Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
Pages 31-43
Full credit: 25 WBT Certification Points
Partial credit: 10 WBT Certification Points
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ReplyDeleteLori CriglerSeptember 5, 2013 at 7:01 PM: Teaching students how to make smart choices is so important. Don’t forget to use non-examples to help. Students love to practice the wrong way! Here are 25 CP for you.
danahSeptember 5, 2013 at 7:32 PM: Rule 5 is magical! How will you reinvigorate the rule once the newness wears off? It’sa long year! Here are 20 CP for you!
Michelle FernandezSeptember 6, 2013 at 1:29 PM: Great job! It’s wonderful to see you using the rulesin your small group! Here are 25 CP for you.
Liz CheneySeptember 7, 2013 at 8:08 AM: Nice job! Here are 25 CP for you!
Anne CorriganSeptember 8, 2013 at 6:52 AM: Great job! Kids love to practice the rules the wrong way. Here are 25CP for you!
Deborah GardnerSeptember 8, 2013 at 1:39 PM: Great job! Hereare25 CP for you!
Cathy GibsonSeptember 8, 2013 at 4:28 PM: Good! Here are 25CP for you!
Kimberly GandrupSeptember 8, 2013 at 5:58 PM: Good job. Rule 2 is a tricky one for little ones. Don’t forget to utilize the great WB techniques so that students are engaged! Engagement is the #1 way to halt disruptive behavior, and helps students follow rule #2! Here are 25 CP for you!
kristi suarezSeptember 8, 2013 at 7:26 PM: Nice job! Here are25 CP for you!
Irish BrownSeptember 9, 2013 at 6:24 PM: Good! I’ve never heard of a double bubble map, but getting kids to think of examples and non examples is a great way to review the rule. Also, allowing kids to actuallypractice their examples is a great way to engage them more fully in the task. Here are 25 CP for you!
mochalalaSeptember 9, 2013 at 8:19 PM: Nice job! You are right: Rule 4 applies both to children and adults! Here are 25 CP for you!
I plan to teach the Five Classroom Rules as a package deal and don’t plan on separating them while teaching them and reinvigorating them throughout the school year. When school first starts, we will learn the rules within the first two days. We will practice them on repeat – I do not mind repeating myself, good thing, because I am a teacher – all day long, at morning meeting, before lunch, after lunch, throughout the day, and before they go home for the day. We will practice them in order and out of order, we will practice them loudly and softly, quickly and slowly. We will practice them in Southern accents, British accents, New York accents and Boston accents. We will practice them in any way or voice conceivable!
ReplyDeleteIn order to keep a trick up my sleeve, I will hold one thing back though; I will not allow a student to lead the rules until at least after second quarter has started. Waiting until my students are “good enough” and “ready” to allow them to be rule leaders will make the honor all the more special when it is bestowed upon them. Students who show good understanding of the rules and can use good gestures while going through the rules will be asked to lead the rules as they are practiced each day. When students are the leader they get to choose the voice or tone they want to say the rules in!
Elizabeth Ross
Elizabeth,
ReplyDeleteI like your idea of saying the rules with different accents! That adds that needed "Funtricity" to your day! Here are 25 certification points! (Save all your posts in a word document to submit later).
The Five Rules have changed my classroom this year! They are easy to remember, fun to practice, and they cover ALL of the bases. Teacher goose bumps! Rather than teach one rule extensively, I have found that teaching them together is most effective.
ReplyDeleteAt the beginning of the year, we begin learning the rules immediately upon entering the classroom. Students love to practice "Follow Directions Quickly" by playing a "Simon Says" game of sorts- I call out several actions and they immediately follow them. For example, I might say, "Raise your right hand!" "Sit down!" "Stand up!" "Touch your nose!" in a speedy sequence as students hurry to follow directions. These brain breaks help build stamina during the day while reinforcing classroom rules!
Each morning we will practice the rules using different voices with the gestures. Some days we will silently practice- I will call out a rule and students will merely gesture. Other days, I will do the gesture and students will call out the rule!
Further into the year, around the time that Practice Cards are introduced, I will begin rule callbacks. Whenever a student is breaking one of the classroom rules, I will call out, "Rule __" and students will call back with the rule.
We will also apply the rules to real-life situations in the classroom. For example, if a problem arises at recess, we will role-play how to follow Rule 4 (make smart choices). I will allow students to role-play for all of the rules. They will be allowed to role-play the right way to do things and the wrong way to do things. This will make the rules real for the students as well as allow for some fun.
We usually spend the most time role-playing with Rule 4. Rule 4 is sometimes the hardest rule for students to apply to their day. By role-playing, I hope to provide students with real life examples that they can use when problems arise in class. Problem solving skills are vital in the classroom as well as real life, so students will need time to practice and apply them.
Madeline Mahan
Madeline,
ReplyDeleteNice job! These simple rules really make our classrooms a finely tuned machine filled with funtricity! I like your idea of incorporating the rules into games! Here are 25 certification points! (Save all your posts in a word document to submit later)
I believe that all 5 rules are equally important. I do feel that rule 4: make smart choices can incorporate all the other rules within it. That’s why I would choose to continue to reinvigorate rule 4 throughout the school year. Like Mrs. Maestra, I “understand that this is a fundamental rule, perhaps the fundamental rule, for all human activities.” Making smart choices is a rule that my students will carry with them throughout their lives. I can imagine them as adults saying to themselves…” is this a smart choice?” They may even ask themselves this question using many of the silly voices we use each day!
ReplyDeleteAt the beginning of the year, I introduce rule 4 by asking my students to give examples of smart choices as well as where and when they would make smart choices throughout their day. We brainstorm examples of smart choices and discuss how they can avoid not so smart choices in the future.
Throughout the rest of the year we continue to practice this rule and the other 4 rules. We model what they look like and what they don’t look like. I love to ask my kids how they made smart choices throughout their school day when the day ends. I also plan to have them act out situations that involve making smart choices in various ways.
My second graders will be forced to have to make important choices when they enter middle school, high school, and college. Peer pressure and unfortunate situations may occur and will cause a lot of stress for these youngsters. Hopefully practicing to make smart choices as a student in grade school will make it easier for them to make smart choices when they feel pressured to do something in the future.
Suzanne St. Laurent
Suzanne,
DeleteRule 4 is so important! You might even practice some non-examples so they can see the difference between the wrong and right choices. Here are 25 certification points!
Although the implementation of all five powerful rules assists in keeping our classrooms running like a well-oiled machine, rule number four is invaluable, for it is a lifelong skill, and it basically has all of the rules covered. “Make Smart Choices,” is something one should always do.
ReplyDeleteTo teach this rule, I will model for (and with) the students, both examples and non-examples of making smart choices, remembering that good teaching (and learning) requires lots of rehearsing! I will begin by surveying students for positive examples which we can list on the interactive white board. I will use the “Teach-Okay” to allow students the opportunity to teach their partners examples of making smart choices. Volunteers will be selected to role-play positive examples of making smart choices. I will then survey students for examples of choices that may not be so smart (Certainly not from our class, however, perhaps they have observed someone from another class who did not make a smart choice.). Again, we will list these not-so-smart choices on the interactive whiteboard, and students will use the “Teach-Okay” to teach their partners non-examples. Examples of school situations (choices) and situations outside school will be shared. I will follow this up with a journaling activity. Students will be asked to write an example of making a smart choice, why this is important, and how this choice will affect their life.
To continue to reinvigorate this rule, I will employ several different strategies, including a variation of the journaling activity. For example, on a Monday, their morning journal assignment might be, “Share one smart choice you made this weekend, and tell why this was important.” Another way to reinvigorate this rule is to allow students working in cooperative groups to write and present a skit about making smart choices. Using the iPad to reinvigorate the rule would certainly excite the students. I immediately think of the “Sock Puppets” application, which students enjoy. Students could create and share their presentations on the iPad or the interactive white board.
“Making smart choices” is not only an important rule in the classroom, but a significant skill that I hope they will carry with them through their lives.
Jacqueline Nessuno
Jacqueline,
DeleteExcellent post! Having students role play and Journal write are great for encouraging critical thinking skills! Here are 25 points for you!
Starting on the first day of school, I would introduce the rules to my classes. At the beginning of the period, I would have the rules posted at the front of the room for me to reference when teaching them so the students knew that the rules were posted. I would say, “Rule number 1, Follow directions quickly.” While I was stating the rule, I would use the appropriate hand gestures of holding up one finger and then doing the quick motion gesture. I would repeat this for each rule. I would do this at the beginning of every class period.
ReplyDeleteEverything teachers are taught about behavior management in school says that student’s should be involved in the process of rule making so they feel they have a vested interest in their classroom. While this is great in theory, generally children do not want a bunch of rules and do not usually have a lot to offer except stating what rules other teacher’s use. I like the concept of presenting the rules, then having them vote on adopting those rules. This allows the students to offer their input and also puts them on the spot to suggest alternatives if they speak up to disagree.
We would then do a role play. For example, if we were working on following directions quickly, I might use passing out note cards as an example. I might say, “Everyone needs three note cards, we need to get our cards quickly and return to our seats because I am not wasting your time passing them to each of you. So I will put the cards on this desk and you will all come up here and collect your materials as quickly as possible. Ready, go!” I would encourage students to go fast, while being safe and allow the students to cheer each other on during this process.
As the year progressed, I would continue to review the rules with each class each day. I feel this would be necessary for my students because no other teacher in my school district is using WBT so the whole approach in my classroom is completely different from anything they are getting in any of their other classes. I would vary the delivery of the reviews. I might call out the number of the rule and the students repeat the rule using the gestures. Or, I might use funny voices or different accents to call out the rules while the students respond with the appropriate rule. I might also let a different student each day do the prompting for the rules while the others fill in the corresponding rules. I would also make sure the students were really paying attention by calling the prompts out in random order, “Rule 3, Rule 2, Rule 5…”
Further, the rules are self correcting because if a student is not following a rule, for example talking to a peer, I could just call out, “Rule 2!” Students would then respond with “Raise your hand for permission to speak.” This would avoid putting the student on the spot while getting the point across that some rule was being broken. It avoids the confrontation of specifically addressing the student behavior.
Amanda Blum
Amanda,
ReplyDeleteNice job! I'd love to hear more ideas to help bring "funtricity" into your review of the rules. You will need a few ideas in your back pocket as the year rolls along! You might also add the new "aiiiiieeeee" to Rule 3 and the "switching hands" on rule 4 as the year moves forward to help keep them one their toes. (See Coach's webcast on the class rules a few weeks ago). Here are 25 certification points!
One my favorite rules and one I have institute without fail this year is, “Raise your hand for permission to speak”. I modified it a little for my firsties and we say, “Raise your hand to talk”. While we practice this and when I taught it we raise our hand directly above our year and raise and lower it just slightly with every syllable that we say. My kids think it is hilarious. While we practice all of our rules every time a lesson is about to begin, (I often engage students in brain breaks before learning times so it is a great transition back to their desk or the carpet.) I like that they practice raising their hand while they say it. I like what Biffle said about essentially sticking to your guns. He told us in this chapter that if we want students to raise their hands to talk then we must not answer any student who shouts out. Sometimes shouting out answers is necessary but I always tell my students… this is a time when it is okay for you to just give me answers. Otherwise, if a student walks up to me without raising his/her hand, I just go about my business. I continue to talk to a student I already was talking to or I continue to shuffle papers around at the front of the room. Usually that student catches on to what I am doing at this point of the year and returns to their seat. I then say something like, “Oh Little Johnny, thank you so much for raising your hand! How can I help you?” These tricks have been key to my sanity in first grade!
ReplyDeleteCandice Phipps
Candice,
DeleteAfter a few weeks of practice, you can begin the rule call out - if Johnny forgets and doesn't raise his hand for permission to speak (or leave his seat), you can just call out "rule 2" or "rule 3" and the class will take care of the problem by reminding him "raise your hand for permission to speak"! It works wonders! Watch out for those editing errors - "One my favorite rules and one I have institute without fail". In the future, make sure you address all areas of the prompt. I'd like to hear more about how you plan to reinvigorate this rule throughout the (sometimes quite long) year. Here are 10 certification points. Save this in a word document to submit later.
Ch. 7
ReplyDeleteReinvigorate the 5 class rules
When school starts, it’s all new, so it’s all about the repetition. Practicing the rules throughout the day is very important. I let the students practice them together and later, I let students “teach” the rules to the whole class. As the year goes on, the repetition can become boring. Rule 4 (Make smart choices) could be posted on our comment board and the students could write and post examples of smart choices on the comment board. We could also have a section of non-examples. I could also let the students draw pictures of the rules in action and post them around the room. We can also use different accents to recite our rules. My kids love to pretend they are British! Something really fun would be to learn the rules in Pig-Latin! Akemay artsmay oiceschay! Make smart choices!
Jackie Rabin
Jackie,
ReplyDeleteHa-I bet it is fun to hear them using the British accents! Great job-here are 25 certification points!
This year I taught all 5 classroom rules on the first day of school. They are part of our daily work and help to structure transitions, whole group discussions, keeping students on task and are essential to scoreboard. Now that we have hit the half year mark the importance of reinvigorating them is becoming very clear. The kids have done such a great job following the rules, but it is time to increase the challenge. I told the class, “Tell your partner, get ready for a new challenge!”
ReplyDeleteI am using rule #4, and by default rule #5, to keep them guessing. Last week I introduced the mystery point. I explained I was targeting one very specific mystery behavior. I told the students that if they demonstrated this mystery behavior I would award them a mystery point at the end of class that day and every other day during the week I witnessed the mystery behavior. I told the students “Tell your partner that is 4 more points for us!” I explained that the mystery point was earned by making exceptionally good choices and didn’t represent a bad choice, so I would never be unhappy. Therefore, because they were still keeping their dear teacher happy, I could not get a point. Also, to add a little beloved middle school challenge, the class that guessed the mystery behavior would earn an additional point on the scoreboard.
