.
ReplyDeleteChapter 27: In my classroom, WBT reins. The level of engagement of my students since I began using WBT a year and a half ago is incomparable. I eat, sleep and breath WBT. Class-Yes, Classroom Rules, Teach-Ok, The Scoreboard, Mirror, Switch, and Hands and Eyes are at the very foundation of each and every one of my lessons. This year in order to improve my teaching even further, I will be introducing the Super Improvers Team. I love the idea of students striving to set and break their own records instead of competing against each other. Even better, is how the SIT can be used for all students, on any level, and can be adapted to help intense students work hard to improve negative habits.
Chapter 28: Implementing the use of academic games into the structure of my lessons will increase intrinsic motivation in my students. Because the purpose of games such as Super Speed and Crazy Professor do not involve winning or losing, the students are able to thrive in an environment of fun interaction with their peers. While a review game like Mind Soccer does involve students competing against one another, there is still no extrinsic reward other than earning points for their team. Another positive about this game is that students are allowed to rely on their team members to answer questions if they get stuck on a question. All of these academic games promote the feelings of success and I will most definitely be adding them to my bag full of tricks!
Chapter 29: My heart raced as I read the statistics listed in this chapter. No only was it incredibly informative, but it stands to report to a world of educators that this system of WBT is resoundingly successful. All it takes is a strong conviction to not allow even one child to slip through the cracks. WBT ensures that students of all levels and personalities will be authentically engaged and enriched throughout the day. One teacher + One class + Enthusiastic implementation of WBT= Total Teacher Heaven.
-Rivky Greenberger
Rivky,
DeleteI love your enthusiasm for WBT! Your last sentence is right on the money- it does create "total teacher heaven"! There were are few written errors in the post: "What better way to accomplish this by developing" (than by developing). Did you mean "reigns"? (In my classroom, WBT reins). Also "I eat, sleep and breath WBT" (breathe), and "No only was it incredibly informative" (not only). Although I'm unable to award full credit, here are 10 certification points for your effort!
Chapters 26-29
ReplyDeleteExplain how four ideas, one from each chapter, might improve your teaching.
Chapter 26: Allowing students to take ownership of their learning is the dream of every teacher. Giving the students the opportunity to lead and participate in the development of lessons empowers them with self-confidence. This concept has improved my teaching by helping me look for ways to increase student leadership.
Chapter 27: This year, I vowed to dive headfirst into Whole Brain Teaching. The difference from last year to this year is remarkable, in both behavior and academics. Just before Thanksgiving my class moved to Level 3 of the Scoreboard (Practice Cards). This technique allows me to deal with unwanted behavior in a new way without interrupting learning.
Chapter 28: The academic games increase motivation in students. Because they are based on intrinsic rewards, students are constantly striving to improve their academic abilities. In true Whole Brain fashion, students are setting goals and focused on improving their own score instead of others. Mind Soccer is a favorite in my classroom- students are begging to practice academic skills! Hooray!
Chapter 29: As teachers, we should constantly be researching and evaluating our methods. Students are the focus of our professions; therefore, we should constantly be on the lookout for the best proven methods. Chapter 28 showed how twelve educational theorists support Whole Brain Teaching methods. This chapter shows how current classrooms are excelling due to Whole Brain Teaching. Knowing this information allows me to defend and promote this technique. The information has allowed me to solidify my confidence in Whole Brain teaching.
Madeline Mahan
Madeline,
ReplyDeleteGreat thoughts on the ideas from these chapters! Here are 25 certification points and a 5 point bonus!
26 – The self managing class is a dream come true for all teachers. The mark of a good teacher is not only being able to manage his/her classroom, but in teaching students to manage their own behavior as well. Being able to place some of the management tasks in the hands of students allows the teacher to focus on other areas, specifically teaching, and allows students to enhance valuable interaction and leadership skills in their world.
ReplyDelete27 – I am currently teaching special education so I am only able to use certain aspects of WBT effectively with certain groups. For example, when I have a non-verbal child, many of the skills in WBT are not possible. I am looking for ways to accommodate this, but I do use some of the concepts. Specifically, I use MIRROR a lot and use gestures to help students connect concepts with prior knowledge. I have students use the gestures too and they have learned the skills. Some groups of students are able to do more of the WBT skills than others, but they are progressing nicely and the techniques are invaluable.
28 – Direct instruction is the method I most often use in my teaching. WBT takes the premises of direct instruction a step further by organizing lessons into mini chunks and allowing students to interact with their learning in a way that promotes their learning styles as well as ensuring teacher knowledge of student comprehension. This is incredibly important in making sure students can be successful.
29 – Research based methods of teaching are key in ensuring teachers are using effective teaching strategies. The fact that research reveals the effectiveness of WBT as well as the wide spread use of these techniques demonstrates that WBT is effective in the classroom, not only in managing behavior, but also in teaching core competencies to students.
Amanda Blum
Amanda,
DeleteTeaching is all about adapting to the specific needs of every child and I agree that with your nonverbal students, Mirror and gestures will be perfect! The small chunks of direct instruction will help a lot too! Here are 25 certification points!
Chapter 26-29
ReplyDeleteThroughout the last two years of teaching, using the WBT methods, I have found so many resources and teaching changes that have made my students achieve at high levels. It is AMAZING how much my teaching has changed. With that said, here are four of the ways I have utilized these program in my own classroom, or plan to implement, to create an environment which is engaging for all involved!
In Chapter 26, we learn when students are put in charge of the class attentions calls they become more confident in the classroom. I love how you can choose students each day, or few days that are the Rule Caller, Class, Yes, or Switch announcer. As students are chosen for these roles, they gain confidence and self-worth. I would like to expand how often I use this strategy in the coming years. I go through times where I use it for a few days or not at all.
In Chapter 27, we review the ‘BIG SEVEN’. Each component of the Big 7 contributes to the structure of WBT. The formation of the class rules, scoreboard, attention getters, and much more create the foundation needed for a high energy, high learning environment. Students engage in learning in an interactive way. I would like to continue to work within the Guff Counter area since I have a few students that I think this would benefit from a positive response from their classmates.
Chapter 28 gave great resources to the research study conducted using Whole Brain Teaching. I plan to use this chapter to explain my rationale to other teachers, administrators, and parents when explaining why WBT works so well. The ability to show how Direct Instruction and Collaborative Learning come together in these programs is amazing. When you can positively reinforce behaviors, amplify attention, and increase memory retention in every subject of the day, students achieve to high levels.
Having data (as seen in Chapter 29) to share and show evidence of efficacy is necessary when proving how a program works. The research time invested in the WBT practices proves that this model increases student learning and teacher effectiveness.
Krystal,
DeleteExcellent post! Here are 25 certification points and a 5 point bonus!
Kay Spencer
ReplyDeleteChapters 26-29
There is a great deal in these chapters that will improve my teaching and understanding of WBT.
Chapter 26:
It will be exciting to train my first graders to become classroom leaders. I have several children who will look forward to the opportunity and others who will need a bit more encouragement.
I have students who are ready to lead the Rules, Teach-Okay, Mirrors, Mirror Words, and Hands and Eyes. Numbering my groups 1s, 2s, 3s, 4s, and calling on a student to lead, will provide a safe structure to develop leadership.
Next month I’ll train small groups of students to explain concepts with gestures and assign teaching points. I’ll begin with our calendar routine. A self managing class will be my goal.
Chapter 27:
This chapter provided an excellent review of the WBT system. I appreciated the concise review that reminds me of all our class has accomplished. I’m also aware that I really need to implement the Bullseye Game for a student who doesn’t respond to penalty. I’m also interested in using the “Agreement Bridge.” That will be my next step.
Chapter 28:
This chapter helped me by giving the wonderful rationale behind WBT. I can use this information during grade level meetings as I share WBT with new teachers and experienced teachers who have not yet implemented WBT.
It will be useful to share the learning theories and the WBT methods that stem from the theories. The information regarding benefits for teachers and students should encourage my colleagues.
I plan to immediately implement Crazy Professor. My first graders will enjoy creating gestures as they read a text with feeling. I believe I’ll see some great video opportunities.
Chapter 29:
Information from this chapter validates what our school is doing and encourages me to continue using WBT methods. My children and I are enjoying this learning journey.
The data in this chapter is exciting! Our principal is a strong supporter, and I can’t wait to see our school’s success listed by Coach Biffle. This research could be useful when talking with parents and other educators about WBT.
Kay,
DeleteI'd love to see your Crazy Professor video! It is such a fun way to encourage deeper reading! Here are 25 certification points!
Julia Berry / Chapters 26-27-28-29 / Feb. Assignments
ReplyDeleteChapter 26
Becoming leaders can boost a child’s self-confidence to a higher level of achievement. At the same time, the non-active students start wanting to become team leaders. I believe that providing more opportunities in leadership skills will enhance all areas of academic performance. Allowing my students to become leaders/ teachers, and letting them add their own creative gestures when mirroring, will motivate each student to jump on board! By dividing the class into small groups, the “Mighty Oh Yeahs”, can decide for the day what the cheer (s) will be and even invent their own. The “Teachers” will be the leaders to introduce the skills. The “Gestures” will be small groups of students, using their creativity to come up with new exciting hand movements. The students can start the minute they enter the room each morning. They can work in their groups while the teacher is taking attendance, the lunch count, etc. Then, when the bell rings, everyone will be ready to start. This way they are busy and on track until class begins!
Chapter 27
The Big Seven Whole Brain Teaching system is a great way to gain respect from your students, by allowing them to be in charge of a particular rule/activity. (Teach/Okay, Scoreboard keepers, the Mighty Oh Yeah cheers). Plus, at the end of the day, even let students provide justification for classmates to advance on the Super Improvers Scoreboard. An example “I believe that Beth should advanced to Leader because” (using the Because Clappers, and adding Adders for specific details). A student (s) with teacher supervision can give out the purple practice cards. Now you have it; a self-managing class, where every student has a job assigned, and students are engaged!
Chapter 28
Wow, a recap of some very important techniques in this chapter! Having to pick one was difficult, because all areas addressed in this chapter are very important. I chose; Positive Behavior Reinforcement. When the class answers questions correctly, and follows The Big Seven; then the class celebrates (Mighty Oh Yeahs), thus creating an atmosphere to stimulate learning. I want my whole class to be actively involved. I feel that providing an atmosphere where students are not afraid to participate is what education is all about!
I have been doing very well my first year using WBT, and I have seen amazing results! However, I do not want to slip back into my old routine of calling out students for misconduct. If I stay on track with Positive Behavior Reinforcement, my classroom will remain non-threatening. My students will participate, respect one another, and most of all soar higher in their academics!
Chapter 29
Continuing to use WBT, I see less and less time spent on misbehaviors. I see a minimum of heads on desk, complaining, off track, staring into space, out of seats or doing something else. Students are staying focused and on track! I will continue to use the Scoreboards, Brain Toys, Gestures, and Mighty Oh Yeahs, which will keep my class engaged, and become the best possible they can be. As stated by Dale Marsden, “Once in a great while you come across a solid approach that ensures authentic student engagement for mastery learning.” The statistics mentioned in the chapter prove the end results!
