I introduced the guff counter this week. I had a hard time with it because the guffing students were enjoying the attention. Not sure how to deal with this, I also introduced Level 4. This worked beautifully. I have one rebellious student who has turned quite cooperative. Looks across the room between rebellious students have mostly ceased. They are avoiding eye contact with each other. Of course they slip at times and start in on their antics. When this happens I'm all over it.

My cofession: I implemented Level 4 before reviewing the e-book section explaining it. (I was feeling desparate because Level 3 wasn't working out for me. I had to take action before I was ready.) So what I did was different than what was described in the e-book. The main difference: I did not give a white practice card for negative marks. I just treated the Independents' scoreboard like the regular scoreboard, only separate from the rest of the class. I also made their loss of recess minutes if I beat them double the difference beween our scores. If they beat me, I would not double the difference for determining extra recess minutes. (They haven't beat me yet). My final deviation was that I only required students to be in Level 4 for one period (approx. 2 hrs. btw. recesses). They could opt out at the beginning of the next period.

I have now been using my misshapen Level 4 for two days. On the second day (today) I let the Independents tie my score, so they got out to recess on time. I figured that they should have the experience of working together to achieve a positive result. The behavior of the Independents was pretty good today.

I can't go back on what I've done. What I can do (since I jumped to level 4 prematurely, and since my use of level 4 was not as distasteful to students as it would have been had I implemented it correctly) is implement Level 4 correctly at a later date. That back pocket is like denim, isn't it? I can stretch it any way I need to.

jbass...let's address your first comment here, "I introduced the guff counter this week. I had a hard time with it because the guffing students were enjoying the attention. Not sure how to deal with this," The important thing to remember is that they want the attention so yes they are going to enjoy it, but they are also going to slowly despise the attention. You see, we want the class and these challenging kids to separate away from each other. As soon as the challenging kids start to feel that the rest of the class is not following them, they will start to turn from their challenging ways. The hard part is for us as teachers to wait...and maybe even wait a little longer. Be patient...

Power to the Teacher!
Chris

ChrisRekstad,

I have been invoking the "Pleas stop!" against guff only a few times a day since I introduced the guff counter. I've found that tone makes a difference. The rest of the class should not be smiling and should sound serious when they say it. That has helped. I'm also seeing what you described - as the novelty of the attention has worn off, the guffers are smiling less frequently at the attention and occasionally even display shrinking body language when they are asked to stop. The greatest change is that they are pushing the boundaries a lot less frequently.

Thanks for the encouraging words,

Jonathan Bass

Jonathan,

True heaven will be when you can take the guff counter off your scoreboard...but your kids, recognizing the whining, attitude, eye rolls, and other "guff" will all of a sudden say "PLEASE STOP"...and sometimes you didn't even hear the guff! LOL!

This is now what happens in my classroom. It amazed me the first time it happened because I didn't hear the guff and when about half the classroom said "PLEASE STOP" to a student I had to stop the small group instruction I was doing and investigate. Come to find out...while the other students were working independently at their desks and I had a small group with me in reading, one of the independent workers had been talking to his neighbor. I gave the class saddie and had them recite rule #2. So I went back to my small group reading and the student who had caused the saddie (hadn't pointed him out but he knew it was him) said low enough that I couldn't hear him but the others working at their desks could..."I wasn't talking that loud". The rest of the class resounded with a firm "PLEASE STOP" startling me. I asked what was said and one of my class leaders for the day said..."it's not nice to tattle".

Now how cool! They took care of the issue...didn't rat him out although I knew who had said the guff by the hands all up in his direction. And the student got the message from his peers. Now...how did I find out what was said? Well I gave them a smilie for stopping the guff and not tattling...but I pulled one of my leaders aside after recess and asked what was said. I was so proud of my class. Self monitoring!!! COOL!

Farrah Shipley
2010-2011
WBT Intern

Hey Jonathan:)

It sounds like you are doing great and my belief is you can always adjust the game and the rules whenever you choose - just explain it as a new tweak in the game. Power to the teacher!!!

Liann

Chris,
I am going to share you comment with some teachers in my building. They also tried the Guff Counter and abandoned it right away because they said the students giving the guff were enjoying making fun of the word "guff" and getting the attention. I know how frustrated they felt, but maybe thay just needed to stick with it. I guess in the student's eyes, by the teacher abandoning it, the student giving the guff won.

I'm thinking of introducing the Guff Counter this week. I don't get much in the way of "sass" (e.g. "but I wasn't talking!") but I do get complaints about when I award (or don't) ScoreBoard Points. I want to get away from giving them Points every time they comply. But they've come to feel "entitled" and complain when I don't. ("How come we didn't get a point for that?") Should I count this as Guff?

Also, I find that, while they are great at responding to Class/Yes - they are not STAYING quiet after I have their attention......how do you all handle this? More "Teacher" points for me? (I'm using Students vs. Teacher)

Also toying with using Student Leaders for my most disruptive kids, but I don't want to try too much at once....

Any advice is welcome.
Thanks,
Jen

Hi Jen,

When my students complain they rehearse Rule 5 and possibly Rule 2 if they were calling out. Also, there would definitely be some extra Teacher points immediately followed by Student points for the ones who did not complain. Make it clear that not complaining is part of Rule 5. I would save the Guff rule for when you ask an individual student to do something and they complain, argue or talk back. Also, you can explain to your students that although they may be complying, if you gave them a point every time that would not be fair to them - life does not reward you every time you do the right thing. School is about learning life lessons as well. So really, by not giving the points you are doing them a favour:)

Also, I find that, while they are great at responding to Class/Yes - they are not STAYING quiet after I have their attention......how do you all handle this? More "Teacher" points for me? (I'm using Students vs. Teacher)

With my students, first I rehearse - here is what not to do - this will earn Teacher points for me. Here is what would keep me very happy and earn you Student points. I would involve the whole class with these demonstrations - hopefully get them laughing and energized. Secondly, I would reflect on how much I am talking - I tend to talk too long rather than keeping it short and sweet and having them teach their neighbour what I just said right away. You might try:

Teacher: Class

Students: Yes

Teacher: Gravity. It is a force. Teach!

Students: OK (Students teach their neighbours.)

Teacher: Class

Students: Yes

Teacher: MIrror

Students: Mirror

Teacher: Gravity keeps us from floating away! (Use gestures.) Teach!

As soon as someone interrupts you, call out Rule 2 or stop and rehearse or give 1 or 2 Teacher points immediately followed by a Student point for those who did not interrupt.

Also toying with using Student Leaders for my most disruptive kids, but I don't want to try too much at once....

I would introduce Student Leaders when you feel ready. If you feel like your class could handle it then go for it!

Liann
WBT Intern

I know that many teachers are appointing disruptive students to be student leaders. I had appointed a disruptive student as a "hands and eyes" leader to keep him on task, but he didn't pay attention. So I went totally opposite. The next day I told the kids that I going to apoint the most attentive students as my class leaders. I picked the two most attentive ones as class leaders and made one the "class..yes" leader, and the other the "hands and eyes" leader. I then talked it up for a couple of days about how I had my eye on the rest of the class to select more leaders. Students are now working harder so that they can become a class leader. Now I have two more leaders, one as "Rules" leader, and the other who is in charge of "Lines." This approach seems to be working for me.

Karen Chavez