Whole Brain Teaching - Forum

Subject: Re: Here I go......... - by: MisterP

MisterP — Fri, 18 May 2012 13:48:52 +0100

That is an awesome story. You made me laugh out loud. Well done.

Subject: Re: Here I go......... - by: Kaa1

Kaa1 — Fri, 18 May 2012 13:35:22 +0100

Hi Everyone, just thought I'd give you all a bit of an update with my WBT prac so far. I just finished week 2 and the whole class/yes has become easier each time I've done it, although I still have one or two tough nuts who refuse to comply with the rules and one who yells out 'No' instead!! On Tuesday the class went absolutely beserk with one of the relief teachers, who can be a bit 'in your face', one girl was suspended for her behaviour (she swore at the teacher and raised her fist!! then later had a fist fight in the playground with a kid younger than her!), at one point the teacher left the room to sort some other kids out and I watched as the kids were loud, obnoxious and being absolutely stupid, so I walked out the front of the class and quietly drew up my scoreboard of Teachers v's students and added a point to me - the kids didn't even notice! then I turned around and firmly said 'CLASS', everyone stopped and said 'yes'!!! I couldn't believe it, now I had to do something and I knew that the last approach they had recieved from the relief teacher didn't work so I just said calmy, 'You'll notice that I already have one point. (a few 'oh's!) Now NAPLAN is happening next door so we just all need to calm down, be quiet and get on with our work. I would love to give you a point, but I can't do that until your doing the right thing. If you need my help, I'm happy to come help you.' and about five minutes later, I walked back to the board and said 'class/yes' I said, 'great work, you all get 1 point, 1 second party. Good now back to it!!'. Even though they probably didn't really deserve it, it helped to calm things down and even one of the kids asked if I could be the teacher during this lesson from now on!!!
I actually took the next session and even though it was quite a challenge because they were all still worked up, I did manage to win a few battles.
The next day I had a great lesson, one because the girl who causes most of the trouble has been suspended and she wasn't there stirring everyone else up, and two because when I did the 'class/yes' and went through the rules I told them it wasn't good enough and gave myself a point so they absolutely made sure that the next time I walked to that board, the point was going on their side!!!!

Thank you WBT and Chris Biffle, I still have a long way to go with this technique but I'm feeling so much better than I was when I started.

Subject: Re: Leading the Pack - by: bethanyjean13

bethanyjean13 — Fri, 18 May 2012 10:50:11 +0100

So this post is super late in the game, but I thought I'd share anyhow

I was selected (read: didn't have a choice about whether or not ) to be filmed teaching in a national training/promotional video for a Success For All initiative, and the filming date was about 2 weeks after I discovered the secrets to Teacher Heaven and implemented the major components in my room.

My P accompanied the film crew in, and this was the first time she had seen WBT in action. She said she was "absolutely blown away" by my students' engagement level and the depth of the lesson with such a quick pace. The crew said they expected to have to do a few takes in order to get the students sharing their ideas with each other in the "right" way but were shocked that they were fully focused on their partners and using all of the vocab, etc. without any reminders.

I take zero credit for the success of this event; I can wholeheartedly say that my students shined because of WBT!!!

Tomorrow is our last day, but I am already outrageously excited to implement WBT fresh from the start next year... Oh Yeah!

Subject: Re: Click! - by: bethanyjean13

bethanyjean13 — Fri, 18 May 2012 10:24:33 +0100

My school is big on say-spell-say the "boring" way (clap-snap), but my kids love to stomp-spell-jump their spelling words. They beg for it! I can't wait to try spellercizing next year!!!

Subject: Re: Writing - by: jag

jag — Fri, 18 May 2012 08:26:40 +0100

I teach grade one in Canada. I use the genius ladder with my grade ones. They love it. We have been working on the genius ladder, as a class. Now, they can write independently. We took it slow. Just start with creating blah sentences. I love the power pix because they do a great job of teaching what a noun and verb is. I started with the power pix.

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: Annette Warren

Annette Warren — Fri, 18 May 2012 06:14:18 +0100

The agreement bridge is a successful Whole Brain Teaching tool. This should only be used after all other strategies have been exhausted, and the student has not been able to show success. It takes commitment from you as the teacher to stay strong and see the process through. The agreement bridge is very different than all other aspects of WBT and is not to be approached without in depth research and rehearsal.

The agreement bridge will positively allow you and the student have clear set goals, structure and a place to begin to show each other mutual respect in the "hello"section. If this student has gone through all the other levels of WBT in your class this will be crucial. You may need this time to start again on a fresh note with that child. During this process you and the child never need to second guess each other. If each step is followed this should be a pleasant and positive journey for you,the child and the parent.

