After watching the webcast on Super Speed Math, I was excited to try it with my class. Over the years I have been frustrated about the poor results I have seen from teaching math facts. When my students leave my class to move on to fourth grade I know that a large number of them have not mastered their multiplication facts. This gives them a great disadvantage when moving up to the next grade. I knew that what I was doing was not effective, but didn't know what else to do.
On Wednesday, I told my class that I had learned a new math game and that I was excited to teach it to them. I explained that I was going to teach them the game on Friday. During the last hour today (Friday) I announced that it was finally time to learn the new game, Super Speed Math. The room buzzed with excitement.
After explaining the rules to the game and writing them on the board, I said, "Ready, Set, Go!" and started the timer. You could hear 16 children reciting their multiplication facts as quickly as they could. None of them were yelling or off task. You could tell they were fully engaged. The other half of the class stared intently at the answer key (even though the answer to almost every problem in the first 2 rows was 0.)
The students really seemed to enjoy the game. They especially liked being able to cross off the first row when they broke their own record. When I explained that the shaded boxes were the gnarlies the class was grateful that they were near the bottom. I also got them excited when I explained that once they passed level one, level 2 was in random order with the gnarlies near the top!
Overall, the game went smoothly, but there were a few things that can be improved next time. I had one group arguing over whether a student broke her own record or not. I tried to explain that it was suppose to be a fun game, and that they shouldn't argue, but I will have to come up with a better remedy for the next time. I also had an odd number of students, so I had to partner up with the extra student. This made it very difficult to monitor the class the way I would have liked, especially the first time we did something new.
Friday, October 12, 2012
Sunday, September 30, 2012
Success At Last!
Over the last six weeks, I have been feeling a bit frustrated about the progress my class was making. Each week the class has learned new concepts using the 5-step lesson plan. The students have learned the Power Pix for each standard, practiced, used the three check for understanding strategies, and used critical thinking. At the end of each week, the class would have a multiple choice test on the week's standards. Unfortunately, each week the results were very disappointing. There would be less than 10 students with scores of 80% or higher, which is our goal.
I was starting to wonder what I was doing wrong. The other 3rd grade classes were doing much better than mine. Was I going too quickly? Maybe Whole Brain Teaching just wasn't working. I would ask the class each week, why they thought the class wasn't doing well, and I would get the same answers each week: not paying attention and talking too much. The problem was, during the week the students appeared to be paying attention, and most of the talking was during "Teach""OK".
This week, we were finally able to have a review week. There were no new standards to teach. The class had time to review all 20 ELA Power Pix that we have learned so far. We spent each day reviewing a different concept. On Friday, we took a review assessment. At last, the students did very well. The students had retained all of the information that they had learned all year! 20/30 students earned 80% or higher, and 6 more earned 70% or higher. Only 4 students earned a score under 70%.
This assessment showed that the repetition of the Power Pix is working for my class. The concepts that we learned longest ago, the students did the best on because they have repeated them the most. The concepts that we just learned last week were the concepts that the students struggled the most on, because they have not had enough repetition and practice.
Seeing such amazing progress has given me more confidence in using Whole Brain Teaching. After all, practice makes permanent!
I was starting to wonder what I was doing wrong. The other 3rd grade classes were doing much better than mine. Was I going too quickly? Maybe Whole Brain Teaching just wasn't working. I would ask the class each week, why they thought the class wasn't doing well, and I would get the same answers each week: not paying attention and talking too much. The problem was, during the week the students appeared to be paying attention, and most of the talking was during "Teach""OK".
This week, we were finally able to have a review week. There were no new standards to teach. The class had time to review all 20 ELA Power Pix that we have learned so far. We spent each day reviewing a different concept. On Friday, we took a review assessment. At last, the students did very well. The students had retained all of the information that they had learned all year! 20/30 students earned 80% or higher, and 6 more earned 70% or higher. Only 4 students earned a score under 70%.
This assessment showed that the repetition of the Power Pix is working for my class. The concepts that we learned longest ago, the students did the best on because they have repeated them the most. The concepts that we just learned last week were the concepts that the students struggled the most on, because they have not had enough repetition and practice.
Seeing such amazing progress has given me more confidence in using Whole Brain Teaching. After all, practice makes permanent!
