Okay so I have started WBT and it is off to a great start! I'm just having one little bobble that I need help ironing out. So, I am doing the scoreboard where it is teacher vs students. So far it's working but what do you do when you have one person that says something after the class and the class laughs? For example, when I do the class - yes, most people respond with "yes" and then turn around to face me. Sometimes in one of my classes someone says something after the initial yes that makes everyone laugh. I tried giving myself a teacher point but then when the kids say "boo" again someone tries to be the class clown and make everyone laugh by saying something after. So, any suggestions on how to handle this one?

Just grin at them and nod. Then say:

"This is an example of someone not understanding the rules. You see, the person who keeps talking for laughter is not following Rule 1- Follow Directions Quickly. You guys know that when you say "Yes!" they are supposed to immediately get quiet and listen for instructions. This extra talking means that you do not understand that. All we need to do about that is just practice Rule 1 a little bit more to make sure it is clear. So (student name) meet me at lunch time and you and I will step out of the cafeteria and practice Rule 1 some more. Do not worry, it is no big deal, it will only take three minutes."

Go on teaching. No negotiations on this. As soon as they do it pull the trigger, assign them this three minute practice session. It is amazing how many times you can do Rule 1 in three minutes! Do it with them, smiling like the Cheshire Cat the whole time. It will not take more than one or two times at this and they will dread Rules Practice over silent lunch, or any other consequence.

A question about the practice time. At my school, all of us teachers have to be with our class to eat ourselves and mainly to be on duty, so there isn't time to do this individual style of rules practice as we eat then return to the classroom for several more hours before recess. At this point in the year, I've been using the white practice cards for a few months but I have a few students who I think could use the type of rules practice you're talking about rather than the 2 mins a practice card gives. My students give me the 2 mins at their PE the next morning because afternoon recess duty or general daily errands tend to take up so much of that only other small break(We don't have a "planning period").
How would you suggest using the rules practice? Or would you suggest something else, i.e. guff counter, independents on scoreboard, etc.

Though I'm still trying to get my tough group all in check, I do have to say that using gestures has really helped most of my students grasp topics, and even remember them later in the year after a long break!

Well, the nice thing about Rules Practice is that it can be done anywhere, and they don't really need you in order to serve it.

So.. if you can't be in your classroom, you can pull them aside anywhere to do it, blacktop/field, playground, cafeteria, etc... -- in fact, that's GREAT because who the heck wants to sit and gesture/repeat a rule for THREE MINUTES IN FRONT OF THEIR PEERS??? No one.

And... if you ARE in your room but you need that planning time, no biggie -- set a timer, and leave the instructions on the overhead or the board. Inform them that if they don't do it correctly, you start the timer over. Then they do their practice while you do your work, and they're gone in 3 (maybe 5 if allowing for start-overs) minutes, leaving you to do your stuff.

There's got to be SOME time in your day, every day, that students do not want to give up-- even 3 minutes. (and if there's not... well... change that! Every class needs something to look forward to )

Well, I tried the rules practice and pulled 5 students out of lunch. Let me tell you, they didn't like it! So, we will see when we go back to school tomorrow if it helped at all. It seemed to since they didn't like it! I have a follow up question. I was having one of my students do rules practice and as he was walking out the door he said something like, "You're treating us like kindergartners" How would I handle that one? I explained that these strategies are used in college classrooms when I introduced them and explained that I think our classes were ready for them but he said that. So, any suggestions on what I could say?

I have used the approach where I tell them something like this:

"I am not treating you like a child. If I were I would call your parents and give you some sort of consequence that is a punishment to get your attention, like an afterschool detention, or turning you over to the principal for discipline. Instead I am assuming that you are mature enough to recognize mistakes and correct them yourself. Rules practice points out that you did not understand a rule, or chose not to follow it. I am assuming that by practicing the rule you are showing me that you understand it, and will correct your behavior in the future. I am showing you that I take you being successful in my class very seriously. I want you to succeed. To do that you need to be following the rules at the appropriate times. If you continue to ignore the same rule then I will have to involve others, your parents, an administrator, and so on. Rules practice gives you a chance to show me that is not necessary. The ball is in your court."

Thank you for the insight. I recently transfered to middle school and it seems like my WBT skills have waned. My classes are small (12-14 students) and I have a difficult time with the class/yes and scoreboard because more than half my students are "challenging". Any suggestions for getting something going mid-year?

Hello-

Just start using it....your 'skills' will pick back up!! And don't give up!!

Good Luck!

Always Another Day in Paradise
~Jason

I agree with Jason.....Last year I was hired in the middle of the year and felt like all of my students were challenging or at least most. WBT help shape my classroom in a much better fashion than traditional classroom management would have. Stick with it......WBT is proven over and over again.....that's why it is hard to doubt!

Make it Happen,
Jake

I teach middle-schoolers with Emotional Disabilities in a self-contained class. All of my kids are difficult, to the point that they've been removed from regular classes. The great thing about the Scoreboard's versatility is that in my case, I can use it to consequence the class, but immediately jump on individual positives. If everyone is screwing around, it's easy to give myself a point, and then as soon as someone quiets down, or begins to do work, I can give the class a point and focus on that student's good behavior. This kind of instant reaction is difficult to do with a token economy or other system like that. I can provide immediate reinforcement of behavior.