Hi team,
I'm struggling with using my scoreboard during centers and other independent work time. If I call everybody back with a "Class" it pulls the students out of their "zone," but many many times I see behaviors I would either like to smile or frown about. I teach kindergarten so maybe older grades can refocus faster or aren't doing as much small group work, but I haven't seen this addressed in anything I've read so far. I've considered just using the scoreboard with my small group, but the behaviors I need to correct with a frowny are so rarely at my little table. I would love to hear thoughts!
Best, Maggie

Welcome to WBT Maggie! This is a great topic because so many times we just think of the scoreboard as a large group activity.

FIrst of all, the use of this great method in a small group session is mostly going to be frownies because of not paying attention. I use it this way often and that is what I have found. When you are right there with kids, they aren't going to do the same disruptive behaviors that they will in a large group. With the small group feel I can really work on the attention factor.

When you are breaking the kids away from the "zone" that is always a concern, but I think that when you do it with intentionality, it will work. Especially if the correction is something that will correct a future behavior that needs to be fixed.

Keep up posted
Chris

I strongly agree, Chris! I use a portable scoreboard(Magic Slate available in most toy aisles) in my 2nd grade classroom to maintain student engagement during small group instruction time. Students outside of the small group know I'm "aware" of their behaviors when I simply say, "Wait for it!" for a smilie on my little board, or "Hug those ears!", when I mark a frownie on the little board. These marks are moved over to the large scoreboard when I am near it later. There is minimal disruption to the small group, and to those working independently. I carry that same small board to functions outside the classroom, such as library, lunch, assemblies, etc. It is very effective!

Nancy Stoltenberg
WBT Intern 2011-2012

Nancy and Chris,

Both of you are giving great advice and a strong reminder that no matter where the teacher is or what he/she is doing class engagement trumps all other "activity". I use a small board for all class participation that is not whole group.
Annette

It's amazing how powerful that little portable Scoreboard can be!! Happy Holidays, Annette! Hope you are doing great at this special time of year!!

Nancy Stoltenberg
WBT Intern 2011-2012

I too use the mini board during small group instruction. It is amazingly effective! I hear them shhhing one another because they are so determined to win each class period! Fantastic strategy!!!


Heather Hansen
Wbt Intern
2011/12

Sorry, I'm still a little confused. Does anybody respond to the mini board (with verbal "oh yeah"s and mighty groans) or does the teacher just mark the points? Like does the small group say "oh yeah" and the rest of the class ignore it? I'm just wondering about the logistics, especially if the small group is doing a great job and the rest of the class if off task or vice versa.

I have the whole class respond, once I give the class a point or take a point, during my centers. The key word is "Wait for it..." Students either give an Oh Yeah... or a mighty groan. I look for opportunities to provide smileys, as much as possible during my small group instruction. Hope this helps:)

Heather Hansen
Wbt Intern
2011/12

Okay that's what I have been doing, but my problem with that is that my centers are LOUD... I want them discussing, reading to each other, doing lots of social activities, and the act of calling their attention back to the scoreboard (including the kids with headphones) breaks them out of their rhythm and I feel like wastes more time than it adds time in productivity. It's also usually just one center that's acting out, so it feels like I'm rewarding / punishing one group, which I know isn't the point. Do you think it would work to have certain center groups give me an "oh yeah" or a mighty groan?

Sure!! The beauty of WBT is that you control it...it doesn't control you. Have the students that are with you or a parent accountable for their behavior/engagement. Maybe, have your scoreboard divided up. So, when you go to the main board to transfer the points, it should average out pretty evenly. That way your not distracting the other students. For example, the ones fully engaged and/or with the earphones on. Does this make sense? Or am I confusing?? Sorry!

Heather Hansen
Wbt Intern
2011/12

Honestly, I would start by cueing the specific group or student. Walk over and say, "if you choose to continue this behavior you will earn a frownie for the class." That might help without interrupting the whole class for frownies.

For smilies, try racking them up, and then when centers is over give them a bunch of "Oh yeah!"s in a row, pointing out the awesome stuff that happened.

Dave Sudia
WBT Intern 2011-2012

I use portable scoreboards in my small groups. Since I have 3 aids with my 4th grade crew, they work with them in groups while I teach 3rd grade math. They use sticky notes to keep score in their individual groups. At the end of the class, I collect the sticky notes and transfer them to the actual scoreboard later. That way even though the scores are initially for the individual groups, they end up affecting the whole group.

3 aides? Where do you work and how soon can I move there?

No, Dave you don't. We don't have teacher's aids. We have personal care aids for students with more involved learning, physical, or behavioral needs. I have a total of 19 students in my room between the grade levels. There are a total of 5 personal care aids. It is a large grou with too many adults. Luckily, I am adaptable and pretty easy going. I just have to be careful what I ask each person to do. Their first priority is to the student they are assigned to. It has been a challenging year, but I feel that WBT helps. Just for the record, I teach north east of Pittsburg PA.