Wednesday, September 12, 2012
First Day of the Guff Counter
Last night, I knew that today would be the first day that I would use the Guff Counter. I have about 3 students that have been giving me "guff", so I decided to introduce this part of the scoreboard. Yesterday, I reviewed the procedures for the Guff Counter given in the Levels section of the Whole Brain Teaching website (wholebrainteaching.com) I practiced how I was going to present this new procedure to get ready.
During the day today I waited for someone to give me "guff". By lunch time I thought that I might not need to introduce the Guff Counter after all. However, while we were lining up for lunch, a student gave me "guff". I said, "You just reminded me of a special part of the scoreboard. I will tell you about it after lunch."
After lunch, I did not mention the Guff Counter. I waited until the same student gave me "guff" again. This time I said, "That reminds me of a new part of the scoreboard.You see, talking back to the teacher isn't allowed in our classroom. I call this "guff". When a student gives me "guff" I will say, 'That sounds like guff to me!' Lest's see how that will look. Zach, since you helped me remember the Guff Counter, can you help me?" The student in question looked at the ground, and very quietly said yes. Next. I asked him to say "I wasn't talking" when I asked him to stop talking. After he gave me "guff" I counted 3 words (I wasn't talking) and added 3 tallies under the word "Guff" on the sad face side of the scoreboard. Then, I explained that if the class helped me to stop the "guff" there would be no guff points, and the class would earn a happy face. I taught them how to put their palms up and say "Please Stop!" After practicing, the class got a tally on the happy face side of the scoreboard for using the new procedure correctly.
After we learned how to use the Guff Counter, we only needed to use it one more time during the day. This time is was for another student. The student that "taught us" how to use the new procedure was careful not to give any guff for the rest of the day.
My favorite part about using this system was that I didn't get into an argument or a power struggle with the students. It is so easy to argue back when a student says "I wasn't talking!" The next thing you know you are arguing with an 8 year old. With this system, there is no argument. The student's power to argue is taken away, and the teacher can move forward on a positive note. The students loved the Guff Counter (unless they were the guffer). I look forward to how this will enhance the positive environment of my classroom all year long.
During the day today I waited for someone to give me "guff". By lunch time I thought that I might not need to introduce the Guff Counter after all. However, while we were lining up for lunch, a student gave me "guff". I said, "You just reminded me of a special part of the scoreboard. I will tell you about it after lunch."
After lunch, I did not mention the Guff Counter. I waited until the same student gave me "guff" again. This time I said, "That reminds me of a new part of the scoreboard.You see, talking back to the teacher isn't allowed in our classroom. I call this "guff". When a student gives me "guff" I will say, 'That sounds like guff to me!' Lest's see how that will look. Zach, since you helped me remember the Guff Counter, can you help me?" The student in question looked at the ground, and very quietly said yes. Next. I asked him to say "I wasn't talking" when I asked him to stop talking. After he gave me "guff" I counted 3 words (I wasn't talking) and added 3 tallies under the word "Guff" on the sad face side of the scoreboard. Then, I explained that if the class helped me to stop the "guff" there would be no guff points, and the class would earn a happy face. I taught them how to put their palms up and say "Please Stop!" After practicing, the class got a tally on the happy face side of the scoreboard for using the new procedure correctly.
After we learned how to use the Guff Counter, we only needed to use it one more time during the day. This time is was for another student. The student that "taught us" how to use the new procedure was careful not to give any guff for the rest of the day.
My favorite part about using this system was that I didn't get into an argument or a power struggle with the students. It is so easy to argue back when a student says "I wasn't talking!" The next thing you know you are arguing with an 8 year old. With this system, there is no argument. The student's power to argue is taken away, and the teacher can move forward on a positive note. The students loved the Guff Counter (unless they were the guffer). I look forward to how this will enhance the positive environment of my classroom all year long.
Friday, September 7, 2012
Leveling Up
This week was another successful WBT week! I learned a lot as a teacher, and the students are starting to catch on as well. Today, I finished my first 5-step lesson on Context Clues. Yesterday we went through the first 4 steps, but the students did not pass the QT test. Today, the students came to class excited to learn the next "test". Can you believe it? After the students passed the QT and Prove It "tests" the students wrote their own "Prove It" questions for critical thinking. The class enjoyed answering their peer's multiple choice questions, and discussing why the answers were and were not correct. It was also a great opportunity for me to give a quick mini lesson on giving enough information to determine an answer.
