Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Pages 85-94
Full credit: 25 WBT Certification Points
Partial credit: 10 WBT Certification Points
Reminder: Please sign your post with your real first and last name.
Julia Berry / Chapter 13 / October
ReplyDeleteA classroom procedure that often takes longer than it should is lining up! Half of the time all the chairs are not pushed in. Students are running to get their lunch boxes, or trying to be the leader of the line, talking and yes, some pushing even occurs! I would have them go back, and try over and over again, until it was done in a more orderly fashion. Having to do this was wasting valuable time, and I had to end this chaos immediately! I developed a plan to help my students efficiently perform this important classroom procedure.
I explained to the students what I call Tables and Chairs. Class! Yes! We are going to work on the correct procedure for lining up in an orderly manner. This will give you more time for lunch and recess. When I say “Tables and Chairs”, you say “Yes,” then say “Tables and Chairs” three times in a row. We will end by slapping your hands down on the side of your legs once, like this! Let’s practice. Remember everyone’s chairs should be under the tables on the third “Tables and Chairs”, and then slap your hands on the side on your leg once. (Once they have this procedure down pat, we will continue the procedure for lining up.)
When I say “Line Up”, I will tap one student on the shoulder to be the leader. The leader will walk to the door, repeating line-up in a whisper, as the rest of the class follows whispering line-up. You are to stand one arm length away from the person in front of you. When the last person is in line, he or she will gently tap the person in front. When you have been tapped, you will stop repeating line up. Once the leader has been tapped, we are ready to leave the room. Ok, class lets practice, “Tables and Chairs!”
If students still are having difficulty, we will do Teach OK for each step.
Rewards will be a monkey to hang on the scoreboard, and a verbal Oh Yeah!
By implementing the above procedures, we should have no more chairs left out, no more running to be the leader, no more talking in line, and by having an arm length between them, no more pushing. Problem solved!
This comment has been removed by the author.
DeleteJulia,
DeleteYou have offered a good description of why you teach this procedure, but we need to see a clear script of the actual teacher/student dialogue, annotated with WBT strategies. It is important to include many opportunities for them to use the teach/okay strategy. Also, it would be helpful to break each instruction down into smaller chunks from the beginning and not wait to see if they are having difficulty at the end and then using that strategy. For example, after telling them to "threepeat" tables and chairs, then have them do the teach/okay. Then, use a class/yes to regain attention, and give the next step (slapping hands down on legs once) and another teach/okay. Then, put the two together and add another teach/okay. Then, move to the line up and do the same steps. But, when adding the line up, include your previous steps to reinforce them. There are several examples illustrated in Chapter 13. There are also many examples to view on the previous book club page: http://wbtbookclub.blogspot.com/p/chapter-13-daily-classroom-procedures.html Here are 10 points.
Thank you for taking the time to explain to me in detail. This technique is really working so far. I will go back and reinforce what you said:) (Smaller chunks.)
DeleteChapter 13 Daily Classroom Procedures
DeleteOne classroom procedure that seems to take up a lot of time and not be very orderly is hand washing before lunch. I plan to teach my students to efficiently perform this procedure in the following way:
Teacher: Class!
Students: Yes!
Teacher: Today we are going to learn a better way to wash our hands before lunch! Tell your neighbor how quick and easy this will be! Teach!
Students: Okay!
Students tell each other what I just said.
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: You all know how to use alphabetical order gesturing right hand in air, “walking” in a downward motion), right?
Students: Right!
Teacher: Let’s think about reverse alphabetical order (gesturing with both hands extended, right hand crossing over the left hand).
Teacher: When I say, “Girls, alphabetical order!”, girls line up at the sink in alphabetical order of your first name. For example, Fonda, Julie, Lori. Teach your neighbor!
Students: Okay! Students teach each other.
Teacher: Classy, Class!
Students: Yessy, Yes!
Teacher: When I say, “Girls, reverse alphabetical order!”, girls line up at the sink with the last name in alphabetical order first, for example, Lori, Julie, Fonda. Teach!
Students: Okay!
Students teach each other.
Teacher: After your hands are clean, line up at the door quietly and wait for your friends.
Teacher: Okay! Let’s practice! Girls, alphabetical order, line up to wash your hands! Go!
Students: Going!
Teacher: Boys! Same rule for you! Line up in alphabetical order to wash your hands! Practice now!
Students: Okay!
Teacher: Great job washing your hands quickly! Give yourself a pat on the back! You have earned a point on the scoreboard for quickly washing your hands!
Bethany,
DeleteThat is a great procedure to practice, and one that is often overlooked! Here are 25 certification points!
Kay Spencer
ReplyDeleteChapter 13
Teacher: AEIOU, Class
Students: AEIOU, Yes
Teacher: We are going to learn how to prepare for whole group reading time. When it is time for whole group reading, I will say reading position and make an X with my forearms. Teach your partner what I have just said. Teach!
Students: Okay! ( Students repeat what the teacher just said.)
Teacher: Class, Class!
Students: Yes, Yes!
Teacher: When I say reading position and make an X with my forearms, you will quietly sit at the front of the room in a semi-circle with your legs crisscrossed. Teach your partner what I have just said. Teach!
Students: Okay! ( Students repeat what the teacher has said.)
Teacher: Oh, Class!
Students: Oh, Yes!
Teacher: Let’s review. When I say reading position and make an X with my forearms, you will accomplish rule number one, follow directions quickly, by sitting quietly in a semi-circle with your legs crisscrossed. Let’s practice! Reading position.
Students: Students quietly move to a semi-circle with their legs crisscrossed.
Teacher: That was superb! I walk to the board to give a Smiley.
Students: Oh, Yea!
Kay,
DeleteNice choice of procedure and instruction! Here are 25 points for you!
Teacher: Class, class, class!
ReplyDeleteStudents: Yes, yes, yes.
Teacher: Today we are going to learn how to match yourself up with a partner out of your seat without even talking! Look at your shoulder partner and tell them what I just said. Teach!
Students: Okay!
Teacher: La clase, clase!
Students: Si, si!
Teacher: When I say stand up, you will stand up and say “stand up, stand up, stand up” three times while pushing your chair in. Then, you will stand behind your chair and quietly wait. Teach!
Students: Okay!
Teacher: Classity, class!
Students: Yessity, yes!
Teacher: Once you are standing quietly behind your chair, you will grab the card on your desk with one hand. The other hand should be open and up next to your head. This hand gesture shows that you do not have a partner yet. Teach!
Students: Okay!
Teacher: Where’s my team class?
Students: Here’s your team yes!
Teacher: When I say go, you will walk around the room quietly until you connect your hand to someone else’s hand. We do not slap or high five our hands. We just connect lightly. Now look at your shoulder partner and practice this step. Teach!
Students: Okay!
Teacher: Class, class!
Students: Yes, yes!
Teacher: When one partner asks the question on his card, the other student will answer it. Then, the other student reads their card and their partner answers it. When both have finished and you each give a compliment, you place your hand back up and show you need a new partner. Teach!
Students: Okay!
Teacher: Class. (In a silent voice)
Students: Yes.
Teacher: Go ahead and place your hand up to show you’re ready for a partner and begin walking around the room. (After a few minutes, stop the class and give them a smilie for doing a great job).
Liz Cheney
Liz,
DeleteWell done! I like the compliments each partner offers the other! Here are 25 points for you!
Carrie Wood
ReplyDeleteWBT
Ch.13 Daily Classroom Procedures
Teacher: Class, Class!
Students: Yes, Yes!
Teacher: Today we are going to learn how to take our school box out of our desk quietly and put it on our nametag quickly. Look at the person next to you and tell them what I just said. Teach!
Students: Ok!
Teacher: Classity, Class
Students: Yessity, Yes
Teacher: When I say take out your boxes, you will take them out and say “boxes” three times. Then you will put your eyes on me and wait quietly. Teach!
Students: Ok!
Teacher: Class, Class! (In a low voice)
Students: Yes, Yes! (In a low voice)
Teacher: Put your boxes on your nametag.
Students: Boxes, Boxes, Boxes
Teacher: Good job! You just earned a smiley!
Carrie Wood
Carrie,
DeleteThe "three-peat" is very effective, and it really helps us not to have to repeat our instructions! You might want to add in another practice to reinforce the procedure. Here are 25 certification points!
In order to expedite the lunch line, children are required to line up in alphabetical order when they go to lunch. This process has always been monotonous and an invitation for student misbehavior. Even after explaining expectations, teaching the appropriate order, and practicing it many times, students never seemed to pay attention or get into line quickly. This Whole Brain Routine has helped make this transition quick and fun for the children.
ReplyDeleteTeacher: Oh Class of Mine!
Class: Oh Yes of Mine! Teacher: As you know, we have to go to lunch every day AND we have to line up in our special “Lunchroom Order”, right?
Class: Righty-O!
Teacher: Well, (in a very flat, monotone voice) I can just say, “It’s time to line up for lunch. Hey, pay attention. No, no, no, you know you come next. Be quiet, we’ve got to go. I said it’s time to line up!” Gee, that’s not very much fun is it?
Class: Noooo!
Teacher: Guess what?! You’re in luck. Today we are going to learn a new, improved, fun, fast way to line up for lunch! Are you ready?
Class: Ready, Okay!
Teacher: How many of you have ever watched “Bubble Guppies”? (Students raise hands and begin chatting about the show.) Splash, Splash, Class!
Class: Splash, Splash, Yes!
Teacher: You know the teacher, Mr. Grouper? (Children say, “Yes”, and wait for more information.) I really like Mr. Grouper and I want to be like him. When he calls the Bubble Guppies to lunch he says: “Excuse me, but what time is it?” The Bubble Guppies answer, “It’s time for lunch!” Turn to your partners and tell them how Mr. Grouper calls the Bubble Guppies to lunch. Teach, Teach!
Class: Okay, Okay!
Teacher: Hey, Super Class!
Class: Hey, Super Yes!
Teacher: Now, we are going to practice doing this just like the Bubble Guppies, except at the end we’re going to say, “Everybody line up!” Are you Ready, Freddy?
Class: Ready, Freddy!
Teacher: Excuse me, but what time is it? (Children begin to get lunchboxes and line up in alphabetical order.)
Class: It’s time for lunch!
Teacher: What time is it?
Class: It’s time for lunch!
Teacher: What time is it?
Class: It’s time for lunch!
Teacher: It’s lunch time, everybody line up! Repeat several times until all students are lined up properly. Wow! You did a great job! I am so proud of you. You earned TWO “Mighty Oh-Yeahs!”
Class: Oh Yeah, Oh Yeah!
Teacher: Remember once we’re lined up, you need to put lips to lips and get ready to move it on out. Got it?
Class: Got it! Move it on out!
We have been doing this routine for quite a while now and whenever the children hear me say, “Excuse me, but what time is it?” they know exactly what to do, no matter what they are doing at the time. Because the routine is silly, loud, and lots of fun, the students will eagerly stop activities and line up immediately. Also, it allows them to “get it all out” before we leave the classroom so that the line is quiet and orderly while we are traveling.
Julia Simons
Julia,
DeleteWhat a fun way to line up! This will take away the negativity associated with this procedure and add some "funtricity" to your day! Here are 25 certification points and a 5 point bonus!
A procedure I have my students do daily is clean up their station/center. At the beginning of the year this was a long process and my students would trip over each while scrambling to clean their area. It was a struggle for them to get to their seats in a timely manner. The first month we were averaging four to five minutes just to clean up, return to seats and begin the next rotation. Since I have implemented Whole Brain Teaching this time has been cut by more than half. Now see my students working together while cleaning, I think it’s because they now know that working together keeps their dear teacher happy. While they are cleaning they say “It’s time to clean up now, it’s time to clean up now, it’s time to clean up now”. I give them thirty seconds to clean up their area and another ten to get to their seats. At first I never thought that they would reach this goal but once I suggested that they help one another clean even if they were not at that station, it was magical. If everybody is in their seats when I am done counting they get a mighty Yo, ho, ho! And a mark under my pirate smiley face.
ReplyDeleteT: Class, Class!
S: Yes, Yes!
T: Today when it is time to clean up your station I am going to say “It’s time to clean up now” and I would like for you to say “It’s time to clean up now, it’s time to clean up now, it’s time to clean up now”. (Snap, Snap) Teach!
S: (Snap, Snap) Ok! Students explain what to do after the rotation is over.
T: Yo, Class!
S: Yo, Yes!
T: After I hear you say this three times I am going to count to forty and when I get done I would like to see everyone in their seats in the ready position. If this happens you will receive a mighty Yo, ho, ho! (Stomp, Stomp) Teach!
S: (Stomp, Stomp) Ok! Students explain the time limit they have and what happens if they meet the time limit.
T: Classity, Class!
S: Yesity, Yes!
T: Tell your neighbor that you can help your friend clean up a station even if you were not at that because you want to be in your seat and you really want that point under the smiley face. (Clap, Clap) Teach!
S: (Clap, Clap) Ok! Students tell their neighbor that they can help one another and that they really want a smiley face point!
T: Yeah! For Following Directions…
S: (Students finish sentence) Quickly!
Brandi Young
Brandi,
DeleteTransitions are always so important, we can lose too much time if we aren't careful! This looks like a great plan! Watch out for the little editing errors "students would trip over each while" and "Now see my students working together while". Here are 20 certification points.
Teacher: 5,4,3,2,1 Claaass! Claaass! Claaass!
ReplyDeleteStudents: 5,4,3,2,1 Yeeess! Yeeess! Yeeess!
Teacher: Today we are going to learn how to quickly go and pick 2 pencils for the day so we can begin our lesson. Turn to your partner and tell them what I just said. Teach, teach, teach.
Students: Okay, okay, okay. (Students turn to one another and repeat what the teacher said)
Teacher: Classity, class, class!
Students: Yessity, yes, yes!
Teacher: Now when I call a table number, those at that table will go quickly, get 2 pencils, come back to desks and sit in listening position. Teach!
Students: Okay! (Students repeat what the teacher said with their partners)
Teacher: Oh yeah, class!
Students: Oh yeah, yes!
Teacher: Says,"Table 1."
Students: The student from table 1 go and get 2 pencils quickly and return to their desks where they get in listening position.
Teacher: Calls on the remainder of the tables and students do the same thing.
There are 4 tables.
Excellent job! Give yourselves a might OH YEAH BABY!!!
Students: OH YEAH BABY!!!
Karlyn Davis
Karlyn,
DeleteNice job! Here are 25 certification points!
Chapter 13/Daily Classroom Procedures
ReplyDeleteDeborah Gardner
Although following directions is not a problem for my class, the “quickly” is often forgotten when exchanging one content text for another. This is particularly frustrating when there is the complication of having two reading texts from which to choose. Needless to say, the incorrect text is often chosen instead of the text needed for the lesson. Some of my students seem to enjoy the “chaos” associated with returning to their cubby and retrieving the required text. This disrupts the flow of the lesson and wastes valuable teaching/learning time.
Here is a simple script I will use for the transition of content areas and exchange of one content area text for the necessary reading text:
Teacher: Class! Math over, Class!
Students: Yes! Math over, Yes!
Teacher: Class, Reading, Class!
Students: Yes, Reading, Yes!
Teacher: We are having a little bit of trouble choosing the correct reading text we need for the lesson. Please tell your left shoulder neighbor that we need to choose our reading text carefully. Teach.
Students: OK! The students will proceed to repeat, “We need to choose our reading text carefully”.
Teacher: Classity Class!
Students: Yessity, Yes!
Teacher: I am going to show you how to choose the right reading text. Please tell your right shoulder partner that I am going to show you how to choose the right reading text. Teach.
Students: OK. Mrs. Gardner is going to show us how to choose the right reading text.
Teacher: C...l...a...s…s…Watch me!
Students: Y…e…s…Watch you!
I will walk to my cubby and retrieve the reading text that we need for the lesson. I will repeat “LARGE BOOK ANTHOLOGY” (or “SMALL BOOK WORKSHOP”--depending on the lesson) slowly three times. Then I will hold up the text and give myself a pat on the back for choosing the correct text. (Class often laughs if I roll my eyes.)
Teacher: Class!
Students: Yes!
Teacher: It is your turn to practice. If you can correctly choose the text I say we need, then you will earn a Smiley! Tell your left shoulder neighbor what you will earn if everyone selects the right text. Teach.
Students: OK. We will earn a Smiley if everyone selects the right text.
Teacher: Class, Now, please select your LARGE BOOK ANTHOLOGY from your cubbies for the reading lesson today. Don’t forget to tell yourselves what text you are to select and hold it up when you return to your seat.
Students: Yes…LARGE BOOK ANTHOLOGY…LARGE BOOK ANTHOLOGY…LARGE BOOK ANTHOLOGY…The students will walk to their cubbies while telling themselves which text they need, then select the correct one. Upon returning to their desks and holding up the texts, I will be able to check their selections quickly and give the class a Smiley (or correct any mistakes quickly). Students will receive pats and "congrats" and a giant "WHAHOOOOOO"!
The next step I will add is a count of 25 so this will be accomplished in a timely manner.
Deborah Gardner
Deborah,
DeleteGreat job! I'm a firm believer in those "three-peats"! They completely eliminate the need to repeat our directions over and over again! Here are 25 certification points!
