Hi everyone,

I am planning on beginning WBT next week when school begins, and I will be the first person in my school to use it. In general, my admin is very supportive of us teachers trying new, research-based instructional methods, but they DO want to know everything that goes on in the school (a good thing, in my opinion). They don't like to be "blindsided" with something they've never heard of.

So, I sent an email to my Principal with a link to a video (Kristen DeWitt's algebra class) and this website, told him of my intentions, and asking for "his thoughts."

He did take the time to watch the video and asked me to meet with him this week, before classes begin. He said that while he is "not opposed" to trying WBT, it "seemed like it required a lot of training" to "do it right".

My impression from everything I've read and seen here is that this is not so - that it's really quite intuitive once you begin. Am I right on this? Or should I hold off until I can actually attend a seminar? (Not likely until next summer).

I'm hoping that if I review my first unit plan with him, including the gestures I plan to use, that it should set his mind at ease. (I don't plan to use gestures for EVERYTHING). (I plan to ask him to let me try it for my first unit and see how it goes, inviting him in to observe once I've built up some confidence....)

Anyway, if anyone else here had to "sell" your admin on WBT, I'd sure appreciate your advice. (I'll be meeting with him Thursday or Friday of this week)

- Jen

Glad you brought this up Jen! Although I have used WBT in the classroom already I have a new administrator this year and I need to pitch it to him as well. I'm interested to hear what others have done.

To me it sounds like you are on the right track with your plan. I have not been to a training session myself being far away and having very little professional development funding (although I am super excited about attending webinars and conferences in the future). I just trained myself the best way I could using the website and the internet. In my opinion, the best way to learn it is to do it. After I had read everything and watched the videos a billion times, I tried out a few things (Class-Yes and the Scoreboard)! It went pretty smoothly! I found it easy to use and the kids picked it up quickly with a bit of practice. Then I went back, read more and watched the videos again. The next day I added a few new things. It was AMAZING!

I would show your principal the youtube videos of Chris Biffle going over the different concepts of WBT - they are pretty much like a training session without the immediate ability to interact with the presenter. You could always e-mail questions:)

Explain to him that you are involved in a teacher forum that allows for discussion and problem solving.

Also, you could say that you are attending a webinar on-line. I believe there are some coming up soon!!

Good luck! Love to hear how it turns out!

Liann

I'm lucky to have a supportive principal who is okay with us trying new things. A year and a half ago I found WBT. I found it to be very successful. He stopped into visit our class one day and I made a point of using class/yes and teach/okay. In fact, he stopped the class and asked them to explain how it works, which they did wonderfully. I think it's okay to lead by example on this one. Teach/okay is just like the old Think-Pair-Share, but it's more fun, and class/yes is no different than clapping a pattern and having them repeat. Good luck! -Nicole

Jen,

I began WBT by reading, watching videos, and practicing, similar to what Liann has done. Be prepared to tell your principal that by implementing WBT you will be engaging all students, throughout the lesson. If your district uses the "MEAT" acronym (Mandatory, Elicited, All Students, Throughout the lesson), then WBT is a wonderful way to insure that "MEAT" is happening! I would encourage you to explain that you will be teaching content, standards, and curriculum using research based methods. The students will be grasping the material as they share what they have learned with one another. I think some principals are afraid that WBTeachers are not really teaching content, they are just getting students to teach each other. Nothing could be farther from the truth! WBT gives students the opportunity to apply strategies to improve memory and comprehension.

Once I started WBT, I invited my principal in to watch a lesson. First, I met with her to explain what she would be observing. After the lesson, I debriefed with her again. Once she saw for herself how effective WBT is, she began to bring others in to observe. Re-assure your principal that you want to improve your effectiveness, and WBT is a tool that will equip you to do it!

Please feel free to contact me with any questions that come up between now and your meeting.

You can do it!
Deb Weigel, WBT Intern 2010

Hi Jen,

I started using WBT over a year ago now it has been such a key component in my classroom ever since. When I first started using WBT, no one in my school had ever heard of it either. At the time I didn't even know how big of a following WBT had. About a month into school my principal came into to observe me. She absolutely loved what she saw!! The kids were so engaged and enjoying learning. She asked me what I was using and I immediately told her about WBT. After that she began doing her own research on it and encouraging other teachers to use it. I think the key component to "selling" WBT to your principal is actually seeing the students in action. You will be pleasantly surprised at how quickly the students pick up on this. It will take you no time to have them trained. Be prepared to have lots of visitors in your class. I assure you once your principal sees this in action, he will want everyone on board.

My issue won't be selling it to my principal, but to the rest of my teaching staff. I am returning to a school in which I know most of the faculty, so I do believe there is a level of trust already established regarding me.
Evidently, a couple of years ago, the faculty voted to institute, school wide, the traditional green, yellow, and red card method. I sincerely believe this does nothing to teach the children, and serves as a form of punishment instead.