I had several students move from "Rookie" to "Phenom" on our Super Improvers Wall. The class cheered as I awarded the students with a new green card. I sent the white card home. Students were excited all day to see if they might be the next one to move up!
Here is a close-up of some of the Super Improver Cards.
I liked the Genius Ladder game that we played last week so much, that I made an official place to post the points on the board. Students earn 1 point for writing a topic sentence and 1 adder. They earn 2 points for writing a topic sentence and 2 adders. Students earn 3 points for writing a topic sentence and 3 adders. Writing a topic sentence, 3 adders and a concluder earns a students 4 points. Students earn a bonus point for writing a spicy adjective in every sentence. The class tally was 93 points for the week. We will try to beat that score next week.
My husband is a printer. He made this terrific "Practice Makes Permanent!" poster. I have it hung above my practice cards. I haven't started using the practice cards yet, but we still practice our rules every day. Occasionally a student has to practice a rule or two for 30 seconds at recess. I have warned them that when we start the practice cards practice time will be 2 minutes.
Next week I look forward to becoming more proficient in using the 5-step lesson. I have prepared the templates, PowerPix, and examples. Hopefully, my weekly test scores will improve from using this lesson format!
I had several students move from "Rookie" to "Phenom" on our Super Improvers Wall. The class cheered as I awarded the students with a new green card. I sent the white card home. Students were excited all day to see if they might be the next one to move up!
Next week I look forward to becoming more proficient in using the 5-step lesson. I have prepared the templates, PowerPix, and examples. Hopefully, my weekly test scores will improve from using this lesson format!
Thursday, September 6, 2012
First Day Using 5-Step Lesson Template
Today, I began to use the Whole Brain Teaching 5-step lesson plan template. The class learning objective was to define unknown words using context clues. Here is a brief summary of how the lesson went.
First, I asked the question, "What are context clues?" The students used "Teach""OK" to ask each other the question. After that, I placed the Context Clues Power Pix under the document camera (teacher created). I gave the students the definition of context clues along with a hand motion. This is the second step in the 5-step lesson template.
"Context Clues are used to find the meaning of an unknown word by using the words around it." The hand motion was to shrug shoulders and then make a circle with one hand.
After practicing the new Power Pix as a class and in pairs, I went on to the third step: Extend. For the extension I explained that to find the meaning of an unknown word students should choose a synonym that would fit in the sentence. I showed several examples of this. Then, I had the students practice choosing a synonym for an unknown word with several examples.
When I felt that the students had been given enough examples, I moved on to the fourth step: Test. I excited the students by announcing that this test required no writing, no grading, and would be FUN! Student heaven! They couldn't wait! The first test was "Yes" "No-Way!" The students loved the hand motions, and had a great time telling me if what I said was correct or not. Since they did great with the test I explained that they were ready for the next test, which is called QT. They really liked the name until I told them what it meant (quick test). However, once I explained the process they were all back on board. We practiced saying QT and covering our eyes several times before I gave them true and false statements about unknown words. Now that the students were not able to copy their neighbors, they had a lot harder time showing understanding. Several of them were even peaking! After several attempts, I explained that they were going to need more practice before they would be ready to pass the QT test. I promised them that I would teach them the third test if they passed the QT test tomorrow.
The students are now excited and curious about what the next test will be. They all want to try really hard on the QT test so that the next part will be revealed. I have never had a class so excited to take a "test"! Teacher heaven!
First, I asked the question, "What are context clues?" The students used "Teach""OK" to ask each other the question. After that, I placed the Context Clues Power Pix under the document camera (teacher created). I gave the students the definition of context clues along with a hand motion. This is the second step in the 5-step lesson template.
"Context Clues are used to find the meaning of an unknown word by using the words around it." The hand motion was to shrug shoulders and then make a circle with one hand.
After practicing the new Power Pix as a class and in pairs, I went on to the third step: Extend. For the extension I explained that to find the meaning of an unknown word students should choose a synonym that would fit in the sentence. I showed several examples of this. Then, I had the students practice choosing a synonym for an unknown word with several examples.