A procedure that is very difficult for my students is our center rotation. To make this an efficient use of time I created the following WBT procedure.
ReplyDeleteTeacher: Class
Students: Yes
Teacher: We are going to learn an efficient way to rotate through reading centers with out confusion. I tell the class I will say… It is time reading centers
Teacher: The students are instructed to sit with arms folded across the chest staring at me waiting for directions
Teacher: Fold your arms across your chest and stare at me with an attitude, but do not speak
Teacher: Group 1 Mirrors on These children unfold arms and mirror me with words
Group 1: Mirrors on
Teacher: I will give the specific directions for each group while the remaining students sit with arms folded across their chest giving me the ‘attitude look’. Each group mirrors the directions and expectations as the teacher gives them. (Be sure to ask for questions.) If the directions are long or complicated, I will use Teach Okay to ensure the students understand the directions
Teacher: When directions are completed I say Group 1mirrors off
Group 1: Mirrors off
This process is repeated for each of my four reading groups
Teacher: It is time for reading centers.The students are instructed to sit and stare at me with arms folded across their chest until I say GO. When I say GO, the students move to the assigned location and complete the required task.
When the timer rings…
Teacher: It is time to change reading centers. I teach the children to respond Okay whenever I say time to change reading centers
Students: Okay
The students quickly clean up and fold arm across chest until I say GO at that time the children rotate to the next center
Everyone has to listen to directions and expectations to know what to do at the center.
This procedure has helped my students focus on understanding the assignment and knowing what the specific task requires. All students go to all centers, so listening is vital, as well as mirroring and using teach/okay
Another benefit of this procedure is allowing wait time to process the directions. Because the students sit and stare at me with arms folded across the chest waiting for me to say GO, I know they have had the additional seconds to let the information process.
Dian Isert
Dian,
DeleteI like the "attitude" look they are giving you! Knowing what is expected helps the kids make great choices, and it really helps our day go smoothly! Here are 25 certification points!
Teacher: Class!
ReplyDeleteStudents: Yes!
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Teach!
Students: Okay! (The students teach their partner what procedure we are going to learn.)
Teacher: Class! Class! Class! (Voice gets higher as you say each one)
Students: Yes! Yes! Yes! (Repeating teachers voice level)
Teacher: Since we have a restroom in our classroom, if you need to use the restroom during the day you hold your hand in the air and cross your fingers. Model crossing index finger and middle finger holding arm up in the air. Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Classity, Class!
Students: Yessity, Yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Let’s give each other a Woo Hoo!
Students: Woo Hoo!
Teacher: When I see this sign I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important and it is not the appropriate time for you to miss my instruction. I will signal for you when it is an appropriate time, then you may go. Teach!
Students: Okay! (The student teaches their partner what the teacher will do.)
Teacher: Hey Class!!
Students: Hey Yes!
Teacher: Excellent job!
Tonya,
DeleteThis is always an important procedure to have in place! You might even try adding Coach's technique (borrowed from when kids are raising their hands to ask questions while the teacher is speaking) - you could reach out and act like you are grabbing their raised hand and then they put their hand with the crossed fingers down on the desk. This signals that you have acknowledged them and as soon as you finish teaching you would go tap their hand and they are released to go to the restroom. This keeps them from raising that hand over and over. Watch out for those little editing errors "Today we are going to learning a new classroom procedure." Here are 20 certification points!
Madeline Mahan Chapter 13: Daily Classroom Procedures
ReplyDeleteIn my classroom we do a lot of lessons on the carpet. We call this "story style." When I say "Story Style!" students use the three-peat and say, "Story style, story style, story style." They travel to the carpet and sit in a clump. We practice sitting criss-cross so that there is no extra carpet space in front of any student. One procedure that I had to teach later in the year was how to effectively leave story style and go back to their seats without lots of side conversations.
Teacher: Oh my dear sweet class!
Class: Oh my dear sweet yes!
Teacher: MIRRORS! (Teacher acts out the following while students mirror) Today, we are going to learn how to leave story style without wasting any time! (Claps twice) TEACH!
Class: (Claps twice) OK! (teach their neighbors with gestures)
Teacher: Class class class!
Class: Yes yes yes!
Teacher: (gesturing) To leave story style, the people with no one behind them will leave first. The rest of us will be gesturing. Then, as soon as the people behind you leave, you will go! It's like a waaaavvvvveee!!! (Wave arms wildly) (Claps twice) TEACH!
Class: (Claps twice) OK!
Teacher: Classity Class!
Class: Yessity Yes!
Teacher: Let's practice. If there is no one behind you, you may travel to your seat. Once you get there, continue gesturing from your seat. Teach!
Class: Ok!
Teacher: Class!
Class: Yes!
Teacher: If there is no one behind you, you may travel. Everyone else: show me _____ (call out PowerPix terms from that day/week)
The class will slowly transition to their seats. When we first start this procedure, I signal the next row of students to leave. After some practice, students automatically begin moving once the row behind them is gone. With everyone gesturing, the noise level is down and lots of time is saved!
Madeline Mahan
Madeline,
DeleteI love the fact that you included reviewing the Power Pix while some of the students were moving out of Story Style seating- no lost time! Here are 25 certification points!
T: Classy, Class!
ReplyDeleteS: Yessy, Yes!
T: Today, we are going to learn how to arrange our desks for group work. When we are going to work on group projects and have to push our desks together, I need you to be very quick and quiet when doing this so we can get to the fun part of our lesson! It’s as easy as 1, 2, 3! (hold up fingers in gesture as I count). Class, turn to your partner and tell them how easy it will be to get into our learning groups. Clap, Teach!
S: Clap, Okay! (students talk about moving their desks being as easy as 1, 2, 3)
T: Class! (high voice)
S: Yes! (high voice)
T: Okay, I have written our groups down on the board. When we arrange our desks into groups, we are going to chant. Mirror!
S: Mirror!
T: We are going to say, “Move our desks, 1; Move our desks, 2; Move our desks, 3...” (while doing this, make motions like carrying something heavy back and forth). By the time we get to five, everyone should be in their groups. You are going to teach your partner how we get into our groups. Use my gestures! 1, 2, 3 Teach!
S: 1, 2, 3, Okay! (students teach each other about the chant and use gestures)
T: Claaass, Class!
S: Yeees, Yes!
T: Wonderful teaching. Can I get an Aaawwwesome?
S: Aaawwwesome!
T: Now, I’m going to test you. When I say go, everyone will get into their groups. Go!
S: Move our desks, 1; Move our desks, 2; Move our desks, 3; Move our desks, 4; Move our desks, 5!
T: Great job! You all deserve a 10 finger Woo!
S: Students give a 10 finger Woo
Amanda Blum
Amanda,
DeleteNice job! Every procedure we rehearse makes the day so much more enjoyable - avoiding all the nagging! Here are 25 certification points!
Chapter 13: Daily Classroom Procedures
ReplyDeleteScript: Removing Academic Accessories (Paraphernalia) from the Floor
I can’t speak for other classrooms, however, I know in our classroom there surely is a lot of gravity. I know this because there is an invisible force that continuously pulls students’ belongings to the floor. Whole Brain Teaching is here to aid me in alleviating the (good grief!) gravity in our classroom!
Teacher: Class!
Students: Yes!
Teacher: Do you remember we studied gravity (drops a book) in our study of the solar system? Today, we are (picks up book and returns it to table) going to (gestures excitedly) learn how to defy gravity! When I say Teach, turn and tell your partner, “Oh Sweet Mama, I’m excited because we are going to learn how to defy gravity!” Remember to gesture excitedly, because this is very exciting! Clap Clap Teach!
Students: Clap Clap Okay! Students teach partners, “Oh Sweet Mama, I’m excited because we are going to learn how to defy gravity!” (Students giggle and gesture excitedly)
Teacher: Class Class!
Students: Yes Yes!
Teacher: Good job! (Moves to Scoreboard) Wait for it—(Marks a positive point on the scoreboard, and points to students)
Students: Oh yeah!
Teacher: Classity Class!
Students: Yessity Yes!
Teacher: Today we are going to learn to defy gravity! (Gesticulating wildly, arms waving in the air) Clap Clap Teach!
Students: Clap Clap Okay! Students teach each other what I’ve said, gesturing excitedly.
Teacher: Oh Class!
Students: Oh Yes!
Teacher: (Looking through an imaginary magnifying glass) Every good scientist makes observations! Clap Clap Stomp Teach!
Students: Clap Clap Stomp Okay! Students teach each other while gesturing and looking through their imaginary magnifying glasses.
Teacher: Classity, Classity, Class!
Students: Yessity, Yessity, Yes!
Teacher: (Using gestures) We learned about gravity in science, and we know good scientists make observations (looks through imaginary magnifying glass). Without leaving your seats, look around and observe the floor surrounding your desk. Clap Clap Clap TEE-each!
Students: Clap Clap Clap OHH- Kaaay! Students teach, gesture, and observe the floor around their desks.
Teacher: Classy Class!
Students: Yessy Yes!
Teacher: When I say “gravity,” you will say, “Gravity, gravity, gravity,” and you will, without leaving your seats, pick up any academic accessories that gravity has helped to fall to the floor. Once again, when I say “gravity,” you will say, “Gravity, gravity, gravity,” and you will, without leaving your seats, quickly pick up any academic accessories that gravity has helped to fall to the floor. (Teacher gestures as if reaching around to pick up accessories from the floor) Clap Clap Stomp Stomp Teach!
Students: Clap Clap Stomp Stomp Okay! Students teach each other what I’ve said, and gesture as if to retrieve accessories from the floor.
Teacher: Oh Classy Class!
Students: Oh Yessy Yes!
Teacher: Gravity! (Gesticulating wildly)
Students: Gravity! Gravity! Gravity! Students (giggling) begin to quickly retrieve academic accessories from the floor.
Teacher: Class Class!
Students: Yes Yes!
Teacher: Wonderful job! Give yourselves a ten-finger rolling woo!
Students: Woo!
Jacqueline Nessuno
Jacqueline,
DeleteThat's a cute idea! Good job! Here are 25 certification points!
Using Whole Brain Teaching techniques, I have taught my students how to head their papers with their name and date. I told my students that when I have the student leader say “name and date” that I want the class to repeat “name and the date” three times while they are writing their name and date on their paper. For example, the student leader will get the classes attention with the “class/yes” technique. The student leader will then say “head papers” and the class will say “name and 10/21/13”, “name and 10/21/13”, “name and 10/21/23”. Students will then put their thumbs up when they are finished writing their name and the date on their paper.
ReplyDeleteLori Crigler
Lori,
DeleteYou have offered a good description this procedure, but we need to see a clear script of the actual teacher/student dialogue, annotated with WBT strategies. There are several examples illustrated in Chapter 13. Here are 10 points.
One of our problems is that students get super excited to use the computers during center time, and then get super reluctant when it’s time to rotate. I plan to teach my kids how to rotate quickly with this lesson:
ReplyDeleteTeacher: Classy, class, class!
Class: Yessy, yes, yes!
Teacher: Today we are going to work on rotating quickly through centers. (Gesture circle)
Teach!
Class: OK!
Today we are going to work on rotating quickly through centers. (Gesture circle)
Teacher: Class (clap) class!
Class: Yes (clap) yes!
Teacher: You know how I call “Class class!” when I need your attention for switching centers? We’re going to practice how to get off the computer and take off your head phones so that the next group can come over quickly.
When I say “Class, class!” I want the people using the computers to take off their headphones and set them of their keyboards. Go ahead and practice. “Teach!”
Class: OK!
Students practice taking off their headphones and setting them on their computers.
Teacher: Class, class, class!
Class: Yes, yes, yes!
Teacher: That was a great job, now for the next step. When I say “Bodies and chairs” stand up and push in your chair. Then you will wait for the next direction quietly. Teach!
Class: OK!
Students practice pushing in their chairs and standing beside them.
Teacher: C-lass!
Class: Y-es!
Teacher: That was an amazing job! Now that you’re waiting quietly for your next direction I will tell you what your next center is. Wait quietly until I say ‘rotate!’ Then you can switch to your new center. “Teach!”
Class: OK!
Students remind each other to wait quietly and listen until I say “Rotate!”
Teacher: Now let’s practice the whole routine and see if you can earn a scoreboard point!
Josephine,
DeleteNice, job! Here are 25 certification points!
Chapter 13 Classroom procedures
ReplyDeleteI am constantly aware of the importance of bell to bell instruction and try to instill that mentality to my students. The time period that proves to be a challenge for my class is the thirty minutes before the dismissal bell. In the past, we wasted so much valuable instruction time with handing out homework and packing up and it also proved to be somewhat chaotic. This new procedure saves time and we all leave peacefully.
Teacher: Class, dear, class
Class: Yes ,dear, yes.
Teacher: Today we are going to master dismissal quickly and quietly. (Gestures- looking at watch and waving goodbye) Teach!
Class OK!
Teacher: When I say “ homework folder” you will take your homework folder out and be prepared to copy your homework. Be sure to say “ homework folder” three times as you are taking it out. Let’s see if you can do it in 10 seconds with pencils ready to copy. Homework folder.
Class: Homework folder, homework folder, homework folder.
Teacher: That’s pretty good. You get a smiley! Now when I say “copy “ see how fast and neat you can copy the homework in your folder. You need to be able to have it completed in 2 minutes. (Homework is displayed on overhead.) “ Copy! “ As students are copying homework I pass out any papers to go home.
Class: Copy! (Class copies homework and puts thumbs up when finished.)
Teacher: Great job! Now, let’s practice packing up our bookbags. (Students bookbags are on the chairbacks so they don’t have to get up.) First, we are going to practice the wrong way and I am going to time you. The wrong way is noisy and slow. “Pack up!” I give the students three minutes of slow motion packing with a lot of loud talking. “Classity class!”
Class: Yessity yes!
Teacher: Wow that was loud and slow! You get a smiley! Now let’s see you do it quickly and quietly. “Pack up” you have three minutes for a double smiley.
Class: OK
Anne Corrigan
Anne,
DeleteYou have a good start here! It would be helpful to put a teach/okay after each set of directions you give, and even allow them to add a "switch" or a "high-five switch" as they are doing it. Here are 25 certification points.
Lori Hahn
ReplyDeleteChapter 13 Daily Classroom Procedures
One of the important classroom activities that we do in Gifted Resource is daily group lab work. Sometimes, these are very short simple labs, but sometimes they are more complicated and “messy”. It is very important that students work cooperatively in their groups and are ready to follow safety procedures and lab directions, as they are crucial to safety and learning. Although we never do anything considered dangerous, even the simple act of spilling of water without a clean up can cause a slip. Although no dangerous materials are ever used, students still have to wear goggles. Even vinegar in the eye can cause quite a sting. Students are also instructed not to do unauthorized experiments, as this can be disruptive and distract from the activity designed to learn a specific concept.
Teacher: Class, Class!
Students: Yes, Yes!
Teacher: Group, Group
Students: Yes Group, Yes Group
Teacher: Now we are going to work in our lab groups. There should be only two people per group for this activity. There are some safety procedures that are very important. Find your partner and tell your partner that we are working in groups today and that following the safety procedures are very important. Teach!
Students: Okay!
Teacher: Class, Class!
Students: Yes, Yes
Teacher: While we are using any dangerous chemicals, there are some very important safety procedures you need to follow for today. These are going to be:
1. Wear your goggles at all times.
2. Clean up all messes. If you spill any of the liquids, the water, vinegar or hydrogen peroxide, it is very important to clean it up immediately.
3. Do not taste anything in the lab. None of these are poisonous, but could make you sick.
4. Do not do any experiments that are not on your directions.
5. Follow all directions and ask questions if you do not understand.
6.
(These safety rules will be posted on the SmartBoard for students to see, as well.)
Now turn to your partner and go over these safety rules. Teach!
Students: Okay!
Teacher: Classity Class!
Students: Yessity, Yes!
Teacher: I am going to pass out the materials you need for today’s lab. Once you all have your lab materials, I will go over what you need to do. Read the directions to each other. Teach!
Students: Okay!
Teacher: Groupity, group!
Students: Yessity, yes!
Teacher: You should now have your materials. Now, I will go over what you will be doing. (I then explain the lab) Now go over with your partner once more, what you will be doing. Teach!
Students: Okay!
Teacher: Now complete your lab and when you are finished, wait until everyone is finished. We will then go over what you did.
(Students complete lab, hopefully with some oohs and aahs.)
Teacher: Class. Class
Students: Yes. Yes.
Teacher: Great job with you labs! I see that you have all finished and cleaned up. Give me a 10 finger rolling Woo!
Students: Woo!
Lori,
DeleteYour classroom procedures are well organized for your lab groups. I recommend you chunk the safety rules with Teach-Okay to allow students to gain more understanding of the importance of each rule. Having the students teach with gestures to a partner will also elevate the engagement in the activity. Here are 25 points for you!
Chapter 13: Classroom Procedure
ReplyDeleteTeacher: Class?
Students: Yes!
Teacher: Some days we will do our work at the lab tables, and we will need to move quickly from our desks to the labs. We have to move quickly so we don’t waste any time. Tell your partner how terrible it is to waste time!
Teacher: Classity, classity?
