It is actually easier that you would think. The one simple step that I have found to be critical for older learners, say 5th grade ad beyond, is that they understand why you are doing the Whole Brain Teaching. If you explain how much PT is going to help them learn they buy in quickly, at least for the most part.

You may still have some reluctant kids, but the rest of the class can usually bring them in quickly.

My 7th graders were so easy to convince! The scoreboard is what motivated them to particpate, changes in the scoreboard have really kept them particpating.

Middle school students seem to appreciate it when you give them some credit. I spend a lot of time telling students why these activities will help them learn and remember things. I tell them it will be easier to remember things if they use auditory, visual, and kinesthetic modes at once. This vocabulary is introduced through our learning profiles with students, so the reinforcement helps make connections and gives students a sense of purpose. They also feel like they're getting away with something becasue acting things out feels like a game and they get to talk to their friends!

I'll admit I was shocked at how receptive my students were at first. Even the few students who thought they were too cool only held out for a minute or two. Before I knew it, even "those" kids wanted to show off a gesture they thought of to explain a concept.

I, too, am continually amazed at how my middle-schoolers buy-in when I least expect it. For example, even today...I gave some responsibilities to some of my student leaders, such as leading the class in the rules recital, and the energy DOUBLED just because one of their peers was leading them!
In addition, when one of my leaders speaks up and says, "Rule 3!" to remind someone to sit down, the class enthusiastically chimes in, "Raise your hand for permission to leave your seat!!" and it's muuuuuuch more energy than if *I* say "Rule 3...!"

Much of that is because it is SO much cooler to follow your peers than to follow your teacher, no matter how much they like you.

If anyone is having trouble with middle-school Whole Brain Teaching, talk to me and I'll tell you more about student leaders...it makes all the difference.

I am brand new to WBT and I have watched the videos only so far. I just downloaded the Whole Brain teaching for teens ebook, but have not started reading it yet.

What are student leaders and how do you decide who is one of them?

Leaders are apart of Industrial Strength Whole Brain Teaching, you can download the e-book. It is for the classes that aren't ready for Whole Brain Teaching and need some work to get ready for WBT - I experimented with it in my 8th period class, the class choose the leaders (with my input of course)its all explained in that book...

Accidentally found this site and like what I see. Our school had mandatory staff training in Brain Based Teaching this year and this dovetails nicely with it. Questions:
1. Reading the other posts on this thread leads me to believe this system can be introduced during the year - not just at the beginning? Is that right?
2. I allow kids to get up to get tissues or to get paper/pencil from the back of the room if necessary. I find, for the most part, the vast majority of the students (87-88 out of 90) don't abuse this. I allow this because it causes fewer interruptions and distractions. Your thoughts on skipping rule 3?

aussiegirl wrote:
[quote]Accidentally found this site and like what I see. Our school had mandatory staff training in Brain Based Teaching this year and this dovetails nicely with it. Questions:
1. Reading the other posts on this thread leads me to believe this system can be introduced during the year - not just at the beginning? Is that right?
2. I allow kids to get up to get tissues or to get paper/pencil from the back of the room if necessary. I find, for the most part, the vast majority of the students (87-88 out of 90) don't abuse this. I allow this because it causes fewer interruptions and distractions. Your thoughts on skipping rule 3?[/quote

For question #1:

Yes, you can introduce the system at just about any time and it will work, no problem.

For question #2:
I tell my kids that Rule 3 is specific to when I am actually addressing the class, and either I or one of them is talking or teaching. Only during that time do they need to use the Rule 3 approach. If they are working in small groups, or partners, and we are not talking as a group, Rule 3 is not in force.

I attended the Louisiana Semminar and I am trying to figure this out . I posted a comment and can not find it so asking this I may be lost when I try to find your answer?? Any way Tell me more about peer leaders. I will be using this in a 6th grade social studies and science class

They are the focus of the Industrial Strength WBT book - you won't need peers leaders unless you have a cass that can't handle regular WBT - they are used to help control and unite a very difficult class - do you think your classes will be this difficult?

Peer leaders can be used at any time, and with older students, I honestly recommend it regardless of the initial maturity of your class. I experimented with it for an entire year with some of the most difficult students in the school, and leadership was an immense success.

You can find a description of peer leaders in "Industrial Strength Whole Brain Teaching". It is, essentially, utilizing the influence of the popular to train students and set examples. You'd be surprised--- the student that you think will be your enemy all year can be your biggest ally when you turn him/her into a leader for good. The trick is maintaining a relationship with them outside of class as much as possible, holding special leadership meetings / lunches, asking them to help you out, allowing them to make decisions, etc.... Make leadership a privilege, and they will work hard to earn it. The ones who seem popular and strong, but turn out to be weak, will end up being seen as such by the rest of the class and will lose alot of their influence. I was pleased to see that. You must be patient, but you will be amazed at what you see.

The key that will make it or break it-- consistency.

I agree with Jackie that they can be used anytime, and the importance of making it a special privilage, with special meetings and making them earn it.