Ooops! Posted a wrong assignment here!
DeleteJulia,
DeleteGreat job! I love your statement "If I stay on track with Positive Behavior Reinforcement, my classroom will remain non-threatening"! WBT helps us offer a calm, warm, inviting atmosphere that helps children thrive! Here are 25 certification points!
Julia Berry / Chapter 32 / April Assignment
ReplyDeleteI chose the lesson on sentences, to show the differences between how a regular classroom lesson might be taught versus a Whole Brain Teaching lesson.
A non-WBT lesson might start off by the teacher explaining to the students what a sentence is in a lengthy manner. A WBT lesson would start off by asking the question, what is a sentence? The WBT teacher is chunking information into fifty to thirty seconds of information at a time. Mirroring would be used along with Teach-Ok, to get the students actively engaged.
The non-WBT class might have difficulty comprehending all the information given at the introduction of the lesson.
In the non-WBT class the atmosphere could be tense, as the teacher tries another way to explain sentences. The students once again, are not engaged.
The WBT class practices complete sentences using a fun technique called Oral Writing, using examples to deepen student involvement. The non-WBT class watches their teacher write examples on the board.
Now, the WBT class could move on to Teach-Ok for students to review and summarize the points the teacher had made, and then bring out the Smart Cards for a quick/fun assessment. The teacher could kick it up another notch, and instruct the students to justify their answers by using Because Clappers and Adders.
In the non-WBT class the students are given a worksheet to complete and turn in. After the non-WBT teacher grades the worksheets, she may become frustrated, because so many students had difficulty with her lesson! The WBT class moves right along with the Q.T. test, using The Midnight Phone Call Test. This is quick, and the teacher knows if the students understand the lesson about complete sentences.
In the non-WBT class many students have to be retaught, and then the class will take the unit test. WBT class is probably ready for some fun using critical thinking activities such as Brain Toys, Zork, Wacky Star Fun Button, Story Gestures, and Because Clappers and Adders. The advanced students will stay engaged by advancing on to the Genius Ladder.
The non-WBT class rewards each child individually for grades received. Some will not be able to go to the prize box, and feel singled out, in front of their peers. The WBT class creates a warm, positive environment, where students are not afraid to have a wrong answer. Participating is valued as a reward. Using Scoreboards and Might Oh Yeah Cheers is rewarding enough, and Power Pick Questions can still be used throughout the day.
The non-WBT teacher has to spend her planning time, reassessing her lesson, thinking of news ways to teach a group of students who are still having trouble and need another assessment.
The WBT class will end their lesson with a Triple Whammy activity!
.
The WBT class is still given another reward for their hard work. They are told they have advanced to “College Talk” by using complete sentences. Some students are looking forward to advancing to “College Graduate Talk”, “Advance Level Graduate Talk” and end up with a “Genius Triple Whammy” before the end of the week!
Sentence is now added to the Power Pix wall, which will continue to be reviewed.
WBT gets every student actively engaged by using The Big Seven, Smart Cards, Oral Writing, and Brain Toys (just to name a few) that can provide a year long critical thinking curriculum to make learning exciting!
Well, this is my last chapter. Thank you Coach “B” and all of you who had to read my assignments this year. I’ve really enjoyed the WBT Book Club!
Julia,
DeleteI posted your points for this under Chapter 32 since you posted this twice :)
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteChapters 26-29
ReplyDeleteI feel Whole Brain Teaching strategies have had a tremendous impact on my classroom teaching, and more important, my students. I have only implemented Whole Brain Teaching strategies since October; however, I am convinced that this is the best teaching system I have implemented to date. Ours is a student-centered classroom where students are engaged. What follows are four ideas that might improve my teaching.
Chapter Twenty-six focuses on assisting students in becoming classroom leaders. I have already embarked upon this, and students love to take on the role of the leader, or teacher. The student’s self-efficacy increases, and this has a direct impact on a student’s overall academic success and achievement. Leadership not only serves to increase a student’s self-confidence; it helps the challenging child to feel successful in the role of a leader, and it forces students who are quiet and shy by nature, to participate in a more outwardly fashion. The ultimate goal is to have a self-managing classroom, one in which all students have a stake; all are players. This is the dream of the Whole Brain Teacher.
Chapter Twenty-seven contains a much-needed review of the Big Seven, which I implement and facilitate each day. Since I am relatively new to the world of Whole Brain Teaching, I hope to become better at its implementation, refining my techniques with rehearsals and practice over time. One area I would like to explore further is The Agreement Bridge, the collaborative problem-solving game. I have envisioned, already, how this can be implemented to open and maintain a positive dialog with a particularly troubled or challenging student.
Chapter Twenty-eight contains a substantial amount of research (compiled from twelve different resources-- researchers and authors) presented in the form of an article written by Angela and Brian Macias (Whole Brain Teaching board members). What Macias and Macias present is that Whole Brain Teaching combines aspects of both direct instruction and cooperative learning into a student-centered system; an engaging environment. The article states, “…WBT combines classroom management and sound pedagogy into one system…” I have seen an improvement in my teaching although I have been implementing Whole Brain Teaching’s techniques for a relatively short period of time. I am fortunate to have the support of my administrators-- they love to visit our classroom! I am convinced that the Whole Brain Teaching system is effective; I see it in my classroom each day. Now, however, should I be questioned by a parent about my methods, I have conclusive evidence backed by research to support my pedagogical perspective.
Chapter Twenty-nine speaks of the “… direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system…” I am already aware of an improvement in my teaching as a result of adopting and embracing the Whole Brain Teaching system. I have seen negative student behaviors decrease and student growth and achievement rise. I can only hope, as I continue to grow, so will my students; not only academically, but also the students’ self-efficacy. Knowledge and self-efficacy are powerful; they are two things I would like my students to possess as they embark on their trek into the twenty-first century.
I teach in a state (not unlike many others) where teachers are faced with educational reforms. Many teachers in my home state feel as if they are staring down the barrel of the Common Core State Standards, AchieveNJ (Yes, that’s spelled correctly.), an “educator and evaluation support system,” and Student Growth Objectives (SGOs). Most teachers simply go home each day exhausted. With the Whole Brain Teaching system, I feel as if I am still learning and growing each day. Do I go home tired at day’s end? Yes. But I also go home knowing that I've got Whole Brain Teaching, its strategies, and mountains of research and evidence right in my back pocket.
Jacqueline Nessuno
Jacqueline,
ReplyDeleteFantastic post! Don't you just "love" WBT tiredness! Here are 25 points and a 5 point bonus!
Chapter 26 – WBT can improve my teaching by making students leaders and managing much of the classroom on their own with the verbal cues of myself. It not only lessens disruptions and makes each school day run smoothly, but gives students self confidence as well.
ReplyDeleteChapter 27 - Using the scoreboard levels can improve my teaching in many ways. It can change things up as the year goes on so that students are not bored with the same concept. The Super Improvers Team will help manage the class as students are working towards their personal goal in order to move onto the next level. Practice cards help alleviate disruptions during lessons because you can simply drop the card into the student’s pocket chart for them to practice a rule or to reward for following a rule. The student is responsible for managing their own tallying on the green card for a rule they successfully followed. The guff counter (my favorite) also eliminates teaching time when a student shows disrespectful behavior because the students simply call out the guff by saying “please stop” and class continues on. There is also the independents group, the bullseye game and agreement bridge to help communicate and manage the most challenging children in the classroom.
Chapter 28 – WBT benefits and improves my teaching by giving engaging lessons. It makes my job more enjoyable when students are having a great time and also enjoying learning. Students look forward to coming to school. They are recalling what they have been taught easier because they are associating gestures to definitions or explanations of new concepts. Even the rules and procedures are engaging for students.
Chapter 29 – Implementing WBT in my classroom could increase my state standardized scores and decrease referrals. I personally have experienced less challenging behavior in my classroom this year due to using WBT. When using these techniques, I believe that students are so engaged and constantly interacting, that there is no down time for students to have problems with one another or even myself for that matter. Each minute counts for learning and with WBT, every minute is used efficiently throughout the day.
Liz Cheney
Liz,
DeleteExcellent response! Here are 25 points and a 5 point Bonus!
Bethany Kirkland Chapters 26-29
ReplyDeleteChapter 26
Empowering students with leadership roles is an important part of social/life skills training. Chapter 26 details WBT techniques for students to learn to manage and take on responsibility within the classroom. This added responsibility creates more ownership for class participants who may feel otherwise.
Chapter 27
Handing over some of the teaching responsibility to my students by using Teach/Okay has worked well. My students love the “break”, giving them time to teach and move around, while imprinting new learning material. Reducing my “talk time” has been a challenge but I am improving!
Chapter 28
Most of my teaching is done through the direct instruction model using specific goals and objectives geared toward student learning and achievement. By using WBT which combines Direct Instruction with the Cooperative Learning Model, my students have been able to “…learn in three dimensions: as a class team, as a small group or pair, and as an individual.” Chapter 28 outlines those benefits of WBT for students and teachers. Following is a quote from Biffle, which sums up this chapter nicely. “Regardless of where a student falls on this scale…” (social/academic development), “…WBT has behavioral and academic procedures in place to help the student develop further.”
Chapter 29
Data is documentation that drives instruction in a systematic way. The data supporting WBT is amazing, not to mention motivating! This chapter is a testimonial from professionals who have seen impressive results improving student academic performance and behavior. Well done Coach B!
Well done Bethany! You have great understanding of these core areas of WBT! Keep up the great work. Here are you 25 certification points.
ReplyDeleteMy school has a leadership theme and is practicing The 7 Habits of Happy Kids by Sean Covey. We are learning to treat others respectfully. Whole Brain Teaching fits into this model perfectly. Making eye contact, “That’s cool!”, Teach- OK, and the Scoreboard all help children treat others with dignity. I love the use of student leaders to do Teach- OK, Class-Yes, Mirrors, and Hands and Eyes. Every job that I have in my class is assigned to a student leader. This element of Whole Brain Teaching blends perfectly with my 7 Habits procedures.
ReplyDeleteChapter 27 reviews the Big 7. For me, Teach-OK will have the greatest impact on my teaching. I will need to really dissect each lesson into tiny bits to present to my class. It will enable me to cut out the things that are extraneous and hone in on what is really important. Using the lesson plan template will help me to sculpt my lesson to its barest concepts thus making it clear for the students.
One of the highlights from the article by Macius and Macius involves student engagement. In Whole Brain teaching, students need to be paying attention at all times in order to be able to repeat what has been said to their partners. This method of teaching focuses on children repeating and then paraphrasing what the teacher has said. If a child loses focus, he will not be able to Teach-OK. These micro-lessons are short enough that students can pay attention and repeat easily. Even our attention challenged students can work within this short teaching format. Those students that require constant movement are given the opportunity to expend their energy in a constructive way, thus eliminating constant correction by the teacher.