Students: Yessity, Yessity!
Teacher: What is rule #1?
Students: Follow directions quickly.
Teacher: Right! When I give you directions to move to the lab tables you will need to do it quickly! Teach
Students: Ok!
Teacher: Class?
Students: Yes!
Teacher: Today we are going to practice moving from our seats to our assigned labs quickly. Can I get an ohhhh sounds good!
Students: Ohhh sounds good!
Teacher: When I direct you to move to the lab, I will give you 2 pieces of information. Teach.
Students: Ok
Teacher: Class, class,
Students: Yes, Yes
I will tell you what to bring with you and how quickly I want you to follow the direction. Tell your partner the two things I will tell you when you transition to the labs. Teach
Students: Ok
Teacher: Class?
Students: Yes
Teacher: Are you ready to practice? Ask your partner, are you ready to practice?
We went through a similar process for going back to our desks from the lab. The only difference is they wait for me to say “pick-up”. Using Teach-Ok, they learn that “pick-up” means to push their stools in, put materials away and gather paperwork. If we do a lab that extends over more than one day, we try to beat our time from the previous day. If they follow the direction quickly, they get a point. To keep them motivated for the return to their desks, I have learned never to rush them back to assign homework.
Rebecca Murphy
www.wbteaching.blogspot.com
Rebecca,
DeleteGood job! You might even add in Coach's three-peat, when you say "pick up" have them repeat it 3 times before moving. That works really well with my kiddos. Here are 25 certification points!
Yes! Thanks
DeleteMy Kindergarten students love to sharpen their pencils! Before my daily instruction begins, the pencil sharpener is open to any student. I expect my students to have two sharpened pencils in their pencil box. However, some days we write more than other days, and my students need to have another sharpened pencil. If students raise their hand to ask for another pencil, I have to make a trip to my teacher pencil box and back to my student. This is how I addressed this daily classroom procedure.
ReplyDeleteT: Chicka chicka BOOM class?
S: Chicka chicka BOOM yes?
T: Mirror words: (hands up)
S: Mirror words! (hands up)
T: When you need another pencil (gesture: pretend to write in front of you with your fingers together) just hold, hold, hold it up high! (Gesture: raise the pencil high in the air a little higher each time we say the word “hold!”)
S: When you need another pencil (gesture: pretend to write in front of you with your fingers together) just hold, hold, hold it up high! (Gesture: raise the pencil high in the air a little higher each time we say the word “hold!”)
T: Clap clap TEACH!!
S: Clap clap OK!
Respectfully submitted,
Krissa White
Krissa,
DeleteVery good idea, and one that many teachers may want to "steal"! Here are 25 certification points!
I use a technique called Assignment Corners. Each corner in the room is marked with a color representing each of the four colors assigned to student groups. A student from each group is assigned as Color Captain for that group. He or she is responsible for receiving assignments from me and then communicating them to their team in the corner meeting.
ReplyDeleteTeacher: Class!
Students: Yes!
Teacher: Today we are going to learn how to learn about your assignments for the day in reading class. When Assignment Corners is called you will report to your color corner for your assignments. I will assign a Color Captain for the day who will pass along the assignments for his/her group. When I say teach, you say okay and then teach your partner about Assignment Corners. Teach!
Students: Okay! (students teach each other about assignment corners)
Teacher: Today, the students from Team 1 will be the Color Captains. When I say “Assignment Corners” you will repeat “Assignment Corners” and move to your color corner. The Color Captain will then tell everyone what their team assignments are for the class. When you have your assignments, your team will move immediately to their first assignment. When I say teach, you say okay and teach your partner about Assignment Corners. Teach!
Students: Okay! (students teach the partner about Assignment Corners)
Teacher: Class!
Students: Yes!
Teacher: We are going to practice Assignment Corners. “Assignment Corners!”
Students: “Assignment Corners!” (Students move to their assigned corner and receive assignments from their captain, then move to their first assignment.)
Stephen Sublett
Stephen,
DeleteAssignment Corners sounds like a great idea! You may want to break your instruction into even smaller chunks with a teach/okay in the middle, just to allow more repetition. You could also add a "switch" in there too to allow them to both have a chance to talk. Great job! Here are 25 certification points!
One of the classroom procedures I would like to practice with my students is completing their warm-up. The following is a possible dialogue for the first week of class.
ReplyDeleteTeacher: Class (rising volume)
Students: Yes (rising volume)
Teacher: We have two minutes to complete our warm-up. Let´s see how fast we can do it! Teach!
Students: OK. (Students explain to their partners)
Teacher: Class
Students: Yes
Teacher: Mirror Words. We´re warming up! (rising volume)
Students: Mirror Words. We´re warming up! (rising volume)
Teacher: We took 3 minutes this time, let´s see if we can do it faster next time and get a smiley!
As the year progresses I would just say “We´re warming up” and students should know the drill by Christmas. I would also combine this with http://www.online-stopwatch.com/classroom-timers/ that are fun and keep students focused on the task.
Adrienne,
DeleteYou have the idea, you might add in a little more detail (what are they to do within that 2 minutes of warmup, or add in a "switch" etc.). Here are 25 certification points.
Teacher: Classity Class!
ReplyDeleteStudents: Yessity Yes!
Teacher: Cleaning up from Math has been taking a long time. We can’t use our learning time (surprised voice) so we are going to start using a new strategy for cleaning up our math supplies. Please teach your partner what I just said.
**clap twice** Teach!
Students: clap twice, Ok!
Teacher: claaaaasss!
Students: yeess!
Teacher: When I say “pack up supplies” you will repeat it 3 times and close your notebook (show gesture of hands closing a book) and put your pencil in your caddy (show gesture of reaching for the caddy) while saying it.
**clap twice** Teach!
Students: clap twice, Ok!
Teacher: class! (whisper voice)
Students: yes! (whisper voice)
Teacher: If everyone has put their pencil in the caddy (show gesture of reaching for the caddy) and closed their notebook (show gesture of hands closing a book) by the time you are doing saying “pack up supplies” , I will give you a tally on the score board for following Rule #1!
**clap twice** Teach!
Students: clap twice, Ok!
Teacher: class! (grumpy voice)
Students: yes! (grumpy voice)
Teacher: Let’s do a quick review. I say “pack up supplies” and you repeat it 3 times while closing your notebook (show gesture of hands closing a book) and put your pencil in your caddy (show gesture of reaching for the caddy). If everyone has put their pencil in the caddy and closed their notebook by the time you are doing saying “pack up supplies”, I will give you a tally on the score board for following Rule #1!
**clap twice** Teach!
Students: clap twice, Ok!
Teacher: Oh Class!
Students: Oh yes!
Teacher: Let’s practice this new strategy a couple times to make sure that we all understand. Let’s get those points on the scoreboard!!
Nichole,
DeleteWell done! 3peats and Rule 1 go hand in hand! Here are 25 points for you!
How to get ready to go home!
ReplyDeleteTeacher: Classeroo!
Students: Yesseroo!
Teacher: Today I am going to teach you a quick way to follow directions when it’s time to go home! Tell your partner how excited you are to find out how to go home! Make a circle overhead with arms: Teach!
Students: Make a circle overhead with arms: Okay! We are so excited to find out how to go home!
Teacher: Classy class!
Students: Yessy yes!
Teacher: Hands and eyes!
Students: Hands and eyes!
Teacher: When it’s time to go home I will have you do a three-peat! We did a three-peat while lining up earlier today for lunch. A three-peat is when I say something and you have to repeat it three times and follow the directions while saying it. For example: When I say jump. You would say jump three times while jumping. Do a wave with hands: Teach!
Students: Do a wave with hands: Okay! (Students teach.)
Teacher: Let’s try it. I am going to say assignment books and homework folders. When I say assignment books and homework folders you will say assignment books and homework folders three times. You will also quickly pull out your assignment book and homework folder and put them on your desk quickly. Teach!
Students: Okay! (Students teach).
Teacher: Let’s try it! Remember to be fast to earn a smiley! Tell your partner how fast you will be! Clap, clap: Teach!
Students: Clap, clap: Okay! (We will be super-duper fast!)
Teacher: Assignment books and homework folders!
Students: Assignment books and homework folders! Assignment books and homework folders! Assignment books and homework folders! They quickly pull out the materials and put them on their desk.
Teacher: Class BOOM!
Students: Yes BOOM!
Teacher: That was super-fast! (Give smiley.) Now I am going to have you stack your chairs. When I say chairs you will say chairs three times while stacking your chair safely and quickly. Disco move: Teach!
Students: Disco move: Okay! (Students teach.)
Teacher: Classtastic!
Students: Yestastic!
Teacher: Chairs!
Students: Chairs, chairs, chairs and stack chairs safely and quickly.
Teacher: Class yum!
Students: Yes Yum!
Teacher: That was awesome! (Give smiley.) Now we will do our three-peat while lining up just like we did this morning and this afternoon before lunch. You will line up with your assignment book and homework folder in your hands. Teach your partner how we line up for the three-peat. Wiggle hips: Teach!!
Students: Wiggle hips: Okay! They teach what they had learned earlier about lining up.
Suzanne St. Laurent
Suzanne,
ReplyDeleteWhat a fun way to have your students learn the expectations to your end of the day procedures. It is always fun to have a big bag of tricks to teach procedures for your class. I can tell you have a lot of fun with WBT! Here are your 25 certification points.
This year in my classroom we have been so fortunate to be given TABLES for the first graders. This is a double edged sword for me as a teacher. I love having the students in these tables because it is wonderful for cooperative group learning (which we do a lot of). The downside is that the students have to store all of their books in their cubbies. Having 21 six year olds all together in a tiny cubby space to switch books during a transition time during the day can become crowded and dangerous! Typically I call then by table to get their books but this took a large chunk of time. By the time all of the students had gotten their books (and of course chit chat with each other while getting their books and opening up to the right page) so much time was wasted!
ReplyDeleteThis is how I introduced transitions and switching books:
Teacher: OOHH CLAAAAASSSSS
Students: OOOHHH YESSSSSS
Teacher: Okay, today we are going to learn a quicker way to get our books when we switch subjects during the day (while pointing and gesturing to your “watch” on your wrist”) I want you to teach your partner what I just said! Clap clap teach!
Students: Clap clap okay!
Teacher: CLASSY CLASSSSSS!
Students: YESSY YESSSSSSS!
Teacher: Now when I call a table number, you are going to use quick walking feet and quiet lips to walk over to the cubbies, put your book back and come back to your seat. Miss. Karp is going to show you what this looks like.
Teacher: 1 2 3 eyes on me
Students: 1 2 eyes on you
Teacher: (Walks over to the cubby with practice book and repeats the next book 3 times. Reading book…Reading book….Reading book. Puts the old book back and takes the new one. Walks quietly back to her desk and folds hands).
Teacher: Okay! That is how it’s done! If you guys can doing this super super nicely we can earn a smiley! Tell your elbow partner what you will earn if you can do this super super nicely!
Teacher: CLASS CLASS CLASS
Students: YES YES YES
Teacher: Now is your turn! Let’s see if we can earn a smiley! Group 1 go ahead!
At this point, I will be able to monitor the group’s progress. If each group does it nicely, we can get a smiley point!
Teacher: WONDERFUL! You guys are super! Give me a mighty OH YEAH!
Class: OH YEAH!
Caroline,
DeleteIt's great to see how WBT works as an avenue to classroom organization for you! Your use of Teacher Modeling and the Scoreboard is extra power! Here are 25 points for you!
One procedure that is repeatedly done in my classroom each day is going to the rug for whole group instruction. This is how I would present it to my class.
ReplyDeleteTeacher: Oh Class
Students: Oh Yes
Teacher: When I need to speak to everyone, I want you to be on the rug so that I can see all of you at once. (Clap once) Teach.
Students: (Clap once) OK. (Students tell their neighbors what the teacher said.)
Teacher: Class, Class
Students: Yes, yes
Teacher: The first thing I will say is “Rug”. You will say “Rug” three times. (Clap once and slap your thighs once) Teach.
Students: (Clap once and slap their thighs once) OK.
Teacher: The next thing you will do is to stand and push your seat in. (Stamp foot twice) Teach.
Students: (Stamp feet twice) OK. (Students tell their neighbors what the teacher said.)
Teacher: Classity, Class
Students: Yessity, yes
Teacher: The last step is to get to your spot on the rug quickly sitting “criss- cross applesauce ” with hands folded looking up at me. (Clap four times quickly) Teach.
Students: (Clap four times quickly) OK. (Students tell their neighbors what the teacher said.)
Teacher: Ok. Let’s review. You will first repeat the word “Rug” three times. Then you will stand and push your chair in. Last you will go to the rug sitting “criss- cross applesauce’” with hands folded and eyes up on me. (Clap twice) Teach.
Students: (Clap twice) OK.
Teacher: Now let’s try it. “Rug”
Students: Rug, rug, rug. (Students stand, push their chairs in and get to their spots on the rug.)
Teacher: That was pretty good but we need to remember Rule # 1: Follow directions quickly. Let’s go back to our seats and see if we can get to the rug before I finish counting to five.
Students: (Return to their seats and wait for instructions)
Teacher: Rug
Students: Rug, rug, rug. (Students stand, push their chairs in and get to their spots on the rug.)
Teacher: One, two, three, four…
Teacher: That was great! You deserve a smiley face. Wait for it….
Students: Oh Yeah!
Liz Howard
Liz,
ReplyDeleteNice job! Using that "three peat" is very effective! Here are 25 certification points!
One classroom procedure that my students do almost every day is word study and I need to check the work they do in their word study journals. They do the work during centers and while I am doing guided reading groups so, I do not want them to interrupt me. I want them to leave them on their desks so, I can check them when I have a free moment before lunch. This is how I would I teach this procedure:
ReplyDeleteTeacher: Class.
Students: Yes.
Teacher: Classity – class –class!
Students: Yessity – yes – yes!
Teacher: Class (deep voice)!
Students: Yes! (deep voice)!
Teacher: I want to teach you where we leave our word study journals when we are done. Teach.
Class: OK. Students repeat the teacher’s words.
Teacher: When we are doing a word study journal activity and I am doing a guided reading group, I do not want you to interrupt me. Teach.
Students: OK. Students repeat the teacher’s words.
Teacher: Instead, I want you to leave it open on your desk and start your next center right away. I will check it before lunch. Teach.
Students: OK. Students repeat teacher’s words.
Mary Carlson
Mary,
DeleteNice job! Here are 25 certification points!
Ch. 13
ReplyDeleteMy class has a lot of trouble packing up at the end of the day. For them, it has become a “friend fest,” which sometimes makes us late for the bus. It can be loud and chaotic and is definitely unfocused. I feel their pain of following directions all day and sometimes I allow this to happen because I think that I am giving them a little break, but some of my students find the noise very upsetting. We are going to learn a new way to pack up that will make everyone happy.
Teacher: Class, class!
Students: yes, yes!
Teacher: Today, we are going to learn a fun, new way to pack up and get ready to go home early. Look at someone while rubbing your hands together and say “Oh, sweet mama, we are going to learn something FUN!! Man, I love learning something fun!”
Teacher: Yo ho class!
Students: Yo ho yes!
Teacher: When we pack up, we are going to make it a game. Each row is a team. When I say “Pack it up,” you will respond with an excited “All Right!” Then you will all clear your desk and get out your home folders while repeating “It’s time to pack it up, pack it up, pack it up.” The first row to have their home folders laying on top of their clean desk will get to be the first row to get their backpacks. Using excited gestures and words, explain this game to your partner. (clap twice)“Teach!”
Students: (clap twice) “Okay!” (Students then excitedly teach game rule to partner.)
Teacher: Oh class, you rock!
Students: Oh yes, you rock!
Teacher: While the first row is getting their backpacks, we will all repeat, “Get your backpack, backpack, backpack.” If they can get back in their seat with their backpack within 10 seconds, you can all earn a point on the scoreboard. We will do the same thing for the second and third row. (I say excitedly) Holy cow! Extra points at the END of the day!! I can’t believe I’m doing this! Class, tell your partner what they have to do to earn a point at the end of the day and how you can’t believe I’m doing this! Teach!
Students: “Okay”
Teacher: Yeehaww, class!
Students: Yeehaww, yes!
Teacher: You have done a fantastic job explaining this new game to your partner. Now we are going to practice our new game. (We will then practice our game a couple of times.)
Teacher: You all did a great job and you earned points at the end of the day! (I mark the scoreboard appropriately.) Give yourself a mighty “Oh yeah!” (Students clap and say “Oh yeah!”) Now that everyone has made it back to their seat with their backpack, you may put your red folder in your backpack. Then we will play our spelling game until the bell rings. (Kids are excited because they love the spelling game.)
Jackie Rabin
Jackie,
DeleteYou have taken a difficult time of day and made it fun (limbic system)! I love the "three peats", they are so effective! Here are 25 certification points!
“Class, Class!”
ReplyDelete“Yes, Yes!”
“Mirrors on!”
“Mirrors on, yes!”
“Mirror me with hands and words.”
“Mirror me with hands and words”
“Today we are going to track as we read”
“Today we are going to track as we read.”
“Hold up your index finger (model this)”
“Hold up your index finger (students hold up index finger.”
