Hello, fantastic teachers!

I posted this in the "grade specific" high school thread before I found this one... is there a difference I should know about?

I've just finished my first year at a very difficult school in San Antonio (read the tale of woe here), and had VERY deep problems with management and investing students. I plan to start the coming year fresh with WBT, but I'm also conscious of the rough atmosphere of my school and of the way my students received my goofiness last year when I used it (read: they rallied against it, using it as a way to discredit me with their friends).

I know I want to be myself in my classroom this year, and I know WBT will help me do that--and I also know there's a bit of goofiness-appreciation deep down inside each of my students--but I'm very very VERY nervous about student 'buy-in,' particularly at the beginning of the year. I picture myself saying "When I say Class, you say Yes. Class?" and being stranded in a sea of silent, incredulous stares.

I have yet to read up on Industrial Strength WBT, and maybe this is addressed there--but I'd love to solicit the opinions of the forum at large:


What should I do about my secret fear that my students will refuse to say anything in unison, mirror any gestures, or teach anything to their partners? What can I keep in my "back pocket" so I go into the first days/weeks confident they'll buy in?

Thanks,
Leslie

Dear Leslie,

I just spent onwards of two hours reading your blog about your experiences in San Antonio. You are SO amazing and a gifted story teller to boot!!

When you begin, expect them to hesitate in response. When you say, "Class when I say Class! you say Yes! Class!" expect them to look at with questioning eyes. Respond with a more demanding, " You can do WAY better than that! CLASS!" It is always about the challenge to do better. They will respond because it is an expectation that is easily attainable. Continue with this pattern until you have everyone responding - or most:) It may take several repetitions in different commanding voices - once you have most on board - you might attempt a silly voice depending on the feel in the room.

Keep the questions coming!!

Liann

Leslie ... it was great meeting you in Victoria, Texas. Read "Industrial Strength Whole Brain Teaching" ... the key is to begin, as the book suggests, with several initiatives that students can't keep you from completing successfully! Out method for the most challenging of challenging kids was piloted by a teacher with less secondary experience than you at a school that had 43% suspension rate ... you read that right.

Have you checked out the videos on YouTube?

Last summer, I watched them over and over to get the feel for things. There is one video where Biff points out that you can't go in and show any hesitation or let on that this is something new to you. You've just got to be confident and let them know that you have high expectations.

This way of teaching was so different for me. So as I was setting up my classroom last year, I practiced by talking to myself. Class/yes, teach/ok, etc quickly becomes second nature for the teacher as well as the students.

Don't forget to take advantage of the scoreboard too. What is it they say?...Simply using the scoreboard/procedures takes care of something like 90% of behavior problems.

You can do it!

Thank you SO much!! I'm glad you liked it!

Leslie there is something to the saying "don't let them see you sweat". The suggestions given you so far, are excellent and is how I approached starting. A big key especially with a challenging class is don't let your excmitment and zeal make you take things too fast. I had to back pedal a bit and that did not help my student buy in.
The score board will be the most essential tool. The rewards for your winning students is essential. Once you have your alphs, go a longs and fence sitters you set the hook.

Keep strong and ask questions we all are in the same boat.

Annette

Thanks, Annette!

What do you mean by "take things too fast"? Do you mean holding off on increasing rewards, etc.? Can you explain a bit more about how you had to back pedal and how you would have prevented it?

More than happy to explain:laugh: I thought that the class had done such a good job with the scoreboard (they were winning a lot) so I moved to practice cards. What I did not realize is I had not really pulled them together as a group (therefore weekly record keeping is really important). In actuality I had only three I dependants. The more I used the plus 3 rule, the longer I stayed with the scoreboard.

I had to go back and tell the kids we needed to work on our cheers and wait for the cards we have never used them! The three amigos turned into one, and I worked on my skills at keeping the score close and pulling the group together.
Did I answer you?
Annette

Perfecto!
I can't wait to read more and come up with more questions!