When I felt that the students had been given enough examples, I moved on to the fourth step: Test. I excited the students by announcing that this test required no writing, no grading, and would be FUN! Student heaven! They couldn't wait! The first test was "Yes" "No-Way!" The students loved the hand motions, and had a great time telling me if what I said was correct or not. Since they did great with the test I explained that they were ready for the next test, which is called QT. They really liked the name until I told them what it meant (quick test). However, once I explained the process they were all back on board. We practiced saying QT and covering our eyes several times before I gave them true and false statements about unknown words. Now that the students were not able to copy their neighbors, they had a lot harder time showing understanding. Several of them were even peaking! After several attempts, I explained that they were going to need more practice before they would be ready to pass the QT test. I promised them that I would teach them the third test if they passed the QT test tomorrow.
The students are now excited and curious about what the next test will be. They all want to try really hard on the QT test so that the next part will be revealed. I have never had a class so excited to take a "test"! Teacher heaven!
Sunday, September 2, 2012
Observation of PowerPix/Teach OK
On Friday, I was reviewing our weekly Power Pix using "Teach" ""OK" when our principal, along with a principal from another school entered the classroom. As I asked the question, "What is a homophone?" The students answered in unison using the correct hand motions. Then, they used teach OK to first review the definition and hand-motions, and then to give examples of homophones. After the first person shared, he or she used the "high five switcher" to give the other person a turn. When they both were finished, they gave a thumbs up to let me know they were ready to move on.
As I worked with one pair of students that were having difficulty, I noticed the administration talking to my students. They were asking them what we were doing. The students were explaining the hand motions to them. After staying in my room for several minutes, the principals left.
Sometimes, when I have been observed in the past, I have wondered if administration was pleased with what was happening in my classroom. I worry about what the feedback will be. However, with Whole Brain Teaching, I felt confident that this observation was a success. I was teaching the California Standards, the students were engaged, and I was not doing all the talking.
After school, another teacher asked if they could come in to observe me as well. She had heard great things about my class from the principal already! I felt like giving a "Mighty Oh Yeah!"
As I worked with one pair of students that were having difficulty, I noticed the administration talking to my students. They were asking them what we were doing. The students were explaining the hand motions to them. After staying in my room for several minutes, the principals left.
Sometimes, when I have been observed in the past, I have wondered if administration was pleased with what was happening in my classroom. I worry about what the feedback will be. However, with Whole Brain Teaching, I felt confident that this observation was a success. I was teaching the California Standards, the students were engaged, and I was not doing all the talking.
After school, another teacher asked if they could come in to observe me as well. She had heard great things about my class from the principal already! I felt like giving a "Mighty Oh Yeah!"
Sunday, August 26, 2012
Common Core and WBT
This weekend I went to a CGI/Common Core training to get prepared for the upcoming changes. I was excited to see that Whole Brain Teaching fits in very well with the new Standards for Mathematical Content.
1) Make sense of problems and persevere in solving them: This standard focuses on using reasoning rather than being answer driven. In this standard it also states that the environment should encourage conversation, student explanation, and proof of solutions. Right away I thought of the because clapper and "Teach" "OK". These two strategies will encourage students to explain why they chose a particular mathematical process, and allow them to discuss their ideas with peers. It also reminded me of Facebook Lesson #4 which focused on distinguishing between weak and strong evidence.
2) Reason abstractly and quantitatively: Instruction is meaning based. Students are involved in problem solving. Meaning is given to symbols. This standard also focuses on giving students a lot of practice. This reminded me of two things I have learned through WBT. First, I thought of PowerPix. The PowerPix are pictures with a verbal definition and a hand-motion. This gives meaning to the symbols that the students need to know. Second, I thought of Chris Biffle's saying, "Practice Makes Permanent" which I have posted above my Practice Cards. He reminds us that students need to practice everything they learn over and over again to build long-term memory.
3) Construct viable arguments and critique the reasoning of others: In this standard students interact with each other. The teacher does not just "tell". Students need practice with the language of argument. Again, I was reminded of "Teach" "OK". Using this strategy, students do most of the talking in the classroom. Teachers talk for very brief amounts of time before students pair up. Adding the "because clapper" ensures that students are able to prove their answers. Students are able to engage in debates on a topic, and learn to prove their points with strong arguments.