“Place your finger under each word you read” (model this for students)
“Place your finger under each word you read” (students mirror the teacher)
“Mirrors off”
“Mirrors off, yes”
Give students the opportunity to practice tracking with the text at least three times. Continue to model tracking if necessary.
Irish Brown
Irish,
DeleteThis should be helpful, especially for struggling readers. Here are 25 certification points!
Teacher: Oh class!
ReplyDeleteStudents: Oh yes!
Teacher: Today I’m going to teach you a few new classroom procedures. One of the most important procedures for you to learn is how to ask to get some water. That is exactly what we’re going to learn first! TEACH!!!
Students: OKAY!!! (The students tell their partners that they are going to learn how to ask for water)
Teacher: CLASSY CLASS!!
Students: YESSY YES!
Teacher: We have a water fountain very close to our classroom. I don’t want us to make a habit out of going for water too much, but there are definitely times when we all need a quick sip of water. If you need to get some water, all I need you to do is hold your hand in the hair and form a “W” with your index, middle, and ring finger. (Model this while explaining) – Teach!
Students: Okay! (Students begin modeling the new gesture for getting water)
Teacher: Class Class Class!
Students: Yes Yes yes!
Teacher: Now, I’m going to call on a few students to model for us how to ask to get some water. All eyes on Kasey!
Students: All eyes on Kasey!
Kasey stands up quickly and gets the students attention and then teaches the signal for getting water.
Kelsey,
DeleteThis should help minimize interruptions during your day! Nice job! Here are 25 certification points!
A common procedure for an Orff based elementary music classroom is the setting up of the Orff xylophones, glockenspiels, and metalophones. These expensive instruments all have removable bars for many beneficial reasons. In my classroom in order to save time, I demonstrate to my students how to remove the bars themselves. However due to their high cost, I must teach the students to proper technique in order to keep them in good shape. Below is the script of how I teach them the procedure.
ReplyDeleteTeacher = T
Class = C
T: Class Class Class
C: Yes Yes Yes
T: Hands and Eyes
C: Hands and Eyes(With a sit up straight motion)
T: Today we are going to learn how to remove the bars of a mallet set.
- Follow this statement up with a mirror words and a teach ok to further drive in the point.
Later in lesson using a Orff mallet as a teaching prop
T: Mirror words
C: Mirror words
T: Removing Bars Three Step Process(Gesture to the mallet)
- Class repeats the phrase three times then using Teach Ok! the students teach the phrase to their work partner. TO end the Teach Ok! the teacher yells class. They respond with yes, and they go right into another,
T: Mirror words
C: Mirror words
T: Step 1(Gesture to the top of mallet)
C: Step 1(Gesture to the top of mallet)
T: Use two hands on the sides of the bar(Gesture like you are holding a gold bar)
C: Use two hands on the sides of the bar(Gesture like you are holding a gold bar)
- Class repeats the phrase three times then using Teach Ok! the students teach the phrase to their work partner. TO end the Teach Ok! the teacher yells class. They respond with yes, and they go right into another,
T: Mirror Words
C: Mirror Words
T: Step 2(Gesture middle of the mallet)
C: Step 2(Gesture middle of the mallet
T: Pull Straight Up (Move gold bar gesture into air slowly)
C: Pull Straight Up (Move gold bar gesture into air slowly)
- Class repeats the phrase three times then using Teach Ok! the students teach the phrase to their work partner. TO end the Teach Ok! the teacher yells class. They respond with yes, and they go right into another ,
T: Mirror Words
C: Mirror Words
T: Step 3 (Gesture bottom of mallet)
C: Step 3 (Gesture bottom of mallet)
T: Place mallet softly on the ground (Place the pretend gold bar on ground in a dainty fashion).
C: Place mallet softly on the ground (Place the pretend gold bar on ground in a dainty fashion).
- Class repeats the phrase three times then using Teach Ok! the students teach the phrase to their work partner. TO end the Teach Ok! the teacher yells class. They respond with yes, and they go right into another
T: Mirror Words
C: Mirror Words
Teacher demonstrates all three steps in the process, students repeat and practice using a final Teach Ok! They will repeat this whole process again with the real thing(actual mallet bars).
-Jason Thomashefsky
Great use of WBT techniques. You have a great way of showing and telling the kids how to meet your high expectations. I bet in your Music class you have a variety of ways to announce Class and Teach! Here are 25 certification points!
DeleteChapter 13: Daily Classroom Procedures
ReplyDeleteRestroom Privileges
I am lucky enough to have a restroom in my classroom and that for the most part has been a blessing. With this blessing I had to come up with a system to monitor when and how many times a day students would be allowed to use these facilities. This is what I decided to do and so far it has worked. Students are not allowed to interrupt teacher instruction to ask if they can go to the restroom. When I am away from the whiteboard or the smart board and they are either doing independent or partner work they may then ask and go. If we are doing small group and we are switching to another activity they may also ask. This has worked out really well and I have not had students abuse the privilege.
Karen,
DeleteWow, that must be convenient to have a restroom so handy! Unfortunately, I am unable to award any points for this post. In the future, make sure you address the prompts in full. For example, "Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter)." I'd like to hear you would use WBT to teach a procedure.
I use the "three-peat" for my transitions between math rotations. Here is the script for teaching my students how to switch math stations:
ReplyDeleteT: OH, CLASS!
S: OH, YES!
T: Today we are going to learn how to switch from one math station to the next. We are going to switch quickly, maximize learning time, and minimize problemos! TEACH!
S: *students teach each other what we will be practicing*
T: Class, Class, Class!
S: Yes, Yes, Yes!
T: When it's time to switch math stations I'm going to call out the word "Switching!" and you will reply "Switch, switch, switching!" Let's practice. Switch!
S: Switch, Switch, Switching!
T: That was FABULOUS! Let’s review. When I call out “Switching” you respond with “Switch, switch, switching.” Now, teach!
S:* Students teach cue and response to switch math centers.*
T: Classity class class!
S: Yessity yes yes!
T: Now that you know when to switch, let's talk about what to do when it’s time to switch. When I call out "Switching" you need respond with "Switch, switch, switching" and you need to clean up your area quickly, quietly go to your next math rotation, and get started straight away. Teach!
S: *Students explain the procedure that occurs after the verbal cue "switching".*
T: Hey hey Class!
S: Hey hey Yes!
T: Let’s review our procedure for switching math stations. I call out “switching”, you reply “switch, switch, switching” and quickly clean up, move to your new station, and get started straight away. Teach!
S: *students review procedure for transitioning between math stations*
Shila Heeter
Shila,
DeleteGreat idea! The three-peat is very effective! (and fun!) Here are 25 certification points!
My classroom is very small. In the past I have arranged my desks in teams, which helps with the space issue. When I began dabbling in Whole Brain teaching last year, I decided that desks paired together in rows worked better. This, however, created a very tight classroom. I realized rather quickly that I needed a procedure to control the traffic flow in my room. I call it the "circle walk". This is how I will introduce it to my students next year:
ReplyDeleteT: Oh, class.
S: Oh, yes.
T: Today we are going to learn how to do the circle walk. Tell your partner that you can't wait to learn how to do the circle walk.
S: (Share with partners that they can't wait to learn the circle walk.)
T: Chicka chicka class.
S: Chicka chicka yes.
T: We use the circle walk whenever we all need to leave our seats for just a minute to do something, like throw away our breakfast trash or get our backpacks to go home. Teach your partner when we use the circle walk. (clap, clap) Teach.
S: (clap, clap) Okay. (Students teach each other when to use the circle walk.)
T: Oh my classy.
S: Oh my yessy.
T: Oh, yeah.
S: Oh, yeah. (T. marks point on scoreboard.)
T: We do the circle walk one row at a time. First, I will call your row, and then I will say, "Bodies and chairs." All of the students in that row will do bodies and chairs and wait for my next instruction. (I will have already taught students bodies and chairs, so they will already know this procedure.) Teach your partner what will happen first. (clap, clap) Teach.
S: (clap, clap) Okay. (Students teach this to their partners.)
T: Dear sweet classy.
S: Dear sweet yessy.
T: Oh, yeah.
S: Oh, yeah. (T. marks point on scoreboard.)
T: Next, I will say to that row circle walk. Students in that row will say, "Circle walk, circle walk, circle walk.) (clap clap) Teach.
S: (clap, clap) Okay. (Students will teach this to their partners.)
T: Class class.
S: Yes yes.
T: To slow.
S: Groan. (T. marks point on frownie side of scoreboard.)
T: After repeating circle walk three times, students in that row will walk in a circle, stopping to do what they need to along the way. I am going to show you the path of the circle walk, so that you can see what it will look like. Tell your partner that you can't wait to see the path of the circle walk.
S: I can't wait to see the path of the circle walk.
T: Oh class.
S: Oh yes.
T: Watch me closely. Remember, no matter what I am stopping to do, the path of my circle walk will always be the same. (Teacher models a circle walk.) Hands eyes.
S: Hands eyes.
T: This is really important. In a circle walk, there are never any shortcuts. You have to stay on the path no matter what. (clap clap) Teach.
S: (clap clap) Okay. (Students teach this to their partners.)
T: Chicka chicka class.
S: Chicka chicka yes.
T: Oh, yeah.
S: Oh, yeah. (T. marks point on scoreboard.)
T: We are now going to have every row practice doing a circle walk. Let's see if you can remember the path. Row one, bodies and chairs.
Row One Students: Bodies and chairs, bodies and chairs, bodies and chairs. (All students in row one would stand up.)
T: Circle walk.
Row One Students: Circle walk, circle walk, circle walk. (Row one does a circle walk, and returns to their seats.)
T: Excellent job row one. I like the way that everyone stayed on the path. Not one single person took a short cut. Let's give row one a ten finger wooh.
Rows Two and Three: Wooh!
(Teacher leads rows two and three in practicing a circle walk, following the same procedures as row one.)
T: Congratulations! Now everyone knows how to do a circle walk.
Joyce,
ReplyDeleteThis is a great idea, and I'm sure it will help avoid some confusion during the day!Oops, there was one minor error, "To slow." (too). I liked the addition of the "three-peat" during your procedure! Here are 25 certification points.
This is a slightly longer procedure than the ones mentioned in the book, but for me it is extremely important. I often have a large group of learning disabled and language impaired students in my class. Even though they are in third grade and should have been signing into the school computers since Kindergarten, many of them still can not sign in. Doing this lesson daily for a few days will assure me that all students can sign in quickly by themselves! Since the entire lesson is too long to type into this post, I will share the first part - user name. Once this part was taught and learned, we would move on to passwords.
ReplyDeleteTeacher: Class!
Students: Yes!
Teacher: I’m now going to show you how to sign in to the school computers. I will say user name, white box, click! You will say “Click! Click! Click!” loudly as you use the computer mouse to click in the white box beside of the word user name on the screen. Put your thumb up when you have clicked in the white box. Let’s practice. User name, white box, click!
Students: Click! Click! Click! (students click in the white box and most students put their thumb up).
Teacher: Class sweet class!
Students: Yes sweet yes!
Teacher: You can now put your thumb down. That was pretty good for your first time, but I want you to be as quick as possible because there are a few more steps. I would hate for you to miss minutes of your computer time because you didn’t know how to sign in. I will count to 5. If everyone has their thumbs up with the cursor in the white box beside of the words user name, I’ll give the class a smilie. User name, white box, click!
Students: Click! Click! Click! (all students click in the white box and have their thumbs up in the air before teacher gets to 5.)
Teacher: Awesome job! Mighty Oh –Yeah!
Students: OH – YEAH!
Teacher: Now I’m going to say type 0321student! and you say “0321student! 0321student! 0321student!” and then type 0321student into the box where your cursor is. When you are finished typing, please put your thumb up. Let’s try it! 0321student!
Students: 0321student! 0321student! 0321student! (all students do this quickly and have their thumbs up.)
Teacher: You were all so good at that. I’m impressed with your typing. Mighty Oh-Yeah!
Students: Oh-Yeah!
Heidi Baird
Heidi,
DeleteThis is great! The chunking into very small steps is so important! How would you incorporate Teach-Okay into this lesson? Here are 25 points for you!
The classroom procedure that I never seem to teach my students well enough is the end of the day wrap up. They return from another room and will not settle down quickly. This year we are going to practice/practice/practice!! Here is how we’ll start out.
ReplyDeleteMe: Class Pow!
Students: Yes Pow!
Me: The last period after math class can be crazy. Messages are coming in, I need to make announcement, and, most importantly, you need to decide what you need to take home and get it out. You and I want to avoid forgotten homework. Hands and eyes. (I spread my arms wide, bring them together, and clasp my hands.)
Students: Hands and eyes (they mirror my gesture).
Me: The first thing you do when you return from math class is open up your agenda to this week’s pages. (Put hands together and open like a book.) (Finger drum roll) Teach!
Students: (Finger drum roll) Okay!
Me: Class (pitch going up and down).
Students: Yes.
Me: You will also need a highlighter and a pencil or pen. (Writing motion with hand.) Teach.
Students: Okay.
Me: When you have out your highlighter and another writing utensil, we will discuss what assignments you have to take home. Teach
Students: Okay.
Me: Let’s practice. Please get out your math materials and agenda……..quickly line up in the hall right outside of our door………Now come into the room and follow the steps we’ve practiced. (Students come in and get out the asked for materials.) Great job for the first try! Let’s do it again. If you’re faster, the wonderful students will earn a point. (Repeat practice)……Excellent! A point for my wonderful students (I put a point on the score board).
This is a procedure that we will have to practice often. We will also practice the wrong way to prepare for the end of the day, and how to highlight assignments that need attention.
Sheryl Larson
Sheryl,
DeleteThis will definitely help the day end on a positive (less stressful) note! Here are 25 certification points!
In order to reduce disruptions when students ask to go to the bathroom, I have the students show me a number one with their finger to let me know they want to go to the bathroom. This script shows how I will teach students to request to go to the bathroom.
ReplyDeleteTeacher: Classity, classity!
Students: Yessity, yessity!
Teacher: Today we are going to learn what you should do when you need to go to the bathroom. Teach!
Students: Okay!
Teacher: Classy, classy, poo!
Students: Yessy, yessy, poo!
Teacher: When you need to go to the bathroom show me a one. (The teacher holds his or her hand up with the pointer finger in the air). Teach!
Students: Okay!
Teacher: If you are at your seat and you need to go to the bathroom just you raise your hand and show a number one. Teach!
Students: Okay!
Teacher: Class?
Students: Yes?
Teacher: If you are on the carpet, feel a call of nature, and I am talking all you have to do is raise your hand with a number one. Teach!
Students: Okay!
Teacher: Click, clack, class?
Students: Click, clack, yes?
Teacher: Hands and eyes!
Students: Hands and eyes!
Teacher: If you raise your hand and show me a one, I will do one of two things. I will give you a thumbs up sign or a stop sign with my hand. Teach!
Students: Okay!
Teacher: Claaaaaaass!
Students: Yeeeeesss!
Teacher: If you show me a one and I give you a thumbs up sign that means you get up quickly, quietly, and go to the bathroom. Teach!
Students: Okay!
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: If you show me a one and I show you a stop sign with my hand, that means I am saying something really important and you need to wait. Teach!
Students: Ok!
Teacher: Class!
Students: Yes!
Teacher: Now you will work with your Peanut Butter and Jelly partners. Peanut Butters will practice being the student and Jellies will practice being the teacher. Peanut Butters will practice giving the symbol and Jellies will practice giving a thumbs up or stop sign. Tell your partner what I just said. TEACH!
Students: OKAY! (Teacher walks around to make sure students understand the activity).
Teacher: Classity, classity, class!
Students: Yessity, yessity, yes!
Teacher: Find your Peanut Butter and Jelly partner, practice giving the bathroom signal, and responding to the teacher signal. Then high five switch and switch roles. Teach!
Students: Okay! (Teacher walks around to make sure students are giving a signal and practicing responding to the teacher’s response).
Teacher: Class!
Students: Yes!
Teacher: You did such a great job helping your partner practice our bathroom symbol. Give your partner a 10 Finger Woo!
Student: Woo!
Amber Hartzler
2014 Intern
Amber,
DeleteNice work! You broke the steps down enough that the students will be able to fell confident in what is expected of them. Here are 25 certification points!
Knowing where to sit during carpet time is crucial in kindergarten. Getting seated on the carpet quickly, quietly and safely is important so that we do not waste a precious moment. This is how I will introduce one of the two sitting spots in the meeting area. I do not have a carpet. The students sit on bold colorful Velcro spots that define where students are to sit.
ReplyDeleteTeacher: Class Class!
Class: Yes! Yes!
Teacher: You have two different spots to sit in our meeting area. Teach!
Class: Okay!
Teacher: Classity Class
Class: Yesity Yes
Teacher: Today we are going to learn about Story Spots. Teach!
Class: Okay!
Teacher: Class Oh Class!
Class: Yes Oh Yes!
Teacher: Story Spots are in the middle of the meeting area on a colored spot. Each person has their own spot. Teach!
Class: Okay!
Teacher: Class!
Class: Yes!
Teacher: When I say story spots, you say story spots three times. Let’s practice. Story Spots!
