I just discovered this site and have been sharing it with teachers that I mentor. One teacher tried to introduce 'class-yes' today. At first things went well but after part of the lesson a problematic student whispered to others not to cooperate and when the teacher said class there was no response. Afterwards students asked why the teacher shouldn't answer them yes when they called out.

I don't want to lose this intro to Whole Brain Teaching bfore it even starts! Any suggestions? Thanx! Rochel:(

Easy

I guess you'd introduce the scoreboard first....

After doing so, introduce the 'groaning' and 'oh-yeah' cheering concept.

While doing that, make emphasis on the point that the response must be
present, clear and loud. And If not, you'd just give 'more homework'
to the class, I guess.

This should clear all and any future no-response problems.

If they don't respond, more homework

I feel like I'm talking stupid >_<...

Just my two cents

Obviously the student involved has some power struggle issues, and is desperate for attention.

Your class may go through some phases, such as getting buy in from a majority of students, then having this student act up just so that he can get more attention, before he discovers that getting attention for doing well is more satisfying.

When working with these types of students you need to have your game plan down pat, any chance they can to disrupt they will use, the trick is to not give them any.

You might want to start with a better behaved class while you are learning to use this system and wait to introduce it to a badly behaved class when you feel really comfortable with it. You must make it fun I often ask in a loud outrageous fashion, "Who wants to make some noise!"

Then I explain very excitedly, that I am going to give them an opportunity to do just that. If they do well I bring in a treat the next day and tell them how much fun I had. The usual response is "let's do it again!"

If I have a particular student who tries to turn the tables on me, then I have a series of rewards I will give the class if they follow me, not him; such as, 1 extra minute of recess, 4 minutes of free time in class, go to the head of the line lunch pass, one night of no homework for something really big, etc. I have a few cheap craft items they can use as a reward--make a pony bead bracelet, is very inexpensive and popular even with middle schoolers.

PS Chris Biffle is my hero--but I guess you already figured that out .......

Liz

To lsalazar1

No. Wait! Whole Brain Teaching is always FUN! Try to avoid using the scoreboard as a threat. If they win points, they get the good thing (whatever their motivator is). If they lose, they don't get it. Never "punish" them with something they dread just because they lose. But then again, my Golden Rule is KNOW YOUR AUDIENCE, so I guess if you have that kind of relationship with a certain class, and if you know it won't be interpreted as a punishment, then....ok....

Rochel - Do you have an update? I was curious if they held out...I would speak one on one with that student, he/she would make a good leader to introduce new ideas. Or get that problematic student out of the room for day - to try to unify the rest of the class, then introduce the scoreboard and bring that problematic student back in. I would only suggest doing this since you are introducing Whole Brain Teaching mid-year.

I had to do this with a very difficult class, before Industrial Strength Whole Brain Teaching came a long, I just waited until my trouble makers were all in ISS for a day and then we jumped right in as a group - my trouble makers came back to a culture shock!!

My two cents is to make sure that the scoreboard reward is meaningful. I would not stop saying class and expecting yes responses. If responses were not forthcoming, I would continue marking the negative side of the scoreboard (of course not breaking the + or - 3 rule). At the end of class, I would definitely make a big deal of what they missed out on by not winning on the scoreboard and maybe even exaggerate what the reward for the day was to be.