Dale Marsden, Superintendent of Victorville, California talks about the energy spent by all teachers. He states, “Though teaching always requires a great deal of energy from any teacher, those who have made WBT routine in their classrooms are finding their energy is well spent on mastery learning for all students.” I can add to that by saying that I don’t feel as run down at the end of the day now that I am doing Whole Brain Teaching. It seems to energize me. This model is fun to do and is exciting in its results. It makes it so much easier to come to work each day when you know that you and your students will be laughing and learning together.
Liz Howard
Liz,
DeleteI can tell you are passionate about WBT and I love to hear that you feel energized when using it! I wish EVERY teacher would use this great method and understand how truly rewarding a day of teaching can be! Nice job! Here are 25 certification points!
Chapter 26-
ReplyDeleteEvery teacher would love to have a self-managing classroom. Having students become leaders allows teachers that opportunity. If students can manage their behavior as well as tasks, we gain more time for learning and less for transition. It also helps students develop leadership skills. Not to mention, students love to “play teacher!”
Chapter 27-
I use WBT every day and use almost all levels either outright or in an adapted way that better fits my class. I have not gotten to Independents yet, which I hope to next year. Although I put great effort in making sure my whole class doesn’t get punished for the behavior of a few, I feel like it doesn’t have the same effect that I would get from Independents. I really like how it singles out the group that tries to dominate the class and breaks up the clique that forms. It will really solve the problem rather than covering it up with a quick consequence.
Chapter 28-
Academic games are a great way to intrinsically motivate students. I like how Mind Soccer encourages students to recall academic skills quickly which develops mastery. Students have so much fun with quick-paced competition that they will forget what the teacher is actually having them do!
Chapter 29-
It’s great seeing the proof that a teaching method works. So often we find ourselves at PD’s where we scoff at half the methods we’re taught because they seem unrealistic. I know for a fact that I can use these methods in my classroom, and it’s great seeing that they’re not only easy but they're supported by research as well.
-Josephine Kovach
Josephine,
DeleteYou have identified some of the most rewarding parts of WBT. Here are your 25 certification points.
Even as a newcomer to Whole Brain Teaching, I have found many resources and learned a myriad of new strategies. These have significantly changed not only my methods but my whole attitude toward teaching and learning. With that said, here are four ideas that I have implemented, or plan to implement, on my quest to becoming the best WBT that I can be.
ReplyDeleteChapter 26: Leadership training fits in well with WBT strategies. I have already turned over the leadership of certain daily activities to individual students, but I am anxious to try assigning different oral cues to different students in my class. Students love to be the one who is “in charge” and allowing children to take turns on different days or weeks will allow them to build confidence and increase feelings of self-worth. I foresee the added benefit of this being a positive motivator because the students who are picked to be callers must pay attention to and follow the oral cues before they could be able to lead them. I believe that this “honor” would be something that children would work hard to obtain.
Chapter 27: As a new Whole Brain teacher I have certainly tried to implement “The Big Seven”. Each component of the Big Seven provides daily instructional techniques that are essential to the structure of WBT. The formation of the class rules, scoreboard, attention getters, and much more create the foundation needed for a high energy, high learning environment. Students engage in learning in an interactive way. I plan to better familiarize myself with and continue to use these strategies so that they become second nature to me. I believe this will improve my confidence and effectiveness as a Whole Brain teacher.
Chapter 28: This chapter cited many sources that explain the rationale and document the merit of this program. Explaining how “Whole Brain Teaching effectively uses all five elements of Cooperative Learning while still keeping a strict Direct Instruction model of teacher facilitated lecture-based lessons.”, provides a powerful defense against anyone who argues that the method is either “too free” or “too structured”. When behaviors can be positively reinforced, attention amplified, and memory retention increased in every area, students, teachers, and even school districts benefit.
Chapter 29: The data that is provided in this chapter further substantiates the effectiveness of WBT. Studies have shown a direct correlation between classroom management and teacher enthusiasm. Statistics proved that negative student behaviors can be decreased by up to 50% and some of the poorest schools in the country are within a few points of closing achievement gaps between themselves and the wealthiest schools. This type of evidence is necessary to prove that a program is successful and can be used as further ammunition against antagonists.
Julia,
DeleteYou made a great point in "When behaviors can be positively reinforced, attention amplified, and memory retention increased in every area, students, teachers, and even school districts benefit." WBT helps us meet a variety of goals in a quick and effective manner! Here are 25 certification points and a 5 point bonus!
Chapter 26-29:
ReplyDeleteChapter 26: Training students to lead and manage the class is an excellent learning experience for all students and a dream for any teacher. It increases self-confidence, empowers students, makes them feel more like the class is theirs, and builds leadership skills. This is a win-win strategy that will improve any teacher’s classroom.
Chapter 27: This chapter was an excellent review of all the concepts we have learned in this book. My goal now is to continue using the Big Seven which has made a huge difference in my classroom and to really dive into the Scoreboard Levels next year. I hope to see even more growth, motivation, and participation from my students next year.
Chapter 28: It was really great to read all the research behind Whole Brain. Seeing all the benefits for teacher and students, as well as all the references will help me explain Whole Brain Teaching to new teachers. It is amazing how many strategies and skills are combined in Whole Brain. As a teacher it is great to have one thing that motivates my students, controls discipline, classroom management, and works students whole brain in learn. It is also fun for them and me.
Chapter 29: Chapter 29 confirms why you should incorporate Whole Brain Teaching in you school and encourages me to continue suing the strategies in my room. The data proves it works. Which only improves your teaching and helps your student be more successful.
Tonya,
DeleteYou chose some important points. I 'm glad you will be diving deeper into the Scoreboard levels next year! Oops- you had a small spelling error "me to continue suing the strategies" and a sentence fragment "Which only improves your teaching and helps your student be more successful." Here are 10 certification points!
Chapters 26-29
ReplyDeleteChapter 26
I love how integrating the students into your classroom management not only to allows you more opportunity to teach, but also gives students opportunity to increase their leadership. I enjoy giving small groups a teaching assignment that they will be responsible for presenting to the class. Their excitement level peaks and the students work together to find the piece of the assignment that each one of them wishes to present. It is amazing to watch their confidence grow from week to week.
Chapter 27
The rules are wonderful, but Teach – Okay is probably my favorite thing from the Whole Brain menu. Getting the students out of their seats, teaching each other in words and gestures is such a great method of ensuring full comprehension.
Chapter 28
I have used Kagan strategies in my classroom for several years, so the integration of Whole Brain teaching into my classroom brought many similar concepts. The addition of WBT brought even more opportunities for student based learning and the application of higher level thinking skills. The Kagan team and partner structures fit seamlessly with Teach – Okay and other student based learning opportunities.
Chapter 29
Not only does the research show the confidence that teachers have in WBT, it shows how effective WBT can be in challenging classrooms. Classrooms with a high percentage of free lunch students and English Language Learners showed significant increases in test scores. If implemented properly, WBT has been proven to be effective in improving student comprehension.
Steve Sublett
Steve,
DeleteSuper job! Here are 25 certification points and a 5 point bonus!
I have two student leaders who lead rules and choose other students to lead the rules. My first leader is the “Global Amigo,” which is equivalent to a “Student of the Month.” This student has leadership skills. My second leader is our Student of the Week.” This student might have earned a star on the Super Improvers Team or improved behavior. Student leaders improve my teaching because students are more engaged with another student teaching them. This also gives me a minute to go to my computer and put on the next lesson on the Smartboard!
ReplyDeleteThe Scoreboard improves my teaching by motivating my students to follow directions quickly. This gives me more instructional time, which improves my quantity of teaching!
The Crazy Professor is a great academic game. My students generally read without expression. However, when we play the Crazy Professor, students go wild with dramatic voice inflection and big hand gestures. This improves my teaching by teaching prosody in a fun way.
Compared to other teaching systems, Whole Brain Teaching is much better than traditional teaching. Whole Brain Teaching has improved my teaching by increasing the learning engagement of my students.
Krissa White
Krissa,
DeleteNice job! These strategies are proof that WBT can really increase learning when used consistently! Here are 25 certification points!
Chapter 26 - I love the idea of starting the school year off from the beginning training students to take a leadership role. It goes along with the idea of taking little tidbits off of our plates and employing the use of our greatest assets....our kids! They actually love to do the work and they gain leadership skills in the process. This adds up to life long skills. Coach B points out that becoming better leaders increases students' self confidence and taught overall consideration of others as well as bringing some quiet students out of their shells. This definitely improves teaching.
ReplyDeleteChapter 27 - I like the teach/okay because it gets all the students actively involved and using big gestures in practicing concepts taught in a particular lesson. Kids love teaching one another. I also appreciate the idea of talking about 30 or 60 seconds and then having the children teach what has been said. Makes life easier and helps comprehension.
Chapter 28 - In this chapter I liked the portion discussing the benefits of whole brain teaching. The benefits for me as a teacher are the following: 1.) positive behavior reinforcement, 2.) memory retention, and 3.) student engagement. The book mentions that all these benefits reinforce one another in that when students are surrounded by positive behavior, they can learn better and students will ultimately behave better when they feel more confident in their learning. (Biffle, page 181) In turn, the benefits for the students are: 1.) motivation, 2.) student-centered learning, and 3.) application of learning. In the end, I believe that everyone turns out as winners.
Chapter 29 - All in all, the whole brain teaching method is well rounded and proven to be highly effective in increasing academic performance. Whole brain also quickly engages students in a FUN way!
Karlyn Davis
Karlyn,
DeleteI agree, when using the WBT strategies, everyone does turn out as winners! You may want to revise your last sentence from the Chapter 27 paragraph (fragment). Here are 20 certification points!
I also appreciate the idea of talking only about 30 to 60 seconds and then having the children teach one another what has been said. This is very helpful due to the fact that it gives children small chunks of information to digest; thus, making it easier to comprehend.
DeleteBrandi Young Chapters 26-29
ReplyDeleteThere is an abundant amount of information in these chapters that will improve my teaching and has provided me with a better understanding of WBT. I loved reading about all of the positive data collected from state around our country.
Chapter 26:
I currently have students who willingly lead the Pledge of Allegiance followed by the Rules. I also provide my students with think time to think of gestures that we could use when I get stuck during a lesson. It happens every now and then, I start into a lesson and a vocabulary word will come along as we read and I just can’t think of just what to do for a gesture, so I let my students chime in after some think time. They can be so creative and get so enthused. I can’t wait to train them on leading Teach/Okay and Hands and Eyes! What a great idea!
Chapter 27:
This chapter provided a remarkable over-view of the WBT system. I am pleased to see that this book has remained as concise as it has. It’s a spiral effect and it all works so beautifully together in the classroom. The review reminds me of all our class has accomplished so far this year and I am excited to see how my next year’s class will look with all of the knowledge I have gained from this book over the year.