Class: Story Spots, Story Spots, Story Spots
Teacher: Great job! You earned a smiley!
Class: Might Oh Yeah!
Teacher: Class (low tone)
Class: Yes (low tone)
Teacher: When I say story spots, you say story spots 3 times. Then you put your ball chair under the table, walk quietly to your spot and stand on it. Teach!
Class: Okay!
Teacher: Classssssssss!
Class: Yessssssssss!
Teacher: Let’s practice! When I say story spots, you say story spots 3 times, put you ball chair under table, walk quietly to your spot and stand on it. Story Spots!
Class: Story Spots, Story Spots, Story Spots
Teacher: Class!
Class: Yes!
Teacher: Some of you were stomping your feet and talking. That is not moving quietly to your spot. You have earned a frowny point! Give me a mighty groan!
Class: Groan!
Teacher: Class! Class!
Class: Yes! Yes!
Teacher: Let’s try again. Table and chairs (previously taught procedure to go back to tables and sit down.)
Class: Tables and chairs, tables and chairs, tables and chairs. (They move back to their tables and sit on their ball chairs)
Teacher: Class!
Class: Yes!
Teacher: Remember to say story spots 3 times, put your ball chair under your table and walk quietly to stand on your spot. Story Spots!
Class: Story Spots, Story Spots, Story Spots!
Teacher: That’s what I’m talking about! You were so quiet I almost didn’t know you were moving. You just earned a smiley!
Class: Oh Yeah!
Later that day or the next day, I introduce Friendship spots with the same script. This is the area around the perimeter of the meeting area.
Kim Kirkpatrick
Kim,
DeleteThis will make the transition so smooth, you will be in teacher heaven! Nice job! Here are 25 certification points!
One procedure that I would like to refine with my second graders is for them to bring me any items from their D.O.G. (Daily Organizational Guide) Binder the first time I call for them.
ReplyDeleteWhen I have to collect monies to be turned into the office, I have to complete an SF-10 form, a form used for accounting purposes, for our school bookkeeper. You can bet a hole in a donut that as soon as I have totaled the amount, recorded it on the SF-10 form, and turned it into the office, I will have a student walk up to me and say, “I have money for ___________.” Inevitably, these are the students that tend to be off task and struggle following Rule #1. Therefore, this causes a huge disruption to my routine, and you can rest assure that Rule #5 has been violated as well!
If I were teaching my students the importance of checking their binder each morning for any important items, namely monies that need to be collected and sent to the office, my script would be as follows:
T: Winner Winner Chicken Dinner Class
S: Winner Winner Chicken Dinner Yes
T: Hands, hands, HANDS, and eyes!
S: Hands, hands, HANDS, and eyes! (Students are fully turned and facing the teacher, hands are folded, and eyes are on me!)
T: Today we are going to learn the importance of turning in items from your D.O.G. Binder when Mrs. Avery asks for them the FIRST time. Tell your neighbor how excited you are to learn about the importance of turning in items from your D.O.G. Binder the first time you are asked to do so. (Students turn to their neighbor and share their excitement.)
T: Classy Class Class
S: Yessy Yes Yes
T: Mirror Words
S: Mirror Words
T: When Mrs. Avery asks you to turn in something important from your D.O.G. Binder such as money for a field trip…...”TEACH”
S: “OKAY” (Students repeat this to their neighbor.)
T: Class
S: Yes
T: Mirror Words
S: Mirror Words
T: You might hear her say something like this, “Take out your D.O.G. Binder and turn in your money honey, money honey, money honey.” (clap clap) TEACH!!
S: (clap clap) OKAY!! (Students repeat what was said to their neighbor.)
T: Hellerrrr Class!
S: Hellerrrr Yes!
T: Mirror Words
S: Mirror Words
T: When Mrs. Avery (point to self) says something three times (hold up three fingers) in a row, we call that a Three Peat. TEACH!
S: OKAY (Students repeat what was said.)
T: Oh Sweet Class of Mine
S: Oh Sweet Yes of Mine
T: Magic Mirrors
S: Magic Mirrors
T: If you hear a word or phrase repeated three (hold up three fingers again) times in a row, it is VERY, VERY important. You should repeat her word or phrase three times THAT very second (point to watch) AND follow her directions quickly! (Stomp, stomp) TEACH!!
S: (Stomp, stomp) OKAY!! (Students turn and teach their neighbor.)
T: Classity, class
S: Yessity yes
T: Let’s practice! Table One, Money honey, money honey, money honey!
S: The students that sit at Table One repeat money honey, money honey, money honey and begin to check their binder to see if any money needs to be turned in.
(The same procedure continues for Tables 2, 3, 4, 5, and 6 so that everyone practices this procedure!)
T: Class-uh Chicka Boom
S: Yes-uh Chicka Boom
T: You did a fabulous job, and the Scorekeeper thinks you need a Smiley mark! Let’s give a one second celebration….Ready, One, Two, Three….
S: “Oh YEAH!!!!!”
*This procedure happens to be about field trip money, but honestly... it goes for homework papers, parent notes, handouts, etc. that is being taken OUT of the binder or for anything needing to be placed IN the binder.
Kelly Avery
2014 Intern
Kelly,
DeleteYour principal will probably love this procedure AND you will have a classroom that runs like clockwork! Here are 25 certification points!
This comment has been removed by the author.
DeleteChapter 13 – Classroom Procedures
ReplyDeleteOur WBT procedures went very well in the classroom, but when we went to the library, it all fell apart. From our orderly line, students would race to sit on the two ‘leader chairs’ and sit, just off, the reading carpet, or by the bookshelves (which the librarian had told them not to, countless times). I decided to bring WBT to the library!
Teacher: Class!
Class: Yes!
T: Hands & eyes!
C: Hands & eyes!
T: Today we are going to practice going into the library in an orderly way. (pause and look around) Today we are going to practice going into the library in an orderly way. Tell your partner what we are about to do. (clap, clap) Teach!
C: (clap, clap) Okay! [Students turn and tell each other]
T: Classity class class!
C: Yessity, yes, yes!
T: Well done! (give smilie)
C: Oh yeah!
T: Today we are going to practice going into the library in an orderly way and how we will do this is by going down to the library to practice. (Our librarian only works in the afternoon, so we had the morning free to go down. We have a set line up order that is numbered – each student knows their number. We walked down to the library and stopped at the door.)
T: From now on, in the library, you will sit in your number order, in 4 rows of 5. Numbers 1 -5 will be the first row; 6 – 10 the second row; 11 – 15 third row; and 16 – 20 the last row. I want you to tell each other that you will sit in number order, on the carpet. (clap, clap, stamp, stamp) Teach!
C: (clap, clap, stamp, stamp) Okay! [students teach each other]
T: Classaroonie!
C: Yesaroonie!
T: I will walk in first and point you to your spot the first time. There will be no talking and we will follow rule 1.
C: Follow directions quickly!
T: Well done – that’s a smilie!
C: Oh yeah!
[The class practices the seating plan.]
T: Nice work. Now I want you to do it on your own, with no running or pushing. When I say ‘Sit!’, you will say, ‘Sit, sit, sit!’, and quickly find your spot. Remember, this is the library, so we will have to whisper our ‘sits’. Tell each other what you will do. (whisper voice) Teach.
C: (whispering) Okay.
T: (hissing) Classsss!
C: (hissing) Yessss!
T: Let’s try it. Sit!
C: [as they find their spots] Sit, sit, sit!
T: Terrific! You get a smilie!
C: Oh yeah!
T: I bet we can even do it quicker and quieter. Who is up for the challenge?
C: Yes! We are!
[Situation is repeated and class gets a smilie for improvement.]
Bonnie,
DeleteWBT is so effective in EVERY area of the school! Hopefully, other teachers will see/hear your students and after marveling at how wonderful they are, they will get on board the WBT train! Here are 25 certification points!
T: Class!
ReplyDeleteC: yes!
T: Class, you have been practicing lining up. We have talked about some ways that we could do it even better. Teach you neighbor one way that we could improve. Teach!
C: Okay!
T: Oh class?
C: Oh yes?
T: When you are sitting at your desk, and it is time to line up for lunch, I will say “row 1” and everyone will echo “row 1”. That row will stand up, push in chairs, and line up in a,b,c order (which order you know by now.) Teach your neighbor what row 1 should do when I call row 1. (Clap, clap) Tea…ch!
C: O….kay!
T: Oh Class?
C: Oh Yes?
T: I like how you made eye contact when you were listening to your neighbor. Now tell him that as soon as row 1 pushes in their chair, that is the signal for row 2 to stand up. (clap x4) Teach!
C: (clapx4) Okay!
T: Class!
C: Yes!
T: We will do the same thing for each row. When one row pushes in their chairs, the row behind them stands up. Now we will practice. Teach your neighbor what we will do right now. (tiny clap) teach (whisper)
C: (tiny clap) Okay! (whisper)
T: Row 1.
(Students follow the directions, but row 2 is a little slow.)
T: Classity, class!
C: Yessity, yes!
T: Ten finger woo for how row 1 lined up. I think row 2 can stand up even more quickly. Let’s try it again. Tell your neighbor, that it is very important to watch the row in front of you and to follow directions quickly. Teach!
Repeat practice until all rows line up quickly, in a,b,c order, with hands behind the back and voices off.
Signed Jim Hobley, Wholebrainer 125CP
Jim,
DeleteNice job! You could even break down your first set of instructions more if needed (stand up, push in chairs, then after that add the lining up in alphabetical order). This procedure should keep your class moving smoothly during the day! Here are 25 certification points!
Michelle,
DeleteThank you for the insight. I've been trying to improve my ability to "chunk" teaching of procedures into "just right" units.
Chapter 13 Daily Classroom Procedures
ReplyDeleteI am going to steal a technique that I saw my third grade teacher, Ray Caldwell, use, because I am an administrator and don’t get to teach classroom procedures (at least not yet).
Class
Yes
Today we are going to learn how to pick up dry erase boards, markers, and socks (erasers). Teach!
(Students teach each other.)
Class oh class!
Yes oh yes!
When I say “boards” you say ok and line up alphabetically grab a dry erase board from the box, a marker from the can, and a sock from the bag. Teach!
(Students teach each other.)
Classsssss!
Yessssss!
Now we are going to practice. I am going to time you with the giant internet stopwatch on the whiteboard. Ready! Set! Boards!
(Students line up in alphabetical order (something that has been practiced previously) and proceed to pick up the supplies. When they are done I stop the timer.)
Not bad for a fist time but I bet you can do it in half the time. Let’s try it again! Boards!
(Students repeat the action a little faster.)
Wonderful! See how much you improved! Let’s try it again and see if we can be faster. Ready? Boards!
(Students repeat the action again, a little faster.)
Fabulous, we will practice again tomorrow.
Carl Rust 225 cp Advanced Novice
Carl,
DeleteGreat job! Adding the giant internet stopwatch will make it even more fun. Have you tried these timers - http://www.online-stopwatch.com/classroom-timers/ ? My class loves the variations, especially the runners! Here are 25 certification points!
Procedure : Lining Up
ReplyDeleteI see 6 classes a day and 30 a week. Lining up has always been a challenge because each class has a different way of doing it in their classroom.
T: Class!
S: Yes!
T: We are going to learn how to line up (move first 2 fingers in a walking motion) when Music Class is over. Teach!
S: OK! (Students teach their partner/ neighbor what the teacher just said and move their hands to show the motions).
T: Class!
S: Yes!
T: I am going to count you off into 6 groups (Show six fingers) and give each group a number. (I will decide how many students I need in each group prior to each class) Teach!
S: OK! (Students teach their partner/ neighbor what the teacher just said and move their hands to show the motions).
T: OK here we go. (Teacher counts out groups of students and assigns each group a number 1-6.)
T: Hands and eyes (holding out hands and pointing to eyes)
S: Hands and eyes (Students quiet down and do gesture)
T: Now when I call your number you will walk (move 2 fingers in a walking motion) into line and form a 4S line (Show 4 fingers and then put arm straight out) (Single, Straight and Silent with a Smile). Teach!
S: OK! (Students teach their partner/ neighbor what the teacher just said and move their hands to show the motions).
T: Time to practice! (Teacher calls one number at a time and groups of students line up and stand in a 4S line) Great work!
Mitzi Emblidge
Mitzi,
DeleteThis will be amazing as other teachers see this procedure in action! Here are 25 certification points!
Teacher: Class
ReplyDeleteClass: Yes
Teacher: Hands and eyes
Class: Hands and eyes
Teacher: Mirror with words. Today we are going to learn how to go upstairs (walk fingers up arm) and wash our hands (pretend to wash hands), while practicing self-control (point to self, then turn your hands like you are turning a steering wheel).
Class: Mirror with words, putting up hands and mirroring me
Teacher: Classy Class
Class: Yesy Yes
Teacher: Teach Teach
Class: Okay Okay students repeat what was just taught with motions
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Class o class
Class: Yes o yes
Teacher: Mirrors and words. When we (point to self) go (walk fingers up arm) to wash our hands (pretend to wash hands) we are silent (pretend to zip lips shut) when we walk (walk fingers up arm) to the bathroom
Class: Mirror with words, putting up hands and mirroring me
Teacher: Teach (in a whisper voice)
Class: Okay (in a whisper voice) students repeat what was just taught with motions
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Mirrors and words. When we (point to self) go (walk fingers up arm) to wash our hands (pretend to wash hands) we do not play (move hands in a playful motion) or close the door (pretend to shut the door)
Class: Mirror with words, putting up hands a mirroring me
Teacher: Classy Class
Class: Yesy Yes
Teacher: Teach Teach
Class: Okay Okay
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Class o class
Class: Yes o yes
Teacher: Mirrors and words. When we (point to self) go (walk fingers up arm) to wash our hands (pretend to wash hands) we only use 1 (hold up one finger) paper towel(pretend to tear off a towel) and then we throw it in the trash can (pretend like you are throwing like a slam dunk)
Class: Mirror with words, putting up hands a mirroring me
Teacher: Class stomp Class
Class: Yes stomp Yes
Teacher: Teach stomp Teach
Class: Okay stomp Okay
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Class (very quickly)
Class: Yes (very quickly)
Teacher: Mirrors and words. When we (point to self) go (walk fingers up arm) to wash our hands (pretend to wash hands) when we are done (wave one hand over the other like you are finished) we come straight back to class (walk hands up arm) and quickly find our seat (pretend to pull out chair)
Class: Mirror with words, putting up hands a mirroring me
Teacher: Clap 3 times quickly Class
Class: Clap 3 times quickly Yes
Teacher: Teach (very quickly)
Class: Okay (very quickly)
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Mirror with words. We do 4 things (hold up 4 fingers) when we go upstairs (walk fingers up arm) and wash our hands (pretend to wash hands), while practicing self-control (point to self, then turn your hands like you are turning a steering wheel). First (hold up one finger), we are silent (pretend to zip lips shut) when we walk (walk fingers up arm) to the bathroom. Second (hold up 2 fingers), we do not play (move hands in a playful motion) or close the door (pretend to shut the door). Third (hold up 3 fingers) only use 1 (hold up one finger) paper towel(pretend to tear off a towel) and then we throw it in the trash can (pretend like you are throwing like a slam dunk). Forth (holding up four fingers), when we are done (wave one hand over the other like you are finished) we come straight back to class (walk hands up arm) and quickly find our seat (pretend to pull out chair).
Class: Mirror with words, putting up hands a mirroring me
Teacher: Clap 4 times quickly Class
Class: Clap 4 times quickly Yes
Teacher: Teach (very quickly)
Class: Okay (very quickly)
Teacher: Switch
Class: Switch (partners switch teaching and listening jobs)
Teacher: Happy Class
Class: Happy Yes
Teacher: This makes your dear teacher happy. If you follow our bathroom rules you will earn a smiley. Let’s give a ten finger wave for following bathroom rules and earning a smiley. Class: Ten finger wave
Melissa,
DeleteThis is a great procedure to review! You might want to break down the first teach okay into bite size chunks to help them remember it easier. You did a nice job breaking down the next steps and reviewing at the end. Here are 25 certification points.
One area I know I need to work on with my students is practicing quiet transition times. After reading chapter 13, I decided to come up with a classroom procedure that would help eliminate noisy inefficient transition times. Here is an example I tried for reading:
ReplyDeleteTeacher: Class class!
Students: Yes yes!
Teacher: Today we are going to learn a new procedure for transitioning to reading. Turn and tell your neighbor what I just said.
Students: Taking a full body turn, facing their neighbor, they tell their neighbor what we are going to do today,
Teacher: Classity class! Give me an "Oh yea!" for making that full body turn and facing your neighbor.
Teacher: When we are getting ready to transition to reading I am going to say, "Class it's time for reading." Turn and tell your neighbor what I just said.
Students: Taking a full body turn, facing their neighbor, they tell their neighbor what I just said.
Teacher: Classy class!
Students: Yessy yes!
Teacher: You are awesome! You just earned a smiley for telling your neighbor exactly what I said.
Teacher: Now, let's practice!
Teacher: Class it's reading time! Turn and tell your neighbor what time it is.
Students: Taking a full body turn, facing their neighbor, they tell their neighbor what I just said.
Teacher: Classy class class!
Students: Yessy yes yes!