The negative side of the agreement bridge may be on the teachers over excitement in thinking all is good problem solved. The are many levels and these students are always on their toes. Your experience should make you keenly aware of true buy in or the crafty student. Your commitment at each part of the bridge will avoid these negitive set backs.-

Look at your colleagues and you can see where the agreement bridge will replace all those things that are not working for them and undermining their class. Not to mention their blood pressure.

Subject: Re: Conferences - by: ChrisBiffle

ChrisBiffle — Fri, 18 May 2012 03:14:36 +0100

Georgia:
For information about a conference in your district, click on "Contact Us" in the upper left corner of this page, and send me an email.
thanks!,
Chris Biffle

Subject: Conferences - by: GeorgiaRamsey

GeorgiaRamsey — Fri, 18 May 2012 03:11:26 +0100

I was wondering how my district would go about getting someone to come to our school to present a conference. Also, how many teachers would need to attend for you to come to our school district?

Subject: Re: Hello all you Canadian Teachers!! - by: jag

jag — Thu, 17 May 2012 19:30:34 +0100

I emailed you on your gmail account. I was hoping to come visit you this month.
If it worked, for you.

Subject: New Blog Post... Leading to the Genius Ladder - by: daisydee226

daisydee226 — Thu, 17 May 2012 18:42:53 +0100

I have finally posted another BLOG. Come check it out... Leading to the Genius Ladder... This is part 1. Part 2 will be posted sometime Friday!

Subject: Re: War on WBT - by: MisterP

MisterP — Thu, 17 May 2012 13:15:34 +0100

Thanks joybutton,

I am a bit unwell and having a day off tomorrow. I will have a nice long weekend to plan some great experiences and recover some energy.

Subject: Another question about "Bulls Eye" - by: sswitek

sswitek — Thu, 17 May 2012 08:51:20 +0100

Do students playing the "Bulls Eye" game still earn practice cards or is that superceded by the "Bulls Eye" game?

Example: One behavior that I want a student to focus on is coming over to the carpet when lines are called. He never comes willingly and throws a small tantrum when asked to do so (even with practice cards). If he doesn't come the first time lines are called, do I still give him a practice card? I want to make sure that I have this down before I start playing with him.

Hopefully this is not in my future for this year, but if you are playing the "Agreement Bridge" do you still do the practice cards for the behavior agreed upon? Take the above as my example. If we agreed upon coming to the rug the first time lines are called without complaints as a contracted behavior, would he receive a practice card for "Follow Directions Quickly"?

Thanks for the help WBT friends.

Subject: Re: Students' Second Year of WBT - by: mcwc

mcwc — Thu, 17 May 2012 06:37:43 +0100

Thank you for your response! I agree that the consistency is great with using WBT across the classrooms, espeically for the teaching strategies and rules. I have a very challenging class - the most challenging I've had in 16 years of teaching - and have gone through the levles for the scoreboard all the way to the Agreement Bridge now. I want to use it next year, too, and wasn't sure if the students would respond as well to each level if they've already had it and know what to expect. Thank you!

Subject: Ideas for "Bullseye" prizes??? - by: sswitek

sswitek — Thu, 17 May 2012 05:53:25 +0100

I plan on trying the "Bullseye" game with 2 students. I have a few questions.

1. Can I show them this together or should I do it separately?

2. Can anyone make some prize suggestions that their kids have really liked?

I know that it depends on the students and what they like, but I was just feeling out what others have found success in using I teach first grade, btw.

I will get back to you with the results.

Subject: Re: War on WBT - by: joybutton

joybutton — Thu, 17 May 2012 00:44:33 +0100

Hello Mr. P.,
I am sorry you are having difficulty, but it will get better. SSwist made a great point about group mentality and getting the kids on your side. WBT allows you to do that and in fact, it is something we all want to do. It may take a while to get everyone on board, but shooting for the majority is a great 1st goal.

I am no expert but a couple of things that have worked for me are: 1. when someone continues to break a rule, they practice that rule with me at lunch for a couple of minutes. They do not like to do this because we sit at the silent lunch table, do all the gestures and state the rule - over and over again. "Rule 1, follow instructions quickly" with gestures...over and over. I teach 6th grade middle school and I am not sure what grade you teach, but this has helped me.
2. the more I ping pong the scoreboard points, the more involved and the better the class is. I can tell when I am not doing that enough because behavior deteriorates. If they beat me that day, they get about 2 minutes reward - socializing, music, dancing, different easy things like that.

Something I learned from Jeff Battle, my wonderful and extremely knowledgeable mentor, is that if kids get ahead of me by 2 points and raise their hands and tell me, I stop class immediately and we play a 5 minute game. The game is always a review game. Kids love this because they can stop the class and play! Everyone gets very lively and has fun, all while reviewing! It is teacher heaven when kids are so happy to play a review game!