Chapter 28:
This chapter has really opened my eyes. In school, when I was becoming a teacher I took several psychology classes and there was much to cover and many names to remember. Like they say, “If you don’t use it, you lose it”, well this brought me back to that time. It all makes sense and ties everything together. After reading this chapter, I have been inspired to review previous notes and further my education in Vygotsky’s Theories. The benefits listed for both teacher and student are encouraging and yet again, inspiring.
“Be INSPIRED America!”
Chapter 29:
The information from this chapter validates why so many of my co-workers and school faculty are participating in this book club. It encourages me to continue using WBT methods to better help my students and myself enjoy teaching and learning from one another. “This research could be useful when talking with parents and other educators about WBT.”_Kay Spencer, Co-worker at GLA, 2014.
Brandi Young
Brandi,
DeleteI'm glad to hear that your co-workers are on board with WBT! It really helps when students experience this wonderful type of learning in several classrooms! Here are 25 certification points and a 5 point bonus!
To improve my teaching I will begin turning over my oral cues to my students the way it is described in chapter 26. I believe I will do this earlier in the school year rather than waiting until half way through the year. Another idea that I will implement in my classroom is to turn over more of the routine tasks to my students. This idea is suggested in chapter 27, and I feel that it will make my students more responsible as the school year progresses. In chapter 28, the importance of note taking and the correlation to learning is discussed. More note taking in my classroom by students will help improve their knowledge of the concepts which are taught in class. The last idea that I feel would improve my teaching is to begin implementing whole brain teaching strategies earlier in the school year. I did not begin using all of the whole brain teaching strategies this school year I would like to do. I used the strategies as I learned them throughout the school year. Next year will certainly be different.
ReplyDeleteIrish Brown
Irish,
DeleteYou will be amazed at how easy the beginning of the year will be when you start WBT from day 1! The students will be in the flow by the end of the first week! Teacher Heaven! Here are 25 certification points!
Ch 26-29
DeleteChapter 26-Most students love to be in charge of the class. In the past, I have seen students stand in front of the board to “take names” of who is talking. Students are very motivated by getting to feel like they are “in charge”. I love the idea of having students be leaders. As a teacher, it is always difficult to give control of the class to students. My ability to create student leaders will benefit the students leadership abilities and will improve their academic abilities. Giving responsibility for the class to the class at times will give me some much needed times to focus on other teaching responsibilities.
Chapter 27-Of all the strategies reviewed in this Chapter, the one strategy that has improved my teaching ability the most is the Scoreboard. I could not imagine teaching my groups without it. It keeps students motivated daily and leaves room for a lot of variety. It is so easy to implement and the rewards are free. That is the best part for a teacher, no trips to the dollar store on the weekends!
Chapter 28-Cooperative Learning utilizes peer based learning. I have seen the positive effects of peer based learning in the variety of classrooms I am in daily. I have improved my ability to reach some of my students by having them teach each other using the “teach/okay” strategy. Some students understand concepts after they have had a chance to verbally and physically teach to other. My students have become responsible for their learning because they have to teach to each other.
Chapter 29- I have improved my teaching ability this year by implementing WBT strategies. I will continue to implement these strategies throughout my teaching career. I have seen first hand how student engagement can be achieved through these techniques. I have seen a drop in inappropriate behaviors in my small groups. There were so many teachers at my school who used the WBT techniques this school year. I loved seeing the classrooms engaged in learning and hearing them teach each other and rehearse the rules and procedures. WBT classrooms had a fun, learning filled year. Students’ have kept their brains engaged so therefore they have learned so much this school year. I am ending the school year with a feeling of success and so are the many students I have taught this year!
Lori Crigler
Lori,
DeleteHow exciting! I love to hear that several of the teachers at your school are using WBT! Wonderful! Oops, one pesky error "Students’ have kept their brains" (no apostrophe needed). Keep up the good work- ending the year with a feeling of success is truly Teacher Heaven! Here are 20 certification points!
Chapters 26-29
ReplyDeleteExplain how four ideas, one from each chapter, might improve your teaching.
Chapter 26
I use the team leader to help teach my groups. I use the Kagan method of grouping children so I never have high kids with low kids, but a more even cognitive balance in my groups. When I select a number between 1 and 4 I know, that child will not be too advanced or too low for the other students at the group. I also use this with my reading, math, and science groups. I have gone so far as to add a troubleshooter to each group. This person helps the others with independent work or technology problems. I learned that when this procedure works well I have more time to reteach children who need additional help.
Chapter 27
Teach/Okay is the BEST part of WBT. I just love the way my students have taken ownership of this concept. I use Teach/Okay all day. I have even used it in the hall when my kids were all talking. I just stopped the line by saying CCCLLLAAASSSSSS. I had a weak yess reply. Then I modeled our school hallway procedure and ended with Teach/Okay. You should have seen the kids teaching the procedure to each other. Worked wonders! I have had three ESE support teachers this year and each one thought Teach/Okay made a great difference for ESE kids. It has also done a great deal to keep disruptive kids on board this year. They talk with a purpose now.
Chapter 28
Student Engagement has made all the difference in my class. I have ten ESE children and eight children below grade level. I have two children at or above grade level. While using WBT I have seen my children become engaged and remain engaged. I used to try the brain break, but that technique always left me with the problem of getting my children back on task. WBT allows for movement, conversation, active participation, and general happiness. I have really used the teaching components of WBT. When I look out at a sea of blank faces it only takes a minute to have everyone participate in Teach/Okay and then we are back on task and ready to learn.
Chapter 29
Chapter 29 is about WBT data. While I cannot address state testing at this time. I can tell you every single child in my inclusion class made significant gains in reading based on the three Discovery Education Testsmy school administered this year. I am extremely hopeful the trend will continue when I see my state test results. I attribute the gains to Mirrors With Words, Teach/Okay, and the active engagement of students.
Dian,
DeleteYour last sentence says it all! WBT really does change the way we teach and the way our students learn! The hallway teach/okay is a wonderful idea! Here are 25 certification points and a 5 point bonus!
This comment has been removed by the author.
ReplyDeleteExplain how four ideas, one from each chapter, might improve your teaching.
ReplyDeleteChapter 26: I really liked the idea of putting certain students in charge of reinforce and review certain whole brain rules and procedures. I have started doing this in class. I often use the students that I can consistently count on to participate fully in the whole brain aspects of my classroom. I think having them enthusiastically jump up and teach the class encourages those who are shyer or less interested in participating. I will quickly call on a few different students back to back to keep it moving. Around the 3rd student that I call on, I pick one of the ones who are less inclined to participate. I have found that they often are encouraged to jump up and enjoy participating at this point.
Chapter 27: The classroom rules have already improved my teaching since starting WBT. It has been so easy to have a set of rules and see them consistently throughout my entire school. Though I teacher upper elementary school, I still find time to review the rules. My kids definitely take them seriously. My kids have even added their own “rule 6: keep yourSELF happy” and they always say that rule on their own after reviewing the 5 rules. I know that I can count on these rules being expected and enforced wherever my class goes in our school, which definitely helps behavior.
Chapter 28: Student engagement! As a relatively new teacher, I’ve often been afraid of noise in my classroom. I got nervous when my class got loud because I wasn’t sure if I could calm them down. Now that I’ve started using whole brain in my classroom, I’m not afraid of the loud noise in class. In fact, I get mad when my class isn’t loud! Nothing makes me more excited than when my kids are doing teach-okay and they are all 100% engaged and enthusiastic! I also used to think that maybe my inner-city kids would not be able to get excited about and into a lesson with whole brain strategies, but I was WRONG! My kids smile and laugh the whole time they learn!
Chapter 29: One of the main things that will immensely improve my teaching is the amount of FREE resources available. I am a very visual learner, therefore the endless amounts of videos that I can use (and have already) are going to help me better understand the use of some of the whole brain teaching strategies. I teach at an inner city school and I used to think that some of these strategies would not go over well with my students. After watching various videos, it blew my mind to see what some of the inner city kids are doing with WBT! Seeing a teacher and students putting a strategy to work gives me the “ah-ha” that I need to incorporate some of the strategies.
Kasey,
DeleteWhat a wonderful testament "My kids smile and laugh the whole time they learn!" My inner city kids LOVE WBT and I'm sure yours will too- every little bitty bit of it! They love having fun learning! Here are 25 certification points and a 5 point bonus!
Chapter 26-29
ReplyDeleteAnne Corrigan
Chapter 26: Leadership development is really important for sending well-rounded students on to the next grade. It builds self-esteem and gives students a sense of satisfaction when they believe they are helping in the organization of the classroom. Separating the class into 1s, 2,s 3s, & 4s is the perfect way to dole out responsibility to students and not just for the strongest students in the class. This is a win-win situation; peer teaching is effective and fun. In addition, delegating tasks releases some of the workload for the instructor.
Chapter 27: WBT is absolutely one of the most effective ways of engaging my students while managing disruptive behavior and staying ahead of rebellious students. The Big Seven daily instructional techniques really lay it all out for teachers. The Attention Getter is one of the simplest and most important techniques for classroom management. I use it all the time to stay engaging for students and not let energy levels lull. Another great technique is “Mirror”; it allows for 100% full attention on the instructor.
Chapter 28: Chapter 28 really explained the rationale behind WBT and why it is so important that we utilize these techniques Chris Biffle has given us. It’s encouraging to read the benefits of this type of teaching and I particularly liked the part about student engagement – a critical part of retaining information!
Chapter 29: Chapter 29 was also incredibly encouraging. In my own classroom I can see a huge difference when I use WBT. These statistics also show such a positive improvement in test scores and classroom management. There have been so many times when teachers have been handed a new classroom fad to implement but very little research to back up the claims. It is nice to know that WBT has over 10 years of research.
Anne,
DeleteNice job! I agree, the effects of the student engagement in WBT is amazing! Here are 25 certification points!
Ch. 26-29 Ideas that improve teaching
ReplyDelete26. Select students to take on the role of teacher.
I have unwittingly used this technique in my class because I have been sick with laryngitis. Since I haven’t been able to speak for the past few class days, I’ve selected students to be responsible for the Class-Yes and Teach-Ok. Students love being in charge and they love inventing new ways to call out “Class!” This saves my voice and gives students (especially the ones who like to be the center of attention) a positive way to gain their classmates’ attention. Another advantage is that students realize how annoying it is when no one follows their instructions so they pressure each other to follow class rules and respond to Class and Teach.
27. Classroom procedures: papers, papers, papers, page 12, page 12, page 12
I think these are two ways to save time when doing daily procedures like handing back papers and opening textbooks. Normally, I hand back papers while students are supposed to be doing homework, but decreasing the time spent on this task increases time spent on learning. Opening our books quickly can save lots of time. I get very impatient with students who ask “what page?” after we’ve already gotten half way through the first exercise! Repeating the page number several times quickly has worked wonders to reduce this annoying question. Students even repeat the page number energetically while they’re finding the page and repeat it to classmates who weren’t paying attention.