Teacher: We are now going to add in a verbal piece and a gesture to this procedure.
Teacher: When I say "Class it's time for reading." You will come back and say "Yes it's time for reading, but this time you are going to hold your hands open like a book. Take your right hand and grab a page from your book and flip the pages in the air (I am showing students as I am talking about it. The book is imaginary). Now turn and show your neighbor the gesture I just taught you.
Students: Taking a full body turn, facing their neighbor, they show their neighbor the reading gesture.
Teacher: Class class! (low to high)
Students: Yes yes! (low to high)
Teacher: Now we are going to add a verbal cue to our transition. After I say, "Class it's time for reading." You are going to show me the gesture and say "Reading, reading, reading." 3 times. Now turn and tell your neighbor and show your neighbor what I just said/did.
Students: Taking a full body turn, facing their neighbor, they show their neighbor the verbal cue and the reading gesture.
Teacher: Class, class class! (fast)
Students: Yes, yes, yes! (fast)
Teacher: After you say reading 3 times and show the gesture, you are going to stand up, put one finger over your lips (Having one finger over your mouth is a reminder to you and your classmates that the voice level should be zero.), and move quietly and quickly back to your crate to get your reading materials. Turn and tell your neighbor what I just said.
Students: Taking a full body turn, facing their neighbor, they tell their neighbor what I just said.
Teacher: Class!
Students: Yes!
Teacher: Let's try it!
Teacher: Class it's time for reading!
Students: Yes it's time for reading! Students show me the gesture, say reading 3 times, put their finger over their lips, and quietly and quickly walk to their crate, get their reading materials, and sit quietly in their desk.
Teacher: Class!
Students Yes!
Teacher: Give me an "Oh yea!" for doing such an excellent job! You were quick, quiet, your gesture was perfect, and you knew exactly what you were supposed to do.
Students: With lots of energy, students give me an "Oh yea!" as I mark their smiley on the board.
I started practicing this last week and it has been working wonders! Students know what to do, they are quiet about it, and efficient. One area I would like to improve is for all students to say reading, reading, reading. Some of them forget in the midst of the gesture and getting ready to put their things away. I will work on that part, this week.
Ellen Vaught
Ellen,
DeleteNice work! I'm sure this will help your day go very smoothly as they transition using this procedure! Here are 25 certification points!
Setting up classroom procedures is critical to the successful management in any classroom. Using these Whole Brain Teaching techniques cuts down on the transition time and allows the teachers more time to teach. I will be discussing how I teach the students to take out a white board, marker, and eraser.
ReplyDeleteTeacher: Today we are going to learn how to get out our whiteboards, markers, and erasers. Tell your neighbor what we are going to learn today. Teach
Students: Okay
You will see the students make a full body turn to their partner and explain what the teacher said.
Teacher: Class
Students: Yes. Students will turn their bodies back around and fold their hands together as they are saying yes.
Teacher: First, I am going to have you take out your whiteboards. When we do that you will say the word whiteboard three times. This is called the three-peat. When you have your whiteboard out you will put your hands in the air and do a silent cheer. Tell your neighbor what we are going to do. Teach.
Students: Okay. Students talk to their partner.
Teacher: Classity class!
Students: Yesity yes!
Teacher: Whiteboards out.
Students: Whiteboards out, whiteboards out, whiteboards out.
Students will do a silent cheer once their whiteboard is out.
Teacher: Whiteboards away.
Students: Whiteboards away, whiteboards away, whiteboards away.
I will use the scoreboard points to reward them for a fast time and give points on the scoreboard if they do the silent cheer. This will continue until I feel like they have it down.
This procedure will continue with markers out, markers away, erasers out and erasers away. We use these items often so getting the routine down early in the school year will save us a lot of time in the future. Time saved will equal more time to teach which is a solution to the age-old problem that there isn’t enough time to teach.
Holly Gorman
User name: roxyseymour or teacherof1st
Holly,
DeleteI absolutely love the three peat - it is a miracle worker! Nice job! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteI am lucky to be a part of a school that has Promethean Boards. To teach students the guidelines of WBT, I created a flipchart (similar to a PowerPoint Presentation) that listed each of the techniques that we would be utilizing within the classroom. With each technique, I had examples to demonstrate what they each look like. I then provided ample of opportunities for the students to practice. My students are excelling at WBT! However, there is one time of the day where they forget their roles within the classroom. This time of the day is at the end of the school day when we are packing up for the day. My students are calm all day long but when the clock reads 3:10, my kids go crazy. I have tried setting strict guidelines on clean up and dismissal; I have tried classroom jobs; I have tried reading while they get ready for the day (thinking that it would slow my kiddos down) and I have let them be free. I was at a loss for the end of the day until I created my own strategies using the WBT techniques. I taught this technique utilizing the Promethean Board to gain my visual learners understanding.
ReplyDeleteTeacher: “Class, Check the score board.”
Class: “oooh, ahhh.”
Teacher: “Whoever can clean up their area, clean anything around them that doesn’t belong, stack their chairs and get their things to lineup will be given a sticker to add to their scoreboard.”
Class: “oooh, ahhh.”
After the time allotted, the teacher will have the students add the stickers as needed. Then the teacher will state: “Class”
Students: “yes”
Teacher: “Check the score board.”
Class: “oooh, ahhh.”
Laurisa Fling
Laurisa,
DeleteThis is a very important time of day, but also a very frustrating one! I like your idea to use your board as a tool with your WBT strategies. To really follow the WBT method you may want to revisit this chapter. When the teacher uses the Class/Yes strategy, the class always replies with "yes" and then can follow up with a response if needed. You could include "mirror words" or a "teach/okay" to have them repeat instructions. When giving instructions, it is helpful to break each step down, have them repeat it, then add the next step. Here are 20 certification points!
Each day, my students need to get their own comfortable spot around my classroom in order to do their independent writing and reading. This, left unchecked, can be disastrous and can take the kids a tremendous amount of time to settle into their seats and get working. So I've used a similar script to help my students complete this procedure in a timely and safe fashion:
ReplyDeleteTeacher (T): Oh my dear class!
Class (C): Oh my dear yes!
T: We certainly love being able to select our very own, comfy seats for independent reading and writing time, right class?
C: Right! Yes!
T: It is imperative that we get to these spots as safely, quickly, and quietly as possible, so as not to waste any precious time for reading and writing! We need to remember to follow rule #1 (kids say, “Follow directions quickly!”). Please tell your neighbor what we just discussed about getting spots! Teach!
C: Okay! (Kids discuss the importance of getting to spots and following rule #1.)
T: Clickety-clack, class!
C: Clickety-clack, yes!
T: So from now on, whenever I say, “Spots!” you will respond, “Spots, spots, spots!” and then I need for you to move safely, quickly, and quietly to the smart spot of your choice. In fact… drum roll please! (Kids drum roll with their hands until I wave my arms). I will be timing you to see if you can beat your record each time we go to our spots! If you improve enough, it may even be worthy of a CLASS STAR on our scoreboard!! Tell your neighbor what you need to do when I say spots and what we are going to do to improve ourselves- teach!
C: Okay! (kids discuss spots and their incentive)
T: Classey, class!
C: Yesey, yes!
T: So from this day forth, when I say spots you will say…(Hold hands out to them for their response)
C: Spots, spots, spots!
T: Right! Then you’ll go safely, quickly, and quietly to your spot! And if you improve enough, it may be class star worthy!! Let’s practice!
I would then have them practice the wrong ways and the right ways to complete this task in order to solidify the behaviors I want them to exhibit during this procedure.
-Brianne Betz
Third grade, New Jersey
Brianne,
DeleteThis is a fun way to eliminate having to nag, nag, nag!!! Your students will appreciate the pleasant change in their day! Here are 25 certification points!
I believe in starting the period with daily questions, to warm up the Spanish brain. I begin the year with the procedure and by second semester it is completely student run. When the bell rings I shout: ¡Buenos dÃas estudiantes!, students echo me ”Buenos dÃas maestra”.
ReplyDelete¡Haz tu empezamos!(do your “we begin”)
Students shout:
¡Empezamos, Empezamos, Empezamos! (we begin, we begin, we begin)
(Timer set) 3 minutes Students write on their devices 5 questions on the SMARTboard
What is the date?
What is the weather like?
How are you?
Number of the day
Translation of the day
Two students come to front and ask:
¿Están listos?
Students: ¡SÃ estamos listos!
The two leaders ask the daily questions in Spanish and pull victim sticks of fellow students to answer. Students are encouraging and helping others.
With the WBT technique and classroom procedures I can get through the warm-up in 5-7, it makes each class start so smooth! I also believe students are much better with routines that are fun and easy to follow. Bell to bell, routines and fun the whole brain way make my class periods fly by!
Rebecca Loftus
Rebecca,
DeleteWhen using the WBT method, you need to include a version of "Class/Yes" before each instruction. Then, they can teach/okay, mirror words etc. You may want to revisit this chapter for more WBT ideas. I like your method that encourages students to help and motivate others! You are right, procedures are VERY important! Here are 10 points for your effort!
Washing hands to get ready for lunch is one of the most challenging procedures to master. It needs to be done quickly yet vigilantly. So this is how I taught this procedure to my kindergarten class.
ReplyDeleteTeacher: (singing) Class
Students: (singing) Yes
Teacher: Every day we wash our hands to get ready for lunch. Today, I will show you the quickest and cleanest way to wash your hands. (clap, clap) Teach.
Students: (clap, clap) Okay. (Students repeat what the teacher said)
Teacher: Classity classity class
Students: Yessity, yessity, yes
Teacher: Mirror (hands up)
Students: Mirror (put their hands up)
Teacher: I will walk to the sink (finger-walk on a left arm), I will say Squirt (pretend to squirt soup on hands), Rub (rub hands together and between the fingers), Rinse (pretend to rub hands under running water), Dry (pretend to take one paper towel from dispenser and toss it in the garbage can). I will get my lunch (pretend to get a lunch box) and walk back to my seat (finger-walk and finger-sit). Then (whisper talking) I can quietly talk to my neighbor.
Students: (mirror teacher’s actions)
Teacher: Mirror Words (hands up)
Students: Mirror Words (put their hands up)
Teacher: I will walk to the sink (finger-walk on one arm), I will say Squirt (pretend to squirt soup on hands), Rub (rub hands together and between the fingers), Rinse (pretend to rub hands under running water), Dry (pretend to take one paper towel from dispenser and toss it in the garbage can) and I will get my lunch (pretend to get a lunch box) and walk back to my seat (finger-walk and finger-sit). Then (whisper talking) I can quietly talk to my neighbor.
Students: (mirror teacher’s actions and words)
Teacher: When I say Teach you say Okay and teach your partner how you wash your hands. (Clap, clap) Teach.
Students: (clap, clap) Okay. (Students teach their partner using big gestures)
Teacher: (rubbing hands together with an evil scientist’s smile) Claaass.
Students: (rubbing hands together with an evil scientist’s smile) Yeees.
Teacher: When you stand in a line, waiting for your turn, I would like you to use this time to practice Squirt, Rub, Rinse, Dry.
As the year progresses I give my students other things to practice while they are waiting in the line, like whisper-counting as high as they can, or skip-counting by ten. The objective of this procedure is to keep them moving and to keep their hands busy so they are not tempted to touch each other. ~ Monika Fridrich
Monika,
DeleteNice job! This is a wonderful way to keep your kiddos clean and happy and germ free! Here are 25 certification points!
The end of the day is when I have my students pack up their belongings. This is how I will apply WBT strategies I have learned to shorten the amount of time it takes for my students to pack up.
ReplyDeleteT: Classy, classy
S: Yessy, yessy
T: Today we are going to learn how to pack up at the end of the day. I will show you what I expect you to do. Teach!
S: Okay!
T: Mirror!
S: Mirror!
T: Mirror my gestures. (Raise index finger) Step 1: Walk to coat rack (walk fingers in front of face) and get your book bag and jacket if you have one. (mimic pulling items from hooks) Teach! Remember to use gestures!
S: Okay! (Students teach & gesture)
T: Class!
S: Yes!
T: Great job using gestures! Here’s a smiley!
S: Oh yeah!
T: Mirror!
S: Mirror!
T: (Raise 2 fingers) Step 2: Turn to your mailbox (Circle raised index finger beside head) and pull materials out of cubbies (mimic pulling items from cubbies) Teach! Remember to use gestures!
S: Okay!
T: Classity, classity!
S: Yessity, yessity!
T: I heard students teaching, but did not see many gestures. That’s a frownie. (Mighty groan) Let’s try again! (Teacher repeats step while students mirror.)Teach!
S: Okay! (Students do a much better job and get a smiley.)
T: Class 1-2
S: Yes 3-4
T: Mirror!
S: Mirror!
T: (Raise 3 fingers) Step 3: Walk back to your table with your book bag and materials. (walk fingers in front of face) Put materials in book bag. (mimic loading book bag) and have a seat. (Point both fingers down to floor) Teach! Don’t forget your gestures.
S: Okay!
T: Class (whisper)
S: Yes (whisper)
T: Let’s review the steps! Mirror gestures and words.
Teacher and students review.
T: Cl-cl-cl-class
S: Y-y-y-yes
T: I will give each group of 3 students a 30 count to follow the steps. If everyone meets the goal, I’ll give you a smiley!
Elisabeth Thompson
Elisabeth,
DeleteNice job of working your scoreboard in with the teach/okay and mirror words! It is a great idea to break our class down into groups of three to "model" how to follow this procedure, providing even more reinforcement! Here are 25 certification points and a 5 point bonus!
Teacher: Oh class oh class!
ReplyDeleteStudents: Oh yes oh yes!
Teacher: Today we are going to review a procedure that needs extra practice! We are doing such a good job at lining up in alphabetical order for specials and lunch, but I bet we can do even better! Mirrors on!
Students: Mirrors on!
Teacher: I am SO good…
Students: I am SO good…
Teacher: at lining up…
Students: at lining up…
Teacher: in alphabetical order.
Students: in alphabetical order.
Teacher: BUTTTTTTT…
Students: BUTTTTTTT…
Teacher: Practice makes perfect!
Students: Practice makes perfect!
Teacher: Mirrors off!
Students: Mirrors off!
Teacher: First, I am going to call your name and you are going to line up against the cabinets! When I call your name, you must slow-motion walk, skip, backwards walk, or crab crawl to the line. Nod your head if you understand the expectations!
Students: Students nod their heads.
Teacher: Great! (I will then call students up alphabetically.)
Students: Students will go up in line after I call their name.
Teacher: Now that we are finished, look at the cabinets and see what you are next to and look at the person in front of you and the person behind you. These people are your line buddies! Give me a mighty OH YEAH if you understand where you need to stand in line!
Students: OH YEAH!
Teacher: Wow! We are so good at lining up alphabetically! Let’s practice one more time to make sure we know who we are next to and what part of the cabinets we are next to! After I am finished speaking, you will scatter around the room in a random spot. SCATTER!
Students: Students will scatter around the room.
Teacher: STOP! Mirrors on!
Students: Mirrors on!
Teacher: When Miss Meacham says so…
Students: When Miss Meacham says so…
Teacher: we will walk in slow-motion…
Students: we will walk in slow-motion…
Teacher: to our alphabetical spots…
Students: to our alphabetical spots…
Teacher: in line!
Students: in line!
Teacher: Mirrors off!
Students: Mirrors off!
Teacher: Walk in slow-motion to your alphabetical spot in line! Go!
Students: Students walk in slow-motion to their alphabetical spots in line.
Teacher: After students are in line, I will walk to the scoreboard and give them a smiley face.
Students: OH YEAH!
Hannah,
DeleteLining up can be a painful activity every day, but your procedure looks like it will remedy that problem! Here are 25 certification points!
Teacher: Classity class Class!
ReplyDeleteStudents: Yessity yes yes !
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Now turn your neighbor and tell them how excited you are to learn what to do when you need to use the restroom. (Clap clap) Teach!
Students: Okay! (The students teach their partner telling them how excited they are to learn what to do when they need to use the restroom.)
Teacher: Class! Class! Class!
Students: Yes! Yes! Yes!
Teacher: If you need to use the restroom during the day, you hold your hand in the air and cross your fingers. (I will show the students how to make an “r” in ASL.) Turn to your partner and teach them what to do when you need to use the restroom. Make sure to use big gestures. (Clap clap) Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Oh class!
Students: Oh yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Give yourself a 10 finger woo!
Students: (wiggling their fingers) Woooo!
Teacher: When I see the restroom sign, I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important, and I do not want you to miss it. If I shake my head yes, you make quietly and quickly get up to go to the restroom. Turn to your partner and teach how you will know if you can go to the restroom. (Clap clap)Teach!
Students: Okay! (The student teaches their partner what the teacher will do if they can or cannot go to the restroom.)
Teacher: Hey hey class!!
Students: Hey hey yes!
Teacher: Great job on learning a new procedure!!
Megan,
DeleteThis is an important procedure to keep interruptions at a minimum during the day. Coach B. had a great idea when kids are raising their hands during your lesson (in this case with the sign language r). The teacher would just reach out and act like she is grabbing the child's hand, then she makes a fist to show that she saw them and is saving that request for a few minutes until the teaching portion is completed. Then, open your hand and answer the child. Great job! Here are 25 certification points!
