Hey everyone! Next year will be my first year teaching 5th grade, I've taught 3rd in the past and used WBT.

My question this time around is how do I use the scoreboard and practice cards when I will not have the same group of students all day.

I start out with my homeroom group for about 15 minutes in the morning. Then have an hour and a half block with a group of students (some may be the same students as my homeroom plus others.) Then I have a second hour and a half group- with some new, and some homeroom. Then I'm back to my homeroom students for lunch, recess, writing, then off to specials.

I'm not sure how to use scoreboards- should I have a seperate one for each group Homeroom, block one, block two? Have the points keep rolling over until Friday- then give them their few minutes of music, mind soccer ect. at the end of their period? Or just have them earn a minute or so of music at the end each period of the day it is earned. (My principal from last year said absolutely not to the extra homework if they lose- so it would be a they get a minute or two of free time- or practice til the bell)

Also- as far as the practice cards are concerned- can I do this with the other students I have (not my homeroom) if the teacher I trade with is not doing it? I will not have them for recess- so when would I have them practice? Or could I just send the practice letter home to inform the parent.

Last year at my other school for 3-5 grade our school wide discipline started new every week, not everyday. I wouldn't think the practice cards would work this way since they shouldn't have more than two...



I know thats alot of questions- just wondering how others handle it all when they don't have the same students all day- but have some twice

I have a separate scoreboard for each periods and I use that to my advantage. I say 1st period only gave me 4 points how many are YOU going to give me?

There are two ways you can do this. 1) you can erase the scoreboard and start fresh with every day per period and make your consequences and rewards immediate so that at the end of the period they get it or 2) you can tally them per period as the week goes on (which can be very useful as the previous teacher said). You can still give an immediate consequence or reward, but if you are tallying them, there should be a reason or a bigger goal.
I have found that either works equally well. Just depends on the kind of work you want to put into it.

"1) you can erase the scoreboard and start fresh with every day per period and make your consequences and rewards immediate so that at the end of the period they get it..."

What are some possible consequences if you do it this way? Some sort of mini homework assignment to do at the end of the period? I have a similar situation.

Amanda

I do almost all of my scoreboard centered around their homework. Usually they play to reduce the number of problems they have for homework. I teach math, so typically we have homework. This way it is immediate gratification - that's what they like!

When I get tired of manipulating their homework (cause they never do!) we will play for game time, just to jazz things up. I play a lot of games in class - so it has to be a pretty special game for them to really work for it. Mind Soccer is a big favorite.. Fred Jones has some other games on his website that the kids really love!