I'm hoping to start WBT at the beginning of this term and I'm afraid that my lack of experience will undermine the teaching strategy. I am currently going into my second year as a primary school teacher so I haven't got the same repertoire of behaviour strategies as my colleagues - but I am quite familiar with my new class ... they have a reputation - and not the good kind!

I did some shadowing with them last year so I know that it's not a totally fair reputation because in truth the majority of the children are absolutely great but the behavioural problems of a couple regularly stunt the whole classes learning.

I'm wondering what to do if a pupil says that they don't care about making their teacher happy, or that they don't care about learning. they don't want to learn, they like misbehaving, they're having fun. I know a lot of what WBT involves is getting the children to conform through a positive sense of peer pressure but I get the sense that the challenging kids in the class are already feeling quite removed from their peers and won't be too bothered about going against the grain. I know there is the guff counter - but it's recommended on the website not to introduce that for a month. Is it advisable to bring it in early?


Thanks for your help!

Hi Suze!

Well I have been pondering your question for a couple of days now and I'm thinking there is no easy answer:unsure: However, I've come up with a few ideas.

1) Read the downloadable story about Mrs. Maestra called "Teaching Challenging Teenagers." See Section 25 on Student Leaders. I found this very inspiring even though I teach primary, as well. You may be able to adapt the ideas here to fit a primary classroom/student.

2) If a student said, "I don't care about making you happy. I like misbehaving!" to me I might let it go, initially, or respond with, "I'm sorry you feel that way." Then I might have a discussion with him/her privately. You may have to do a little rapport building to get him/her on your side. The student may have had little success pleasing parents or authority figures in the past and may feel just like giving up. They also may like the attention the class is giving them. Once you've used WBT techniques and the rest of the class is on your side, then he/she may cross over. Other ideas might be making him/her the person who writes on the Scoreboard when Smilies/Frownies are given out by the teacher for a day, etc. Dig into your box of teacher tricks.

3) As for your colleagues give them some time to notice how well your class is behaving and before you know it they will be hooked!

Good luck!!

Liann