28. Right and wrong answers “Oh yeah!” and “It’s cool!”
Having students respond to their classmates in a positive way when they don’t answer a question correctly motivates students to take risks in class. The number of students who volunteer to answer questions increases. I usually use tongue depressors with children’s names on them and pull them out of a cup one by one to make sure each student has a chance to participate. This is very stressful for students who need more time to think or need additional explanations. However, when other students say, “It’s cool” they show understanding and relieve some of the stress of being called out in class.
29. Improve test scores
By using Prove It! And other strategies from the WBT handbook we can improve our students’ test-taking skills. Since standardized tests are a big part of education these days, it’s important for teachers to spend time preparing kids with test skills and content so that they can be successful on these exams. Hopefully our school can show improvement in scores like the schools mentioned in the chapter.
Adrienne,
DeleteYou statement "Another advantage is that students realize how annoying it is when no one follows their instructions so they pressure each other to follow class rules and respond to Class and Teach" made me chuckle! Nice job! Here are 25 certification points!
In chapter 26, the book mentions leadership training by turning over the verbal cues to certain students. I think that it would improve my teaching because it would encourage students to take responsibility for the classroom. It would also inspire students to take on leadership roles and promote a positive classroom environment.
ReplyDeleteChapter 27 is a review of the Big 7 and each one will improve my teaching. I have just started with WBT and I am using Class-Yes, the 5 rules, the scoreboard, and hands and eyes which have already transformed my teaching in about a month and at the end of a school year. I have been trying out Teach-Ok with great success and I can see the power of using this all the time. The 5 classroom rules are improving my teaching because we are practicing them every day, several times a day, which not only keeps the rules fresh in their minds but is also FUN! The students are earning smileys and frownies each time. I think that these techniques used all together make each one more powerful. I look forward to implementing the rest in the new school year. I am particularly looking forward to using the Super Improver Team and as I go through my day, I keep thinking about how I could use it to acknowledge the students’ improvements.
Chapter 28 discusses WBT techniques and learning research. The WBT lesson plan might improve my teaching because it is chunked into small parts and constantly has the teacher checking for understanding during the lesson. Teachers provide immediate feedback and review concepts immediately. These are powerful attributes of Direct Instruction which has been researched as effective means of teaching students.
Chapter 29 delves further into the research and how WBT has had positive impacts on schools and school districts. I believe that by implementing WBT techniques that I will be able to achieve positive results in my classroom each year. All the techniques work together to improve behavior and improve academic success.
Mary,
DeleteI am impressed with your progress in implementing WBT! Isn't it amazing for seeing instant results! You will have to share your experiences with us in the new school year! Here are 25 points and a 5 point Bonus!
Ch. 26-29
ReplyDeleteCh. 26-I love the idea of taking a small group aside and teaching them a new technique and then having them teach the lesson. I think that every student would be interested in being the teacher for a moment in time.
Ch. 27-Class-Yes!!! This is still my favorite thing to do. I really enjoy the flexibility that you have with this. I liked having my students get to make-up the attention getters for the week and they really enjoyed it also. I found out that I have some really creative students and everyone wanted to get their turn.
Ch. 28-One thing that I agree with when it comes to WBT is the memory retention. When my students were taking their state test I could see them making arm gestures and talking to themselves to recall concept from Mirror with Words that we made up in class. There is no doubt that this helped them remember things that they would have forgotten.
Ch. 29-This chapter only confirms why I should continue using Whole Brain Teaching. I have struggled with some on the concepts this year, but I am determined and believe it works. The data is proof enough.
Karen,
DeleteIsn't is wonderful to look at your students deep in thought and gesturing during a state test?! There was a minor editing error "talking to themselves to recall concept from Mirror with Words that" (concepts). Your sentence in the last paragraph is a little unclear -"I have struggled with some on the concepts this..". Here are 20 certification points.
These four chapters were so full of so many Whole Brain Teaching goodies. I love them all, but here are some of my favorites:
ReplyDeleteChapter 26: I love the idea of classroom leaders. The best part is that these roles are not reserved for the brightest or the best behaved. Anyone can shine. Students are receiving leadership training at a young age, building their confidence, and developing public speaking skills, which addresses one of our standards. I am excited about using student leaders next year.
Chapter 27: The component of WBT that I most want to implement next year is the Super Improvers Team. I have already chosen my colors and named my levels. The best part about the SIT is that it is systematic. Students know how it works and what to expect, so they will be more motivated to achieve. In the past I have always made a point of praising students for specific improvements, but it was always hit or miss. I can not honestly say that some students did not get overlooked, because I had no system for keeping track of the praise. I am really looking forward to seeing how next year's students will respond to the Super Improvers Team.
Chapter 28: This chapter was very convicting. As much as I have always tried to be positive with my students, I have had a tendency to to give too much attention to the negative choices that my students have made. This chapter made me realize that I have got to do away with all negativity in my classroom. It is time for true confessions. I have always wanted to quit using negative reinforcements, but I think deep down that I have been afraid that without the negative reinforcements, students would think that I was okay with their wrong choices. Whole Brain Teaching has shown me a new way. With all that I have learned I am less afraid to be positive 100% of the time. It may be a little hard at first, but I am totally committed to making my classroom a fun, exciting, positive place to learn; and I know that this can not happen, if I allow any negativity in.
Chapter 29: Reading this chapter makes me very excited to share WBT with my colleagues. The methods have been proven, and students in Whole Brain classrooms are excelling. This strong research base makes me all the more confident in letting go of my old methods and embracing something new. My hope is that WBT will spread quickly from my room to my school, and to other schools within both our region and district.
Joyce,
DeleteIsn't it wonderful to have the research to back up the WBT strategies? I love that so many WBT teachers have been so successful implementing these techniques! But, even more, I love that you are so excited about using these strategies! Here are 25 certification points!
Chpt. 26 -- One of the achievements that I was able obtain last year was having students familiar enough with the ‘Teach/Okay’ method that they would actually get class started for a substitute teacher when I was not there and I thought that was pretty awesome! One thing I would like to do is try and assign more students to some of the techniques while I am still in the classroom. I have not been able to figure out how to teach a small group a lesson and then have them teach out yet.
ReplyDeleteChpt. 27 -- There are always so many great techniques with WBT that it seems as I always fail to do all that I wanted to. Last year I made a point to take the scoreboard to the level of independents when it became “time” within my classrooms. I introduced the independents and I was so pleasantly surprised and wowed! It was one of those “why didn’t I start using this years ago?” type of implementation! :)
Chpt. 28 -- My experience over the past years has confirmed for me personally that the Whole Brain Teaching method is very effective. The only limiting factor is the amount of time and effort the teacher is able to put into the system. For me, out of Chpt. 28, I’d like to implement the “It’s Cool” technique. It is something that I have had on my to-do list and used here and there but have never fully implemented!
Chpt. 29 -- I would ALSO say that WBT is “...superior to every other teaching system.” Now if we could only get WBT further spread AND get our nations government to listen to teachers a bit more we could really make some serious headway. The brilliant thing about teachers is that we do the best with what we have! Rock On WBT!! :)
~Jason McKinney
Jason,
DeleteNice work! Your students will love the "It's Cool" technique! It helps provide a safe learning community that is accepting of mistakes! Here are 25 certification points!
Oh my there are so many wonderful ideas to help improve my teaching and stretch my student’s thinking and brainpower. I am really excited to start building student leaders and a self-managing class as described in Chapter 26. It is important to build students up by giving them opportunities to speak and lead the class by teaching the rules and saying phrases like Hands and Eyes. This step helps students to gain confidence in themselves as they learn to speak in front of others and lead the class. I plan on pulling students aside next year to teach new concepts. I love the idea of having the students think of the gestures. This makes the gestures meaningful to them and also encourages them to think critically about what gestures to use to teach a concept and why they would use those. I believe students really understand a concept when they can teach it to other students. Why not help the students learn how to teach other students using their whole brains?
ReplyDeleteChapter 27 reminded me to use The Switch technique. This is a powerful technique to help encourage students who are normally shy talkers to teach their partner. I also like the idea of using Peanut Butter and Jelly partners and encouraging the Peanut Butters to ask questions while the Jellies answer. They can of course switch roles!
Chapter 28 lists research about what Whole Brain Teaching is and why it works. Whole Brain Teaching is helpful because it is positive. At the Whole Brain Teaching Conference in Louisiana, Coach B described many aspects of the system as a game. Students will play video games for hours because it is unpredictable, challenging, and stimulates many parts of the brain at once. Whole Brain Teaching uses this same philosophy to make learning engaging and motivating. Students are actively involved in the learning process and work together with other students to grow.
Chapter 29 further reiterates the success and power of Whole Brain Teaching. If you read the book and are still skeptical take note of the empirical evidence in Chapter 29. I can use the statistics to show other educators how powerful Whole Brain Teaching is. If Whole Brain Teaching can increase state test scores by 20-30% why aren’t more teachers teaching this way? I am also amazed at the amount of free resources available. With over 10,000,000 pages of free materials to download I will not have to reinvent the wheel any longer. Whole Brain Teaching is the way to teach for me.
Amber Hartzler
Amber,
DeleteIf we can help the kids see WBT as a game, as you noted, they will beg to "play" everyday! Here are 25 certification points!
Chapter 26: A group of students that manage themselves is every teachers dream. Last year, I had a student lead the rules in front of the class. My leaders held their jobs for a week. It was amazing to see their confidence and self-esteem rise throughout the week as they lead the class. Next year, I would like to expand it to include having the students lead the class with Class/Yes, Mirrors, Hands and Eyes, Switch and Teach-Okay. I am so excited to see the class run itself.
ReplyDeleteChapter 27: This was a great review of the WBT system. Last year, I implemented almost all of the “Big Seven.” I was amazed at the success I had with it. However, something was missing. I did not use the scoreboard. I was not sure how to include it in my classroom. I understand how the scoreboard works now. I will begin using it from the very beginning. I am so excited to see it in action.
Chapter 28: When I first began using some of the techniques of Whole Brain Teaching, I knew the techniques worked, but I did not understand the reasons why that worked. This chapter gave me the research to show why WBT techniques work. The best part of the techniques is that my students will love to learn and will have fun while learning. It will be easier for my students to recall the information that I taught them because they will have gestures that go with new the concepts, vocabulary and expectations for their behavior.
Chapter 29: Research shows how effective Whole Brain Teaching can be in challenging classrooms. Research also shows that that these techniques will increase test scores among free lunch students and English Language Learners. Using Whole Brain Teaching is fun for both the teacher and the student. The research and statistics in this chapter help to validate why so many teachers LOVE Whole Brain Teaching!
Kim Kirkpatrick
Kim,
DeleteIsn't it a wonderful feeling to know that the system has had so much success in all schools, regardless of their demographics? Knowing the research helps us be able to show others that this is a research based POWERFUL program. Here are your 25 certification points!