Last week, I targeted when they choose to use the bathroom. I can’t be too strict with when students go to the bathroom because of health concerns but not going during active learning times has been established as the best choice. However, we still have some students who “need” to go. This coming week, the mystery behavior is saying thank you. If I hear it during class, students will earn a point on their scoreboard. I’ll keep it going all week. The kids can guess throughout the week, but I don’t reveal the mystery behavior until Friday. These mystery behaviors will then become opportunities for points in our daily work. Before we go “ask your partner, what do you think the next mystery behavior might be?”
Rebecca Murphy
www.wbteaching.blogspot.com
Rebecca,
DeleteYou have chosen a fun way to reinvigorate Rule #4! It is so important to keep those middle schoolers on their toes! You had one minor editing error "and are essential to scoreboard", but this was a great post! Here are 25 certification points!
I will teach all 5 Whole-Brain rules at the same time, as Chris Biffle does in many of his example videos. I will be the primary leader in the rules for at least the first quarter of school. Once my students can rehearse the rules quickly and correctly, I will choose a student leader for the day. The student leader must know the rules AND follow the rules consistently.
ReplyDeleteI enjoyed reading about how Mrs. Maestra explained Rule #5. I think this is the most important rule because there are no loopholes and breaking any of the other rules will also fall under this rule. I plan to reinvigorate this rule on occasion, if I notice the students becoming bored or testing the rule. I have several costumes and props. I will dress up as a different teacher character as needed. For example, I have a bright blue boa to use as a movie-star teacher. I also have a cowgirl hat, money sunglasses, a peace-sign necklace, and an afro wig. I can use these costumes to spice up rule #5.
Megan Gunter
Megan,
DeleteI love the costume idea! Over time, you will find fun ways to reinvigorate each of the rules to help avoid habituation in reciting them. Here are 25 certification points to save in a word document!
I am really looking forward to teaching rule #4, Make Smart Choices, next year. I plan on starting with a standard implementation to back up our classroom expectations. Throughout the year I plan on extending the teaching to cover an variety of specified areas. As a class we will investigate what kinds of “Smart Choices” a good friend, learner, citizen, or reader make. This will help my students consider all the possibilities and different circumstances that require smart choices, and what that would look like.
ReplyDeleteNichole,
DeleteNice job. Here are 25 certification points to save in a word document to submit later. (Do this with the points from every post)
The Five Classroom Rules are all equally important. Each rule needs the other in order to have a classroom community that promotes learning, student growth, and FUNtricity! The Classroom Rule that I believe is the most important would be rule number 4: make smart choices.
ReplyDeleteI believe this rule is important to establish in the classroom because it can also reach outside of school and become a governing force in a child’s life. To reinvigorate rule number 4 for the school, I focus on peer to peer interactions. Routinely, teachers hear “Matthew pushed me at lunch!” or “Cindy said she is not my friend!” or the biggie “She said I am not invited to her birthday party anymore!” Promoting smart choices in and out of school are both equally important.
To do this, I let students generate their own examples of what a smart choice would be, and to share their ideas with the class through a written story, or a skit with their group members. This past year, to show that smart choices are not only important for children, but for adults as well, a fellow teacher and I staged a fake interaction in my classroom. She and I mimicked an altercation that got the student’s attention. Once we knew they were all listening, she called me names, told me that I am not a good teacher, and took one of my favorite books and said it was hers. She students were IN SHOCK! At the end, we both explained to the students that Mrs. A was NOT making good decisions and pointed out how I was feeling because she did not make good decisions. By this time, they gathered that we are just pretending and the students complimented us both on our acting skills!
To follow up this activity, the students wrote in their journals about a good choice they have made, and a bad choice. They also had the option to write about the choice they should have made rather than the bad decision.
I believe seeing our “altercation” hit home with the students and they have not forgotten this rule since!
Caroline Karp
Caroline,
DeleteI love your skit idea! I bet your students were floored! This is a fun way to keep them on their toes while reiterating the importance of the rules! Here are 25 certification points!
I love the five classroom rules because they are simple and the rules cover every circumstance that the children come up with and it constantly amazes me that some of them think of ways to get around the rules – even in 2nd grade! The first rule – follow directions quickly – is so important because it frees up time to accomplish more and have more fun. I would start by introducing all of the rules, one at a time, at the beginning of the school year. I love the powerpoint with Biffy and would use it to show them the rules. In the beginning, I would practice rule #1, by saying “Class-yes” and then make sure that they are watching and demonstrate the gesture. I would also use Teach-ok, to have them practice the rule and gesture several times. I would practice all the rules several times a day at the beginning of the year because I know from experience that anything important that we want students to do needs lots of practice in the beginning.
ReplyDeleteAnother powerful way to practice rule 1 (and the other rules as well) is to have students model the correct way, the incorrect way and then the correct way again. I would call on a student who is challenging and have them model the incorrect and then the correct way. This would prove to that student and to the rest of the class that he or she is capable of following the rules. This could be done throughout the year.
As the school year goes on, I would ramp up the rule by timing the students, perhaps setting a class goal for everyone following directions quickly and making a game out of it. I would tie it into the scoreboard so that they could earn smilies for doing it faster than the goal or frownies for doing it slower. If it was one or two students, they could get practice cards. I also find it useful, after winter break, to review the rules and other procedures. Getting out the powerpoint from the beginning of the year is a great reminder for the kids. Another idea, later in the school year, is to have the students write about the rule – for example, what does it look like and sound like and then illustrate it.
Mary Carlson
Great job Mary,
DeleteBy practicing the rules, students reach a level at which they internalize what it looks like to do the right thing. Often, we use oral writing to analyze why the rules are important. Keep up the great work. Here are your 25 certification points.
Almost every class that I have ever walked into has had rules posted. By the middle of the year, they are often meaningless, forgotten. Whole Brain Teaching does not let this happen. The repetition of the rules several times a day never lets the rules stray far from the students’ consciousness. Although all the rules are important, I would want to make sure that rule 1- Follow directions quickly, was practiced until it was automatic. This rule touches every aspect of the student’s day. They need to take their coats off and unpack their book bags quickly. They need to get their books out quickly. They need to get in line quickly. If this rule can be mastered, there will be so much more time available during the day for learning.
ReplyDeleteTo reinvigorate this rule I use the Super Improvers Wall. I will give a star to the first three students who can make it to the rug quickly, sitting “criss- cross applesauce” with hands folded in their lap. This makes it a race that is fun for the students. I use the scoreboard to help let the kids know if they are following the rule quickly enough. I sometimes tell the class that I will count to ten and hope that everyone is ready. If they are, they get a smiley face. If they are too slow, they get a mighty groan sad face.
Another way to bring attention to this rule is to demonstrate it to other teachers. In a loud voice, I will ask the teacher to watch how great my kids are at following directions quickly. This becomes a chance for my class to show their best stuff and feel the pride when they are complimented. What a great motivator!
Liz Howard
Liz,
DeleteGreat ideas! That is a rule that is used all day everyday! Here are 25 certification points!
Chapter 7 – Rules
ReplyDeleteI learned about WBT a month into the school year. I wasn’t sure how the students would react to changing our rules. I hesitantly told them we were going to have 5 new rules that were less wordy and more to the point than the ones we had come up with together. They loved it!!! After the introduction I had small groups of students lead the class in saying them (using ‘Mirror with Words’). For the next month or so we had someone lead the rules at the start of the day and after each recess.
To keep the rules alive, I have implemented a few different methods. Most of the time it is the students that lead our review. I observe for attention and big gestures.
1. Using different voices to say them. Eg. Baby, squeaky, deep, cowboy.
2. Relay: One student has the object (rock, talking tangle, etc) and says the first rule. They pass it on to another student who says the second, and so on.
3. Holding up a finger(s) to indicate the rule and the class or student calls it out.
4. Using only the gestures and the student/class guess and call it out.
5. Using words and class/student does gesture.
6. Stand in circle and the first person says first word of rule and gesture. Next person says next word and gesture, and so on. You can do this fast or slow.
7. 5 students stand in a line facing class. First student dramatically says and gestures first rule then holds gesture pose. Second student does same for second rule and so on. At end, the 5 are standing holding the main part of the gesture. Looks cute.
8. Have desks in 5 lines. First student of each line stands and does rule 1. They sit, next student stands and says rule 2 script. Repeat for each. Each row does it at a quick pace to beat the other groups. All are sitting when they are done rule 5.
Most of the time, I work on all the rules together. I do pull out one occasionally for special focus. Rule #4 ties in with our Fruits of the Spirit themes. It helps students to see how this rule and our Christian values tie in to many areas of our lives.
In over 10 years of teaching, these are the most effective rules I have ever come across. Especially Rule #5, it covers all the loopholes that students can find. Love it!
Bonnie Marvin
Bonnie,
DeleteGreat use of the 5 Class Rule Practicing. You seem to have a great system set up for your kids. Here are your 25 certification points and 5 bonus points for the FUNTRICITY in your post! Keep it up!
At the beginning of the year, I teach all five rules within the first two days of school. We repeat the rules over and over again. I have my rules taped onto my dry erase board where all students can view them. While the students are learning the rules, I will randomly pull one of the rules down and the students say the rule in a funny voice.
ReplyDeleteMy WBT mentor had a great idea that I plan on using next year. My class has an iPad cart, and she suggested students make videos for each of the 5 classroom rules. I was thinking about the students creating a PSA to teach the rules with the correct motions. The students will be encouraged to be creative with their videos. I know this will be a fun way for the students to learn the rules and it is a great buy-in.
When I notice that my class is struggling with one particular rule, we practice that rule. For example, this year Rule 2 has been a monthly reminder. I assign one student to play the teacher. I then have my frequent violators act out breaking Rule two. They think this is fun and it gets the unwanted behaviors out in a positive way. The students are challenged to be sneaky about breaking the rule. When the teacher (student) catches the talking then they call out the rule. After the rule is called out, then the class has to practice raising their hand for permission to talk. This practice has made me a less frazzled teacher.
I think I was signed in on my other gmail account. My full name is Ashley Pierce.
ReplyDeleteAshley,
DeleteI love your Rule 2 reminder idea! That is a fun way to allow your students to be a self managing class, leading you of course into "Teacher Heaven"!! Here are 25 certification points!
The 5 powerful classroom rules have become a vital part of my classroom. The one rule that stands out in my classroom the most is Rule #2 “Raise Your Hand for Permission to Speak”. However it’s varied in a different way. Not only does that rule in my classroom apply to verbal talk, it also applies to the students control over playing instrument without cue. A music classroom is a very hands on place. There are many attributes of the classroom that student’s just want hit, bang, scrape, shake, and touch. While I love to give students the opportunity to explore the instruments I find its best for their overall music education, that I am able to control when and when they do not play. This is where Rule#2 comes into play. I introduced this rule at the beginning of the year and I demonstrated it in both the traditional verbal application and the playing of instrument application. The class and I practice this rule at the start of every lesson. We also like to role-play this role with the phrase good idea and bad idea in my classroom. The students will say A good idea is to wait for Mr. T to cue our notes. A bad idea is to play whenever we feel like it. The students would act out both good and bad idea scenarios. Now when one of my students plays before my cue I say Rule #2 and the students know what is the problem. Throughout the year we continue to practice this rule whenever I have the students retrieve and instrument from storage. During my directions I tell the students to remember rule #2 while moving instruments to and from storage. This discourages the playing of the instruments in transition.
ReplyDelete-Jason Thomashefsky
Jason,
DeleteI love how you are taking Rule 2 to a new level and making it even more applicable in your music classroom! Be careful when editing to watch for punctuation errors, "...students will say A good idea is to wait for Mr. T to cue our notes", (quotation marks needed around what the students are saying), you may also want to revise your punctuation in the following sentence "While I love to give students the opportunity to explore the instruments I find its best for their overall music education, that I am able to control when and when they do not play." Here are 20 certification points for an insightful post!
The first two weeks of school this year I went over the five rules daily with both of my classes. I teach second grade reading and writing to two classes each day, and both myself and my teaching partner use the five rules in our classrooms. By doing so our classes always remember the rules in both classrooms and the students know what to expect when they enter either classroom.
ReplyDeleteThe one rule that I would reinvigorate would be rule #4, make smart choices. I feel that this rule is confusing to students at times. In the beginning of the year I talked to my class about making smart choices and what it means to make poor choices. I will reinvigorate this rule by using a double bubble thinking map to compare and contrast smart choices verses negative choices. I would like for students to complete their own double bubble map in a small group. This way, students can create their own ideas of making smart choices and negative choices, which will help students take responsibility for their own actions. I will place the students’ thinking maps in the classroom so students can reflect on their actions and recall the smart choices that they created.
Irish Brown
Irish,
DeleteNice job! You could even add in the compare and contrast gestures and hang the Power Pix on the wall when you are doing this activity! There are new posters available on the last 3 webcasts (Brainy Posters) that have these Power Pix. Here are 25 certification points! (Save all of your posts and points awarded in a word document to submit later for certification).
Chapter 7
ReplyDeleteI must start by saying how impressed I was with my students and the enjoyment they got out of doing all of the hand gestures with me when we started. My students are all overage and I thought they would turn up their noses and think this was silly. This has not been the case. Instead they have done very well with following the rules thus far. I will continue to up the ante with my scoreboard in order to reinvigorate my students to continue to follow the rules. I will also continue to be creative with Class-Yes because it is very effective and liked by my students.
Karen,
DeleteI'm so glad that your students are enjoying WBT! Make sure you fully address each prompt. In this case "Describe how you will teach, and continue to reinvigorate for the school year, " I'd like to hear exactly how you will teach and then up the ante with the scoreboard and reinvigorate later in the year. Here are 10 certification points for your effort!