I hope this helps. Don't get discouraged because it will get better. Make it so you are having fun and the kids will probably see that and want to have fun too. Good Luck and keep checking the forum!
Joy Button
WBT Intern
2012-2013

Subject: Re: centers and small groups - by: slfloyd

slfloyd — Thu, 17 May 2012 00:05:46 +0100

I teach small groups all day and use WBT to do it. I also tweek some aspects. If my group is all girls, I have used Girls-Yes. I like to use group-yes or even students-yes. The attention getter is the one part that I find that I don't always use because I usually have their attention quickly and easily. I do use the scoreboard. I have found that if I want to continue the scoreboard for more that one session, it works best to have it on paper. So I use colored paper. I can have a different color paper for each group. That seemd to be the fastest form for me. The Teach-Okay and Mirror are no problem with a small group. You just have to teach the "Voice-O-Meter" like demonstrated in the Crazy Professor video.
I LOVE having the Power Pic in small groups. I organized all my com. arts power pics into one huge three ring binder. Each Power Pic is in a plastic sleeve. They are arranged by grade level in alphabetical order. When I introduce a Power Pic, it comes out of that binder (blue) and goes into a plastic sleeve in another (green) binder. They are in the order they have been introduced in the green binder. I can hang the binder on the top of my cart. We can quickly go through any or all of the Power Pics that we want to review each day. Then the focus Power Pic is displayed throughout the session time.
I have adapted the Super Improvers Wall to Super Improvers Cards. Each card has 10 colored stripes to indicate the level and is named (ex. blazing blue). I have the cards in a small container that holds hanging files. One file for each group. Inside is one SIC for each student. As we do our lesson, stars are given when improvement is noted (ex. beating there score on Super Speed). When they have 10 stars on one level they move one to the next level. Rewards are given out at random intervals (not the end of each level). We do the photo as Coach B suggested when 40 stars have been earned. They love that!!! I might do a mind soccer game after everyone in the group had earned 27 stars.
So in a nutshell. WBT works great for small groups as well as whole class. You just may need to tweek a few things to make it more manageable, or in my case, portable/moveable.
I hope this encourages/helps you.

Susan Floyd
WBT Intern
2011-12

Subject: Re: Students' Second Year of WBT - by: slfloyd

slfloyd — Wed, 16 May 2012 23:41:31 +0100

mcwc,

I think that having WBT more than one year is great. I work with students K-5. In one building I teach at they have students K-3 and the second building has grades 3-5. In both buildings all the teachers are using WBT. In my K-3 building, they start the day with all the students in the gym. Their normal routine is to do the pledge followed by WBT Five Classroom Rules. Those rules are said by the whole building before they go back to there individual classrooms, where they are posted and practiced as needed throughout the day. Most of the teachers use the scoreboard, the Class-Yes, and the Teach-Okay. Most are also using Power Pic lessons and the Kinder teacher uses the Biffy Tunes. What we are noticing is, we have kids that go from one grade level to the next sharing with each teacher "how to do" certian aspects of WBT. Sometimes this happens going from class to class. For example, some of my reading students were "demostrating" the Genius Ladder to their classroom teacher. They did a good enough job that she asked me to come in and model a lesson using the Genius Ladder. Now she uses the Genius Ladder in her classroom.
In the 3-5 building, we also have all teachers using WBT. This brings continuity and consistantency to the building. I believe that it is working wonderfully.

If you're just concerned with the behavior aspect of WBT and the levels associated with that, I think this would still carry through. I think the students you have this year will still be on board. You can tweek your rewards with the scoreboard. To be honest, I have never had to go passed this level in my small groups, but I think moving on to the practice cards, the independents, the guff counter, bulls-eye, and agreement bridge will still be effective with your students. It will demonstrate consistantency with your procedures.

Subject: Re: My END OF YEAR Super Improver Wall - by: slfloyd

slfloyd — Wed, 16 May 2012 23:12:14 +0100

DaisyDee,

Your SIW is neat. I'm glad you have had such success with it. I find the SIW to be one of my favorite parts of WBT. It is effective at all grade levels that I work with (K-5th). It just amazes me that something so simple can be so powerful.

Susan Floyd
WBT Intern
2011-12

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: MisterP

MisterP — Wed, 16 May 2012 18:16:26 +0100

The change step: The teacher may find it easy to identify change for the student but identifying change for the teacher may be challenging. A student may expect unrealistic change or not be able to think of anything. Careless negotiation here will disempower the student. This step will require a lot of care and I would suggest the teacher doesn't jump to this step too abruptly.