4) Model with mathematics: Students use objects, drawings, physical gestures, and verbal descriptions. Whole Brain Teaching is full of physical gestures and verbal descriptions. Every time we write, we begin with "Oral Writing." The students know the hand motions for Topic Sentence, Adders, and Concluder. They use hand motions for capitalization and punctuation as well as for "spicy" describing words. Students also learn the PowerPix which have a picture for each standard, as well as a verbal description and a gesture for each concept.
There are 4 more Common Core standards in addition to these 4 that can easily incorporate Power Teaching Strategies. These are: Use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning.
After this training session, I felt a little more at ease knowing that my growing knowledge of Whole Brain Teaching would help me to be more successful in the transition to Common Core. If you have more ideas on how to use WBT in Common Core, please feel free to post them.
1) Make sense of problems and persevere in solving them: This standard focuses on using reasoning rather than being answer driven. In this standard it also states that the environment should encourage conversation, student explanation, and proof of solutions. Right away I thought of the because clapper and "Teach" "OK". These two strategies will encourage students to explain why they chose a particular mathematical process, and allow them to discuss their ideas with peers. It also reminded me of Facebook Lesson #4 which focused on distinguishing between weak and strong evidence.
2) Reason abstractly and quantitatively: Instruction is meaning based. Students are involved in problem solving. Meaning is given to symbols. This standard also focuses on giving students a lot of practice. This reminded me of two things I have learned through WBT. First, I thought of PowerPix. The PowerPix are pictures with a verbal definition and a hand-motion. This gives meaning to the symbols that the students need to know. Second, I thought of Chris Biffle's saying, "Practice Makes Permanent" which I have posted above my Practice Cards. He reminds us that students need to practice everything they learn over and over again to build long-term memory.
3) Construct viable arguments and critique the reasoning of others: In this standard students interact with each other. The teacher does not just "tell". Students need practice with the language of argument. Again, I was reminded of "Teach" "OK". Using this strategy, students do most of the talking in the classroom. Teachers talk for very brief amounts of time before students pair up. Adding the "because clapper" ensures that students are able to prove their answers. Students are able to engage in debates on a topic, and learn to prove their points with strong arguments.
4) Model with mathematics: Students use objects, drawings, physical gestures, and verbal descriptions. Whole Brain Teaching is full of physical gestures and verbal descriptions. Every time we write, we begin with "Oral Writing." The students know the hand motions for Topic Sentence, Adders, and Concluder. They use hand motions for capitalization and punctuation as well as for "spicy" describing words. Students also learn the PowerPix which have a picture for each standard, as well as a verbal description and a gesture for each concept.
There are 4 more Common Core standards in addition to these 4 that can easily incorporate Power Teaching Strategies. These are: Use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning.
After this training session, I felt a little more at ease knowing that my growing knowledge of Whole Brain Teaching would help me to be more successful in the transition to Common Core. If you have more ideas on how to use WBT in Common Core, please feel free to post them.
Monday, August 20, 2012
Strengths and Weaknesses
I have completed the first week of school using the Whole Brain Teaching strategies to the best of my current abilities. These strategies helped my first week to be one of the best first weeks that I have had as a teacher. Through this experience I have learned some of my strengths and weaknesses as a Whole Brain teacher.
Strengths:
Having high energy is one of my strengths as I learn the Power Teaching strategies. I enjoy being able to use the scoreboard, have fun bursts, and practice what we are learning in an exciting way. I love to see the students get excited about what we are doing. Before using these strategies I would complain that my students were "boring" or "didn't seem to care." Now, the class is full of energy and fully engaged in what we are doing.
Overall classroom management has also become a strength through these strategies. I no longer have to rely on negative consequences. Now, I can promise points on the scoreboard or a star on the Super Improver wall. Today, I had a student that normally does very little work excited about showing me her work after I gave her a star on her Super Improver card. It felt great to see her attitude change about learning in that moment. I use to feel badly for giving negative consequences. Now, instead of consequence, we practice the rules to get better. After thirty seconds of practice at recess, students don't feel "punished". Instead they feel like they were able to get special one-on-one practice time with their teacher. In addition, I no longer have to bribe my class with expensive prizes and time-consuming incentives. The students are eager to earn points on the score board or stars on their card without asking for a prize.