I have been giving a lot of thought lately to rule #5, keep your dear teacher happy. The other four rules seem very easy to model. Since they are clearly defined, showing examples and non-examples of each will be easy. Keep your dear teacher happy, however, is more broad in scope and could encompass many things. After all, what would make another person happy. Therefore, I am looking for a different approach to teaching it. Here is what I have come up with. I am trained in thinking maps and use them extensively in my classroom; therefore, I am going to incorporate a tree map into this lesson. I would post it on the board and title it: Rule Five. I would then have two branches. One branch would have a smiley face with the word happy under it. The other would have a frownie face with the word unhappy under it. After stating the rule and briefly talking about why it is important for the teacher to be happy (Everyone else will be happy, and our room will be a fun place to learn.), I would use "Teach Okay" and ask students to share ways that they could make their teacher happy, reminding them to use complete sentences. As they share, I would write their ideas on the tree map on the board. I considered having the students record on their own tree maps, but I am second grade inclusion, and at the beginning of the year this would be very difficult for many of my students. As I recorded I would make comments like, "You are right. This would make me very happy." I would then repeat the same process with things that would make me unhappy. As I recorded their ideas under the frownie face I would make comments like, "This would really make me unhappy." When finished I would point out that there is no way that we could name everything that would make me happy or unhappy, but we are off to a good start. I would then post the tree map somewhere in the room, and as situations come up throughout the year, we can add to it.
ReplyDeleteJoyce,
DeleteGreat job! I love your idea of using a thinking map to model the rule! Two birds with one stone :) Here are 25 certification points!
I will be teaching all of the rules on day one of the new school year. On day one only the rules will be taught separately. After this, we will use them altogether every time. Day one will start by learning one attention getter and the score board first. Then, rule number one will be introduced. I will say the rule and use the gesture. Students will repeat what I say and do. We will practice this several times. I will then ask for students to act out examples and non-examples of rule number one. Once the acting is finished we will practice again with the teacher saying, "Rule number one: follow directions quickly!" Students will repeat. As we are practicing, I will use the scoreboard technique to give out mighty groans and mighty oh-yeah's as an incentive to learn the rule quickly and correctly. Once students are able to earn three mighty oh-yeah's in a row we will move on.
ReplyDeleteNext, I will teach a classroom procedure. Several times throughout teaching a new procedure I will stop and say, "Rule number one - follow directions quickly!" Students will repeat. I will continue this method of alternating between teaching one rule and one classroom procedure throughout the day until all rules have been taught. At the end of day one we will practice all of the rules together. We will also add each rule poster to our classroom rules display.
Each day, after day one, our class will recite the rules immediately following morning announcements. We will also recite the rules each time we are ready to leave the classroom and each time we return to the classroom from lunch, gym, music, art, science lab, and media.
I will reinvigorate after the first month of school by announcing the job of CLASS RULES LEADER! Everyone will be able to earn this job. To become the class rules leader, a student must make at least twenty improvements on the Super Improver Wall. Once they have earned twenty improvements, they will immediately be asked to become a class rules leader and lead the class in reciting the rules. After a student has earned the title of class rules leader, he/she may be asked to lead the rules at anytime from now until the end of the school year.
Heidi Baird
Heidi,
DeleteNice work! The students are usually quite thrilled when chosen to be the class leader! Here are 25 certification points!
Chapter 7 – Five Classroom Rules
ReplyDeleteI love the classroom rules. I even wrote a song (video soon) based on the rules called “Five School Rules”. I think all five rules are very important for a successful learning and growing classroom. Rules 1, 4, and 5 seem particularly important to me.
The one I would probably use to lay the groundwork for the year and continually stress would be Rule #1 Follow Directions Quickly.
I would introduce the rule early in the first day of school and go over it as far as what each part means. Follow directions= do exactly what is expected so you have to listen carefully. Quickly= faster and faster as the year goes on – the faster we can follow directions the more learning that will occur.
Procedures will be clearly laid out the first day and we would practice them and time them to establish a benchmark time and then practice and try again to see if we are getting faster. I find that students love to be timed and race against themselves. I would emphasize calm controlled fun as opposed to wacky out-of-control fun.
As the year progresses, I would post our record times and occasionally time us again to see if we are getting faster or slower and challenge students to continuously improve as the year unfolds.
Carl Rust
Carl,
DeleteNice! Posting the times to beat really does inspire students! If you haven't, go check out Coach B''s Guest Blog post on Rule 1: http://corkboardconnections.blogspot.com/2014/07/whole-brain-teaching-rule-1.html Here are 25 points for you!
Thought you might want to check out my song and video. Here is the link:
Deletehttps://www.youtube.com/watch?v=DPrQVZgxeHI&list=UUuYqUI7AQ2yvYBPEfekxmIw
# 8 Chapter 7 Five Rules
ReplyDeleteI used the rules for a couple of years, but didn’t last year. Next year the rules will be an important part of my classroom. I will be stepping up the integration of the rules into our routine.
1. Introduction of rules within the first two days.
2. Vote for the rules to establish student buy in.
3. Practice at the beginning of each class for at least 2 weeks. Then practice a minimum of two times a week. (I realize that this is less than the recommendation, but it usually works in my classes).
4. Throw in “pop quizzes” where I call out a number or do an action, and students give me the rule.
5. Have students teach each other the rules as review. (teach/okay)
6. Use different tones of voice and speed of motions.
7. In the second quarter, allow individual students and leadership teams to lead the practices.
8. Occasionally discuss the rules, ask for possible revisions, and revote.
I think the rules would be even more effective if all of the fifth grade teachers used these rules and the techniques of teaching them. I’ll keep promoting the system.
Sheryl Larson
Today I discovered WBT rule games on Teachers pay Teachers. I'll definitely use them.
DeleteSheryl,
DeleteI'm happy to hear that you are going to implement the rules again this year! It really does make a huge difference! You have a great plan here. Here are 25 certification points!
The Five Class Rules are an amazing tool in my toolbox. I plan on teaching them right away on the first day of school. I will introduce “Teach! Okay” and the classroom rules all in the same setting. Through this students not only practice turning and teaching but they also practice the classroom rules. I will have students review the five classroom rules each morning when we start the day and when we return from lunch. This will get their bodies moving and their brains ready.
ReplyDeleteI will then have the students practice following and breaking each rule. For example, we will practice Rule #2 in the morning for about 1 minute or so. I will tell a student to interrupt me while I am talking. As I speak, the student will say something like, “I have a question!” I will then say “Rule #2!” and the class should respond, “Raise your hand for permission to speak.” Then the student will raise his or her hand and I will call on him or her.
I will keep moving down the line of students having them interrupt me with silly phrases. I will then say “Rule #2!” and the students will respond with the rule. Then the student who called out will raise his or her hand. Through this technique, all students will know my expectations and they will know what happens if they choose to break the rule. This technique provides lots of repetition and a routine where I can have my chronic “caller-outers” practice what to do and what not to do. Since all students practice the rule no student will feel picked on or left out.
Later on during the school year I will spice things up by giving students the opportunity to lead the class rules in their very own voice. Each morning the student leader will quiz the class on the rules and then choose one of the rules to focus on and practice. I can call it the Guest “Rule”r of the day!
Amber Hartzler
Amber,
DeleteUsing the "non-examples" is a very effective way to help them learn the rules. Great job! Here are 25 certification points!
The rule I would like to teach and reinvigorate, along with the other rules, is rule 2, raise your hand for permission to speak. This is the one rule I was more lenient on last year, than I should have been. Granted I wasn’t practicing Whole Brain Teaching to it’s fullest, therefore I didn’t realize the importance of incorporating the 5 classroom rules in daily instruction as I do now. I would often times allow students to speak out and I would answer them. Other times I would request they raise their hand rather than shouting out. The decision I made seemed to stem from how I was feeling when the situation was presented. Some days I was more relaxed, others not as much. Unfortunately doing it this way is not in the best interest of my students or myself. I realize, after spending an entire school year doing it this way, I needed to change. Thanks to chapter 7, I feel more confident in teaching the students coming up appropriate speaking and listening skills.
ReplyDeleteThe following list are strategies I believe will be beneficial in teaching and reinvigorating this rule.
1. Teach at the beginning of the school year and teach it daily. As chapter 7 states, “Don’t scold, rehearse.” As many opportunities as I get, I will teach this rule to my students. As I was watching one of coach B's videos, he mentioned picking a student and having them break the rule on purpose so the rest of the class could practice how to correct it. I plan to do this because I think students need to be able to see the mistake in action so they can have a plan for correcting it.
2. Provide student encouragement through positive behavior support. This is a great tie-in with the districts PBiS program which is mentioned further down.
3. Use “teach-okay” as teaching and reinforcement between students. Students will have the opportunity to teach each other the use of rule 2 and be available as a mediator for one another if one accidentally (or on purpose) breaks the rule.
4. Practice in a variety of settings/classes. I believe the continuance of the rules should reach out to other classrooms and places in the building, not just my own.
5. I would like to share the rules with extended learning teachers (art, P.E., computers, and music), more so with the ones willing to help reinforce them. I would like the rules to be used in these classrooms, but again, I realize not everybody will be willing. Doing this will not only continue the use of the rules, but also promote the Whole Brain Teaching program.
6. Use student-to-student correction. I want my students to feel comfortable correcting each other without it turning in to arguments. This can be a common trend in 5th grade so teaching this rule early and teaching them how to correct each other in a polite manner is going to be very important.
7. Dawg Tags (used in our PBiS program at school). These will be given out as positive reinforcement when students are working exceptionally hard on not breaking rule 2.
8. Super Improver stickers. These will also be given out, with and without Dawg Tags, to those students who are working extra hard to not break rule 2 and to those students who are encouraging of others to not break it.
Signature for this post: Ellen Vaught
DeleteEllen,
DeleteIt sounds like you have a great plan! Wouldn't it be wonderful if you could get those other teachers on board? Your school would be amazing! Here are 25 certification points!
I would begin the school year, practically day one hour one, with introducing the 5 Classroom Rules after introducing Class-Yes. Practice, practice, practice would be necessary to ensure that the students know the rules and the corresponding numbers. My reasoning for this memorization is for addressing problem behavior. Specifically, when a problem behavior occurs, I quietly refer the student engaging in the problem to the rule that is being violated. I do not draw attention to the behavior, as attention maintains problem behavior. Rather, I give the student a quiet reminder of the rule. Often times this reminder is nonverbal. This also eliminates the need for the student to defend him or herself and engage in a verbal argument. The students will practice the rules with each other. This allows me the opportunity to introduce the Teach-Okay. I feel it is better to have them "teach" information that they already know as opposed to introducing the Teach-Okay with new content. The students can also quiz each other and I can give a QT (Quick Test) for understanding. The rules will continue to be a guiding force in our classroom all year long. I would love to think that the Scoreboard and the 5 Classroom Rules will be enough to eliminate all problem behavior, however, I know this will not be the case. Therefor, when it becomes apparent which students are struggling with the rules and are in need of more intervention, I will introduce the Super Improvers Team. I am hopeful that I will introduce SIT after a couple of weeks of school. The Super Improvers Team will allow me the opportunity to reward students for improvement with following any or all of the classroom rules. This also allows for differentiation of behavior management, while still promoting improvement for ALL students. I have several students with individual behavior intervention plans but there is no reason why the 5 Classroom Rules and SIT cannot become part of that plan. I have weekly communication with these parents so we can definitely refine the behavior intervention plans as needed. The rule that I will probably continue to reinvigorate and reinforce all year long is Rule 4: Make Smart Choices. I really feel that this encompasses a lot! I want my students to make smart choices not only in my class and in other classes at school but in life in general. I plan on using many different mini-lessons for teaching the importance of making smart choices as it relates to the larger community. My district is currently a PBIS school but we are looking at changing the way we view PBIS in our district. We have started implementing elements of Restorative Justice and the TRIBES pedagogy. Our district administrators have expressed their vision to change our view from "what we do to kids" to "what we do for kids". I think the basis of Whole Brain Teaching fits with that vision nicely. As problem behaviors occur throughout the school year, we will engage in our "restorative chats" and talk about the importance of making smart choices.
ReplyDeleteThe rules will be practices multiple times daily starting on day one and ending on day 180. There are many variations of the Scoreboard that can implemented to continue to motivate students. I plan on reserving time to celebrate individual improvement on the Super Improvers Team. I will also use this in conjunction with our PBIS system of rewards, because that is required. I will implement the practice cards for individual students after the other interventions have not worked. There will be NO yelling or sending kids to the office for problem behavior. There will be conversations and practice!
Megan Hunter
ReplyDeleteMegan,
DeleteYou had a couple of powerful statements, "There will be NO yelling or sending kids to the office for problem behavior. There will be conversations and practice!", and "This also eliminates the need for the student to defend him or herself and engage in a verbal argument." How true! You had one tiny spelling error (Therefor,), but you did a great job on your response! Here are 25 certification points!
I think we would all agree that classroom rules are just as important as the walls are that provide the support for our classrooms. Year after year, on the first day of school, I always read a book that would lead into my classroom rules and consequences discussion. Next, my students would become the author and illustrator of their own “Classroom Rules” shape book to reinforce my classroom rules. Nevertheless, after they would take their shape book home (which probably got thrown away), the rules were no longer “formally” addressed again. Oh, sure, if a student broke a rule, I would discuss it with the student and assign the appropriate consequence; however, it was definitely teacher-directed and in more of a lecturing tone. Eventually, those classroom rules would hang on my walls and almost became transparent to my students…as if they were no longer even there. At the end of the school year, I would take the rules down so that our janitors could thoroughly clean our classroom walls, and the routine would repeat the next school year. #thatwasthen
ReplyDeleteLast year was the first year I had ever heard of WBT, so after a crash course from a colleague who just raved at the difference it made with her first graders and some YouTube videos, I decided to kick off my year by teaching my students these five powerful WBT rules. I can honestly say, that it made such a positive impact in my classroom environment. My students were excited and energetic when chanting the rules and using the gestures. These five powerful pirate themed rules hung at eye level, right under my Activboard. They were perfectly visible for all of my students...especially during carpet time! We practiced and practiced the first few days of school, and by the end of the first week of school, my second graders no longer even referenced the posters when reciting the rules. For instance, if a student broke Rule #2, I would simply hold up two fingers and say, “Rule #2,” and in unison my students would chant and demonstrate the gestures saying, “Raise your hand for permission to speak.” My plans are to kick the year off again teaching these five powerful rules on the first day of school. There is no doubt in my mind that my students will strive to keep the vitality and vigor present when they are reciting these rules to their classmates. #thisisnow
One thing different that I plan to do this year is to allow my students to practice using the Teach/Okay method when learning the rules. I was unaware of this technique last year, but I am going to let them ROCK with it when learning the rules this year! As Coach B. said, it’s all about learning and repeating small pieces of information at a time.