Script: Choosing Books for Reader’s Workshop
ReplyDeleteThe format that we use for teaching reading is a Reader’s Workshop model. This involves all students working in books at their independent level. Lessons are delivered whole group at grade level. Students are given a purpose for reading and search for an outcome in a book at their independent level. Choosing books from book bins can sometimes be a lengthy task. Please see below for how to improve this classroom procedure.
Teacher: Class Class Class!
Students: Yes Yes Yes!
Teacher: Hands and eyes. It’s reading time! We’ll gather for a short lesson at the carpet, but first we need to choose books from our book bins. You have 1 minute to visit the library and choose your book. Mirrors Please!
Students: Mirrors Please!
Teacher: First, I will look at the book level. Then, I will see if I’m interested. I will look at the book level. Then, I will see if I’m interested. Clap Clap Teach!
Students: Clap Clap Okay! (Students will repeat teacher’s two previous statements using gestures.)
Teacher: Oh my class!
Students: Oh my yes!
Teacher: Hands and Eyes
Students: Hands and Eyes.
Teacher: I will call students by tables to pick their books and sit on the carpet. Are you ready to choose your books? Give me an Oh Yeah or No Way on 3. One, two, three!
Students: Oh Yeah!
Teacher: Table 1! You look ready to choose your books. We’ll give you 1 minute on the timer to choose your books and sit on the carpet. We’ll give a point on the scoreboard if you can accomplish this in 1 minute. Go!
Repeat with other tables.
A systematic procedure for choosing books is crucial! Students will spend 10 minutes choosing a book. They need to understand the two thing that they are looking for: Is this book in my level and does it interest me? Using WBT techniques will ensure that all students choose good-fit books in an appropriate amount of time!
Megan Vescio Copeland
Goldfarb Elementary School
Las Vegas, NV
Megan,
DeleteGreat idea! I get frustrated with the same thing! Here are 25 certification points!
Chapter 13 Daily Classroom Procedures-Picking Up Crayons
DeleteOne kindergarten classroom procedure that seems to take up excessive time is picking up crayons. I plan to teach my students to efficiently perform this procedure in the following way. I will have a signal bell that I will tap two times. I may play a song so that they know at the end of the song, the signal bell will be used. Here is the script.
Teacher: Class oh class!
Students: Yes oh yes!
Teacher: Today we are going to learn a better way to pick up your crayons. Tell your neighbor how fun this will be. Teach!
Students: Okay!
Teacher: Classityyyy! Class! (deep voice)
Students: Yessityyyy! Yes! (deep voice)
Teacher: At the sound of the bell ringing twice, you will place all colors in your box and close it. Teach.
Students: Okay
Teacher: (Repeats) You will place all colors in your box and close it. (Adds) You will then place the color box in the front of your seat pocket. (Teacher models/demonstrates how to place the crayon box in the front of the seat pocket.) You then sit with your eyes and hands forward. Teach.
Students: Okay!
Teacher: We will now practice with our crayon boxes. When I ring the bell two times, you will know this is your signal. It will also be a table race for points. Here we go. Teacher walks around to check out their speed smiling at the improvement.
Class oh claaaasssss.
Students: Yes oh yessssss.
Teacher: Great job picking up your crayon boxes. You are getting amazingly FAST. Students get a mighty point! Let’s have a ten finger woo!
Regina-Champagne Babin
Regina,
DeleteI can imaging that this would be quite helpful in a kindergarten room! Here are 25 certification points!
A procedure I often spend time reviewing at the start of the school year is El mensaje, our class starter. There is no built in transition time between classes. In order to build in time for the children to settle and for some students to return from outside services such as speech, OT, PT, etc.. I begin with a message that reinforces previously learned vocabulary.
ReplyDeleteTeacher: Class
Students: Yes
Teacher: We are going to learn how to set up our mensajes, class messages. Turn to your friends (wringing your hands) and say Oooh! Ahhh!
Students: Oooh! Ahhh!
Teacher: First, open your notebook to the first clean sheet of paper and copy the date from the board. (Clap, snap,) TEACH!
Students: (Clap, snap,) OK! Repeat
Teacher: Class, class, class (quickly)
Students: Yes, yes, yes (quickly)
Teacher: Note that the day comes before the month when you write the date in Spanish. (Clap, clap) TEACH!
Students: (Clap, Clap) OK! Repeat
Teacher: Clase, clase
Students: Si, Si
Teacher: Each morning, that you have Spanish, you will copy the date and the question from the board into your notebook in Spanish.
Teacher: Hands and eyes
Students: Hands and eyes
Teacher: Ah! Muy rapido! Give me an Oh Yeah! (award 1 point on the scoreboard) You will write your messages in Spanish only. TEACH!
Students: Ok! Repeat
Teacher: Claaaas!
Students: Yeeees!
Teacher: When you think you have the answer to the message, you will write it on the small dry erase boards and hold it up. (stomp, stomp) TEACH!
Students: (stomp, stomp) OK! Repeat
Teacher: Oh Class!
Students: Oh Yes!
Teacher: Tell me to “Bring it on!” if you are ready for your first message this year.
Students: Bring it on!
Bethann Barneman
Bethann,
DeleteThis should be very helpful to cut down on that dreaded transition time, especially since your class times are so limited. Nice job! Here are 25 certification points!
Thank you for your constructive feedback Michelle. Is it best to submit my CPs as I reach each level of certification? What is the best practice for submission? Aside from my own documentation and notes, I would like to have a more formal means to indicate my level of certification to my own district where they would like to implement WBT as part of our PD. I have posted and emailed this question elsewhere with no response.
DeleteThank you in advance,
Bethann
Bethann,
DeleteI saved all of my posts/points until I completed the book club and then emailed them to Nancy. Then I took the Quia test. Next, I created my video and submitted to it Coach B and Nancy for approval. They critique the video and give feedback. Upon completion of each of those steps I received my certification points. You can keep track of your own certification points that I'm giving you here and that will let your district know how you are doing. The first time you really get formal documentation from WBT will be when you reach Level 5 Board Certified Instructor (after your exemplary video is approved). Then, you are given special assignments and continue down the certification path. Let me know if you have any other questions: Michelleshelton@wholebrainteaching.com.
Thank You Michelle!
DeleteWe use interactive notebooks daily in my classroom. There are certain things that stay the same every single day as we do these. I still have students asking me questions about setting up their daily entries during the 2nd 9 weeks of school. I am hoping that by using these WBT techniques, my class will get the “hang of it” quicker.
ReplyDeleteTeacher: Class!
Students: Yes!
Teacher: Today we need to talk about putting entries into our IANs (interactive notebooks). You will have one for Science and Social Studies. We will do this every day. (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: The first step is to put our entry titles into the Table of Contents. We need this so we can find specific entries later. (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Copy the title on your paper and the page number. Today we will write number 2. When I say 2,2,2, you repeat after me. 2,2,2
Students: 2,2,2
Teacher: When you have finished writing your title and page number, put both hands in the air. 2,2,2
Students: 2,2,2
Teacher: Next you will go to today’s page, rewrite your title, and rewrite your page number. When you have finished, put your hands in the air. Tell your partner what you need to do. (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Title and page number, 2,2,2.
Students: 2,2,2.
Teacher: Classy, class!
Students: Yessy, yes!
Teacher: You did that so quickly! I must give you a smiley because the scorekeeper is definitely happy! Might Oh Yeah!
Students: Oh yeah!
Teacher: Our last step to prepare our notebooks for today’s lesson is a label. We put the label on the left of the page and it tells us what we need to do on that page. It will remind you of your assignment when you get home today and do your homework. Tell your partner how important the label is! (clap, clap) Teach!
Students: (clap, clap) Okay!
Teacher: Claaaaaaaaaaaaaaass.
Students: Yeeeeeeeeeeeeeeees.
Teacher: When I say label on the left, I need you to repeat it three times. Hands in the air when you have your label where it needs to be. Label on the left.
Students: Label on the left. Label on the left. Label on the left.
Courtney,
DeleteThis should be quite helpful as you tackle those notebooks! They will get the hang of the three-peat quickly and you will never have to repeat your directions over and over again! Teacher Heaven! Here are 25 certification points!
Classroom procedure: Choosing a play centre
ReplyDeleteRules pertaining to procedure:
1. No more than 4 students at a centre.
2. You may not go to the same centre two days in a row.
3. Once you have made your choice, you stay there.
Teacher: Class
Students: Yes
Teacher: It is play centre time! Turn to your partner and tell them how excited you are to go to play centres.
Students: (They turn to their partner and tell them that they are excited.)
Teacher: Class, class, Fall!
Students: Yes, yes, leaves fall!
Teacher: When I say “Teach”, I want you to turn to your partner and tell them what centre you chose yesterday. If you don’t remember, you may get up and go look at the chart. Teach!
Students: Okay! (They turn to their partners and tell them where they were yesterday. Those who don’t remember get up and quickly check on the chart.)
Teacher: Class, class, September!
Students: Yes, yes, school!
Teacher: I will pull names from the can. When I pull and read your name, you need to go quickly to the chart and choose your play centre. Remember, you cannot choose the centre that you chose yesterday! When I say “Teach”, I want you to turn to your partner and explain what they need to do when I pull their name from the can. Teach! (While students are doing this, teacher will go and remove student names from the centres chart in preparation for today.)
Students: Okay! (They turn to their partner and explain how to choose a centre.)
Teacher: Class!
Students: Yes!
Teacher chooses 4 names and those students get up and go choose a centre. As soon as 1 student has chosen a centre, teacher pulls another name out of the can.
Due to space limitations by the play centres chart, I cannot have more than 4 students choosing a centre at one time. Once the students have mastered this routine, I will add in the dimension of speed.
Christina,
DeleteThis is a simple but effective way to get them up and moving! Give them some "mighty oh-yeahs" as they begin to follow Rule 1 and follow those directions quickly! Here are 25 certification points!
Teacher: Today we are going to learn how to get quickly and quietly get our book boxes out and ready for work. When I say “teach” I want you to turn to your partner and explain to them what we are going to learn to do today. Teach! Teach! Teach!
ReplyDeleteStudent: Okay! Okay! Okay! Students will turn towards one another and explain what I had said.
Teacher Oh Class Class!
Students: Oh yes yes!
Teacher: Why is it important to be able to get our book boxes quickly and quietly hmmm? (Big shoulder shrug) Turn to your partner and ask them our question.
Student: Turns towards their partner and repeats “Why is it important to be able to get our book boxes quickly and quietly hmmm?” (Big shoulder shrug)
Teacher: Class!
Students: Yes!
Teacher: We know that we don’t have very much time together each day to learn. We need to use as much time as possible to learn. We also need to keep things quiet so other people can learn. When I say teach, I want you to turn and tell you partner one reason why it is important to be able to get our book boxes quickly and quietly. Teach-O!
Student: Okay-O! Students turn and share one of the two reasons it is important that they get their book boxes quickly and quietly.
Teacher: Classity!
Student: Yessity!
Teacher: Mirror with words
Students: Mirror with words
Teacher: When I say go (gesture with the letter g and shake)
Student: When I say go (gesture with the letter g and shake)
Teacher: Walk over using marshmallow feet (gesture with two fingers walking over opposite hand)
Students: Walk over using marshmallow feet (gesture with two fingers walking over opposite hand)
Teacher: Pick up your book box with two hands (gesture by picking up a pretend box)
Student: Pick up your book box with two hands (gesture by picking up a pretend box)
Teacher: and take it to your desk (gesture with two fingers walking over opposite hand)
Student: and take it to your desk (gesture with two fingers walking over opposite hand)
Teacher: When I say go, walk over using marshmallow feet, pick up your book box with two hands, and take it to your desk. (Repeat with gestures)
Students: When I say go, walk over using marshmallow feet, pick up your book box with two hands, and take it to your desk. (Repeat with gestures
Teacher: Mirrors away
Student: Mirrors away
Teacher: Go
Student: students quietly grab book box and take it to their desk
Teacher: Excellent job! Give yourselves a might Oh Yeah!
Student: Oh Yeah!
Jana Greer
Jana,
DeleteThis is those perfect way to keep the transitions flowing quickly (Rule 1)! I love the marshmallow feet! You had one small typo (tell you partner). Here are 25 certification points.
Following is how I might use Teach-Okay to teach arrival expectations on the first day of school…
ReplyDeleteOh class!
Oh yes!
Please show me “hands & eyes.” (model to activate mirroring neurons) Good. I’m going to teach you the procedure for beginning the day. Turn to your neighbor and say “This is going to be good!”
This is going to be good!
Class! Class!
Yes! Yes!
The morning procedure consists of 5 important steps. When I give you the signal – clap, clap teach! I want you to copy and say okay, like this – clap, clap okay! Now, turn to your neighbor and tell them, “There are 5 important steps in our morning procedure.” (clap, clap) Teach!
(clap, clap) Okay! (students share)
Class! Class! Class!
Yes! Yes! Yes!
(using gestures for each number and miming each step)
Step 1 is hang up coat and backpack
Step 2 is check in at board
Step 3 is pick up daily math
Step 4 is have 2 pencils, a book and your planner out on desk
Step 5 is work quietly
(display the 5 steps on projector for students to reference)
Oh Class!
Oh Yes!
I want #1’s to teach #2’s the 5 steps of the morning procedure. I want 2’s to mirror with gestures. Ready? Teach!
Ready. Okay!
(allow a minute or two for #1’s to teach)
Class, oh class!
Yes, oh yes!
Now it is time for the #2’s to teach. #1’s mirror with gestures. (clap-clap-clap) Teach!
(clap-clap-clap) Okay!
Traci Katz
Traci,
DeleteThis is a great procedure, and much needed! You might want to break it up more and have them do a teach/okay after each step. This helps them be able to retain more of the information. They can add the previous step in as they teach the new step. Here are 25 certification points!
ReplyDeleteAt the beginning of the year, students need to learn what to do each morning as they enter the classroom and begin their day. This lesson will need to be taught during the first few days to help them know the procedure and be able to follow it.
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: This morning we are going to learn what to do each morning when we arrive in the classroom. (Teacher points from the door to the floor of the classroom.) Please turn to your partner and tell them what we are learning this morning. Teach!
Students: Okay! Students turn and relay information to their partner.
Teacher: Class!
Students: Yes!
Teacher: When you come into our classroom you have some jobs to take care of.
Number one is put your folder in the turn in box. (Teacher moves arm like putting folder in box.)
When I say Teach turn and tell your partner what job number one is.
Teach!
Students: Okay! Students turn and tell partners what job number one is.
Teacher: Class oh class!
Students: Yes oh Yes!
Teacher: Job number two is put your lunchbox in the lunch tub. (Teacher points to lunch tub) Ready? Tell your partner rule number two. Teach!
Students: Okay! Students turn and tell partner rule number two.
Teacher Class! Class!
Students: Yes! Yes!
Teacher: Job number three is hang up your coat and backpack in your cubby. (Teacher moves hand up like hanging on a hook twice.)
Teach!
Students: Okay! Students tell partner job number 3.
Teacher: Classity class!
Students: Yessity yes!
Teacher: We have one last job, job number four. Make sure you have 2 sharpened pencils before going to your desk! (Holds up 2 fingers)
Please teach your neighbor this last job. Teach!
Students: Okay! Students turn and tell partners the last job.
Teacher: Class! Great job! I am now going to review all the things you need to do when you come in to class in the morning.
(Holds up one fingers) Put your folder in the turn in box.
(Holds up two fingers) Put your lunchbox in the lunch tub.
(Holds up three fingers) Hang up your coat and backpack.
(Holds up four fingers) Make sure you have two pencils before going to your seat.
When I say, “Teach” I would like partner number one to tell partner number two all the things we need to do each morning. “Teach”
Students: Okay! Partner number one tells partner number two all the steps.
Teacher: Switch!
Students: Partner number two tells partner number one all the things to do each morning.
Teacher: Class!
Students: Yes!
Teacher: I am so excited to see that you all know just what to do when you come in each morning. Tomorrow morning will be wonderful as we all come in and do our jobs.
Susan,
DeleteYou did a great job chunking the teach/okay into small and manageable steps! You could also add in several opportunities to give points on the scoreboard throughout the entire lesson. Here are 25 certification points and a 5 point bonus!
Chapter 13
ReplyDeleteusing a 'kiss' of glue..(white glue)
After reading the book...TOO MUCH GLUE...
T- Oh Goo-ey class
S- Oh Goo-ey yes
T- We just read the book and discussed why we can't use too much glue on our projects...lets review what happens if we do use too much glue..
T- tell your neighbor about icky-loo glue.... clap clap teach
S- clap clap okay (kids talk about glue puddles and icky-loo glue from the story
T- OH classy
S- Oh yessy
T- When we use our white glue we will remember 3 things..
Twist open(gesture to twist glue lid)
Kiss of glue... (kiss gesture)
Twist shut.. (gesture)
clap clap teach
S- Clap clap okay Students review twist kiss twist to partner
T- Oh classydoodle
S- Oh yessy doodle
T - We are going to go to our seats to glue on our lion's mane. LAst time we made it in 7 seconds.. lets see if we can beat that time...We will remember our glue rules... no ickyloo glue. 'TABLES' 1,2,3,4,5,6,--
S-Tables, tables, tables-- walk to tables to work on lion.