Weaknesses:
Being consistent is an area in which I need to improve as a Whole Brain teacher. Sometimes I require complete sentences, and then at other times I forget. At times I enforce hands folded for "Class" "Yes", and at other times I don't. My amount of energy throughout the day also fluctuates. Today was my first day using the Super Improver Wall, and it took me until after lunch to remember to add stars. In addition during some lessons I might add 20 tallies to the score board and then completely forget to use it during another lesson. I am hoping that through practice and constant self-reflection I will become more consistent.
Mastering the Whole Brain Strategies is another area of weakness for me. I am learning the PowerPix along with the students, so I often forget the words or the hand motions. I have not mastered strategies such as Oral Writing and the Genius Ladder. In addition there are SO MANY more Whole Brain Teaching tools that I have yet to learn. I browse the website and wonder, what is the Bulls Eye Game? What is the Super Speed Rhyme Frog? What are brain toys? I am excited about learning and using these strategies and many, many more.
Strengths:
Having high energy is one of my strengths as I learn the Power Teaching strategies. I enjoy being able to use the scoreboard, have fun bursts, and practice what we are learning in an exciting way. I love to see the students get excited about what we are doing. Before using these strategies I would complain that my students were "boring" or "didn't seem to care." Now, the class is full of energy and fully engaged in what we are doing.
Overall classroom management has also become a strength through these strategies. I no longer have to rely on negative consequences. Now, I can promise points on the scoreboard or a star on the Super Improver wall. Today, I had a student that normally does very little work excited about showing me her work after I gave her a star on her Super Improver card. It felt great to see her attitude change about learning in that moment. I use to feel badly for giving negative consequences. Now, instead of consequence, we practice the rules to get better. After thirty seconds of practice at recess, students don't feel "punished". Instead they feel like they were able to get special one-on-one practice time with their teacher. In addition, I no longer have to bribe my class with expensive prizes and time-consuming incentives. The students are eager to earn points on the score board or stars on their card without asking for a prize.
Weaknesses:
Being consistent is an area in which I need to improve as a Whole Brain teacher. Sometimes I require complete sentences, and then at other times I forget. At times I enforce hands folded for "Class" "Yes", and at other times I don't. My amount of energy throughout the day also fluctuates. Today was my first day using the Super Improver Wall, and it took me until after lunch to remember to add stars. In addition during some lessons I might add 20 tallies to the score board and then completely forget to use it during another lesson. I am hoping that through practice and constant self-reflection I will become more consistent.
Mastering the Whole Brain Strategies is another area of weakness for me. I am learning the PowerPix along with the students, so I often forget the words or the hand motions. I have not mastered strategies such as Oral Writing and the Genius Ladder. In addition there are SO MANY more Whole Brain Teaching tools that I have yet to learn. I browse the website and wonder, what is the Bulls Eye Game? What is the Super Speed Rhyme Frog? What are brain toys? I am excited about learning and using these strategies and many, many more.
Monday, August 13, 2012
The First Day
Today was the first day of school. When I arrived at school I had welcome-back treats in my mailbox and on my desk along with a thank you note from my principal. What a great way to start the day. When the students and parents arrived to meet me they were all excited and very friendly. Then my day got even better!
We began the day with Class-Yes. The students loved this. They enjoyed all of the different, silly ways that we could say "Class-Yes". A few times they got confused and answered back with "class", but overall they caught on very well. After a few get-to-know-you activities we continued to Rule 1. We practiced Rule 1: Follow Directions Quickly by doing different hand and body motions. Some examples were, "Raise your hands!", "Stand up!", and "Face you neighbor!" It was fun to see them enjoying learning a rule. Once we had rule 1 learned pretty well, I continued by explaining the scoreboard. Thne, it was back to rule 1. This time I added the 3 peat. We practiced getting out pencils, paper, reading books, and text books. When I said "pencils" the students would repeat "pencils, pencils, pencils" and get pencils out before I counted down from 10. They earned a point on the scoreboard if everyone was ready. This was also a perfect time to make sure that all the students had the supplies that they needed. The students practiced the 3 peat many times, but are still having difficulty remembering to repeat me 3 times. We will practice every day until they become pros!
Later in the morning we learned mirror. The class enjoyed learning to copy my motions. We practiced silly motions as well as rule one. I also gave the motions for the rest of the 5 rules as a preview.
After lunch we learned Teach-OK. We used this strategy for the rest of the afternoon while reviewing the morning's lessons, the 5 rules, and the PowerPix. The class already knows how to do the high-five switcher! Some groups were reluctant to do hand motions or wanted to stop sharing before it was time. A sad face on the scoreboard usually helped to get those students back on track.