My rule of choice that I plan to concentrate on this year is the “Keep your Dear Teacher Happy” rule. Hey, if your teacher ain’t happy, ain’t nobody happy!! (Forgive the southern slang, and yes, I do know better…it just seemed to pack a punch, so I said it!) In all sincerity, if the teacher is happy, then it is a given that his/her students must also be following Rule #1, #2, #3, and #4.
Dear Teacher Happy + Rule Following Students = FUNTRICITY!
Kelly Avery
Intern 2014
Kelly,
DeleteYou hit the nail on the head with your statement "it’s all about learning and repeating small pieces of information at a time." That is why WBT is so successful! Great job! Here are 25 certification points!
All I have to say is …..,” WBT ‘s classroom rules Rock!” Last year, I used the rules and it completely transformed my classroom management! In previous years students would continually blurt out answers or comments and I would say “ticket please.” ( I use a ticket system where students can earn tickets for good behavior, showing good character, and going above and beyond what is expected of them, but they could also have them taken away for breaking the rules. It worked for the most part, until the students ran out of tickets. This too was okay in a sense, because it reminded me that I was not recognizing enough positive things about my students. ) However, after learning about WBT’s rules, I simply said rule # 2 and the whole class repeated “Raise your hand for permission to speak.” The child stopped blurting and the class backed me up. Oh yes!!! Tears of joy people!
ReplyDeleteMake smart choices, is the rule I plan to invigorate throughout the year. I’ll do this by role playing using situations that occurred on the playground and in the classroom. Inevitably there is always one student who made a poor choice by the way he/she treated a friend. I love this rule as it targets a child’s character and it ties in with our Christian Values! As I mentioned earlier…..WBT Rocks!! Power to the teachers!
Arlene Snyder
Arlene,
DeleteI too used to use a ticket system, and like you said, it lacks some major parts of positive reinforcement. I like your idea to use role play for teaching and practicing Rule 4. I would have liked to seen an example or a little more explanation of what this will look like. Here are 20 certification points.
I am so excited to be introducing the classroom rules on the first day of school. I started using WBT last year when I had an extremely hard class and was desperate. The rules helped improve the negative behaviors. I know that beginning the year with these rules will make a major impact on next year’s class.
ReplyDeleteI will introduce the rules on the first day of school. Most kindergartens struggle with rule two and three at the beginning of the year. It will take a lot of modeling and practice for them “get it”. I love what Coach B. says, “Don’t scold, rehearse.” I like to reinforce the rules by allowing selected students model the rules the correct way. Then, I choose another student (usually one who has trouble with the rule) to model it the wrong way. While the student is modeling it the wrong way, I get very theatrical about what I am seeing. Then, as a student models it the correct way, I will act theatrical about how happy I am with what I am seeing. In addition, I will have an emergent reader for each student to put in their book box. They practice reading the rules during the read to self-time.
Each of the rules are modeled and/or practiced multiple times each day. Rules are posted in the front of the room. I also have each rule on a PowerPoint slide. Every morning after announcements, I project the rules for us to practice.
In order to prevent boredom from setting in, I will have the students practice the rules in a variety of funny voices and positions. Have you ever practiced the rules laying on your stomach or back? It is hysterical. Later in the school year, I will spice things up by giving students the opportunity to lead the class rules in their very own voice and/or position. Another technique that I like to use is to have the students recite the rules out of order. This keeps them on their toes. The students love leading the rules out of order. They laugh at me trying to quickly get to the PowerPoint slide that they called. I tell them that it is my turn to follow directions quickly. FUNTRICITY!
Kim Kirkpatrick
Kim,
DeleteYou have some super ideas to spice up the rules! Here are 25 certification points!
Chapter 7: 5 Classroom Rules
ReplyDeleteOne fall morning, after second graders had settled their back-to-school supplies, a morning meeting was called. After the teacher introduced himself, he asked the students to do the same. Soon after, their minds began to be blown. He told them the secret to success for the whole second grade year could be remembered on one hand. 1-2-3-4-5. There were only 5 rules in this classroom. He introduced each of the rules and modeled how students would echo the rule when the number was called.
The students practiced those five precious rules many times that day and on every day that followed. They practiced first after morning work, then before they were released for recess, and again when they returned. Soon, the students knew the rules so well, that the teacher called for them out of order. It wasn’t long before that too was automatic. Periodically, a student would blurt out an idea that he was itching to share. “Rule 2!” the teacher called. “Raise your hand for permission to speak,” Was the echo.
One day, as the class was walking silently down the hall, body behind body, with voices off, a youngster kicked his shoe forward, trying to trip the classmate in front of him. The teacher made eye-contact with the boy and held up 4 fingers. The boy mirrored 4 fingers and tapped his own temple with his index finger, the class-wide gesture for “Make Smart Choices.”
Before long, that boy was not a Fan or Rookie, but a Starter. He soon earned the privilege of leading rehearsal of rules. Later, as he made his way up the Super Improvers Board, he was able to choose someone else to randomly rehearse the rules. The teacher found himself in teacher heaven, when the boy had climbed further as a super improver, earning the privilege of telling someone which brain toy to use while rehearsing a rule.
Crying Tears of Joy, Jim Hobley, Wholebrainer
Jim,
DeleteI just loved reading your story! You have a natural way to teach and to show your students the way to Classroom Heaven. Here are your 25 certification points! Your path to WBT excellence is sizzling!
I have used the rules for the past 2 years, my last year as a 1st Grade teacher and my first year as a Music Teacher. Two very different atmospheres, but I was able to introduce the rules in very similar ways. I introduce all 5 rules on the very first day I see a class. (Remember I see 30 classes each week.) They learn the rule. They repeat it verbally. They learn the motions for the rule and they repeat it verbally and with the motion. We then role play some scenarios for each rule. The one that I think is the most important is Rule Number 4 because sometimes students don't really know what a "smart choice" is.
ReplyDeleteOur school currently uses "Teach-to" which is basically a behavior chart. On the top of the chart the expected behavior is stated. There are 3 columns under the behavior. One with a smile (expected behaviors), frown (how not to display the behavior) and a straight face (what the behavior almost looks like). Since this is required by my school I just use the 5 rules as my "behavior goals". We review these 5 "teach to" charts on the first class if time permits.
The next time we are together we review the rules verbally and with the motions. With the older students I can then begin giving them a "quiz" by showing them a number of fingers and they have to repeat the rules.
At the beginning of the year I use rule breaking as a teachable moment. We may stop and discuss how a certain choice may not have been a "good choice".
As the year progresses I tend to use various accents and voice levels when reviewing the rules just to keep it interesting.
Great job Mitzi! I am so happy you have found a way to join what is expected of you and WBT. You will find they will compliment each other well. I love how the rules allow us to just call out a number and the students all repeat the rule. It really lends itself to not singling out kiddos who are breaking the rules. Keep up the great work! Here are 25 certification points.
DeleteChapter 7: Five, Powerful Classroom Rules
ReplyDeleteDescribe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
The rule that I would like to teach and continue to reinvigorate for this coming school year is rule 4-Make smart choices. I chose this rule because it applies to life inside of and outside of the classroom. It is important for the students to think about how their choices will affect themselves and others in the present time and in the future. A smart choice that a student makes could help earn a smilie for the class or a personal self improver star due to generosity or honesty. A choice that is not smart could earn a frownie impacting the class' recess time.
To rehearse the rule, I would have the students put on short skits showing first non-examples of smart choices and then examples of smart choices. I could also have them share about smart choices that they made during lunch recess as they are under the care of the lunch staff during that time and I do not see their actions. This has been a hard time for them as the rules during that time are slightly enforced. If we discuss smart choices after the fact and then the next day before lunch recess, that may help to eliminate some of the un-smart choices the students could make and add to the smart ones.
Honoring students with a ten finger woo who make smart choices will encourage them to continue on the right path as they will be receiving positive attention. I would also like to have students look for "superhero" students who make smart choices even when others may not. The watcher could honor the "superhero" student" verbally or with a super improver star at the end of the day just before they leave to go home as we have a short sharing time on the carpet.
Hannah Palmer
Hannah,
DeleteI like your idea to have their peers watching for great choices during the day! Here are 25 certification points!
Make smart choices is a rule I feel will stay with my students throughout their entire life if they learn it well, so frequent teaching and reinvigorating of this rule will be crucial for student success.This rule not only covers every disruptive student behavior in class, but in their life. When mastered, this becomes a self governing rule for the individual.
ReplyDeleteDuring class time we will get many opportunities to practice this rule as a student breaks the rule and we rehearse rule 4 “make smart choices”. Each time we rehearse it, we can vary our tone, voice level, or character voice. After my students have the rules solidified in their long term memory, I will allow students to review the rules with the class to change it up. We will also have lessons that go over what wise choices are. Using yes/no questions I will give the students examples and they will determine whether or not it is a wise choice.
Melissa,
DeleteYou are right-this I's a rule that will transfer outside of the classroom to the real world easily. Nice job! Here are 25 certification points!
ReplyDeleteSince I teach first-graders, I will introduce the rules slowly. I will do one rule a day. One of the ways I will do this with rule 1 is by practicing the routines. We will practice going to the carpet, back to their desks, and lining up a few different times during the day. I will have them take out their books and turn to a page. We will talk about how well they followed rule 1 and if they deserve a Scoreboard point for it. We can also practice examples and non-examples that will enhance their knowledge of the correct way and the wrong way to follow that rule.
I can use tone, mix up the rules, student leaders, parent leaders, and school workers as tools to help reinvigorate the rules throughout the year. First, I can use different characters and voices to change up the way we say rule 1. We can say rule 1 at a fast pace or slow pace. We can also use characters such as a cowboy, old lady, or a cheerleader when saying the rule. Second, I can say the rules out of order to see if they can keep up, which makes it fun. Third, students leading the rules will get the buy-in from other students. Most students love playing the teacher role and calling out the rule number. Forth, I can have parents lead the rules. Every Friday morning, we have the parents come into class to learn a lesson. This year, I am going to lead the parents with WBT techniques and I would love to see a parent call out the rule and the other parents with their child say the rule out loud and use gestures. Finally, I will invite adults on campus, including the principal, to say the rules. The kids will love seeing these adults enjoying the rules.
I believe using these strategies will keep the students on track and maintain their excitement about the rules. What works for some classes may not work for others, so having a plethora of options will help keep the rules enjoyable.
Holly Gorman
roxyseymour - username
Holly,
DeleteYou have some great ideas! I love your idea to have them role play as different characters! Here are 25 certification points!
Being a Pre-K Teacher, I understand the extreme importance of setting rules and establishing routines by being consistent. Just because I have to keep everything consistent, doesn't mean I can't stir the pot up on occasion.
ReplyDeleteRules, in general, are abstract for young learners. They may repeat but not fully understand what is being asked of them. I've incorporated the BIG rule of Listen when the teacher is talking which has helped reinforce Raise your hand for permission to speak. I have also had to add another BIG rule, Keep your hands and feet to yourself. This rule is crucial to creating a safe environment for all my young students.
One rule which I can bring alive is Rule #4, Make Smart Choices. This rule can be made tangible for young students. A big part of Pre-K is to model behavior. I ask students to help me dramatize scenarios and they can decide if I made a smart choice. They then can help me think of what a better choice would be if I didn't make a good choice the first time around.
Later on in the year, as students become more verbal, we can create a chart with two columns. One column labeled with a happy face and the other one a sad face. Students can draw pictures for both and we can place them under the correct columns. We can discuss why we put the picture under that column.
We also use a "sunshine" system. When students are "caught" making smart choices, they gain a picture of a sunshine. After 5 "sunshines" they get a trip to the treasure box which includes books, crayons, paper... We graduate from this system to a group system where we work together to enjoy a special treat like a dance party. This helps keep the students motivated as they realize that learning and making smart choices helps us also have time to do fun things.
Jannelle,
DeleteI like your idea to use the chart with happy and sad faces for the visual reminder of Smart Choices for this age group! Here are 25 certification points!
The most challenging students of mine have turned out to be quite alphas and the classrooms have turned out to be peaceful settings I enjoy teaching thanks to the five rules of powerteaching.
ReplyDeleteI started teaching rules one by one. I introduced the rules by using the posters and with the gestures. Gestures make the rules more entertaining. I repeated the rules many times; at the beginning, middle and end of the lesson. I passed to the next rule after the previous one is mastered well.
Being an EFL teacher in Turkey teaching kindergarten; very active 6-year-olds this year, managing the class and setting up the rules have taken some time. English is a foreign language for my kids so they might not fully understand the rules even if we repeat many times. I come up with some role-plays to make it sure that they really get what each rule means.
I cooperated with the Turkish class teacher in the classroom management issues and class rules. I introduced her the main parts of powerteaching; class rules and attention gathers. We found Turkish equivalences for each rule and attention gather. She also started powerteaching in Turkish This cooperation has helped indeed. We introduced the rules to the kids one by one at the same time. We also adopted the rules according to the needs and profile of our own students. Our rules are;
1-Follow directions quickly.
2-Raise your hand to speak.
3-Raise your hand to stand up.
4-Keep your hands for yourself when you are angry.
5-Make your teacher and friends happy.
I wanted to make Rule 4: “Make smart choices.” more explicit and came up with “Keep your hands for yourself when you are angry.” against the risk of fighting which is a common problem in the class. We also added “friends” to Rule 5 which also connotates “Make smart choices.”
After introducing all five rules, I’ve been reinvigorating them all through the year in different ways. I printed out the rules posters and hang them on the walls around the classroom. Instead of just repeating them orally I ask them to run to the cards I call out in groups especially in the morning. I prefer repeating the rules using different tones and voices. We call out the rules quietly, loudly, happily, sadly, angrily or in funny voices so they practice some feelings or adverbs, too. After making sure that everybody has mastered each rule I started to let a student be a rule leader each day. Kids like to be the leader of their friends. Choosing the challenging kids as a leader also makes them more aware of their behaviour and the rule. When one of the students breaks one of the rules I call out that rule and the kids call back that rule their friend has broken. Thus, that student realises his behaviour and tries to make good without getting confronted.
