In using the WBT methods, what does the classroom look
like when the teacher meets with small groups or with individuals? Do
you have particular strategies for that? I use a lot of small group
instruction in my classroom and during math my students are
working independently at their own pace, signing up for mini lessons, or
using student mentors to help each other. I’m trying to picture how I
can use WBT with the systems I’ve already created in my classroom. All
of the 5th grade teachers at my school use David Langford’s “Quality
Learning.” I only use it for math. I’m not sure if you’re familiar with
thatphilosophy. What strategies do you use for students who waste time
in theclassroom? How do you keep students interested in the game aspect. What is your philosophy on rewarding students. I believe it's important to recognize the students who are always doing what's expected but I don't think students should get rewards often.

Just some thoughts and questions if anyone would like to offer me some feedback.

Thanks,

Jake

Hi Jake,
With smaller groups, I find that I don't always have to go with 'immediate rewards'...my groups tend to prefer to 'save up' their rewards for something bigger and less often. I teach GATE 3rd and 4th grade, and so all of my classes are small group. I admit, I miss the big groups-- there's always more energy-- but it's working out with the smaller groups.

My groups all work towards 'game time', where they get to play with some of the mind-bending and critical-thinking games I keep in my classroom. They only get 1-3 minutes each day (if any), or they can lose 1-3 minutes if it wasn't a great day. Then, when they decide they need a break or a change-up, they can vote as a group to use their game-time. So in effect, they are getting 'rewarded' every day (which I think it's important for them to see the effects of their hard work) but aren't using the benefits of their rewards every day. In fact, if they are working toward something they really want, then every time you give them a point, you are 'rewarding' them. That's the whole idea. Pleasure-- pain... pleasure, pain...pain... pleasure...pleasure...pleasure..pain..pleasure..
you get the idea. the more you bounce them back and forth, the more they stay involved.

With multiple small groups, you need multiple places to keep track of scores. I have separate boxes on my whiteboard, you could keep separate pieces of chart-paper, separate small whiteboards, or separate spaces on your large whiteboard. Whichever works for you. If you want to simplify this, simply allow them to receive their reward (or consequence) each day -- early to recess, lunch, etc... it's only ever a few minutes of the day, and allows them to immediate reap the benefits, without handing out candy, coupons, etc.... That does make for much less tracking on your part.

As for the rest...run it just as you would with a regular class. You wont get as much 'frenzy', but the learning is still happening, and the engagement is still clearly evident. The students may feel weird at first, but if you are consistent with it, they get over that.

Thanks for the response Jackie! I started with a small step today and just introduced "Class" "Yes" and "Teach" "Ok." They responded very well and thought it was fun. They will need to work on saying the responses the way I do but it went better than I expected.

What I really enjoyed watching was when they were teaching eachother whatever it was that I told them to discuss. It was kind of funny actually. It reminded me of a hyper turn and talk. I mentioned the points part but will fully introduce it tomorrow.

When you win, what usually happens? I told the students, "the less engaged you are, the more I stand up here and talk." We talked about what it meant to be engaged.

I feel like this works well with direction following. Like most students, my kids don't always follow what I tell them the first time. Having me tell them, then hearing it from eachother I believe will sink in a bit more. My role as the talking head begins to diminish which I'm sure they would appreciate.

What do you do with kids who have attitudes or kids who are very shy?

Thanks,
Jake

I teaching inclusion and resource room. It has worked wonders in my inclusion room. When I leave for resource room I only have 5 students and it was getting dull. I introduced the scoreboard, teach-okay, class-yes with the 5 students and they love it. I do centers in the resource room. They earn their extra/dextra as a whole. When they are working together and they get to their center on time they get a point toward their extracredit. I still have the 5 of them do the "oh yeah" "oh man" It was funny at first cause there was only 5 of them. I tell them that I will do a "double time" meaning, if they are loud and do the gestures when I give them an extra or dextra they can earn another extra. Makes it fun! I have other teachers in the resource room & they are loving it. It livens up the room!!!

Jackie,
Thanks for this post. I also teach small groups and haven't really implemented the scoreboard because of trying to keep track of all the different scoreboards. I do the all the rest of WBT (teach/okay, mirror, mirror-words, etc.) The behavior of my students is realy good most of the time, so I didn't worry about not using the scoreboard. However, I think I am going to follow you suggestion for organizing it and give it a try. This might keep the learning going at a good pace these last few weeks of school. Plus then I will have a better idea of how to set it up for the beginning of next school year.

Well I just started using WBT today. I am saving 3 minutes each day (if they win the smiley/frowny game) for recess. If they win they get 3 extra minutes if not they just don't get the minutes. Nothing is taken away, it's just simple. If you want the extra time you have to work for it. So far so good...

Sorry to say, but I think you're making a mistake by starting with 3 minutes of reward. It's a long year. We suggest you start with a reward that you can double by Christmas and triple by the spring. If you had started with one minute reward, then 2 minutes would have seemed like Heaven to your kids.

Oh Okay I changed it to 1 minute! Luckily we just started a few days ago so I caught it in the beginning of the year.