My concern is how to go about instituting the strategies of WBT, particularly the practice cards, without disregarding the school-wide management system.

Anyone have any ideas to share with me?

Jen,
From what I hear you saying, one of the main concerns of your principal is that WBT takes a lot of training up front. Maybe this will help ...
When I began learning to play guitar, I discovered that by knowing 4 basic chords, I could play quite a few songs. As I became more experienced, I added more chords to my repertoire and began experimenting with different styles of music. WBT is similar to learning to play guitar. With just the basics, you can manage a classroom quite nicely. As you become more confident and skilled, you can add in more pieces of WBT to your classroom. I did not need to play like Eric Clapton before I played "She'll Be Comin' Round the Mountain" with my first graders. Get the basics down, then gradually add more.
WBT is not piled on top, or added to your other duties. It is a tool to equip you to carry out those responsibilities with greater ease and efficiency. Plus, it is a whole lot of fun! Teachers and students are engaged in learning, and the sweet sense of accomplishment emerges!!!
Keep it up!!! A new year is just beginning!

Deb Weigel
WBT Intern

Thanks for your encouragement, Deb. I feel as you do - that WBT will not be an additional responsibility, but rather equip me to do my job of teaching better. I'll be meeting with my Principal sometime in the next few days. I'll let you know how it goes.

- Jen

Some of the best WBT teachers I have met taught themselves. I think it shows that you are a dedicated teacher and highly motivated to improve your practices. If your principal has an issue with training, show her the past webinars online and explain that you are communicating with trainers via forums and emails. I am on the board and I am a trainer. You can email your questions or even have your principal email me if you like.
Start with the big 7 and use the videos. You will do great!!!
Angela Macias
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I would like to know what you said to sell it and how the meeting went in general.

In my class I do use a green-yellow-red card system for only certain rules (I teach kinder). I use it for students that are hurting others, because it happens a lot in my grade, especially at the beginning. I felt I needed to start with the colored cards because my kids have never been to school and don't know how to listen and follow directions, but now that we are almost done with our 5th week, I can see a big difference with the behaviors that it can be phased out to practice cards. When I do start the practice cards, I plan on having that take over, except in extreme cases. I haven't gone to practice cards yet, but am using the scoreboard and the colored cards for the individual students that have no self control.

I hope that helped.

How did your meeting go? Are you using WBT? The more you use it the more natural it feels (like anything else in life). I hope you have had a great start this year!
Melody:)

Hi, everyone,

Well, I did meet with my Principal the day before classes started. Turns out he's totally on board with the pedagogy of Whole Brain Teaching techniques. His main concern is that I don't try to "do too much too fast."

Anyway, I affirmed that I "heard" what he was saying, especially the part about making classroom management my top priority (which, of course, WBT helps with big-time), but also told him I REALLY wanted to AT LEAST incorporate gestures and microlecturing ALONG with improving my classroom management skills. He said OK, but that he reserved the right to ask me to "pull back" if I started having difficulties.

So, I began the first day with the 5 Rules, Class/Yes, and Teach/OK. The kids laughed a lot (mostly AT me, I think!)but went along with my "antics." The next day I introduced the ScoreBoard (More vs. Less HW) and Switch. I realized on the third day, that I had forgotten the Mighty Groan and Oh-Yeah, so we did that yesterday.

Along with the Big 7, I also began teaching content using microlecturing, accompanied by gestures and Teach/OK for reinforcement. Most of my kids are willing to use the gestures, but I do have a few who seem resistant. So I think I need to really use that ScoreBoard to increase engagement. (No points for less HW unless EVERYONE is gesturing!) They LOVE the Mighty Groan and Mighty Oh-Yeah. (Of coures, they still think it's a bit silly, but they can't keep themselves from laughing...)

I've already had one student tell me that mine is their favorite class. AND my Principal did a quick walk-through on my second day when they were ALL quietly engaged in individual practice (preceded by much microlecturing and gestures). So, even though he didn't SEE them gesturing, he DID see my classroom was well-managed:) (Don't you love it when they catch you doing well?)

Like I said, I think the main thing I need to focus on is using the ScoreBoard to really drive home my expectations for engagement. I've also had to institute the Rules reinforcement procedure (calling "Rule 2!" when I hear talking and having the class respond). I have a couple of chatty-cathie's, but also sometimes I think the energy level just sometimes gets the best of them. (Again, gotta use that ScoreBoard to reinforce expecations for Class/Yes)

So, all in all I'd say it's going well, even if they're not quite "there" yet in terms of meeting my expectations....but then again, today was really only my 4th day with them...

I know this is a lengthy post already, but I just have to finish by saying that the energy level in my room is SO much higher, and more positive, than last year. I WAS worried that I wouldn't be able to sustain the energy required (on my part) to do WBT, but I find it's a virtuous circle of sorts. WBT techniques energize my kids, which in turn energizes me.