Pınar Boynikoglu
Pinar,
DeleteNice job! Here are 25 certification points!
To me it is difficult to choose one rule over the others, so I say the entire package should be reinvigorated as well. I am going to be returning from break in a few days and I will begin the new semester reviewing the Five Classroom Rules and begin a new unit. The students will review the 5 Rules in Spanish by repeating and practicing them at least once a week. They will be rápido and despacio.They will all talk at once and then one at a time. They will give examples of poor choices, cause that’s funny! And they make the maestra cry, even funnier! All of this fun in the target language. As a middle school teacher I only have them for 50 minutes a day, by the time I review my daily goal and then the review of rules, it seems I run short of time for Spanish. During the week, I seem to refer to “Mantén su querida maestra feliz” more that any of the other rules. Because, I believe the students truly want to make me happy.
ReplyDeleteBecky Loftus
Spanish
Oberon Middle School
CCFLT President Elect
Becky,
DeleteIt is very effective to have them demonstrate those examples and non-examples! Making it fun is the key to success! Here are 25 certification points!
All of the five rules have been imperative to evolving the effectiveness of my classroom management. As I reflect on the first half of this school year, I believe I will be putting more focus on rule number 1- follow directions quickly. This rule is the time saver! It is the one that helps me to squeeze-in as much as I can during a school day without wasting any precious seconds. As per suggestions in WBT webcasts this year, I started timing a few different things in our room- getting to writing workshop spots, getting to our meeting area, etc. I have found this to be quite effective. It gives the kids a goal/record to try to beat, and that lovely golden thread of fun is woven through as they enjoy the thrill of trying to demolish their records. I have even awarded class stars on the SIT board, which has caused quite the increase in effort. So now I need to start off the new year by invigorating this concept of following directions as quickly as possible. I will proceed by having them practice the wrong way to do this rule first. Then they will perform the correct way to exhibit this rule over and over until they have mastered it. Next, I’ll give them several new tasks that they must do more quickly, and we will strive to set and beat these records using a timer with the knowledge that if they improve enough, it may be “class star worthy.” As the year goes on, I’ll add different goals to keep the kids on their toes and will also revisit old tasks that need a touch-up. I’m excited to get started!
ReplyDelete-Brianne Betz
Third grade teacher in New Jersey
Brianne,
DeleteIt sounds like you have a great plan! Setting the timer and promoting class stars will be a great motivator to follow Rule 1! Here are 25 certification points!
The rule that is most important and encompasses so many classroom problems is number 4, make smart choices. If students follow this one rule, they will be kind to others and also follow the other four rules. I teach making smart choices by modeling smart choices and discussing examples of smart choices. The students will define smart choices using a circle map (Thinking Maps are an integral part of my teaching). On the circle map, I will be sure to include items like keeping hands and feet to yourself, focusing your attention, completing your assignments in a timely manner, thinking before speaking or acting and choosing who you sit next to wisely.
ReplyDeleteThroughout the school year I will reinvigorate smart choices in many ways. I will give Pride Paws (positive cards used by my school) to students who demonstrate making smart choices. I will have students move up on the Super Improvers Team if they are a student who struggles to make smart choices. Later in the year I will have students make a multi-flow map to identify the causes and effects of making smart choices. Even later in the year I will have them create a bubble map to describe how making smart choices make them feel throughout the day.
Veronica,
DeleteGreat job! I like your ideas of coordinating the Thinking Maps with the rules. Rule four can be very broad and would be a perfect fit! Here are 25 certification points!
Chapter 7
ReplyDeleteThe Five Classroom Rules have changed the way my class operates. I began by posting the rules on the front wall of the classroom. The students immediately noticed and asked what they were. We practice doing the motions and going over the rules frequently. If a student breaks one of the rules, I simply have the say “Rule 1” or whatever rule has been broken. The class then repeats the rule from memory. All of the rules are vital to the success and happiness of my class.
In my opinion, rule 4, make smart choices, is the most important life rule that I am teaching my students. Our success, as humans, comes when we weigh the choices and choose what is right. Every choice we make has consequences. Students are being taught that they should think through a choice instead of impulsively reacting to a situation. I model “making smart choices” by thinking out loud with my students. During morning meeting I list scenarios and then ask the students to give thumbs up or down if I made a smart choice. If I state a scenario where I did not make a smart choice, I give students the opportunity to tell me what I could have done differently. Another way that I reinforce rule 4 is by having students role play making smart choices. I give them a scenario and they have the option of making a smart choice or not. The class then guesses if they made a smart choice. Journaling is another activity we do that makes students think about their choices. I ask the students to write a journal entry on a time this week that they made a smart choice.
It is important for students to recognize that a choice was not a smart choice. If I have a student that is doing something dangerous, like running with a pencil during clean up, I call them over and ask them why they think I need to talk to them. Very frequently they will already know that it is because they chose to not make a smart choice. I then ask them how they can solve this problem and what they will do differently next time.
Continued repetition, fun ways to practice, and leading by example are all ways that I will continue to help my students make smart choices.
Amy Ehmann
Amy,
ReplyDeleteWell stated! I love Rule 4! Your explanation of modeling and role playing situations for your students will be valuable to other readers of this post! Your students are in a great classroom when they have so many opportunities to visualize and role play Smart Choices! Here are 25 points for you!
While I feel that the rules are a package deal, Rule 4 encompasses all of the rules. Following the rules IS a smart choice! Therefore, this is the rule I would choose to emphasize throughout the year.
ReplyDeleteWhen introducing the rule, I would work with students to create an anchor chart of what smart choices look like. In our discussion, I would ask them how each of the other rules relates to making smart choices. We would include these relationships on our anchor chart. Throughout the year, we would revisit this chart and add new smart choices.
Once students understand what smart choices are, I would have them identify smart choices for different situations. For example, I would say, “Timmy needs to use the restroom while the teacher is giving directions. What is the smart choice for Timmy?” Students could explain using the other rules what Timmy’s smart choice would be. Later in the year, I would ask students to come up with their own situations and even participate in role play for classmates to analyze.
Each rule is accompanied by a motion. These motions can act as a silent reminder in any situation. In an assembly, it isn’t always a smart choice for a teacher to verbally address student misbehaviors, but catching the student’s eye and tapping the temple 4 times is a strong reminder to make smart choices. This can be done in the classroom, cafeteria, hallway, etc. without causing a disruption to learning. It is a way to review rules without saying them. In the classroom, it could become a game. I could do the motion and the students could respond with the words for the rule. I could state the rule and students could respond with the corresponding motion. By switching it up in this manner, it maintains interest and keeps students on their toes.
Elisabeth,
DeleteI agree, Rule 4 does encompass all of the other rules! Your anchor chart is a great idea and it allows you to keep it interactive throughout the year as you add to it. Great ideas! Here are 25 certification points!
I started using Whole Brain Teaching with my kindergarteners over two years ago. Initially, I added WBT rules 4 (make smart choices) and 5 (keep your dear teacher happy) to my old-time favorite rules (Respect yourself, Respect others, Respect the school and everything in it). After reading Chapter 7, I began to doubt my choice of rules. I observed my students and then I tallied and sorted the distractions. I found out that most of the distractions were caused by a student either interrupting the teacher or leaving his/her seat.
ReplyDeleteAfter our mid-winter break, I switched to WBT rules. At first, I worried that my students would be confused but to the contrary, they liked the new rules better! At first, we practiced our new rules three times a day. It took us only a few days to learn our new rules. After another week of practice, I was the only one making mistakes. Now, when a student breaks rules # 2 or #3, I call out “Rule number two (or three)" and all students including the offender respond. If we have more than one offender, I know it’s time for a mind and body break.
One rule that I need to reinvigorate throughout the year is the Rule # 1: Follow directions quickly. Transitions are very challenging for my students. To help us with transitions, we sing songs, race the timer, or play boys/girls or table teams’ races. I also try to reinvigorate this rule is by announcing and watching for students who follow directions quickly. This can get very tricky, because as much as I want my students to follow directions promptly, I don’t want them to rush through their work or run in the classroom. Finding the right balance between thoughtful urgency and safe diligence is the most challenging part of this rule for me and my students. My next step is to use Scoreboard, pointing out an individual student who mastered this skill and awarding smilies to a whole class in his/her name. Monika Fridrich
Monika,
DeleteYou have some great ideas listed to reinvigorate your rules during the year. You have a neat idea in awarding smilies to the whole class in the name of one student! That would make any kindergartener feel special! Here are 25 certification points!
This comment has been removed by the author.
ReplyDeleteI use Whole Brain strategies when I teach the rules and haven’t found a better way yet. First, I teach “class, yes” to get the kids' attention. Then I teach them “mirror”. Using mirror, I have my students mirror me saying the rules and the gestures. Then, I teach my kiddos “teach, ok” and they practice by teaching each other the class rules. BAM! Using Whole Brain to teach Whole Brain. They have so much fun and it’s easy for them to pick up on the other strategies because we are using something we will say daily in order to teach the other strategies as well.
ReplyDeleteTo “keep it fresh”, we have also added some fun phrases to our daily chanting of rules. For example after rule 1-4, we say:
“And my FAVORITE RULE…Rule number 5, Keep Mrs. Heeter a HAPPY TEACHER!”
I like having my name in the rule, what can I say? Additionally, students know to add the names of the teachers that are in the room with us at the time we are chanting and gesturing to the rules. I have student teachers and collab teachers in the room at times and it helps to ensure students know they need to live up to their expectations as well.
Shila,
DeleteMaking the rules fun is a great way to help them remember to actually follow them! You may want to include even more ways to "reinvigorate" the rules during the year to keep them fresh and exciting! Here are 25 certification points, save them in a word document to submit later for certification.
My favorite classroom rule by far is rule number four: make smart choices. I will continue to teach this rule and the other four rules by using mirrors and gestures, switch, and teach-okay. When they switch and do teach-okay, they are teaching each other the rules and modeling the gestures. By constantly modeling the rules, I can instill a sense of importance with the rules and my students will value the rules and understand why we have them in the classroom.
ReplyDeleteTo reinvigorate the teaching of the classroom rules, I switch up the gestures every quarter so that the students do not get bored of the gestures and forget their meanings. When I do this, it sticks with them and they are reminded how important it is to follow classroom rules.
Another way to reinvigorate teaching the classroom rules is to include silly voices and body movements to accompany the gestures. Yes, the gestures are fun and they stick with the kids, but physically moving and using those silly voices activates the visual cortex, Wernicke’s area, and limbic system. They are moving, they are listening, they are speaking, and they are feeling. If they connect experiences and personal emotions to the rules, they will more likely remember them and think about them when a rule is about to be broken or is currently being broken.
Hannah,
ReplyDeleteThis time of year can be tough, so those rules are more important than ever! Great use of variety to prevent habituation! Here are 25 points!
I believe all Five Classroom Rules are equally important. I begin teaching my students the Five Rules when they arrive on the first day. The first thing I teach them when they come in is “class-yes.” Then I follow that with “mirror-words” and “teach-okay.” Once they have a grasp on those three WBT techniques, I then begin teaching the rules. I have my rules posted on all four wall. That way no one can say, “I didn't know what the rules were.” So, to teach the rules, I give the “class-yes” attention getter, then call for “mirror-words,” and finally I give the rule number and gesture at the same time. I then give the call “teach-okay,” and the students use big gestures to teach their partner. Once both partners have had a chance to teach, I call “class-yes”, and continue through the other four rules using the same steps.
ReplyDeleteSince, I believe all the rules are equally important, I do not mind repeating myself when it comes to our classroom rules. We practice the rules every time we return from bathroom breaks, specials, lunch, and recess. I also have my class practice them after a break longer than 3 days. With the rules posted on all four walls and repeating them all the time, my student’s are always aware of the rules. I can call them in any order, and they know them. After Fall Break, I begin allowing the student’s to teach the rules to the class during morning meeting. They really enjoy this because they feel like the teacher.
Megan Sowers
Megan,
DeleteIt sounds like your students will be very well versed in the rules! I'm glad they are so effective in your classroom. That's a neat idea to post them in more than one place in your room~ they can't escape them! Here are 25 certification points!
Teaching the Five Classroom Rules in the beginning of the year is fun for the students because they enjoy using the gestures and reciting the rules. I would introduce one rule per week in the first five weeks and we would spend five minutes in the morning reciting the rule and the gesture and then acting out examples and non-examples of the rule. In order to keep these rules alive throughout the year I would consider using multiple modes of rule delivery. Although all of the rules are important, I believe that rule number 4, Make Smart Choices, is the most crucial. I would reinvigorate this rule throughout the year by creating a Smart Choice Maker of the Week display in my classroom. I would decorate the area with colorful graphics and pictures of students making smart choice. Every Friday I would choose one student who had made smart choices and display their picture in the center of the display for the week. We would have a short Making Smart Choices class discussion on Friday afternoons where I would reveal the winner and display their picture. This would make students strive to make smart choices and by changing it weekly, all students would have the opportunity to be the recipient. Another way to keep this rule alive in my classroom would be to designate Make Smart Choices Monday Mornings. This would entail me creating or finding a video, either on GoAimate.com or You Tube, and showing a short video every Monday morning of someone making a smart choice or displaying kind and courteous behavior. These videos would serve as a weekly reminder to for students to Make Smart Choices!
ReplyDeleteMegan Vescio Copeland
Goldfarb Elementary School
Las Vegas, NV
Megan,
DeleteWow! This is impressive! Your students will love making smart choices in your classroom! I like the variety you included to keep them interested! Here are 25 certification points and a 5 point bonus!
I tutor individuals and small groups, but I would like to approach this exercise as the hypothetical teacher of a larger class.
ReplyDeleteFirst, I want to say how I see the class rules as expressive of deeper character traits.
