Boy has kindergarten begun, my first post was one of dispare. I have used WBT rules 1-3 for the first 4 days of school. They are begining to get the idea (especially since I rigged the smilies and frowns so they would be successful at least the first week). We are going to add the other rules next week, but I am happy to say I see improvement.

They seem to not all respond to the class "yess" when we are inside the room, hum. But when on our way back from our extra recess was a smile reward time, I asked for a class "yes" and got a loud 100%. Now agreed we are in a loft (old term for the old school open classroom) but we have used loud, med. and soft oh yeah when we get scoreboard points. So why not the class yes. We were outside when the YES worked so well.

I do have ESL and you'd think the "challenge" students would push the class-yes forward.

So, anyway trying to make this short, I don't get the difference. Annette in San Diego, CA

Hi Annette:)
Question, how many times do you repeat Class! ? do you only say it once? You've got to say it a couple times, varying it up a bit. If they make a mistake, practice. For example:

"Claaaaaaasssss" they say "yeeeeeeesss"
"Class! Class!" they say "YEs! YEs!
"Classity class!" they say "Yessity yes!"

Now if you don't get their attention after a couple variations, you say "Mighty groan!" (saddy point on the scoreboard)
I didn't have everybody. Would you like to try again? They say "Yes!" Then you say:
"When I say Class! You say Yes!"
And try it again. NO matter how many students you get you say:
What's rule #1? (they say "Follow directions quickly"!)
You say: what was that? Follow directions sloooooowly???
They say no! "Follow directions quickly"!
You say "Well when I say "Class" everybody must say "Yes!", but also you have to stop what you are doing and look at me as fast as you can. Like lightening speed fast! Can you be lightening speed fast?
They say: yes!
Tell your neighbor "I'm lightening speed fast, are you lightning speed fast?"
They tell their neighbors.
Tell your neighbor "I bet your not as fast as me!"
They tell their neighbors.
You say "Okay, let's see who is lightening speed fast. Practice being busy." (they practice looking down or doing their work~ you will probably have to model at first."
Then call: "Claaaaassssss!" They say: "Yeeeeesssss"
Say: "Class! Class!" They say: Yes! YEs!
Now point out a couple of students who were really fast. (I saw Sam was fast, Michael was fast and Sarah was fast! Their heads almost spun off they were so fast!) Give a smiley point. Then say: Buuuuuuuut I didn't have everybody. Give a saddy point.
Would you like to try again?
They say yes!
You say: Can you be as fast as Sam, Michael, & SaraH?
They say "YES!"
Tell your neighbor: "I'm faster than Sam, Michael, &SaraH!"
Okay! PRactice being busy!
Say: Claaaaaaaasssss! They say: Yeeeeeesss!
You say: "OOOOOOhhhhh Class!" They say: "Ooooooohhh Yes!"
Great job, let me hear your "Mighty oh Yeah!" (smiley point)

this is just a sample "Rehearsal" for CLass yes. It should help to "iron out" the problems. the better they get~ the less rehearsal they will need~ and they will eventually just graduate to mini~rehearsals occasionally. It has to be a challenge, a game to see "how good they can do".
Plus, ping ponging them back and forth on the scoreboard keeps them on their toes.
Hang in there:)! It sounds like things are progressing from your first updates!

Andrea

Hi Andrea,

This dialogue really saved me today!!!! THANK YOU!! It worked very well - especially the lightning speed. I kept telling myself all day, make it a game, make it a game. Huge rolling 10 fingered WOOT!!!!!!

Liann

Andrea and Liann,

Thanks for all your help, the class YES is doing better and I am going to try the varied responses. I do say it more than once and try different ways. It's when they are out on the playground ready to line up it is loud and seems like they are all doing it. When we are in side then some want to say it loud too so I try my hand way up in the air for ok we can be loud, my hand in the middle make a less loud sound and my hand way down by my knee's for a soft sound.

Another thing has come up they NOW get upset when I go for the frownie board, and before I get there I hear NO NO NO. I try to say wait for it, and then let's groan, someone forgot a rule.

