Things are going well in my WBT classroom, but I'm just not satisfied with the "hands and eyes". I'd say generally most of the kids will do it, but the ones that really NEED to do it, don't. I brought these kids in for a special practice and they will probably need more.

Any words of wisdom? Maybe we just need more than one week of practice? Maybe I need to use the scoreboard even more or brush up by watching some more WBT videos again.

Which leads me to another question, if the same 2-3 kids are constantly the ones not following directions, should I be marking the scoreboard or does that mean I should move to practice cards so that I can pinpoint just these kids? I know you want to make the scoreboard alone last as long as possible, but these kids are so out there, that I don't know if they even realize that they are the ones who caused the class to get a frowny!

Last question- do you find yourself having to say "hands and eyes" repeatedly every minute? I'm finding that my class will do it, but not hold that position as I speak. I guess this also goes into the whole microlecturing thing where they shouldn't have to sit like this for more than 30-60 seconds. Hmmm.... any thoughts?

I would just keep practicing and continually model what the expectations are. For example, ask some students to show you the "wrong way" (keeping on with the chit-chatting). Then, ask them to show you the correct way. Make a big deal about how it makes you so happy when ALL your students are following directions and ready to learn. Vary your voice, ping pong the score (back and forth) and celebrate when your students demonstrate the desired behavior. If you try to teach when a few continue to talk, they will not think you are serious about ALL students being ready. I only use Hands and eyes" when I am making a really big point. Otherwise, I use "Class, yes" (Probably 1,000,000 times a day!!!)

I have had my students participate in creating a t-chart for listening and speaking. We included, "What does it look like?" "What does it sound like?"

Also, when I feel myself tensing up or getting frustrated with the same behavior over and over from 2 or 3 students, I ask, "What is behind this? Is s/he tired, hungry, seeking attention?" You may want to set up a student conference to see if you can find out what is behind the actions.

Personally, I use the scoreboard until about October, then I add the practice cards. It really depends on my class. Last year, I didn't use the practice cards with my whole class, just with a few students who needed the card on the corner of his/her desk as a reminder. For one child, I ended up laminating the 5 rules and sticking them to his desk, with velcro on each rule. He had smilies with velcro on the back. He started each day with all smilies. If he needed a reminder, the smilie would come off until he earned it back. This child could not have handled frownies...he had severe anger and self- esteem issues. The beauty of the practice cards is that the behavior is associated with the rule, and not with the child's sell-esteem.

Don't despair!!! You can do it! The procedures and expectations you set up now will pay off!!

Deb Weigel
WBT Intern