1. Follow directions quickly -- speaks to the larger trait of one's attitude toward legitimate authority, and this in turn can lead to another level, for younger students of what to do if an authority figure may try to molest them and for older students to think about higher law as it relates to legitimate authority and civil disobedience;
2. Raise your hand for permission to speak -- self control in speaking out lays the groundwork for Level Two (Guff Counter?), an attitude that promotes true and kind speech as opposed to impolite, hurtful, lying speech, and it prepares for Level Three, teaching students (in the context of critical thinking and speaking full sentences) to strive to effectively express truth and kindness in all communication;
3. Raise your hand for permission to leave your seat -- speaks on a deeper level to a good attitude toward deferred gratification and provides an entry not only into keeping an orderly environment (Level Two), but also making ALL actions thoughtful, deliberate, future oriented and ethical (Level Three).
4. Make smart decisions -- but because sometimes, very smart people make very bad decisions (little Bernie Madoff gets a Frownie for the Independents), I want to introduce my students to Level Two, "Make WISE decisions," and eventually bring them to Level Three, "Make wisdom the basis for all your life decisions;"
5. Make your dear teacher happy -- generalizes first into appropriate deference to others and then into successful living through service to others.
After I had taught my class the rules and sufficiently drilled them, I would want their buy-in vote. At that time, I would tell them, "Each rule contains a secret meaning that will bring you success in your life if you know how to apply it. You're not ready for this secret knowledge, yet, so you will have to practice each rule until I think you're ready to learn the secret."
After a couple of months, I'd pick the rule that most of the class follows most faithfully and introduce Level Two. Let's say it's rule #1, "Follow directions quickly." I would append an extension to the sign for rule #1 that said, "Obedience to Rightful Authority." I would follow this up with a quick example of what happened to someone who disobeyed a legitimate authority (chunk, Teach/Okay) and what happened to someone who did obey (chunk, Teach/Okay).
Now I would reveal that an even deeper secret lies hidden in this rule, which I will only reveal if and when they are ready for it. In the meantime, I can use Level Two to present various lessons.
Levels Two and Three lend themselves to critical thinking in various subjects. In current events, can we identify the legitimate authority, here? In history, what happened when they followed (i.e., lent an appearance of authority to) an unworthy leader? Class application: What consequences do you bring on yourself by following an unworthy, self-appointed leader? Government and Civics: What lends an air of authority to a would-be leader?
I like stories for several reasons. They can grab attention. They offer a change of pace from teaching facts. They can translate abstract principles and ideas into concrete form, easily grasped. They often elicit emotion from listeners, which further reinforces and internalizes the lesson taught.
I think stories would make the most appropriate vehicle for difficult concepts like rule #1's third level. Stories of tragedy and triumph, from Robin Hood to those who hid Jews from the Nazis, from the Boston Tea Party to Rosa Parks would illustrate the need for discernment in making the right choices when it comes to authority and obedience.
I did a lot of cutting to meet the maximum limit on characters. I want to say that articulating my peculiar approach to deeper application does not eliminate the need for such means as drill by the teacher & class leaders, using each infraction as an opportunity to rehearse a rule, and utilizing the Super Improvers Team and Practice Cards.
DeleteCraig,
DeleteStories are a perfect vehicle for connecting the the 5 (now 6) rules to the real world. Coach B. has often used his own stories to illustrate WBT methods in very meaningful ways. I know there are many teachers that will appreciate your suggestions on how to connect character and content when reinvigorating the rules! Here are 25 certification points!
I did a lot of cutting to meet the maximum limit on characters. I want to say that articulating my peculiar approach to deeper application does not eliminate the need for such means as drill by the teacher & class leaders, using each infraction as an opportunity to rehearse a rule, and utilizing the Super Improvers Team and Practice Cards.
DeleteYour words are a real encouragement to me, Michelle. I'm currently looking at some opportunities to apply the skills I'm learning from WBT to larger groups. Have a wonderful weekend.
DeleteWhen I first teach the five super classroom rules, I will teach them together like a song with big gestures, lots of large muscle movement. It will be a fun time. I will use Teach-Reteach to reinforce each rule as I take the rules one by one. Most important¸ I will have the students act out how to follow each rule and what not to do for each rule. Figuring this out now is a great blessing because I know to put this on my agenda for the first days of school. Acting out the rules will redefine each rule for the learner who needs to see it this way several times. We will also illustrate the rules in our class journals.
ReplyDeleteLater, during the year, to reinvigorate the rules, I will put the words to a song. I might let each table sing a rule while the other students hum it with large gestures. My favorite rule is the last. “Make your dear teacher happy.” We have four tables of students. Rule 5 may be the special rule that all students will sing and verbalize together.
Also, to reinvigorate the rules, I will reteach them, act them out again, sing them, play games with them, and have students again illustrate the individual rules in their journals.
Regina-Champagne Babin
Regina,
DeleteThese are great ideas! Don't forget to add the NEW class rule #6 - The Diamond Rule: Eyes on the speaker. (It's not in the book, just added recently). The speaker is either the teacher, or anyone that is speaking/answering/sharing in the classroom. Here are 25 certification points!
Setting rules, procedures, and routines on the first day of school is essential in setting the tone for the rest of the school year. Before teaching the Five Rules (now six), I believe it is imperative to make real-life connections to the outside world. In society, laws need to be followed in order to keep people safe. If we break a law, there are consequences. I would then proceed to give examples of different laws and the repercussions of them being broken. Rules in the classroom are like laws. They are generated in order to create a safe learning environment for all students. I would then proceed to introduce the WBT Rules. I believe there is more student buy-in when they understand why they must follow classroom and school rules.
ReplyDeletePersonally, I feel that all the WBT Rules are equally as important, and they must be rehearsed multiple times throughout the day. However, if I must choose one of the rules to focus on, I choose Rule #4: Making Smart Choices. Making Smart Choices is very general, but encompasses all the other rules in one, and it implies others not mentioned. Students need examples of what “smart” and “not so smart” choices look like. First, I would read, “David Goes to School” by David Shannon. I would have students identify what poor choices David made and what good choices he would have been able to replace them with. For example, David is tardy to school. Why is that not a “smart” choice? Or, David yells out an answer in class. What smart choice could he have followed instead? (Rule #2- Raise a quiet hand for permission to speak.) At the end of the day, he has a consequence. He has to stay afterschool to clean all desks. However, after he finishes cleaning the desks, his teacher gives him a golden star. When I have read this book in the past, many of my students are baffled at the fact that he gets rewarded for being “bad”. I have told my students that the message David Shannon is trying to send the reader is that there is no such thing as a “bad” kid; only bad choices. As teachers, we understand that children are learning and we will never stay mad, and everyday is a new beginning to start fresh.
Preceding that lesson, I would play the Yes/No Way game. I would show students a PowerPoint with pictures of smart and not so smart choices. They would give a thumbs-up if it were a “smart” choice, and a thumbs-down if it were a “not so smart” choice. After, I would print some pictures of “not so smart choices” and pass them around. In pairs, students would analyze their picture of why the person is making a “not so good” choice and what possible consequences could come out of that. Then they would come up with alternative actions (“good” choice) to that person’s behavior. This may help students reflect on their own behavior and think about ways of replacing their “not so smart” choices with a “smart” choice. This teaches students to think before they speak/act.
These are only some ways that I would teach, and continue to reinvigorate for the school year, the WBT Rule: Make Smart Choices.
Gricelda Pelayo
Gricelda,
DeleteI love the idea of using the David Shannon book to reinforce the rules! Using the Yes/No way is also a great follow up to review the good/bad choices! Nice job! Here are 25 certification points and a 5 point bonus!
Prior to my exposure to WBT, I would remind students to “use good judgment” in instances when I saw inappropriate behavior. Rule 4, make smart choices, follows that same fundamental rule to use reason carefully. I implement the Responsive Classroom approach and introduce classroom routines and social skills during morning meeting. As I am currently teaching Spanish, I utilize the first week to solidify routines, goal setting and expectations. During this time, I introduce the 5 Classroom Rules.
ReplyDeleteI ask the students to complete a “gallery walk”. For this activity, the children rotate between 3 posters with the following headings- What do you need to do to be successful?, How can I help you be successful this year?, What does a fun classroom sound/look like?. On each of these posters, the children jot down quick ideas in response to these questions. This activity also allows practice with the Class Yes when it is time to redirect the children and regain their attention. After reviewing these responses in a whole group format, I announce that I have 5 simple classroom rules that fit the criteria that they have outlined for a fun and successful school year.
Then, I introduce all of the classroom rules with Mirrors and Teach OK. For closure, I show the gestures for the rules and the students call out the corresponding rule number and its meaning. To emphasis Rule 4 for example, or any rule, I like to use role play. I provide the students with situations and in small groups the children present the scenarios in which the class rule is not being followed. The remaining students recite the rule that is being broken and volunteers come up to role play how to demonstrate model behavior that fits the classroom rule. It is possible for me to incorporate language learning here as well. As the students master this activity and develop stronger Spanish language acquisition, I provide the scenarios in Spanish and the students can deliver the role play in the target language.
Bethann Barneman
I want to add a side note to my previous post re: classroom rules. Creating a positive classroom community is vital to me as a Special Area teacher. I enter others' classrooms where expectations and classroom management may greatly differ from my own. As a result, I put a lot of emphasis on the classroom rules not only with my students, but also with the parents/families of the children I teach. Using my own E-newsletters and links to WBT information I share glimpses of the foundation of my teaching format.
DeleteBethann,
DeleteI agree, it is vital to have the parents well informed when using WBT methods. I love the gallery walk idea, I may steal that! Here are 25 certification points and a 5 point bonus!
I really like the Five Classroom Rules of Whole Brain Teaching. I believe they need to be taught as a “package deal.” They will definitely be introduced to my third graders on day #1 of school. I will teach each rule with gestures and then explain why each rule is so important to our classroom this school year. While students are learning the rules, I will ask them the rules out of number order. They should be able to state and rule with the gestures. At the beginning of the year, I plan to rehearse these rules numerous times throughout the school day. I also want to include them as a homework assignment during the first week of school so that students can explain them to their parents with gestures. As stated in the book, I believe that student “buy-in” is important for these rules and I will make sure to have the students vote on whether or not we should use these rules. To reinvigorate, I would love to have my weekly “star student” help lead the class in reciting the rules each morning during our morning meeting. I like the idea of using the rules to correct misbehavior, just as Mrs. Maestra did in the book.
ReplyDeleteCourtney,
DeleteGood ideas! Using the star student during morning meeting is perfect. You could also teach right way/wrong way and that is really helpful for them to make connections. Here are 25 certification points!
At this time, I would like to focus on Rule #2: Raise your hand for permission to speak.
ReplyDeleteI will introduce this rule at the beginning of the year by saying the rule while at the same time making the gestures to reinforce the meaning. At first, I will have the students repeat it after me making sure that they use both the words and the actions. At this time, I will also demonstrate the rule (both correctly and incorrectly) to ensure understanding. With sufficient repetition, by the end of the second week of school, I will be able to simply say “Rule #2” and the students will be able to say and act out the rule.
That’s great! But it is only the first part of the implementation process. I do not want my students to simply be able to repeat the rule, I want them to internalize it and follow and respect it! To do this, I will pay close attention to the class. As I “catch” students following Rule #2, I will highlight this achievement, using both praise and the Scoreboard to reinforce this positive behaviour.
The next step in my nefarious plan to get all of my students to follow “Rule #2” is to incorporate positive peer pressure and the Super Improvers Wall into the mix. I will do this by saying “Rule #2” when I notice a student who is not following the rule. All of the students know that when I say this they need to repeat the rule using the actions. This is a gentle reminder for the student in question from his/her peers. As well, in private, I will share with that student that I am going to be trying to “catch” him/her correctly following “Rule #2”. In the beginning, he/she will earn a star on their name on the Super Improvers Wall every time he/she correctly uses “Rule #2”. However, I want to wean him/her off of this so as time goes by, he/she will have to correctly use it 5 times in a row in order to earn a star. Then I will require 10 times in a row, etc.
As the year progresses, I will continue to have the students practice the rules. However, to change it up a bit I will have a few variations on the activity to keep the students interested and on their toes:
Original activity: Doing/Saying the Rules in numerical order.
Variation 1: Mix up the order of the rules.
Variation 2: Silent Rules. (I hold up a certain number of fingers and they do the actions for that rule.)
Variation 3: Backwards Rules. (I say and do the actions and the students say the rule number.)
Variation 4: Acting Rules. (I say the Rule number and they show what following this rule looks like -- adding more details than the gestures.)
Variation 5: Wrong Rules. (I say the Rule Number and the students act out how to NOT follow that rule.)
Variation 6: Student Leader. (A student leads the activity using either the original format or using one of the variations listed above.)
This comment has been removed by the author.
DeleteChristina,
DeleteYou have some fun and effective variations! I love number 5! Here are 25 certification points and a 5 point bonus
Rule number 4: Make Smart Choices
ReplyDeleteI feel that this rule should be a rule that each student has for their life, but I will be willing to start with inside the classroom. Originally, I have pictures that I have ripped from magazines. We sort them by if they were making smart choices and if they weren’t making smart choices. We collect the pictures of making smart choices and create a class book with this pictures. I have the students create a 30 Hands video on how they had made smart choices that day. They LOVE making the video about themselves. At first, they answers to how they were making smart choices were pretty shallow, but as time went on their answers became more insightful. We picked a partner class and the students were responsible in developing an anchor chart with what making smart choices look like and why it’s important. They presented it to the younger classroom and it hung in the little’s room for the rest of the year. We also had students present other students with spirit sticks when they felt the student had genuinely followed that expectation.
Jana Greer
Jana,
DeleteWhat a fun idea! I LOVE the smart choices video! I bet your students are very proud to share at their class book and video. You found some super ways for them to take ownership of Rule 4 and to share it with others! Here are 25 certification points and a 5 point bonus!
During the morning of the first day of school I will begin instructing students on WBT’s 5 Powerful Classroom Rules.
ReplyDelete“Class, I want 4th Grade to be a great year for learning, and we are going to have lots of fun doing it! In order to accomplish this we are going to learn some very important rules today that will help us to focus our time and energy on the parts of school and learning that matter most. When I point at you I want you to say “Teach On!” Ready? (point) “Teach On!” Thank you, I will!
