Just a tip: I have been enjoying the wonders of WBT all this year with my various 9th grade English classes--and my students run the gamut of 3rd grade reading level to top 2% IQ gifted kids. I use Teach!OK! often, so I wanted to share a tip. Before I say "Teach!" I give explicit directions such as, "I want to hear you say the word anthropomorphism (or whichever word you want them to know--because saying it is owning it) and I want you to explain how it differs from personification." Then I ALWAYS add, "Don't forget, I will ask someone to sum it up again for all of us." So, when I say "Teach!" they know I am listening for them to practice saying the word out loud and not just referring to it as "ya know that word she said" and that someone (it may be them!) will be asked to tell the whole class. This really cuts down on kids who think they are "above it" or who think they don't actually have to do it. They all want to be clear about the subject just in case they get called on.

But then again, it's just my WBT style, you may have a better/different way that works for you!

Do student pairs always talk at the same time when the teacher says, "Teach"? I'm thinking of the class next door and how rowdy all this talking at the same time will be for her class. Another question is--when kids talk at the same time, are they truly "cementing this newfound knowledge" into their own heads or is it, blah, blah, blah? (Yes? No?)

lovesbooks (who's still trying to wrap her head around WBT)

Sometimes they will all talk at the same time. For instance, I'll be explaining an assignment using Teach! OK! but at times I will just want the class to remind themselves of something such as an MLA format detail. So I might just give a directive like, "Turn to your neighbor, wagging your finger, and say "Don't forget, 12 point Times New Roman ONLY for this paper!" " For this, they will all just say it at each other simultaneously, and the finger wagging gets a laugh out of them. However, most of the Teach! OK! moments are one at a time, so when I walk around I can correct/encourage/assess each student.

As for the noise, I happen to be next door to a very traditional "all students must be silent at all times" sort of teacher and I am sure he hates all the noise from my room, but my concerns are for my students' learning and not for other teachers.

Having said that, I did have a group who were very high level, affluent students who seemed to mock the WBT. Once when I said, "Teach!" They purposefully were so animated and enthusiastic they completely drowned me out so even when I said, "Class!" I could NOT be heard. But it's all ok, because it just got points for ME on the scoreboard, they ended up with extra h/w and they never did it again.

I am also next door to a very traditional classroom, and the counselor's office. They have both always been very supportive. The counselor says she enjoys it, and the teacher next door jokingly tells people I am running a cult!!

...I worried about the noise in our hallways people can hear us down the hall some days, I asked my team if it bothered it them, and they have always said no, I just try to be mindful of keeping my door shut and watching for their test days.

I use a numbering system even students vs. odd students - I group my high level students as evens and low level as odds, and depending on the Teach/Okay I will identify who I want to teach first, while the other person mirrors and then say Switch!

I introduced the "switch" this year and I really find it more beneficial for active listening and speaking. One student will teach the other using gestures while the other student mirrors the gestures while actively listening. After a short period of time I will say, "Ready" and raise my arm and all student raise their arms and then we drop them at the same time and say "switch". Students then switch roles. I have also used "All Aboard" and "Choo Choo". Silly but kids like it.

My students have truly embraced the teach/ok strategy. We're still working on more active listening with mirroring the "teacher" partner, but I reinforce this as I roam the room. When someone's partner is absent, I have the present student "teach" his desk, feet, hands, or anything else I can think of. Sometimes I'll allow groups of 3. All-in-all it has proven a very powerful teaching tool that I use consistently throughout my day. I sometimes switch partners to make the sharing more fun. As long as two friends participate effectively, I allow the partnership. This, more than anything, has helped one struggling student in my class. He really brightens up when I gear students up to "teach." He has become one of my best teachers.