I've been very pleased the with the way WBT enables students to remember material. I'm seeing it in science as we study cells, tissues, and organs; and I'm seeing it in mathematics. Nevertheless, I'm finding I have to watch for a few students who are using vague gestures. They are comprehending and remembering only pieces of what we are learning. This is also evidenced by their difficulty talking about and applying concepts.

Behavior has been an interesting challenge. My week started out well, but I had one day where disruptive students were working together to try to take over the class. They were not responding to the scoreboard. I would say, "Someone on that side of the room needs help with rule 2. Let's review rule 2." I would then gesture to that side of the room but look the other way. This would only result in escalated behavior. I was having trouble finding good moments to praise. I went home very tired, but I never got angry and just taught through the disruptions. To my great surprise, over the next two days these same students were well-behaved throughout the day, and they responded well to my praising their good behavior.

Yes, I am also excited about the connections that WBT has with memory. I find that my classroom behavior management has become a slow trickle. WBT really eliminates the down time and doesn't leave any room for kids to distract themselves and other.
The rollercoaster in my class is also with myself. I find that when I am not feeling well, or am just tired, I want to slip back into some old-style habits. That's when I remind myself that it is exactly the time to step up WBT, not slip down to old, ineffective habits. Thanks!