“We’ll begin with Rule 1. (show #1 with index finger) Rule 1: Follow directions quickly. (model accompanying gesture) Now copy me with words and gestures: Rule 1: (pause for students to copy) Follow directions quickly. (pause while students repeat) OK class, let’s do that once more…
“Nice job. Raise your hand if you can tell me why Rule 1 is going to be important in our classroom. (gather student input, 3-5 responses) Now turn to your neighbor and hold up your #1 finger. Now, when I give you the signal, I want both partners – at the same time – to practice stating Rule 1. State it over and over until I call for your attention. Ready, teach!” “Ready, OK!” (students practice)
“Super duper class!”
“Super duper yes!”
“Quick! What is Rule 1? (pause while students repeat rule using gesture) “That wasn’t fast enough! Again. Show me Rule 1! (students quickly state rule using words and gestures) Much better!”
To keep this rule fresh throughout the year we will practice it many ways: varied volumes; goofy accents (pirate, British, etc.); use of exaggerated or understated gestures. I will also periodically ask a student to model NOT following Rule 1 in response to a direction. Then to contrast, I will have another student show what following the same direction should look like while following Rule 1.
Traci Katz
Traci,
DeleteGreat job! Using the right way/wrong way method is a great way for them to have a visual of your expectations. Here are 25 certification points!
On the first day of school we will begin learning and practicing the rules. We will repeat and teach to our desk partners. We will model how the rule should and should not look. The rules will be on posters where we all can see them. Each day we will review and practice these rules. At first I will lead the review, but when I believe the class is ready, I will hand the responsibility over to a different student every day. This will help students have more ownership. The student of the day will state the rule with gestures and have the class mirror. This not only practices the rules but also mirroring. As time goes on, a student will most definitely not follow one of the rules. I will use this opportunity to thank the child for reminding us we need to practice and have that child help lead the class in stating and following the rule correctly. This will also lead to opportunities to use the scoreboard as a way of reinforcing following the rules.
ReplyDeleteMy favorite rule is, “Keep your dear teacher happy.” There are so many positive moments in a day, throughout the year, to reinforce this rule. I plan to use this rule to encourage those students who are working hard to improve both their behavior and learning. Practicing and following the rules will help improve the behavior of all students. When we have a new student, or a visitor I will allow one or more students to be helpers and help teach our rules.
Susan,
DeleteThat is a wonderful idea to have your students teach visitors your rules! I also like the positive point you made about Rule 5. You are right, it is very encouraging! Here are 25 certification points!
Reflection #6
ReplyDeleteChapter 7
Juliann Caveny
My favorite rule is #1: Follow Directions Quickly. It’s the rule that I focus on most during the first quarter. Our first two days, I’ve focused our lessons on “the learning brain” and its effect on my classroom and students’ learning. I remind my students that a well-functioning, actively learning brain, is one that moves information across multiple areas and hundreds of neurons quickly. I tell them, “Keep the brain snapping!”
Additionally, I’ve promised my classes that for the first quarter (at least) they will only have twenty minutes of required reading and 100 Frey words to practice as part of the Universal Homework model. However, if they do not follow directions quickly (Rule 1) as an individual, they will fall behind and may need to catch up on their lessons or classroom outside of my class times. Junior high kiddos love having no-homework! When I provide clear deadlines in class, such as “twenty minutes left” or “four minutes to finish” and continually remind them of Rule #1, they are snappy learners!
In a few weeks, I will change one of the Super Improver Goals to reflect expectations with the rule. One expectation will be to get materials out and put materials away in under three seconds. By reinforcing the rule with the Super Improver Goals, we will further cut down on wasted transitional time between lessons or classwork.
(scored below)
DeleteReflection #6
ReplyDeleteChapter 7
Juliann Caveny
My favorite rule is #1: Follow Directions Quickly. It’s the rule that I focus on most during the first quarter. Our first two days, I’ve focused our lessons on “the learning brain” and its effect on my classroom and students’ learning. I remind my students that a well-functioning, actively learning brain, is one that moves information across multiple areas and hundreds of neurons quickly. I tell them, “Keep the brain snapping!”
Additionally, I’ve promised my classes that for the first quarter (at least) they will only have twenty minutes of required reading and 100 Frey words to practice as part of the Universal Homework model. However, if they do not follow directions quickly (Rule 1) as an individual, they will fall behind and may need to catch up on their lessons or classroom outside of my class times. Junior high kiddos love having no-homework! When I provide clear deadlines in class, such as “twenty minutes left” or “four minutes to finish” and continually remind them of Rule #1, they are snappy learners!
In a few weeks, I will change one of the Super Improver Goals to reflect expectations with the rule. One expectation will be to get materials out and put materials away in under three seconds. By reinforcing the rule with the Super Improver Goals, we will further cut down on wasted transitional time between lessons or classwork.
Juliann,
DeleteRule 1 can be a life saver in a classroom when you don't have to wait and wait and wait on them to comply! Nice job! Here are 25 certification points!
wendy edwards
ReplyDelete5 rules
I love all the rules equally!! They have changed my life:) I have added 'spiciness' each year to them!! In kindergarten we focus on one new rule the first 5 days... and now I am adding the diamond rule this year! (I just got the new 2nd book!) I like to start off modeling and doing gestures. Add Teach /Okay. Then, I like to talk about what that rule looks like. We practice and act out ways that the rule should look- at the carpet, in line, at tables. Then we brainstorm ways the rule would be broken. They LOVE this. We make a visual chart. We get a small version of each rule that we take home and share with our family to teach them. So we have a lot of parts of the brain working on each rule right off the bat. I like to take a photo of the kiddos acting out the rule and posting that as the visual. I use them as teachers... so the line leader everyday gets to 'teach' and lead the class on the rules. We have said them in crazy voices too. I also utilize the scoreboard and the SIW if I am focusing and working on a certain rule later in the year. This helps to 'whip' them in to shape if I need to:) I love how the last 2 rules are my loopholes. They can't talk their way out of those. We also discuss class rules and what is working and who is a special friend and 'alpha' example through our Oelweus lessons (ANTI-BULLYING curriculum.) The rules are fantastic and are such an amazing base for the rest of the WBT goodies.
Wendy,
DeleteI agree, it is difficult to pick one rule, they are all so effective! You have some great ideas. I like your plan to use the pictures of the children acting out the rule. Nice job, here are 25 certification points.
I teach 2nd grade. At this age, my students are just beginning to really find their individuality but are also still in the phase of very much wanting to please others. They desire to make their parents, teachers, and other cared for adults happy. I think that rule 5 (keep your dear teacher happy) is important at this age.
ReplyDeleteI teach this rule with all the others in the beginning of the year and continue to reinforce the “no loophole” omnipotence of it throughout the year whenever I think it would fit the situations better they one of the other rules. I try hard to not overdo it though, so it does not lose its shining authority.
One way I teach more about this rule is that I teach the students how to look inside themselves and really understand what makes them happy through my character education program. They are in the beginning stages of developing their own self-images and we spend a lot of time discussing that it is more important to make yourself happy through smart choices then to make yourself sad but someone else happy through wrong choices. We discuss how others choices can affect our happiness also. These lessons in character education helps my students grow individually as well as understand their place in our culture and community.
Geni Ainge
Geni,
DeleteYou made some nice connections to Rule 5! You class will enjoy that! Here are 25 certification points!
On the first day of school, the first item on our agenda was learning the five classroom rules. We repeated the words and motions to the five rules throughout the entire day. We still practice these every morning. When I introduced “Teach, ok!” the students practiced teaching the five rules to a partner. The most difficult rule for my first graders is rule number two, “Raise your hand for permission to speak!” At six and seven, it is hard for them not to “blurt” their idea out for everyone to hear, because they think it is just too good and has to be heard right that moment! We are practicing controlling this impulsiveness by having the whole class recite “Rule number two! Raise your hand for permission to speak!” whenever somebody blurts. I have students model the correct way to raise their hand and wait to be called on. I also have some volunteers model not following the rule, and show everyone what blurting looks like. They love doing this and think it is hilarious, but it really works and is a great reminder for everyone to raise their hand. Practice cards have worked the best for our class. Students do not like missing a few moments of recess to practice the rule. We will continue to practice and review this rule daily.
ReplyDeleteBrooke,
DeleteIt looks as if you have a GREAT way of ensuring your firsties are well practiced with the 5 Class Rules! While you might spend a lot of time practicing, but it will pay off as the year progresses.The teacher that will enjoy your students later will thank you! Great job with your post and here are your 25 certification points!
Making smart choices is a common thread in everyday life for children, teenagers, and adults. It never goes away; never fades into the background. Teaching this fundamental rule for happiness to my kinders will only empower them to be happier and more successful in their budding lives.
ReplyDeleteBefore WBT, I taught this concept through the “bucket filler” book. At the beginning of the year, we would read the book Bucket Fillers from A-Z and discuss examples of bucket filling and dipping behavior from the book. Over the course of the next week, I would print examples and non-examples of bucket fillers and we would create a classroom t-chart. Finally, I would create my bucket-filler board.
When a kiddo was caught making a great choice, they would get to write about their choice and affix it, along with their picture, to the board. The students strove for it. Occasionally, when choices started slipping (usually around long breaks), we would take a few minutes to take pride in the choices that the students had made. We would talk about how the choices made us feel and how they made our friends feel. This was not only motivating for the students, I found, but for myself as well!
I think this would be very easy to adapt to the making smart choices rule and would continue to reinvigorate it throughout the year (and hopefully plant the seed for life!).
Catherine,
DeleteThis does tie in well with the bucket filler book! Make sure you check out Coach B's new additions to the rules (Rule 4 is now extended). You can see his scope on Katch.me and the new pdf with instructions is posted today on the WBT Facebook page. Here are 25 certification points!
The five classroom rules from Whole Brain Teaching are all over my classroom. I start the year with posters in multiple places all around our room. No matter where the students look they will see the rules. I start with teaching the rules with the motions the very first day of school. I continue to review the rules all throughout the day. We practice first thing in the morning, after lunch, after PE, and while in line. Anywhere and anytime, we will be practicing our 5 classroom rules. We focus on a different rule each day to understand it completely. We go over examples and non-examples of each rule. For rule #4 we play Simon Says for a few days to understand how to follow directions quickly! I have students demonstrate examples as well. They show an example of a smart choice and a non-example of a smart choice. The second semester I will have students “lead” the rules. A different student each day will stand in front of the class and do the gestures. This is a great way for the students to showcase what they have learned. Like the class-yes part of WBT, I use different voices and different variations of the 5 classroom rules second semester. The students love this! They think it is so fun and it adds a little variety since we practice them the entire school year.
ReplyDeleteBrittany,
DeleteThese are fun ideas! Oops...I think you meant for rule #1 (follow directions quickly). Here are 25 certification points!
The five classroom rule from Whole Brain Teaching are all over my classroom. I start the year with posters in multiple places all around our room. No matter where the students look they will see the rules. I start with teaching the rules with the motions the very first day of school. I continue to review the rules all throughout the day. We practice first thing in the morning, after lunch, after PE, while in line. Anywhere and anytime, we will be practicing our 5 classroom rules. We focus on a different rule each day to understand it completely. We go over examples and non-examples of each rule. For rule #4 we play Simon Says for a few days to understand how to follow directions quickly! I have students demonstrate examples as well. They show an example of a smart choice and a non-example of a smart choice. The second semester I will have students “lead” the rules. A different student each day will stand in front of the class and do the gestures. This is a great way for the students to showcase what they have learned. Like the class-yes part of WBT, I use different voices and different variations of the 5 classroom rules second semester. The students love this! They think it is so fun and it adds a little variety since we practice them the entire school year.
ReplyDeleteHi Britney...did you mean to repost your essay from Jan 20 again? Love the energy of your classroom!
DeleteTonya Hackett
ReplyDeleteOn the very first day of school, my class spends quite a bit of time discussing the kind of classroom culture they want to be a part of. Using the key ideas addressed, we create a social contract pledge. We will then recite and act out that pledge every morning for the remainder of the school year. On the first day of school, after our social contract pledge is created, I’ll introduce our WBT Five, Powerful Classroom Rules by informing my students that in order to abide by our social contract, we’ll need to follow five rules. I’ll introduce them one at a time by just chanting the rule. I will then ask them to think of an action we could do with our bodies that would help us remember the rule. I’ll give them think time, then tell them that on the count of three, I should not hear their action but see their action. After a few seconds of them showing their action, I’ll have them freeze while I walk around and announce to the class the really cool things I see. For example, “I love how many of you are showing me your fingers are running quickly. I also like how I see some of you moving your own feet in a quick way. I’d like for us to put some of these great ideas together. When we say our Rule #1, we’ll also use these actions: “Follow directions (quickly run fingers across other arm) quickly (fast-silent-feet).” The boys and girls have a new sense of ownership of and buy-in for the rule because they helped create the actions. I’ll repeat the same steps when introducing the other four rules.
Every day for the rest of the school year, we’ll recite our five rules immediately following our social contract pledge. I do this at the beginning of each of my classes as I team-teaching and have different students throughout the day. During class, if a child blurts out an answer, I simply say in a cool tone, “Rule #2” and the rest of the class recites rule #2. If another student or even that same student blurts out an answer, I repeat the same procedure. After having done this part of WBT for two years, I can happily say that this works! Repetition is key and patience is rewarded!
To reinvigorate the rules after December, I like to have a “Spotlight Rule”. If a rule is in the spotlight, I move it just above the other rule posters. We spend a little bit of time reviewing the rule using “Mirror” and “Teach-Okay”. During our “good things” portion (a few minutes at the beginning of each class where students get to share something good in his/her life) students are also encouraged to spotlight another student s/he witnessed following the spotlight rule. The student sharing then chooses a fun applause the class does for the rule-following child.
In addition to the weekly “Spotlight Rule” I also keep it fresh and fun by having children lead reciting the rules instead of me and by incorporating art into our math stations. I have partners draw a “Do This, Not That” poster for the spotlight rule and then display them for all to enjoy. This year, I plan to have a school-wide poster contest and share the winning posters on our fourth grade website.