The class also learned 2 ELA and 2 math PowerPix. We worked on memorizing the name of the concept, the definition, and the hand motion for each. We reviewed all 4 PowerPix with a Teach-OK and a Fun Burst! I can already tell that the PowerPix will be a powerful learning tool.
After PowerPix the class learned to do oral writing. After practicing the hand motions for "complete sentence", "adder", and "concluder" I had students ask me questions to show them how to do it wrong. Then we corrected my incomplete sentences. Students also volunteered to try it on their own. The class mirrored their hand motions as they shared. Many students spoke in run-on sentences. They also had difficulty with the concept of the concluder. It will be fun to see them improve on this skill throughout the year.
Before we went home the class wrote about what they did this summer for green/red marker writing. The students focused on neatness as they wrote. I marked a green dot next to their neatest word or letter and a red dot next to something that needed work. Many students wrote so neatly that it was difficult to choose a word to put a red dot next to!
As you can see, we had a wonderful first day. I am looking forward to an amazing year. I have included pictures of my Whole Brain Teaching bulletin boards.
We began the day with Class-Yes. The students loved this. They enjoyed all of the different, silly ways that we could say "Class-Yes". A few times they got confused and answered back with "class", but overall they caught on very well. After a few get-to-know-you activities we continued to Rule 1. We practiced Rule 1: Follow Directions Quickly by doing different hand and body motions. Some examples were, "Raise your hands!", "Stand up!", and "Face you neighbor!" It was fun to see them enjoying learning a rule. Once we had rule 1 learned pretty well, I continued by explaining the scoreboard. Thne, it was back to rule 1. This time I added the 3 peat. We practiced getting out pencils, paper, reading books, and text books. When I said "pencils" the students would repeat "pencils, pencils, pencils" and get pencils out before I counted down from 10. They earned a point on the scoreboard if everyone was ready. This was also a perfect time to make sure that all the students had the supplies that they needed. The students practiced the 3 peat many times, but are still having difficulty remembering to repeat me 3 times. We will practice every day until they become pros!
Later in the morning we learned mirror. The class enjoyed learning to copy my motions. We practiced silly motions as well as rule one. I also gave the motions for the rest of the 5 rules as a preview.
After lunch we learned Teach-OK. We used this strategy for the rest of the afternoon while reviewing the morning's lessons, the 5 rules, and the PowerPix. The class already knows how to do the high-five switcher! Some groups were reluctant to do hand motions or wanted to stop sharing before it was time. A sad face on the scoreboard usually helped to get those students back on track.
The class also learned 2 ELA and 2 math PowerPix. We worked on memorizing the name of the concept, the definition, and the hand motion for each. We reviewed all 4 PowerPix with a Teach-OK and a Fun Burst! I can already tell that the PowerPix will be a powerful learning tool.
After PowerPix the class learned to do oral writing. After practicing the hand motions for "complete sentence", "adder", and "concluder" I had students ask me questions to show them how to do it wrong. Then we corrected my incomplete sentences. Students also volunteered to try it on their own. The class mirrored their hand motions as they shared. Many students spoke in run-on sentences. They also had difficulty with the concept of the concluder. It will be fun to see them improve on this skill throughout the year.
Before we went home the class wrote about what they did this summer for green/red marker writing. The students focused on neatness as they wrote. I marked a green dot next to their neatest word or letter and a red dot next to something that needed work. Many students wrote so neatly that it was difficult to choose a word to put a red dot next to!
As you can see, we had a wonderful first day. I am looking forward to an amazing year. I have included pictures of my Whole Brain Teaching bulletin boards.
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| ELA PowerPix |
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| Math PowerPix |
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| Super Improvers Wall. Sorry it's rotated! |
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| This is where the practice cards will be when we start using them later in the year. |
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| The 5 rules. Sorry again that they are rotated. |
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| Simple Scoreboard. I might make more permanent one later on. |
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| Today's lessons based on the webcasts "The First Hour" and "Day One" |
Thursday, August 9, 2012
2 more days!
I have 2 more days to prepare my classroom for the first day of school. I have my PowerPix board, Super Improvers, Practice Cards, 5 Rules, and Scoreboard ready. I have written the 1st days lessons on the board, based on the WBT videos "The First Hour" and "Day One". In addition I have filled out my lesson plans for the week using the information from "Week One Goals". I will take pictures of all of this to post tomorrow.
