Hello,
I'm a new WBT teacher and I'm really struggling with some things. I LOVE WBT and think it's great, but I do have some questions...
- How can I get my students excited about it? Everything is a 50% effort. Mirror, class-yes, teach-okay, everything! I put a =( tally if I don't see everybody doing gestures, but it would exceed the +-3 rule if I did it every time.
- Crazy Prof. Game: So everyday we don't go through the whole game right? We just pick and choose which levels? Since I'm having a hard time getting students excited about WBT the gesturing while reading is very poor. Does it get better with practice?
- My kids love the games (writing, Super Speeds, etc.), but how many times a week should I be playing each of them?
- I micro lecture (as best as I can , but I still have kids sit there and say 'what did she say?' when it's their turn to teach. Do I tally a =( for that too?
I know I'm exciting when I teach (I video tape myself:) and try not to be boring to help my students get excited about it too.
I have read all of the ebooks twice, but it's really hard for me to implement something that I haven't seen in practice. Sorry I have so many questions, I just really want this to work!
Thank you!!

I teach third grade =) FYI!

Celene,

It sounds like you are off to a good start. It also sounds like you're like me- hard on yourself. The kids will come around. I have found that gesturing can be difficult for some students while others pick up on it right away. My fourth graders starting using WBT with me last year. They are still struggling with gesturing. I feel that they struggle so intently with fluency that they don't "have room" in their heads to gesture. Today when they didn't gesture, I didn't give groans, but I also did not give Oh-yeahs either. This way I am not punishing, but yet not rewarding either. My 3rd graders are new to the WBT concept. They have picked up on gesturing quickly. They seem to have a higher fluency rate then my 4th.

You are right about the crazy professor game. Do a couple of steps in a day depending upon how often you have read the selection and how much you expect them to read. I only teach reading and math, but remember, you can use this game in Social Studies as well.

Play the Super Speeds as often as you can. I am struggling to find time because of my chopped up schedule. It is a goal of mine to play about 3 times/per week.

I think as teachers, we all have a hard time with micro lectures because we are USED to talking. You will improve with practice. I find the most challenging time to micro lecture is during math. I feel that there is so much more to "explain".

You can never have too many questions! Stay in touch with us on the forum where we all help each other. Keep reviewing the ebooks, watch the videos, visit blogs, and try to view some Webinars live. They are very helpful!

Good Luck

Rebecca

Hi Celene,
Welcome to WBT. Where are you from? I wonder if there is anyone close to you that uses WBT that you could go observe. I know in my district I've had teachers observe me while I did a lesson using WBT, and we have had many teachers visit Staci Glass for up to a whole day to obseerve her class and WBT. It does help to see it. There are a lot of great vidos to watch that can get you started, and as Rebecca said, we are always here to help on the forum.

Susan Floyd
WBT Intern
2011-12

Hi,
I teach students in Taiwan, so their understanding isn't always so great. It's obvious that gestures are the best thing-really proven to work for these kids, but they don't always want to do it. Anyway, this is what I have been doing. I don't spend too much time playing the games. I try to just get them into pairs and do gestures while talking a little English. I might take a few difficult vocabulary words out of the reading we are doing and make flash cards. I teach it to them. We choose a gesture and a good sentence that clarifies the meaning of the words. Then, I set a timer and tell them to go choose 3 partners and teach the words to them. I make it exciting by changing the number of partners they need to teach and the time they have.
I want to get them more into doing the games-especially crazy professor and writing game, but first I just want them to have fun, get into doing gestures and not feel so intimidated about speaking English.

Hi Celene,

My advice would be consistency. Don't accept 50%, let your kiddos know that when you say "Teach-Ok" or "Mirror" that you expect 100% participation. If you have to stop the instruction to emphasize your high expectations, take the time now...it will payoff later. You can also have a student model the correct and incorrect way to do the desired behavior.

I agree with Rebecca, gesturing can be difficult for kiddos at first, especially if they are not used to it. In the beginning, I would model (using Mirror & Mirror w/ words)the gestures and as they became more and more comfortable I started releasing the responsibility to them.

Also, like Susan said, watching the videos are a great way to see WBT in action. But, if you can observe a teacher in action that would be amazing, too.

I look forward to seeing how your kiddos respond!

Tiffany
WBT Intern, 2011-2012

Celene,
I totally agree with Tiffany. I have a class of 11 special education 8th graders where I teach reading and writing strategies. Two weeks ago, I decided to start class by reviewing the procedures of WBT and the reasons we do it in class because they were not participating and acting really apathetic. In order to get buy in and renew their committment to WBT, I reminded them I could go back to talking the majority of the hour and doing worksheets, or we can use WBT activities that encourages them to move, talk, and engage each other in their learning. When I gave them the choice, they inevitably chose WBT. Sometimes you have to take one step back in order to move foward. Trust me, if a challenging bunch of 8th graders can come around, your kids will choose WBT everytime. The journey is more important than the destination.

And you know, Will, that's really the power of choice, and it's something we don't use often enough as teachers.

We usually say, "Ok, kids, here's what we're going to do," which gives them more of a chance to resist.

If the kids get to choose, doing a worksheet, or doing WBT, they may not be super-stoked about either, but simply the fact that hey had some agency will make them more willing to participate. And if someone complains, then remind them, hey, you chose this.

WBT Intern 2011-2012