Tonya,
DeleteI'm glad to hear that the rules have been so effective in your classroom the past two years! I love not having to raise my voice. Just calling out the rule number and allowing the child to self correct is wonderful! Nice job! Here are 25 certification points!
I believe all five of the class rules are important, however, I focus a larger amount of time on number four, Make Smart Choices. If the students are doing this they are following the other rules, too.
ReplyDeleteI begin the school year by teaching and reviewing all of the rules, including the Diamond Rule which is really my favorite. We practice the right and wrong way to follow each rule. I also have to spend time teaching my students when they do and don’t have to follow rules number two and three as I do not require hands to be raised to talk and leave their seat all the time. There are specific times I do require these rules to be followed, though, such as when we are taking a test.
After all the rules have been taught and practiced, we create an anchor chart for number four. Its title, of course, is Make Smart Choices. We begin by brainstorming smart choices and writing them on the chart. We place the chart in the room in a place easy for the students to reach and as the year goes on we add to the chart. When a situation arises where a student made a smart choice that was not on our list, I might let them go write it on the chart and receive a Super Improver Star for the great choice. When a situation arises that a student or group of students publicly make a less than smart choice, we discuss what would’ve been a smart choice, then write that on the chart. It is fun when the students begin to notice their peer’s smart choices and suggest them for our chart.
Kimberley Nixon
second grade
Kimberley,
DeleteGreat way to tie in the Super Improver Wall! 10 Finger Wooo! Here are 25 certification points!
Nicole Desrosiers Weare, NH
ReplyDeleteMy school year commences with Whole Brain Teaching, beginning with an initial introduction before the students enter our classroom. As I have already taught my new students “class-yes” during our meet and greet in June, I can introduce Rule #1 before they enter my class by giving them a simple direction to follow, such as, “Please find the desk with your name on it and sit down. (Students will practice Rule #1 before entering the classroom.)
T: Class?
S: Yes?
T: Rule #1.
S: Follow directions quickly. (Students use gesture while repeating rule, and then enter classroom, find their desk and sit down)
Over the next few days of school, even though students will gradually learn all five rules along with their gestures, this first rule holds much weight. While I am not asking students to move at lightning speed, I am asking students to complete the task when I call for it. This rule is especially practiced many times throughout those first days/weeks of school, not only when I notice students who are dawdling, but primarily by spontaneously asking students to recite the rule and by practicing what Rule #1 looks like, sounds like, and feels like.
T: Class?
S: Yes?
T: Rule #1.
S: Follow directions quickly (with gesture)
T: Line. (having already introduced the three-peat)
S: Line, Line, Line (students move to line quietly and quickly)
I may ask questions following their lining up. What could we do to make that lining up process even better? Could we make it quieter? Students are then sent back to their seats to practice the routine again.
Once students are very familiar with our rules, students will be randomly chosen to be our “Oral Writer” for the day during Morning Meeting. One of their main jobs is to lead the class in a review of the five rules by randomly calling out rules for the class to practice. This allows the class to become used to responding to rule practice no matter who is leading. This rule also lends itself quite nicely to our Scoreboard. When students are asked to follow Rule #1 when lining up, cleaning up classroom supplies, or preparing for recess, “Beat the Clock” can increase motivation for following that rule. Students immediately gain a time to beat the next time I choose to instill “Beat the Clock”. Students love this challenge! Also, once the Super Improvers Wall has been introduced, Rule #1 could be a great starting point for the class to earn stars at the beginning level.
As the year progresses, students who reach an “Alpha” level will be asked to be in charge of reviewing certain rules with the class with a mere mention of their name. For example:
T- (noticing two people fiddling in their desk when the class has been asked to line up) Reese.
Reese- Class?
S- Yes?
Reese- Rule # 1
S- Follow directions quickly. (with gestures)
(Immediately the students file into line.)
It is amazing to watch the misbehavior melt away. By continuing to change and add on to how rules are reviewed, behavior momentum is kept alive and moving forward within the classroom. The bar needs to be constantly raised and reached for.
Nicole,
DeleteGreat job! You've added in several top notch WBT strategies to keep your rules fresh and fun! Here are 25 certification points and a 5 point bonus!!
The first rule I teach is Rule 1. In fact, earlier this month, I briefly met up with my new class for next year, and I have already taught them Rule 1 and Rule 2. This hopefully gets my new class excited about coming back in August for more WBT ‘Funtricity’.
ReplyDeleteI begin by introducing myself and moving straight in to teaching ‘class-yes’. Next I teach Rule 1 and Rule 2. I follow this with an explanation of the three-peat and how it is essential if the children are to follow Rule 1 successfully. If any child starts talking without raising their hand, I say to the whole class, “Rule 2.” Their response corrects their peer without any need for scolding or nagging on my part – truly a magnificent behaviour management tool.
Using Rule 1 and the three-peat I explain how I expect them to line up, sit down, and stand up. I do this by paraphrasing a Nancy Stoltenberg script from her “classroom tour” video. It goes something like:
Teacher: Class.
Students: Yes.
Teacher: (checks for folded hands and laser beaming eyes) Rule 1!
Students: Rule 1 – Follow directions quickly!
Teacher: Make a full turn to your neighbour and tell them why you think it is important to follow directions quickly. (At this stage I have not yet taught Teach-Okay).
Teacher calls them back with Class-Yes then listens to various student responses and corrects anyone blurting out by using Rule 2.
Teacher: Those are great suggestions. I think Rule 1 is important because we’ve got so much fabulous learning to do this year that we have no time to waste. So when I ask you to do something I need you to do it really quickly. Tell your neighbour, “We’ve got to be fast!”
Students: We’ve got to be fast.
Teacher: When I need you to do something I’ll use something called the three-peat. Tell your neighbour, “I wonder what the three-peat is.”
Students: I wonder what the three-peat is.
Teacher: Alright, I’ll tell you. When I need you to line up I’ll say, “Lines.” To which you will respond, “Lines, lines, lines,” and line up quietly. I will demonstrate for you.
Teacher demonstrates by pretending to be a student (the children laugh).
Teacher: Now it’s your turn. Lines!
The children say “lines, lines, lines” and line up. No matter how well they do it...
Teacher: That was much too slow; give me an “Awww,” (rub eyes as if crying). When I say “seats” you say, “Seats, seats, seats,” then quietly sit down. (Pause) Seats!
Students: Seats, seats, seats.
I continue with Rule 1 rehearsals for a few more minutes, correcting any chatty students with a quick, “Rule 2?”
Later in the year I will use several ‘funbursts’ a day to reinvigorate Rule 1 and keep the children on their toes. By then I will have fully implemented the scoreboard and the Super Improvers Wall, and I can use these to motivate and reward the children for continuing to excel in Rule 1 practise.
Quentin Dalrymple
3/4th grade
Perthshire, Scotland
Quentin,
DeleteGreat job! You'll never go wrong using Nancy as a guide! Your year will start off on a positive note with these simple strategies! Here are 25 certification points and a 5 point bonus!
I will teach all of the rules on the first day of school. After the first day, we will go more in depth with right way/wrong way practice for each rule. I think rule 4 will be the rule that needs to be reinvigorated. It will be taught to my class with a lot of modeling. I will first start with a class yes and then review rules 1-3 with gestures. I will introduce rule 4, make smart choices, and the gesture (point to the right temple with one finger four times). The class will then teach this rule to their partner. I feel rule 4 requires the most modeling. I would provide a lot of role playing exercises to teach what a smart choice would be. For example, in the beginning of the year we could practice lining up the wrong way and then the right way. I would be silly and run to line up. I would ask the class if I lined up right. They would say no and I would call on a volunteer to line up the right way. In another example, it’s December and someone is sitting in their chair the wrong way. I would then call the class to look at me. I would sit in the chair while leaning back on two legs and then fall out of the chair. We would then do a modeling of the smart choice to make in that situation. This rule will be reinvigorated throughout the year. I think it will be especially handy after Christmas break or when they need a refresher on a rule.
ReplyDeleteAfter reading the above comments, I see I need a whole lot more fun when reinvigorating the rules. I like the ideas from above of them creating a video and using different voices for rule practice as well.
Charisse Norton
Charisse,
DeleteUsing the "right way/wrong way" strategy is very effective in all aspects of WBT! I agree, there are lots of great ideas on the posts in the book club! Come back and review often for a good refresher and more great ideas! Here are 25 certification points!
Chapter 7: Five, Powerful Classroom Rules
ReplyDeleteJuly 11, 2016
I love all the rules for WBT. I have to say that one of my favorite would be Rule 3: Raise your hand for permission to leave your seat. I teach kindergarten and we do not sit at our tables very often but when we do we usually have glue, glitter, and paint out! Rule 3 is important in my room so I always know where all students are and so we don’t make our mess a bigger one!
In kindergarten I introduce one rule every day at the beginning of the school year. On day 3 I would introduce Rule 3: Raise your hand for permission to leave your seat.
Teacher: Class!
Students: Yes!
Teacher: Let’s review the rules we have learned so far!
Teacher and students review rules 1 and 2 together.
Teacher: Class!
Students: Yes!
Teacher: Rule number 3: Raise your hand for permission to leave your seat. Students point to your seat.
Now point to the door. Point to your seat. Now point to the carpet. If you need to get a Kleenex, go to the bathroom, get a pencil, you will need to raise your hand and ask Mrs. Hartman. Now let’s practice the motions.
Teacher extends arm and walks two fingers down arm and “jump” off the end of hand like a diving board while making the noise whoop!
Teacher: Rule number 3: Raise your hand for permission to leave your seat! Whoop! (With motions)
Students: Rule number 3: Raise your hand for permission to leave your seat! Whoop! (Mimicking motions)
Repeat twice
Teacher: Ok students everyone sit down in your seat please.
Students: Ok! (With motion)
Teacher whispers in ear of one student to go get a Kleenex without asking.
Teacher: OH NO!!! What is going on here? I have lost a student! (Teacher starts counting students) HELP! HELP! I have lost a Kim! Kim!! Kim!! Kim!!
Kim: Here I am!
Teacher: (Hugging Kim) What did Kim forget?
Students: Rule number 3!
Teacher: Class
Students: Yes!
Teacher: It is important that you raise your hand for permission to leave your seat so that Mrs. Hartman always knows where you are! Can we give Kim a “Your still cool?”
Students: You’re still cool!
Teacher: Now Kim show us the right way!
Kim raises have to get up.
Teachers and students review Rule number 3 with motions.
Teacher: Students sit down please.
Students: Ok. (With motions)
Teacher: We are going to start painting everyone get out their brush and water! (Pretend)
Teacher whispers in students ear to go get a pencil.
Teacher: OH NO!!!! Rhylee’s water has just spilled everywhere! There is water all over the floor and table. Now Ben, Tyson, and Rhylee’s painting is ruined! What did Carl forget to do?
Students: Rule number 3!
Teacher: Class
Students: Yes!
Teacher: If is important to raise your hand for permission to leave your seat so that when we are painting or gluing nothing is spilled. If Carle had raised his hand Mrs. Hartman could have helped him get a pencil or helped him push in his chair so that the spill would not have happened. Let’s give Carle a “Your still cool!”
Students: You’re still cool!
Teacher: Now Carle, show us the right way.
Carle raises hand to get up.
Teachers and students review Rule number 3 with motions.
This is how I would introduce Rule 3 to my kindergarten class room on day 3. During that day we would practice, practice, and practice Rule 3. We would have an art project that afternoon and put our Rule into motion! In the next months before our art time we would review Rule 3 as a classroom so that everyone would remember the importance of the Rule.
Britta Hartman
Britta,
DeleteThat's a great way to use wrong way/right way and model what happens when they follow (and don't follow) the rule procedure! Here are 25 certification points and a 5 point bonus!
Chapter 7
ReplyDeleteMy plan for the upcoming school year is to teach or rehearse the rules first thing in the morning, after lunch, and before leaving to go home. With enthusiasm and gestures it will make the rules entertaining and fun to learn and rehearse. The students will be engaged!
All the rules are very important but the one I believe is the most powerful is Rule 4- Make Smart Choices. If a students does not make smart choices then I feel that they probably have broken the other four rules. This rule is powerful by covering every kind of disruptive student behavior. Making smart choices just does not apply in the classroom but in all areas of life.
To start the year we will discuss in great detail about what it means to make smart choices and have the students come up with examples. To continue throughout the year I will have the rules posted on the front whiteboard. We will rehearse the rules three times a day. I felt like last year after Christmas my students got too comfortable with the rules. So after break we will have a class meeting to discuss and review Rule 4.
Whole Brain Teaching rules help turn disruptive students into engaged learners. The rules are so fun the students will love them and keep them engaged.
Katlen Downey
Katlen,
DeleteYou are right, it is very important to revisit the rules a lot in the beginning, and to also revisit them throughout the year. You might even add in some fun games and ways to refresh them to keep the kids on their toes! Here are 25 certification points!
I absolutely love all of the Five Classroom Rules, but I’ll focus on how I’ll teach Rule Number 4: Make smart choices. To teach this rule, I introduce it at the beginning of the year, and like all of the rules, continue to review it consistently throughout each day. We discuss what a smart choice looks like and give multiple examples of a smart choice in different situations. When dealing with an issue in the class, like suggested in the book, I will simply say, “Rule number 4!” to point out the rule that is broken and have students restate the rule. I also encourage students to consider their choices before making them, and reinforce that their choices always have consequences. In addition, the wrong way, right way strategy is a great way to show the difference between a right choice and a wrong choice. Students love to practice the wrong way, so this is a method to reinvigorate the rules for the school year. I choose one student to teach the wrong way and the right way, or have students teach each other the wrong way and right way. They enjoy either choice! In addition, I like the ideas for reinvigorating mentioned in the book by stating the rules out of order, and always emphasizing big gestures. The key is to encourage students to have fun with practicing the rules.
ReplyDelete-Ashley Woody
Ashley,
DeleteEncouraging your students to be active in making their own choices will help them see the importance of every choice they make! Here are 25 certification points!