As I speak to other teachers, it makes my feel more confident in my choice to use Whole Brain Teaching in my classroom. Other teachers are voicing nervousness about what to teach during the first days of school. I can tell them with confidence that I know what I am going to do, because I am using Whole Brain Teaching. My class roster is going to be challenging this year. I have students with special needs, severe behavior issues, and extremely high achieving students all in one class. It seems like a perfect time to be using the WBT strategies!
As a teacher new to these strategies there is still quite a lot for me to learn. I have many questions that I need answered. I have not watched the videos on Oral Writing or The Genius Ladder, so those are 2 areas that I will need to learn more about. In addition I am wondering how I will ever have enough room for all of the Power Pix. Is it OK to take them down at each trimester? Should I put new Power Pix over the old ones when I run out of room?
As I speak to other teachers, it makes my feel more confident in my choice to use Whole Brain Teaching in my classroom. Other teachers are voicing nervousness about what to teach during the first days of school. I can tell them with confidence that I know what I am going to do, because I am using Whole Brain Teaching. My class roster is going to be challenging this year. I have students with special needs, severe behavior issues, and extremely high achieving students all in one class. It seems like a perfect time to be using the WBT strategies!
As a teacher new to these strategies there is still quite a lot for me to learn. I have many questions that I need answered. I have not watched the videos on Oral Writing or The Genius Ladder, so those are 2 areas that I will need to learn more about. In addition I am wondering how I will ever have enough room for all of the Power Pix. Is it OK to take them down at each trimester? Should I put new Power Pix over the old ones when I run out of room?
Tuesday, August 7, 2012
Preparing for the First Day
I am preparing my classroom for the first day of school. This year I plan to use as many Whole Brain Teaching strategies as I can. This summer I have watched many of Chris Biffle's webcasts to learn more about his strategies.
"The First Hour" is a webcast that teaches teachers how to begin the first day of school. In this webcast I learned to have a PowerPix and Super Improvers wall, as well as a scoreboard on the white board and the five rules posted on the wall before class begins. In addition the morning's lessons should be written on the board. On the first day, begin with teaching "teach" "Ok". After the students have learned this procedure the majority of the morning is used to learn rule 1, Follow Directions Quickly. This rule is reviewed throughout the day while learning each lesson.
One part of this video that I really liked were the scripts that help teachers to know exactly what to say. I think these scripts would be especially helpful for new teachers. Chris Biffle also recommends beginning with all students lined up in the hallway. This will probably not work in my school, because students and parents come to the classrooms early and do not stand outside the classrooms. He also suggests waiting to assign student's desks until later in the day. The reason for this is that we don't know the students yet. I usually have my students sit in ABC order on the first day to help me learn their names. I have not yet decided if I will use Mr. Biffle's suggestion for this.
Other useful webcasts that I have watched are "Day One", "Red Green Marker", and "PowerPix". Tonight I will be watching "Week 1 Goals." You can view all of these videos an MUCH more at wholebrainteaching.com
"The First Hour" is a webcast that teaches teachers how to begin the first day of school. In this webcast I learned to have a PowerPix and Super Improvers wall, as well as a scoreboard on the white board and the five rules posted on the wall before class begins. In addition the morning's lessons should be written on the board. On the first day, begin with teaching "teach" "Ok". After the students have learned this procedure the majority of the morning is used to learn rule 1, Follow Directions Quickly. This rule is reviewed throughout the day while learning each lesson.
One part of this video that I really liked were the scripts that help teachers to know exactly what to say. I think these scripts would be especially helpful for new teachers. Chris Biffle also recommends beginning with all students lined up in the hallway. This will probably not work in my school, because students and parents come to the classrooms early and do not stand outside the classrooms. He also suggests waiting to assign student's desks until later in the day. The reason for this is that we don't know the students yet. I usually have my students sit in ABC order on the first day to help me learn their names. I have not yet decided if I will use Mr. Biffle's suggestion for this.
Other useful webcasts that I have watched are "Day One", "Red Green Marker", and "PowerPix". Tonight I will be watching "Week 1 Goals." You can view all of these videos an MUCH more at wholebrainteaching.com
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