I also have two boys both in our before and after (yup you guessed they are together) day care system and then with me all day! Any suggestions there. They are good at knowing the system one is good at sabatoge and they other just is off in his own silly world and does not care.
Annette

Hi Annette,

It sounds like your two boys may have low self-esteem. Try reinforcing the idea that the boy who has silly behaviour is not silly but in fact very smart. Find every opportunity to praise him and his abilities. When he acts silly pull him aside and remind him what a smart, capable boy he is and that silly boys would never act that way. Tell him how happy you are to have him in your class and that you like him a whole bunch but you don't like his behaviour all the time. Send messages home to his family or even call home to praise his excellent behaviour.

I would try the same thing with the other boy. As you know, with WBT, you use the system, the system does not use you. Every time he thinks he is sabotaging the system you can chuckle quietly to yourself because you know that Level 2 is coming.

Liann

Annette~
Liann is correct:)! There are other levels to deal with these two boys, so for now don't focus too much on them. You can correct simply by saying "Rule 5", for now~ or if you have started the practice cards~ you can start correcting their individual behavior. For now, continue to work on the kiddos who are now "in your circle". Keep practicing and rehearsing~ it sounds like things are getting even better!
Ten finger woo with a lightning sizzle to you:)
Andrea

I love the repetition involved in whole brain teaching because of its simplicity.

At the end of the day my class cleans up and we have a list of things to do before we can go home. I often have students who would rather continue to play. Rather than me saying their name and directing them to start cleaning up, I chant.

Me: Rule 1

Students: Follow directions quickly.

Me: Clean up!

Then I go over to where the students who haven't started clean up and say it again.

Me: Rule 1

Students: Follow directions quickly.

Me: Clean up!

I continue to chant, "Rule 1, Rule 1, Clean up, Rule 1" and all over the classroom I hear little voices saying, "Follow directions quickly." Miraculously, the noise level drops because they are so busy cleaning up and chanting. Furthermore, my little groups of non-cleaner uppers that I am standing next to are now getting the message. They, too, are chanting.

Then low and behold I hear the infamous, "BUT...." from one of my students. I continue to chant and the student finally repeats, "Follow directions quickly," and begins to clean up.

This makes me very happy and keeps everything easy to understand for the kids:)

Liann

I had another revelation the other day while I was using the Class/Yes. I realized that once I use the Class/Yes the first time I get most of my students. The second time I get the majority of my students but there are still the challenges that are so engrossed in conversation that they almost tune out the sound of my voice - sometimes I really think they don't hear me. If I start to teach without getting them to respond to the Class/Yes they are bound to Break Rule #2 and talk over me. I played around with it and discovered that I have to say Class/Yes at least three times with this class and the more energetic I am and the more I use extreme variation of voice/sound/pattern the easier it is to capture the attention of the challenge children. I gage the successfulness of my Class/Yes on whether or not my challenge talkers respond and then I begin my lesson.

Liann

Hey Lilian,

I have had the same issue. They love to talk, I too find I have to really repeat it and vary my voice. Also when I feel really frustrated give them a sharp, clap-snap-class (they respond, clap-snap-yes hands held out to their shoulders)

This has gotten the "challenge" kids, sometimes I have to add faces and places.
Annette

Ladies~ Keep it up~ varying the tones, voices and even responses (adding in claps, snaps, etc) is going to pull the kids in. Sounds like you are getting the hang of it!

Annette,

What do you mean by adding "faces and places"?

Thanks,
Jason

Hi,

Jason this is just a "tweek" on class yes, at our rug area where they each have a square I will ask:

T: class
S: Yes
then again with voice change
I add in
T: faces,
they give me a smile like in rule #5
T: Places (I hold my hand out put my other hand in the center of my palm to indicate they are in the center of their square on the rug)
S: Places (verbal and gesture response)

This just helped me get them into position for working at the rug. I also do a quick check to see if we are even for teach/ok and they have a partner.

This is really great Annette!! Thanks for sharing and thanks Jason for asking!!

Thanks - great idea.