T- Great job- you made it in 6... point for you!!
S- Oh yea!! as they start gluing....
Wendy,
DeleteGreat job! That will help avoid those messy glue globs! You can follow up with some Scoreboard points! Here are 25 certification points!
Teacher: Class, class!
ReplyDeleteClass: Yes, yes! (Quickly turning back to face teacher with hands clasped.)
Teacher: Thank you for your quick response! Mighty oh yeah! (marking the scoreboard)
Class: Oh, Yeah!
Teacher: You all did an amazing job exploring your new tablets today. Now, we are going to learn how to put them away. Tell your friend “It’s time to put things away!”
Class: (Students look at a friend and repeat)
Teacher: Class.
Class: Yes. (Quickly turning back with hands clasped.)
Teacher: Hands and Eyes. (clasps hands in front)
Class: Hands and Eyes. (Brings out hands to sides then back together with eyes on the teachers.)
Teacher: (Making gestures that naturally go along with the speech) It is important that we take very good care of our tablets so that we can continue to use them in our learning all year long. If we all try to take care of our learning tools, we will all learn so much! (clap, clap) Teach!
Class: (Clap, clap) OK! (Students quickly turn to their partner and repeat what the teacher says using big gestures.)
Teacher: Oh, Class!
Class: Oh, Yes! (Quickly turn back with hands clasped.)
Teacher: (Making gestures that naturally go along with the speech and utilizing a tablet to show) When we are finished working on the tablets for the day, I will ask you to turn off your tablets. Step 1 is to turn off the tablet by pressing the small button on the top edge. (clap, clap) Teach!
Class: (Clap, clap) OK! (Students quickly turn and repeat what the teacher says using big gestures.)
Teacher: Class.
Class: Yes! (Quickly turning back with hands clasped.)
Teacher: Oh, That wasn’t fast enough! Mighty Groan!
Class: (Students make a mighty groan as teacher marks the scoreboard.)
Teacher: Let’s try again, Class, class!
Class: Yes, Yes! (Quickly focusing on the teacher with hands clasped.)
Teacher: (Making gestures and utilizing a tablet to show) Much better! Mighty Oh, Yeah! (marks the scoreboard) So, step 1 is to press the small button on the top edge of the tablet. When you press this, a box will pop up that asks if you are sure you want to turn it off, you should press OK. This is step 2, press OK. (clap, clap) Teach!
Class: (Clap, clap) OK! (Students quickly turn and repeat using big gestures.)
Teacher: Class.
Class: Yes! (Quickly turning back with hands clasped.)
Teacher: (Making gestures and utilizing a tablet to show) Step 1: Press the small button on the top of the tablet. Step 2: Press OK on the pop up box. Now, step 3 is to put your tablet in its protective sleeve. Make sure when you do this, the power button is showing out the top of the pocket. This is important because that is where I plug in the charger. If I can’t plug it in, it can’t charge, and your tablet will be dead! Oh No! (clap, clap) Teach!
Class: (Giggling, Clap, clap) OK! (Students quickly turn and repeats using big gestures.)
Teacher: Oh, Techy Class.
Class: Oh, Techy Yes! (Quickly turning back with hands clasped.)
Teacher: (Making gestures and utilizing a tablet to show) Let’s go over that one more time …
Step 1: Press the small button on the top of the tablet.
Step 2: Press OK on the pop up box.
Step 3: Put the tablet in its sleeve with the power button out.
No dead tablets! (clap, clap) Teach!
Class: (Giggling, Clap, clap) OK! (Students quickly turn to their partner and repeats using big gestures.)
Teacher: Classity, class!
Class: Yessity, yes! (Quickly turn to face teacher with hands clasped.)
Teacher: Now it is your turn to show me what you know. When I say go, please follow these three steps to turn your tablets off. When your tablet is off and in its sleeve, I will know because I will see you sitting in out Super Second Grade Power Position! Tell your friend how I will know when you are done!
Class: Students tell friends.
Teacher: Class
Class: Yes
Teacher: Ok, when I say go, complete the actions to turn off you tablet. Ready, set, go!
Class: (Students perform the 3 steps then sit in power position.)
Teacher: Excellent job ladies and gentlemen! Mighty Oh Yeah! (Marks another point.)
Class: Oh, Yeah!
Geni Ainge
Geni,
DeleteExcellent job! How wonderful that they get to use Tablets, AND that they will have a simple procedure in place to take care of them! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteFocus: daily independent shared reading work
ReplyDeleteTeacher: My class rocks!
Class: Yes, we do!
T/C: I am a super reader! (mirror routine… see chapter 12 post for the full routine!)
T: We just finished reading the book that matches this paper. We are going to use our Super Reader strategies to match these pictures with the correct sentences. Teach!
C: Okay!
T: Classity?
C: Yessity?
T: Great! Mirror!
C: Mirror!
T: First you’re going to write the word wall word (mimic writing).
Next you’re going to cut the pictures (mimic cutting).
Last you’re going to glue them down (mimic gluing).
Teach!
C: Okay!
T: Switch!
C: Switch!
Oops! I'm not sure what happened to the rest of my post!
DeleteT: Claaaaaass!
C: Yeeeeeeees?
T: Use your gestures to answer my questions. First we're going to...
C: (gestures writing)
T: Next we're going to...
C: (gestures cutting)
T: Last we're going to...
C: (gestures gluing)
T: Nice work! Put those super reader brains to work!
C: Okay!
(after walking around)
T: Sweet! I see everyone writing first! Give me an OH YEAH! (award point)
C: OH YEAH!
T: Keep it up, super readers!
Catherine,
DeleteGreat work! Adding the last section where you broke each step down individually is very helpful~ they need as much repetition as possible to build those dendrites and make the necessary connections to your instructions. Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteI have alternative seating in my classroom and it is very important when students leave their seats that they put their seating options away so nobody trips over them while moving around the room. This includes pushing chairs or stools under the table, putting yoga balls onto disc so they do not roll away, and putting floor pillows on top of the table.
ReplyDeleteT: Oh, Class!
S: Oh, Yes!
T: We are going to learn a very important classroom procedure. This may be the most important procedure I will teach you because it is all about safety! (Clap, clap) Teach!
S: (Clap, clap) Okay! (Students teach each other what the teacher said).
T: Classity, Class!
S: Yessity, Yes!
T: We are going to use the three-peat to help us remember this very important procedure that will help us move around the room safely. Teach, teach, teach!
S: Okay, Okay, Okay! (Students teach their partner)
T: Attention, Class! (said like a drill sergeant)
S: Attention, Yes!
T: Our classroom expectation is that anytime you get out of your seat you will put your seat away appropriately. This means chairs and stools are pushed under the table (pointing to those seating options), yoga balls are balanced on their discs, and pillows are put up on the tables. Oh, hey, partner A, teach!
S: Oh, hey, partner A, okay. (Students who are partner A teach each other).
T: Uh-Oh switch!
S: Switch! (Partner B teaches)
T: Boom Chicka Rocka, Chicka Rocka, Chicka Class!
S: Boom Chicka Rocka, Chicka Rocka, Chicka yes!
T: Are you ready to practice?
S: Yes
T: Remember to three-peat. When I say stand up, you repeat it 3 times while you stand and take care of your seating. Then you watch me for your next instruction.
T: Stand up!
S: Stand up, Stand up, Stand up (while they stand up).
They will undoubtedly look a little lost…they always do the first time.
T: (Shaking her head and looking sad). Oh, not fast enough and a few of you forgot to take care of your seating. This leaves a danger of tripping in our classroom. Frownie.
S: (GROAN)
T: Sit down and we will try again. (Wait for students to all sit) Stand up!
S: Stand up, Stand up, Stand up!
T: Nice job! Let’s practice again...Stand up!
S: Stand up, Stand up, Stand up!
T: You nailed it! Three claps and a 10 finger whooo! (Give a smiley)
S: (Clap, clap, clap) WHOOOO!
Kimberley Nixon
2nd grade
Kimberley,
DeleteThis is a very important procedure! You could even break it down more and give one instruction/teach-okay at a time. For example, give the instruction for the balls/teach-okay, chairs and stools/teach-okay and then pillows/teach-okay since they all have different directions. Tiny chunking! Nice job! Here are 25 certification points.
Tonya Hackett
ReplyDeleteProcedure: My students use slates and dry-erase markers during our full group meetings. I have slates and markers in tubs. The students either sit in rows on the carpet or on benches. This is the procedure we will use for getting these materials:
T: Classity Class!
S: Yessity Yes!
T: Mirror! (students echo) Today I am going to teach you a super fun game. When it’s time for us to use our slates, markers and erasers, we get to have silent races! (holds finger to lips followed by fast feet/arms motion) Teach!
Students: Okay! Students teach what teacher just said with actions.
T: Class a-Math!
S: Yes a-BLAST!
T: Tell your partner how excited you are for silent races! Teach!
S: Okay! Students show their fun excitement. ☺
T: Classery class!
S: Yessery yes!
T: Mirror Words! (students echo) When I say “Slates out!” the first student in each row will remove ALL (with both arms, make big circles) the slates from their tub, {pause for student mirroring and words} keep just one (holds up one finger) and pass the rest to the person to his/her left. {pause for student mirroring and words} Teach!
S: Okay!
T: Class class class!
S: Yes yes yes!
T: Mirror words! (students echo) The second child then takes one (hold up one finger) slate {pause for mirroring/words) and passes the rest to the person to their left. (pretend to pass to students’ left) {pause for mirroring/words} Each child in your row does this same thing. (continue to pretend pass slates to the left) Teach!
S: Okay!
T: Class Denver!
S: Yes Broncos!
T: Mirror words! (students echo) If the last student in each row has extra slates (roll both hands out a few times) they place them on the floor near their seat. (pat the air space near hip) {pause for mirroring/words}Teach!
S: Okay!
T: Class burpy!
S: Yes chirpy!
T: Mirror! (students echo) When I say, “Slates out!” you echo and say, “Slates out!” and our race begins. (fast running arms) This is done quickly and with absolutely no noise. (holds finger to lips) I will hold up five fingers (hold up five fingers) and silently drop one at a time. Your row will try to beat the five seconds allowed to get each person their slate. Teach!
S: Okay!
T: Class class class!
S: Yes yes yes!
T: Lets give it a try! Slates out!
S: “Slates out!” The first student in each row removes all slates from their tub, takes one slate and passes the rest to the person to his/her left. Each child then takes one slate and passes the rest to the person to their left. Extra slates are left on the floor next to the last person in each row. This is done quickly and with absolutely no noise. The teacher holds up five fingers and silently drops one at a time. The students try to beat the five seconds allowed. The teacher wisely uses the scoreboard to reward quickness but marks a sad face for some noise.
The teacher then uses the same teaching method from above to teach the students how to collect and pass out markers and erasers:
T: “Markers/erasers out!”
S: “Markers/erasers out!” The first student in each row grabs a marker and eraser out of the tub and then passes the tub to the person to his/her left. Each child does the same and the last student in each row places the tub near them on the floor. Again, this is done quickly and with no noise. The teacher holds up five fingers and silently drops one at a time. The students try to beat the five seconds allowed.
Like before, the teacher uses the scoreboard to encourage quickness, quietness and correctly following the procedure. The teacher will again use “Mirror,” “Mirror Words” and “Class-Teach” to introduce the procedure for returning materials:
T: “Markers/erasers in!”
S: “Markers/erasers in!” The last student drops his/her marker and eraser into the tub and hands tub to the child on his/her right and so on. The students try to beat the 5 silent seconds.
T: “Slates in!”
S: “Slates in!” The last student starts by handing his/her slate to the right. That child then hands both slates to their right and so on. Again, students try to beat the 5 seconds.
Tonya,
DeleteThis will be very helpful as you transition quickly with your supplies! Nice job, here are 25 certification points!
Classroom procedure: getting gym bags out quietly.
ReplyDeleteTeacher: Class!
Students: Yes!
Teacher: We are going to learn a quick and quiet way to get changed for gym. Rubbing your hands together, tell your neighbour, “This is going to be good.”
Students: This is going to be good!
Teacher: When I say gym bags you say, “Gym bags, gym bags, gym bags.” (Clap clap) Teach!
Students: (Clap clap) Okay! [Students teach each other]
Teacher: Class, class.
Students: Yes, yes.
Teacher: Let’s practise that... (Pause)...Gym bags!
Students: Gym bags, gym bags, gym bags.
Teacher: Good job. (Give the class a smiley) Mirror - words.
Students: Mirror – words.
Teacher: (using gestures) Now after you’ve said ‘gym bags, gym bags, gym bags’ you are going to stand up, push your chairs in, and quietly walk over to collect your gym bags...
Students: (They mirror your gestures and repeat your words)
Teacher: (still using gestures) Then you will walk back with your gym bags and stand behind your seats. All of this should be done without talking.
Students: (They mirror your gestures and repeat your words)
Teacher: Mirrors off. Tell your neighbour what you do next...Teach!
Students: Students: Okay. (Students teach the next step)
Teacher: Let’s practise that whole procedure as if we are about to get ready for gym ... (pause) Gym bags!
Students: Gym bags, gym bags, gym bags! (They quietly collect their bags and return to stand behind their seats. If they are too noisy stop them and get them to return their gym bags to where they were, mark a Frownie and try it again, emphasising that they should be quieter.)
Teacher: Great job! You have all just earned a One Second Party.
Students: Oh yeah!
Quentin Dalrymple
3/4th grade
Perthshire, Scotland.
Quentin,
DeletePlanning ahead and teaching this procedure will eliminate chaos when gym time arrives! Your students will appreciate knowing ahead of time what your expectations are! Here are 25 certification points!
(Procedure: Sitting in chair, pushing chair in)
ReplyDeleteT: Class
S: Yes
T: How do we sit in and push in our chairs? Teach.
S: Okay
T: Class, Class, Class. Mirror Words. We quickly and quietly push our chairs in and find our assigned spots in line. When sitting in the chair we put all four legs on the floor, we are all the way standing or sitting, and no knees on the table or leaning over the table. This is the gesture for sitting in our chairs on all four legs. I would pretend to sit in an imaginary chair and hold up four fingers for four legs. Teeeeach!
S: Okay
T: (Students will practice the right way and the wrong way to sit and push in their chair.) Can someone demonstrate the wrong way to sit? (Leaving the chair out, leaning over the table, using two legs) Now, can someone demonstrate the right way to sit and push in our chairs?
I would time them pushing in their chair. We would then sit correctly. We will do this a few times and then try to beat our previous time.
T: Class-a-doodle-do
S: Yes-a-doodle-do
T: Using sockless hand puppets explain the procedure for sitting in and pushing in your chairs to your partner.
Charisse Norton
Charisse,
DeleteIt's important to teach and model even the smallest procedures to keep our class running smoothly! Nice job! Here are 25 certification points!
Nicole Desrosiers Weare, NH
ReplyDeleteI have used this strategy for the past several years. It makes transitioning back to seats or to a line very smooth. I will introduce this to my students during the first week of school. At the time of this lesson I would have already introduced the three-peat.
(The class will be sitting on the rug for instruction.)
T: Class!
S: Yes!
T: I am going to teach you a new procedure for leaving the rug area. When I put one finger up, you are to stand up quietly in your same spot. (Clap, clap) Teach!
S: (clap, clap) Okay! (students teach each other what it means when the teacher holds up one finger)
T: Oh, Class!
S: Oh, Yes!
T: Let’s practice that routine a few times. (Teacher holds up one finger and students quietly stand up.) That was good, but I’m noticing that I didn’t have my entire class following directions quickly. Let’s try that again, but remember to follow rule #1. Please sit. Class!
S: Yes!
T: (teacher quietly holds up one finger and students rise more quickly and quietly) Very well done... you just earned a Smiley! Wait for it... (she walks to the Scoreboard, puts a mark down and then points at her students)
S: Oh, Yeah! (done while clapping their hands together)
T: Now you are ready for the second part of this new procedure. While you are standing I will recite a single word and then hold up two fingers. For example, if I say “seats” and I hold up two fingers you will repeat “seats” three times and quietly move to your seats. If I say “line” and hold up two fingers you will repeat “line” three times and quietly move to your line. Teach!
S: Okay! (students teach each other the meaning of two fingers held up along with the three-peat)
T: Oh, my class!
S: Oh, my yes!
T: Let’s practice this important second part. (The teacher says “seats” while holding up two fingers.)
S: Seats, Seats, Seats (students move quietly to their seats and sit down)
T: That was fabulous, but I would love to try it again and give you a new direction to follow. Rug!
S: Rug, Rug, Rug (students move quietly and quickly to the rug)
T: Class!
S: Yes!
T: (quietly holds up one finger)
S: (students quietly and quickly stand up in their spot)
T: Line! (holds up two fingers)
S: Line, Line, Line (students quietly and quickly move to their spot in line)
T: Great job, class! The next time we practice this procedure, I am going to count as you move to your seats or to line to make sure we working as quickly as we can.
Nicole,
DeleteGreat use of chunking as you taught the three-peat procedure! Here are 25 certification points!