Try starting the beginning of the year with the scoreboard and a reward you know they will like. The first couple weeks students are still under the pretense that homework is required and they will have to do it. The rebellious ones who say "I wont do it anyway" will not surface until later. I would start with the scoreboard game and class/yes the first day using homework.
First day you say, "we are going to play a game and the reward is less homework" Just use class/yes at first to see if they can get that down. This way you tell them that if they do class/yes well they will get points and if they do not you will. Then when they are good at that, do teach/okay or pick a rule.
Angela

Angela, I LOVE this. I really like the idea of prefacing it as a game for less homework-- it feels a lot more comfortable than just starting off cold. I'll probably couple it with another reward, just because I sense that the class as a whole will take the "we don't DO homework" stance... but your suggestion is perfect!

Yeah, and the scoreboard is the best way to sell Class-Yes. Nothing more motivating to start saying Yes than facing three extra math problems that night. And once they're saying it, they'll keep saying it. Kids will never be the ones to admit they like still being young.

I had one student last year (middle school student with emotional disabilities) who just refused to participate until we had a candid conversation 1-on-1. "How come you're making us do this silly kid stuff?" I said, "Dude, didn't you have more fun in 3rd grade than in 6th grade?" He agreed. "Well, why do you think middle school has to be less fun than elementary school?" "I don't know, it's supposed to be." "Why? To heck with that, let's have fun!"

Once he realized I was really doing it not to make fun of him, or treat him stupid, or treat him like a baby, or anything like that, he jumped in and had as much fun as I was.

WBT Intern 2011-2012

Dave,
I love that you used fun as a rationale with that student...think it would work with my 9th graders? (I"m keeping it in my "back pocket" just in case).

I too start off my first day with Class/Yes, the 5 Rules (combined with Teach-OK), and the ScoreBoard. Maybe it's a lot, but I have 85 minute block periods. If I had to leave something out the first day, I think it would be Teach/OK (and then do it the next day). And yes, I give them homework on the first day (Usually it's a "Getting-to-know-you-Survey" so it's pretty light, but enough to drive home the idea that if they lose on the Board, they get "more" homework....")

I just think it's important to get that motivational piece of WBT going from Day 1. It worked very well for me last year (the more/less homework), though partly due to our school policy that says if a student misses (or turns in late) 3 homework assignments, then he/she automatically must serve a 2-hour Friday Detention. Now THAT'S motivation!

- Jen

I really do think it would work with 9th graders. Like Biffle says, Fun is the Golden Thread of WBT. It's there all the time, it's just not explicitly stated. The reason WBT works is because the kids are having fun. You might just need to make them aware of that .

I also am a teacher in TX; I teach Chemistry at Joshua High School. I tried this on ONE lesson cycle in the spring and the results were amazing!

On that question though, if you are teaching in San Antonio, I am assuming that you have a lot of "tough" kids that don't want to be there. Tailor the program to them. Change the class rules to make it more appropriate for them. Instead of "make smart choices" use something more in tune with the "homies" approach to respect. Instead of "Class! Yes!" Do: "Shout out! What's up!?" Make it more acceptable to their attitude and their reality. When teaching to inner city students you must ALWAYS keep in mind that they are NOT coming from the same background and history as most of us do and/or did.

Instead of more or less homework, offer them music time, or more time to work on their "homework" in class. You have to hit them where they WANT a reward.

I have tailored this program for my class in different ways. I hit a roadblock last year with a couple of students that thought I was treating them like kindergarten kids. Some of these kids really enjoyed it, but didn't want to admit it, and some were taken by surprise at how well they grasped the concepts we learned.

Whatever the case may be, this year will be a WBT year for me. Good luck and HAVE FUN!

Jaman,
I'm not in Texas, but your ideas really hit home with the students I teach here in California! Thanks for the ideas. Middle school-ers want to think they are too cool also, so changing things from the elementary level for them will be an awesome way to keep it fresh!