The only thing that I think is difficult, is that until you have gotten your feet wet and you feel comfortable with the WBT system, incorporating peer leaders is difficult. **Unless you need peer leaders as an imediate solution for handling your class, I would not try to tackle all of the components as a beginer WBT teacher**

I do not think you should begin with peer leaders until you are comfortable with the WBT system, once you are comfortable with the system, incorporating peer leaders will be easier and more meaningful. People often see WBT teaching as one comprehensive overhaul of strategies, when really it is a leveled system. For my clsses, which were not all that difficult, peer leaders were one of my final levels, teaching students how to be leaders in the classroom. For some people they use peer leaders, before using everything else - to help control and unite the class.

Good luck...

Thanks for the help. I downloaded the Industrial Strength book and have read it, too. Now it makes much more sense.

Thanks for the heads up about new WBT teachers maybe waiting to use peer leaders. Since I am new to WBT and have only been teaching for two years, I feel more comfortable waiting until I have a little more experience under my belt before trying that. I would like to be comfortable with the WBT system before trying the leaders. But I will jump in and use them if I have trouble!

Jackie, how do you use peer leaders exactly? What tasks do they perform? Thanks

You know,
it changes from class to class, depending on class need. The key is, whatever grade level you're using it with, that you're using it as a tool to build a connection and a relationship with them. It's all part of getting them on your side, and when they're on your side, they will lead the class in the direction you want them to go.
Some examples of my 7th graders' leader responsibilities and privileges this past year:
Attend weekly leadership meetings, where I usually provide some sort of treat, lunch, etc... they loved that.
Assign each leader to identify a student that needs a 'nudge' to get on board, and secretly 'take them under their wing' to steer them in the right direction.
Choose a student to receive a special leadership award each week based on their observations.
Plan videos to demonstrate WBT techniques (they REALLY wanted to get on the site)
Any helpful task that lets them get out of their seat... pass something out, get something down for me, hang something up, walk a message down to the office, escort another student, etc.... middle schoolers will do ANYTHING to get out of that seat.
Controlling timers for various activities
'Scoring' the classroom on progress toward certain procedure-related or behavior-related goals
"Table leaders" if you have them set up in tables....especially if there's a competition. The winning table simply got to eat during class that Friday. I didn't provide the treat, I just said they could eat....but only the winning table (got this idea from Angela Macias!)

Their biggest responsibility is to put pressure on others to 'get it together'...whether by a look, a nudge, a whisper, help encourage their classmates to stay within our game.

They are evaluated by their peers every week with official 'elections' every two weeks. This reminds them that if they don't step up, they will lose this 'status' and privilege.

Remember, I had a *horribly behaved* group of middle schoolers, and they still ate this up. Leaders were often the popular kids who used to be a behavior problem. those are often your best leaders because they already are peer leaders.


The key to the leadership system: Awards!! Find many awards that you can give weekly or bi weekly to recognize various aspects of leadership in the classroom to as many students as you can. If I missed a week, they knew it, and they mentioned it. They really looked forward to those award certificates.

Jackie mainly, but others please respond:

I'm curious to know how long all of your class periods are (ie. 45 mins, 1 hour, etc.). What is striking me most is how do you have time to do all these little things. I'm finding it difficult to even get copies made and lesson plans figured out with just my conference period, much less getting all these cool things done in class. How do you do it? I understand what Ms. Reeves is saying about not implementing all the components at once, but I feel as though I need to implement more. Thus far we are doing class-yes (pretty well), the scoreboard (they are taking too much time trying to figure out rewards, so I'm going to nip that for a while and tell them what they are working for), oh yeah and might groan (still having problems with some doing the opposite, but working on that with scoreboard), and tried 10 finger woos last week with a couple of classes. I think my goal for next week is to focus on the five rules and implementing yelling out the rule with students responding, and I really like what someone said about only using #3 when we are having whole-group instruction - that makes a lot more sense. Having the most difficultly with #2 right now, so I think I'll focus on that first.

I'm really super ready to implement teach-okay, but I don't want to overwhelm them too much, and I'm having a lot of trouble with ideas for gestures (7th grade math). So I think I'll give that another week or two. But I think I will start SuperSpeed math next week - have a lot of kids who are having trouble with multiplication (and therefore division).

Any advice appreciated.

I also have a question. When you are talking about peer leaders, this is not the same as having a student lead in rules one day, and another the next day is it? I have had some kids in my classes lead in rules but I am not doing the leaders as in Industrial Strength. I see it as two separate things...am I correct?
Thanks,
Joy Button

Class leaders - I haven't tried that yet this year. It's time to do this, as I've been having to work increasingly hard to keep the energy up.

I had a refresher course today on mirroring gestures when working with a neighbor/teacher - much better participation as a result. I need to remember to constantly reteach my expectations.

I am just like my students. I'm reading blogs to reteach myself about WBT so I can keep doing it well.

joybutton wrote:


Peer leaders are more focused on actually leading the class as you do lessons with microlectures, teach OK and help keeping their team focused on the lessons. It is a more focused and involved roll for the kids, and should begin only after you have had time to identify the leaders who you think will work well in this roll, and the kids in general have a pretty good feel for te basics of WBT.

ok.....thanks! My difficult class isn't ready for peer leaders.....some day!