Chapter 26 - Using leadership teams will turn an aspect of teaching over to the students. The selected team helps develop the gestures used to teach concepts, and then they teach their classmates. The best way to learn something is to teach it. Student directed learning is a component of Charlotte Danielson’s Framework for Teaching, the evaluation system in my district. My concern about this method is finding the time to meet with the leadership teams for planning.
ReplyDeleteChapter 27 - This year I will implement the levels of the score board as high as needed. I have never gone beyond the basic score board. I have had students practice for one minute at recess, but didn’t send home the notes. Handling very challenging students isn’t one of my strengths. The upper levels of the scoreboard will help me positively and consistently deal with behavior problems. I will be a happier teacher, classes will flow more smoothly, and students will learn more.
Chapter 28 - All of the points made in this chapter are the reasons that I have integrated more and more WBT techniques every year. I was originally drawn to WBT because of student engagement. I also enjoy the creativity involved to developing the gestures used to convey concepts. Even more fun is watching the students come up with their own gestures. In the future, improving my positive behavior reinforcement will give us more time on task, better students/teacher relationships, and reduce stress.
Chapter 29 - This chapter provides more data that supports the effectiveness of WBT techniques. This isn’t a flash in the pan fad. I am going to lend my book to my principle and suggest that he reads chapters 28 and 29. I teach in a high poverty school. The information makes me even more excited to fully implement WBT methods.
Sheryl Larson
Sheryl,
DeleteIsn't it just wonderful to have research to back up the WBT strategies? This makes it evident that WBT isn't a fad, as you said, it is a proven set of strategies that make classrooms, no matter their demographics, successful. Great post! Here are 25 certification points!
I always wanted to develop leadership, but never really heard or discovered a systematic way of doing it in my students—Until Chapter26. I love the idea of developing leadership by granting privileges of helping other students engage in the big 7. I found this idea enhance my teaching. When a student reached a new level on the scoreboard, “starter” for example, she earned the privileged of using Class!Yes! She may also have earned the honor of leading her classmates in rule rehearsal. She loved it and the students who followed her directions had ambition in their eyes to attain her level of growth.
ReplyDeleteIn Chapter 27, I was reminded that Whole Brain Teaching is a dynamic system for instruction, cooperative learning and classroom management. The Big 7 form the basis for this instruction. One of the big 7, the Scoreboard provides a motivational tool that helps students self-monitor. The 5 classroom rules are so all-encompassing, that when a student goes off track for the nth time, one does not need to string together words to express your frustration. One simply has to say “Rule 2.” The class calls out “Raise your hand for permission to speak.” The behavior stops, the class is united with you, against the behavior, not the child. Saying “Rule 2” can even be done in a playful voice and accomplish the intended goal.
The combination of Direct Instruction and Cooperative Learning in Whole Brain Teaching (WBT) is genius. Trying to employ features of each sometimes felt like creating new recipes in order to learn baking. Yes, you might eventually strike the right combination, but it could take a long time and you could eat a lot of mediocre cookies. Whole Brain Teaching is a structure that incorporates the best of each model while providing methodology of classroom management. If one uses the components of WBT, one will have good instruction and positive social interaction as well as a positive, predictable, fun and organized classroom.
Research is often intriguing and sometimes persuasive when it comes to education.
The case studies presented in chapter 29 are impressive, but not surprising. After a year of using Whole Brain Teaching, when I reread how a teacher in Detroit saw a 50 % decrease in negative behaviors, I am no longer surprised. I experienced such a transformation in my classroom. Students were engaged. They knew how to interact purposefully and they were having fun doing it. Oh Yeah!
Signed Jim Hobley, Wholebrainer
Jim,
DeleteI love your statement "If one uses the components of WBT, one will have good instruction and positive social interaction as well as a positive, predictable, fun and organized classroom"! Student engagement is what it is all about! Here are 25 certification points!
Chapters 26 – 29
ReplyDeleteChapter 26 – I agree with the statement, ‘…positive link between growing leadership skills and improved academic performance.’ Because of this, I will use the strategy of selecting a small group of children to become leaders. Having them give their input/feedback will increase, not only their confidence, but their critical thinking as well. Last year I had students lead the rules and some 3-peats. This year I will go further by having leaders. This should improve everyone’s overall performance because they will all want a turn to be a leader and they will enjoy having their peers teach them. This will also give me the opportunity to observe the students and see who needs more help and who future leaders might be.
Chapter 27 – All of the techniques in this chapter will help improve my teaching, but, I will reflect on the basics – the Classroom Rules. First, having 5, set, simple rules eliminates a lot of wasted time at the start of the year, trying to brainstorm rules together and narrowing them down. Practicing them after each recess, at the start of the year, helps the students internalize them and gets me into a good habit of review, routine, and organization. This ultimately leads to good classroom management which leads to more teaching and more learning, therefore, improved teaching!
Chapter 28 – What a great chapter, showing how WBT fits into Vygotsky’s SLT. This should help school boards jump on board with WBT. It was a nice reminder to read about the Zone of Proximal Development – the gap between a student’s ability to solve a problem with guidance and independently. This refresher will help improve my teaching by keeping me aware of that ‘zone’ and understanding that I am not the only ‘more knowledgeable other’. With WBT peers routinely act as the ‘more knowledgeable other’, for example, when they are using ‘teach-ok’, or when they are being student leaders. This, along with the extensive use of memory gestures to internalize lessons, will help close or narrow the gap.
Chapter 29 – “…direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of a system.” This quote is bang on with WBT. WBT gets teachers enthusiastic which in turn will motivate students to take part in lessons. When students see their teacher enjoying teaching (smiling, laughing, being silly, having fun), they are more likely to enjoy learning. They will want to be leaders so they can have a chance to energetically teach in front of the class too. Using WBT techniques will improve my teaching by helping the students see my love of teaching. Also, all of the statistics in this chapter reinforce my belief in WBT and further motivate me to use it improved teaching!
Bonnie,
DeleteThere is so much truth in your comment "When students see their teacher enjoying teaching (smiling, laughing, being silly, having fun), they are more likely to enjoy learning."! WBT really will help your students see how much you love them (and teaching)! Here are 25 certification points!
Chapter 26 ~ When I am a few months into school I can't wait to let my students take over the oral cues of WBT. I like that she did not choose the same students each time. It will be another area of management and learning but once the students understand how the procedure will work, they will have more ownership of the class. I also like the idea of counting off by 1,2,3,4 and calling out numbers to retell, teach, or become the class leaders.
ReplyDeleteChapter 27 ~ The one thing that I did not use in previous years is the various scoreboard levels. I always stayed at Level 1 and did not use the various levels. I can see how this is going to improve all students behaviors.
Chapter 28 ~ I think one of the ways I will use the information in this chapter is to share it with my administration. Our school is "Data Driven". The benefits that are listed are all areas that need to be addressed in every school but especially in schools similar to my school who are "Priority Schools" and are failing in the current system.
Chapter 29 ~ One of the things that was so powerful to me in this chapter was the fact that the ESL students scored 94% on Math. We have a high ESL population and this just gives me another reason to implement WBT at my school. Some of this additional data will be helpful in stating our case for WBT!
Mitzi,
DeleteThe data and proven success will be helpful as you share this program with your administration! Here are 25 certification points!
Chapter 26 Leadership Training
ReplyDeleteThe idea of chapter 26 is to train up leaders within our classroom. As teachers, we not only want our students to become better learners, but also better human beings. By training children to be leaders within the classroom will build student confidence, increase academic performance, bring students out of their shells, and increase their consideration for others. With outcomes like these, what teacher wouldn’t want to raise up leaders! Allowing students to be class leaders encourages them to have ownership in their class.
Chapter 27 Whole Brain Teaching Review
Chapter 27 reviews the main ideas of the Whole Brain Teaching System. Each of the ideas address a specific aspect of the running of the classroom from getting the student’s attention, organizing the classroom, teaching methods, motivating students, unifying the class, and getting everyone involved. As a new WBT I have implemented several of the techniques reviewed in this chapter over my first week of teaching preschool. The class yes, class rules, mirrors and words, and tell a friend (which will work its way into teach/okay) have been introduced over a 3 day period. My class of 3 and 4 year olds has adjusted beautifully to class. Not only have my students had stellar behavior, they love the scoreboard, but they have learned so much in a short time. I tell everyone I know about whole brain teaching and encourage them all to implement it in their classrooms.
Chapter 28 Whole Brain Teaching and Learning Research
I love the fact that WBT incorporates cooperative learning while still allowing opportunities for direct instruction. There are so many wonderful benefits to WBT including: positive behavior reinforcement, memory retention, and student engagement. A WBT classroom is one where participation is valued and rewarded. Lessons are taught in chunks so that it makes it easier for a student to process and recall information. All students are engaged in class which keeps children from falling through the cracks, no one is allowed to be a passive learner.
Chapter 29 Additional Research
Whole Brain Teaching has an impressive track record of success. When it is implemented in a school teachers see an increase in test scores and a decrease in office referrals, no matter what the socio-economic makeup of their class is. It has been shown to close the gap in testing scores between affluent schools and disadvantaged school. ESL students have also had an increase in test scores. With these kind of statistics, I feel that implementing WBT in my classroom is the best thing I can do for my students as a teacher.
Melissa,
DeleteIt is wonderful to hear how successful WBT has been with your preschoolers! You may want to revisit your third sentence in the first paragraph, and the third sentence from the bottom. Nice work, here are 20 certification points!
Chapters 26-29
ReplyDeleteChapter 26 – Leadership Training and the Self Managing Class
I love the idea of identifying students to take on some of the teacher roles. There are student leaders out there who would love to be the one leading the class. Often, they are not the most gifted students, so their teaching will reinforce their own core knowledge. I would start by having students do some of the verbal cues such as class/yes or teach/ok. Another technique that adds variety and fun to lessons, as well as develops leadership skills is to have students share some of their writing/sentences/ideas in the form of mirror words. They love saying, “mirror words,” and getting the expected response. It also forces them to listen to their own words and make sure they make sense.
Chapter 27 – Whole Brain Teaching Review
This chapter encapsulates the main points of whole brain teaching and has many wonderful ideas. I think the biggest area I need to explore more is the scoreboard and how to use it to motivate a school. The level that we have begun to implement this year is practice cards. When a student comes to the office we usually will have them practice one of the rules for 2-4 minutes and then we will take them back to class and try to watch to see if they have improved. Sometimes I add these students to my Super Secret Improvers Wall and give them stars when I see them following the rules that we practiced.
Chapter 28 – Whole Brain Teaching and Learning Research
One concept that this chapter reinforced for me was the idea that in a Whole Brain Classroom participation is expected. “Often students are afraid to participate in traditional ways such as raising their hand to ask or answer a questions because they fear being different than their peers.” Since it is normal in a WBT classroom to discuss, help each other, and teach each other with partners and in groups, the norm has been flipped.