- Jen

Jen,
I loved that you likened WBT to a circle where the energy you emit comes back to you and back to them and so on! It is very true. I use the scoreboard to help me reinforce what I want to see by catching them on track or practicing the rules. I love that the students prompt each other for the 100% participation. Your principal will love all of the parent's compliments so keep up the good work. He will come around in time

Dawn
WBT Intern

For anyone who's concerned about this -- You'll find that most administrators don't have a problem with the techniques at all, and in fact love them when they see them in action. This blog article might help you with some ideas, too, on how to be sure you're putting the 'right foot forward' when trying to give your administrator a good impression of WBT. wholebrainteaching.blogspot.com/2010/09/...ratrors-and-wbt.html
Just remember-- good teaching is good teaching! I've had 4 different administrators since I began using WBT, and each one loved it, often for different reasons.

@ Jen:
Sounds like you are off to a great start. And you are right about the scoreboard being a whole class motivator. But don't forget that it is rigged;) Practicing and reinforcing the big 7 is key to laying the groundwork~ but just wait until you see how much your students retain when you micro~lecture with gestures and use the TEach! Okay! to teach. Your principal is going to be amazed at your student engagement and increased student achievement! Keep us posted on how your year is going:)!

@ Powankar (?)

AS far as the Practice cards go~ they are WAY better than the colored cards for these reasons:

*This is not introduced as a punishment. Rather~ it is introduced as "an opportunity for extra time to practice rules that you are having a hard time practicing during class time."

* The pocket chart is up in front of the room. No longer are the days when you ask a child to "change their card"~ they walk to the back of the class, and everyone else is watching them instead of you. Instead you keep right on teaching, walk over, and put the card in. The beauty of this is proximity. SOmetimes all I have to do is walk over to the chart and stand next to it an students will self correct.

*Putting the rule up is an immediate visual cue of what rule they are breaking. Since they can see the rule they broke, it gives them the opportunity to practice following that rule and possibly have the opportunity to get the card taken out.

*IF the behavior is not corrected, the student loses 2 minutes of recess, practicing the rule they broke. No longer are the days where you ask a child "Why did you lose your recess?" and they either respond "I don't know" or "I was bad". My kinders can articulate what rule they broke, how they broke it, and what they will do differently the next time. Also, since they are practicing the rule~ they are practicing and memorizing the correct behavior.

*There is immediate accountability with parents with the parent note. Parents know exactly what rule the child is struggling with and they can provide support at home.

HOWEVER, if you HAVE to do the color cards, here is what I suggest:

Copy the cards on the colored paper according to your colored card system (not sure what yours is, but say it is: blue, yellow, red~ I will give you examples of how it works). Make sure you have several copies of each of the rules in each of the colors. They last longer if you laminate them. And here is an example of how it could work:

Student #22 breaks rule #2, so you use the first color card (let's say it is blue) and you put a Blue Rule #2 card in that student's pocket.
IF student #22 breaks another rule, say rule #4 this time, then you take that rule in the next color (let's say it is yellow) and you put a Yellow Rule #4 card in their pocket.
Then say the student breaks another rule, let's say rule #1 this time, then you take that rule in the next color (let's say it is red), then you would put a REd Rule #1 card in their pocket.


Now you may have some students who only break one rule so then they would only have a blue card, two rules~ they should have a blue and a yellow card, and three rules they would have a blue, yellow and a red card. Remember that with the practice card system they only have up to 3 cards at a time (for some students you will have to pick your battles:) and each card equates 2 minutes of practice. So for the above student #22~ he/she would be practicing Rules # 2, 4, and 1 for 6 minutes.

This way you can appease the color card people but you have the awesome benefits of the PRactice Cards. Maybe once the other teachers see how much better they are you can ditch the color cards all together!!!
Let me know if this helps:)

I hope I explained well enough that those colored cards have the rules printed on them for Rule practice(??)

To anyone who will respond:dry:

Where do I go to get the research that suppourts WBT? I saw in a blog below some related links that were by Jeff.

Does anyone know where I can start my research?

I am a true believer in this, But I want my principal to believe in it just as much as I do. I can't believe how great that it suppourts our classroom rules. My school has also adopted the PBIS Matrix. Does anyone know where to find the information on connecting t the PBIS? I know how to get started I just need help going through it. My principal is great, she backs me up on mostly everything that the staff or myself try to do to make learning engaging and fun for students at our school. I want to make sure I have the research to back up what I am doing.

For your principal to really get it.....have him/her observe your classroom using the techniques and it will sell itself to your principal....it will get them excited and wanting to know more!

Thanks,

I guess I should have stated that she has seen it before.She has seen it on video on the net. she has been in my class. I need some good meat (research) to say that this is the way to go....


Any suggestions on that part? she likes it but she wants it to be researched based..