Chapter 29 – Additional Research
It is remarkable that WBT techniques seem to be highly effective in high poverty schools with large populations of students whose first language may not be English. Many of the techniques of explicit instruction and active engagement that form the backbone of Whole Brain Teaching resonate with studies of students from backgrounds that our educational system has not traditionally helped. To me, it is the best system of instruction and classroom management that I have found.
Carl Rust 505 cp
Carl,
DeleteYou made some great points. I love your statement "Since it is normal in a WBT classroom to discuss, help each other, and teach each other with partners and in groups, the norm has been flipped." WBT really helps us reach every child in a safe, effective way! Here are 25 certification points and a 5 point bonus.
In order to improve my classroom teaching, I’ve been assigning classroom leaders, which has been a critical part of my ever-evolving Whole Brain classroom! I’ve been assigning them weekly, and they love to come in on the first day of the week to see if they have been chosen to be one of 5 classroom leaders. I select 3 leaders myself, and I also have the kids privately vote for the other two. They must think about which of their classmates has followed the rules best that week, and they are not allowed to vote for themselves. It is nice to see them picking-out their classmates for the right reasons. When they are the one selected, they are so humbled! I love that the classroom leaders are in charge of doing/saying certain things and having the responsibility of living up to their title! I can’t wait to try planning a lesson with some of my students and seeing how they do in presenting it to the class!
ReplyDeleteAlso, I know I am definitely trying to use more mirrors in my teaching! It is such a powerful, fun tool to use in cementing material in class. It is also an easy, instant way of assessing the attention of the students in your classroom. With a quick glance, I know who needs to be put back on task, and I will often gesture in any distracted student’s direction or will stand right next to them as I use mirrors.
As stated by Kousar, “Clear goals, structured time, and immediate academic feedback to students,” are the main elements of direct instruction, which is aptly and amply used with Whole Brain Teaching techniques. Cooperative learning is, once again, also demonstrated with great positive effects using WBT. This study also states, “WBT exemplifies the philosophy that teachers educate the whole child, not simply teach one subject area at a time.” I think this idea is amazing and something that I really want to keep in the forefront of my mind as I continue teaching. This is the way teaching should be! It is so vitally important not just to teach content, but to teach everything that would be useful for the whole child and their future: critical thinking, socialization skills, conflict management, etc. These are all components that make a well-rounded adult, and as a teacher, I would like to strive for this idea of teaching my students to be better human beings.
Finally, Superintendent Dale Marsden of the Victor Elementary School District states, “Chris Biffle’s approach to WBT comes at a time when teachers need fresh skills that quickly engage students for ‘bell to bell’ instruction. Though teaching always requires a great deal of energy from any teacher, those who have made WBT routine in their classrooms are finding their energy is well spent on mastery learning for all students.” I agree whole-heartedly with this sentiment! I know I am striving to teach for as much time as I am given, to cram-in as much as I can with the precious time that my students and I have together. I love watching my students utilize WBT techniques each day and am so impressed with the amount of information that they are able to retain and utilize at later times. I often am left wonderstruck when I ask them about content that we haven’t spoken about in depth for months, and they are able to tell me all about it with gestures! Whole Brain Teaching absolutely has had a tremendously positive effect on my teaching and more importantly, on the self-confidence and vast successes of my students!
-Brianne Betz
Third grade teacher, New Jersey
Brianne,
DeleteI love your idea of having your students choose 2 of your 5 leaders each week! What an honor! You made several strong points in your essay, proving how effective WBT can be in any classroom! Here are 25 certification points and a 5 point bonus!
Thank you! I appreciate you going through all of my postings so thoughtfully!! :)
DeleteThis comment has been removed by the author.
ReplyDeleteChapter 26: How have I missed this? I can’t believe I have yet to have students lead the rules and other techniques. Students frequently use the “because” clapper on their own and often acknowledge a guff without me even saying anything, but I haven’t begun the leadership training. This step starts Monday! I will begin by picking someone to lead us in the rules. I think it will also give a positive leadership role to some students that try to get attention in a negative way. I think all they want is attention, and they resort to negative behaviors. Perhaps, if we (me and the students) acknowledge them with attention in a positive way, maybe some of the negative attention getting behaviors will decrease.
ReplyDeleteChapter 27: I’ve been using “The Big Seven” for years and have had the pleasure of sharing it with many of my colleagues. Teachers are encouraged to visit each other’s classrooms and the WBT strategies I have implemented have really created a “buzz”. I love sharing with other teachers and feel my success is directly attributed to the instructional techniques supported by WBT. I have consistently used level 1-4, but I’m interested in using level 5-7 for my more challenging students.
Chapter 28: I’ve frequently been told by my administration that they enjoy observing my classroom. I think that they are intrigued by both the classroom management strategies, but also the instructional strategies. “Whole Brain Teaching combines attributes of Direct Instruction and Cooperative Learning into one system of strategies designed to be centered around student learning.” My kids work extremely well in partners and in groups because they get so much practice with it when we do “teach, ok”.
Chapter 29: I think that a key idea in this chapter is that “there is a direct correlation between the effectiveness of a classroom management system and an instructor’s enthusiastic implementation of the system.” My administration has encouraged teachers to implement WBT strategies in the classroom and I have noticed the teachers that have reaped the most benefits are the ones that are consistent, enthusiastic, and believe in the strategies.
Shila,
DeleteIt's never too late to begin your leadership training! Your students will LOVE it! Here are 25 certification points and a 5 point bonus!
Chapter 26- My students are learning content, but are also learning how to become productive members of society. I feel that creating leaders out of these children is important because it gives them a sense of self-worth and allows them to become responsible and productive adults in the future. I change out my leaders throughout the quarter. Sometimes I keep leaders for longer than others, but it is because these are my most challenging kids and need to feel like they are important in the classroom. This ideally creates collaboration, positive peer pressure, and an overall happy classroom. My challenging kids feel like they are contributing to the classroom by being a leader. I have one student in particular who has been my Class-Yes leader for about two months now. I even added a leadership category to his point sheet, so that he also must meet a daily goal of being a leader for his peers. He has always gotten his points for being a leader, even when he may lose points in other categories. This has been a game-changer for me. I have seen a completely different side of him since he has taken this leadership role. He even asked me if he could be the Class-Yes leader for the rest of the school year. We only have three weeks left, so I told him that I would love for him to continue his leadership with Class-Yes. Creating leaders will create a better future for all!
ReplyDeleteChapter 27- Constantly reviewing the five rules has helped my tremendously. Students get wrapped up in their social lives, sports, and state testing, and forget about how to behave properly in the classroom. When my new students arrive next year, I will begin discussing the five rules with them on the first day. It is so important that students understand the importance of these rules and that they will be followed all the time. I will use the other big seven to help me teach these rules to my students. I want them to understand that I have high standards for my students both in academics and in behavior. I also want them to know that I will be creating leaders out of them so that they can go into the world and make a difference.
Chapter 28- I am a big believer that collaboration among peers is super important, both for building self-esteem and for excelling in academics. Cooperating with one another is important because student interaction helps create students that are socially competent. Some of my students don’t get taught what it is like to cooperate and collaborate with others at home. They have parents that have not taught them the social skills they need to succeed. Practicing vocabulary words together, discussing the main idea of a story, and collaborating on a group project are all important for cooperative learning. I really enjoy doing team projects that involve giving student specific jobs and responsibilities. This helps students achieve a sense of accountability and responsibility in the classroom.
Chapter 29- I can really relate to the research in this chapter that stated, “In poverty level schools in San Jacinto, California in a district that is 98% free and reduced lunch and 80% Hispanic, students’ reading scores in WBT classrooms showed a 12% increase, in three months, over students in non-WBT settings” (Biffle, 191). I teach in a high-poverty school where around 80% of our children are on free or reduced lunch. We have a high population of African American and Hispanic students as well. My students have changed their behavior and their academic progress because of how I use WBT in my classroom. They have learned how to react in negative situations, how to self-assess their behavior, and how to collaborate and cooperate with their peers. My test scores have grown because my students, who have troubled behavior, are learning to control their urges and understand how to be productive students and members of society. I am enthralled that I came across WBT and that I have allowed myself to use every tool I can to grow as a teacher and as a leader in the classroom. Thanks WBT!
Hannah,
DeleteIsn't it great to have the research to back up these fantastic practices? I love you statement "My test scores have grown because my students, who have troubled behavior, are learning to control their urges and understand how to be productive students and members of society"! Great job, here are 25 certification points!
WBT offers several techniques to enhance my teaching. Outlined below are ways I include, or intend to include these techniques.
ReplyDeleteChapter 26: Allowing students to take leadership roles in their class builds confidence. Children have opportunities to participate in the development of lessons. Engaging students in this way also creates another level of reinforcement and retention. My Spanish classes are largely based on routines. As the year progresses and the students have adjusted to the expectations, I choose student leaders to begin our class, lead student games, lead discussions, or lead songs. The children are invested in their learning and I am able to become a guide from the side. The children teach and learn from one another.
Chapter 27: I have been using The Big Seven components of WBT consistently with my Spanish students from grades K-6 for 3 years. I intend to continue with these techniques as I have found great success both academically and behaviorally. So much energy and focus was spent on engaging the students in language learning and task based activities. As a result, I was able to move beyond the grade level curriculum and provide students with higher level creative thinking experiences. My 6th graders, for example were able to dabble in 7th grade Spanish language skills. The students were also creating their own attention getters and challenging other grade levels to challenges on the scoreboard and to beat the clock. I will be introducing the Guff Counter this coming school year and potentially the Independents. At the close of the school year, two new students moved into the 4th grade, now 5th graders, upsetting the dynamic. I strongly believe that these students behaved as they did as a defense mechanism to their new circumstances. Instead of backing them into a corner, I am prepared to deflate any inappropriate behavior with these techniques.
Chapter 28: WBT encourages motivation and student progress for any grade, any ability, and any subject. Increasing motivation and participation through games helps students practice and break personal records in fun, interactive ways. In Spanish, we play a game called, Gesture Battles in which a student leader calls out a Spanish term and 2 students “battle” to correctly give the gesture that corresponds to the term and say the English translation first. This is a class favorite. Student centered activities help me assess student learning as well as possible gaps in my lessons while the students apply their knowledge in a variety of formats.
Chapter 29: Just as we evaluate our students, we need to be constantly evaluating and learning about ourselves as educators. Researching and learning about best practices, gaining feedback from the community that we teach in, as well as from our own colleagues will benefit our own effectiveness in classroom management and productivity. We should be constantly refining our strategies as we are constantly teaching different children with a variety of skill sets and backgrounds.
Bethann Barneman
Bethann,
DeleteI love your comment "So much energy and focus was spent on engaging the students in language learning and task based activities. As a result, I was able to move beyond the grade level curriculum and provide students with higher level creative thinking experiences." Perfect! Here are 25 certification points!
Chapter 26 – Choosing students as leaders would be a great idea in my classroom. I had already planned on having the “Star Student” (weekly) lead us in the rules each morning but I never considered having leaders assist in other areas of Whole Brain Teaching. It becomes more of a collaborative effort. I could see how the leadership opportunities in the classroom would also help academics. I like the idea of pulling a group of leaders and having them help create the gestures.
ReplyDeleteChapter 27- I have only used the Scoreboard level of Whole Brain Teaching but I am looking forward to incorporating the other levels in my classroom this school year. They will all lead me to being a better educator but I think that the Guff Counter and Super Improvers Team are the two that I am looking forward to the most. I want to teach my students how to set goals and work towards them. I think the Guff Counter will be an asset in dealing with my challenging students.
Chapter 28- I strongly believe that the entire system of Whole Brain Teaching will improve my teaching. I am so excited to fully implement it this year. The engagement level that is present in the classroom is something that most teachers strive to obtain. The positive behavior reinforcement is a section of this system that will work so well with the majority of my students. For those students that are still challenging, Whole Brain Teaching provides additional levels that rescue you!
Chapter 29- The statistics do not lie! I have the potential of raising test scores with Whole Brain Teaching. I sat through a three hour meeting today about how low our school’s Math scores were last year. I look forward to telling my colleagues more about Whole Brain Teaching than I have already shared with them.
-Courtney Wood
Courtney,
DeleteYou will be amazed when you add the Super Improver Team! Find a fun theme of levels and go for it! There are lots of free cute ones on Teachers Pay Teachers. It is so motivating, and you won't have to spend any money! Here are 25 certification points and a 5 point bonus.
Four ideas that will definitely improve my teaching:
ReplyDeleteChapter 26: When a teacher encourages students to become leaders in the classroom is very empowering. Students’ confidence and self-esteem will increase as they take over these roles. I also believe this would increase more ownership in the classroom itself, and the goals students are achieving. As leaders, they will feel more responsibility for what is happening in their classroom.
Chapter 27: This is my first year as a Whole Brain Teacher so the Big Seven will definitely be my focus as I begin. These are the foundation I will teach from. I will gradually add the other components as the year progresses. I am looking forward to the engagement my students will have this year, both with me and other students. I believe this foundation will be crucial to everything I do.
Chapter 28: This chapter concisely explained the research behind Whole Brain Thinking. The research will be helpful as I explain to administrators and fellow teachers the work I am doing. (I am the only teacher in my district using Whole Brain Teaching!) This chapter also helps me explain why I have chosen to teach this way: the positive behavior management system, more student engagement, higher order thinking skills, and better memory retention.
Chapter 29: Data! Data! Data! This is what now drives our educational system. I love that this chapter is full of data to back up what I believe about Whole Brain Teaching. The data will be very useful to share with my teaching partners and principal. This provides a foundation for choosing Whole Brain Teaching.
This comment has been removed by the author.
DeleteSusan,
DeleteYour administration will love the engagement they will see in your classroom this year! As a new WBT instructor, remember to take baby steps as you begin! Keep visiting the grade level FB pages and the main website forum for encouragement and new ideas. There is a wealth of support out there for you! Here are 25 certification points!
Chapter 26-
ReplyDeleteThis chapter helped me to brainstorm ideas of how i can encourage leadership in my kindergarten classroom. I already have leaders that 'teach' the 6 rules daily. They lead us as we recite them. They LOVE this job and take it very seriously. Also, I use the SIW to help build leadership in my littles. I will utilize some other ideas like leading 'three-sies'. and mirror, and eyes and hands. I think positive leadership is so important and to utilize challenging kids sometimes is a great approach. Placing them in a leadership role can really make their self- esteem sky rocket.
Chapter 27-
This chapter helped me organize the WBT in my head better!! I loved the layout and ease of the text. I already use all of the Big 7 and have for the last four years. I love hearing new ideas on them and reading more on people's blogs and on the WBT website. For the Scoreboard I use levels 1-3 consistently. I have not needed to try levels 4-7. The SIW is my favorite tool from all the Big 7. The amount of buy in I get from my kinders is incredible. We improve individually in many ways. Academically, socially, behaviorally, and we learn how to work as a team and 'family' they are so happy for each other. I have had many teachers in my distric come through and watch me utilize the SIW. It is the most talked about item in my room when we have our follow up visits.
Chapter 28-
This article was a great read. It reminded me of other teaching ideas and strategies I've learned through the years, but hadn't really tied them with WBT in this way. My favorites were the cooperative teaching comparison. I loved how WBT has all 5 components for great cooperative teaching to flow. Also, in college I wrote a lot about Vygotsky and the scaffolding approach. Kids learn mor eif they work with someone that 'gets' it a little more than them. The Zone of Proximal Development and how it relates to WBT was an awesome concept for me to see. I also liked seeing the positives and negatives spelled out for both teachers and students. Positive reinforcement, memory retention using brain, engagement, building community are all things that make WBT so incredible.
Chapter 29-
WOW!! I am going to share these stats with the teachers that come through my class to watch me teach WBT as a model teacher in my district!!! This just helped me say a ten finger wahoo even more than I already do about WBT. Stats do not lie, and these are too important not to shout from the rooftops:)
Wendy,
DeleteIt is nice to have these facts and statistics when we are sharing our love of WBT! It makes us realize even more what a great program this is! Here are 25 certification points!
Chapter 26
ReplyDeleteA big push with the Danielson’s Model in which we are evaluated on deals with training your class to run itself. This is a challenge for students who are developmentally and behaviorally challenged but I believe it is not impossible. I work hard using WBT methods to train leaders. For example I take what jobs that they gravitate to and allow them to do it for an extended period of time. I have a computer tech, a greeter and a student who basically runs my morning meeting. I also have found many of my students are just as good explaining concepts as myself if I am willing to give up control and allow them to instruct in their own unique way to their fellow students.
Chapter 27
Almost by accident have my students discovered hands and eyes. Even more than me they use it along side of mirror to get their fellow students’ attention. It makes me so happy to see that my students see the importance of getting everyone’s attention before they start instruction. Today at a tornado drill my resource class was in the room unexpectantly and it gave me great joy to watch my self- contained students teach the other resource students the steps with gestures for a effective tornado drill.
Chapter 28
I really like how Whole Brain is a technique that helps each learner and takes Direct Instruction and Cooperative Learning to a new level. Using the variety of micro-lecturing, kinesthetic instruction DI, and CL together you help the learner learn in a variety of ways. I also like the fact that it gets kids excited about learning because the reward of learning is intrinsic and that when one person does well the whole classroom celebrates together and more shy learners are not afraid to fail because it is a errorless experience and plenty of classroom support.
Chapter 29
I absolutely love that with WBT there are less office referrals. I truly believe if students think that they are having fun they are willing to learn. I also believe that most students no matter their age want to please the teacher and will do anything if instruction will motivate them to learn. Last I believe the need for belonging is enhanced with WBT and students who are teacher assistants are much more fun that teacher annoyers.
Chris,
DeleteNice job! I like the idea of having your students review the steps to the tornado drill with gestures! Awesome! Here are 25 certification points and 5 point bonus!
It was an incredible day watching two students who initially I did not think could be leaders but I love how they are overcoming their challenges. My new iep for one of them is based on their new found love of WB.
ReplyDeleteThat's great!
DeleteChapter 26:
ReplyDeleteIn my opinion, the benefit of selecting children to become student leaders is immeasurable. It excites me to think about the positive effects this technique will have on my students socially, emotionally, and academically. I love the idea of choosing several students to train on new material. This allows them to be an active part in the presentation and delivery of a lesson. I feel that by letting them create gestures and assigning each of them to a key point of the lesson delivery, the result will lead to increased self-esteem as well as a self-managed, student-centered classroom.
Not only will they benefit, but so will my other students and me. To score "Highly Effective" in the state of Louisiana, the domains state that students must be actively engaged with one another, and much of the class discussion and problem solving should be student-led. I can already see the positive impact student leaders will have in my classroom, and I cannot wait to get started!
Chapter 27:
This is my second year to use the Super Improvers Team. This is by far the most powerful tool I have ever seen. Because one of my two Student Learning Targets states that my targeted students must increase one grade level on their STAR (Accelerated Reader) test in reading by the end of the school year in order for me to be scored as Highly Effective, I have tied my SIT into academic achievements as well as behavioral successes. My students receive a sticker on their star for every 100% they score on an A.R. test. This naturally motivates them to read. Last year, I successfully met my SLT and even had two students increase FIVE grade levels on their independent reading level based on STAR data. (I promise I am not even exaggerating!) Needless to say, a big 8x10 framed photograph currently hangs on my “Captain of the Crew” wall!
Chapter 28:
The research is proven, and I have now experienced it first hand with this being my second year as a WBT teacher. The positive classroom environment is like nothing I have ever seen. The techniques promote 100% student engagement, and as a result, students simply cannot “fall through the cracks”. In return, academic performance is at its optimal level for ALL students because of memory retention and just downright fun. Honestly, several of my students from last year stop my classroom every morning and say, “I wish my teacher this year taught Whole Brain Teaching”.
Chapter 29:
The statistics are EVIDENT. The techniques are EXCITING. The students are fully ENGAGED, and the teacher is not EXHAUSTED! Student growth can only be optimized when every component of a student’s brain is fully engaged, and that is the mission of WBT. I am not a “toot your own horn” kind of girl at all, but when my principal emailed me last year (upon completion of my first year of implementing WBT techniques) and stated that the data indicates my students had the most reading growth in our entire school, I was literally blown away. As I read her email with tears in my eyes, all I could think was, “Thank you Coach B. and the WBT Executive Board for your efforts in making a difference in classrooms WORLDWIDE.”
Kelly Avery
WBT Intern
Kelly,
DeleteIsn't it wonderful to see actual results that prove the WBT is really helping our students? Following the simple procedures and strategies is truly beneficial to both teachers and students! Here are 25 certification points and a 5 point bonus!
Chapter 26 – Creating leadership teams within the classroom will assist me in becoming a better teacher by allowing students to take more of a management role. Students love to feel as if they are in charge. They want others to listen to them. They want to feel valued. Students can learn to govern themselves through the leadership teams.
ReplyDeleteChapter 27 – I use class/yes every day in my class. It allows me to quickly and easily gain the attention of my class, provide necessary information amongst chaos, and organize students effectively.
Chapter 28 – The positive reinforcement WBT incorporates has allowed me to become closer to my students. I have always held high expectations for my students, but now, I have learned a new way to not be the drill sergeant. I now can make suggestions, award super improver stars, and see those expectations met!
Chapter 29 – I have seen the WBT strategies work wonders with students who have struggled to no avail. Statistics such as ELL students scoring over 94% in ELA and Math with the help of wonderful WBT teachers is amazing to me!
Geni Ainge
Geni,
DeleteYour choices point to a closer bond that you are building with your students! WBT is a wonderful way to help that happen as we develop classrooms filled with fun, communication and partnership! Here are 25 certification points!