Subject: Re: War on WBT - by: MisterP

MisterP — Wed, 16 May 2012 13:58:06 +0100

Thanks for your advice. I have tried a variant of those tactics you mentioned. I will try the quiet rule thing with the fingers. WBT holds students accountable in a way other methods do not and that leads to some resistance. Normally the kid gets a quick shouting, a time on the bench and then all is forgotten. MrP is right onto these kids, putting pressure on them to change their behaviours. WBT requires the children to be actively engaged and I always know who is with me and who is fading out.

The children think they are too cool to be doing gestures and their parents have agreed with them that gestures sound silly because they don't understand it. 'I never had to do gestures in school and we learned just fine!' is what they'll say. 'We never had to practice rules.' There is not much I can say at this point without really p'ing them off. 'If it ain't broke don't try to fix it!' is what they all think. Of course I disagree and believe that it is in fact broke but people aren't ready to hear that.

I am at a point where I just need to stay positive, keep going with it and hope that time tells. I think I was spot on about the attention seeking thing. Today I got excited over some students doing the right thing and I think they appreciated that. Being positive with students I am just wanting to punish is a new line of thinking for me. I may need to chant it in my head before the day begins... "Look for the positive, look for the positive, look for the positive!"

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: ChrisBiffle

ChrisBiffle — Wed, 16 May 2012 11:13:14 +0100

Arlee: Good job. In your next post, and this is advice I should have given to others in this group, break your response into shorter paragraphs, each one organized around a single idea. Access the link above and receive your 50 Certification Point document.

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: Arlee Hall

Arlee Hall — Wed, 16 May 2012 10:39:40 +0100

I can see how using The Agreement Bridge with students displaying the most challenging of challenging behaviors has many positives. First of all, It is one-to-one contact, not between teacher and student, but two people. It provides time for the teacher and student to build a personal relationship. Like the old saying goes, “No one cares how much you know, until you show how much you care.” Who knows, this very well may be the only positive exchange the child has with a caring adult. In addition, because the entire class is not watching this exchange, there is no need for the student to put on a show or act cool for friends. Another benefit to The Agreement Bridge is the flexibility of its use. The last thing a troubled child or exasperated teacher needs is more rules; this technique allows the teacher, as a caring professional, the flexibility to address and hear the individual needs of a very troubled student while collaborating on a plan for future success. It gives all parties a voice and, in a very concrete way, allows both participants to better understand the needs of each other. It is easier to change your behavior (both teacher and student) when you can see the other party is meeting you half way. By using “Swap” participants are able to gain insight of how their actions are being interpreted. This is very powerful and definitely opens doors to higher level thinking, as it requires a dose of self-reflection. The Agreement Bridge is a tool that allows participants to connect in a non-academic fashion, air their problems in a safe way, reflect on their behavior, and develop a plan (contract) for improvement. It is not an all or nothing type proposition, as it allows for mistakes and polishing.I believe it’s easy to teach students who are over-achievers; however, the troubled kids are the ones who need us the most.
One possible weakness of The Agreement Bridge is time. It requires a forward-thinking teacher who understands that every minute spent with this child building a relationship will transfer into a more peaceful class life. In my humble opinion, there are teachers looking for a quick fix, and sending a child to the office, detention, or suspension is a quick way to get a kid out of your class for a while. We all know that student removal is not going to bring lasting change, but gaining teacher buy-in from those who do, might be an issue. Then again, as my first principal would say, “It takes thoroughbreds to win a horserace--not nags.”

Subject: Re: War on WBT - by: sswitek

sswitek — Wed, 16 May 2012 10:20:39 +0100

MisterP, I just realized (I think) why the toughies comply when I do it using the whole group. You know the saying...Strength in Numbers. Well, when those tough students see that most of your kids are on your side, they stop. It has similar results as the "Guff Counter". If my class doesn't state the rule loud enough or with the gestures, it is frownie time. Then we try again for te smilie. They want the smilie so they do it right.

Subject: Re: War on WBT - by: sswitek

sswitek — Wed, 16 May 2012 10:14:45 +0100

MisterP, one thing that I have found helpful is instead of me saying, "it looks like some of my friends are breaking rule..", I simply hold up the number of fingers of the rule being broken. Then the whole class states the rule, just like they do when they practice the rules together in the a.m. and after recess. It seems for my class that the peer pressure does the talking for a lot of them. Then, if they still don't comply, I state another rule being broken using the same process as I described above. Then that/those student/s get 2 opportunites to figure out that we are talking about them. If they don't fix it, they get a practice card. If they turn it around, they get a purple practice card. They like to know that I have acknowledged them in such a way and they can redeem themselves.

It has helped me put out a ton of fires doing it this way (on the carpet, after lunch etc). So many of them come to me with their problems after lunch (I don't eat with them or have recess with them). You know, there is all that he said/she said stuff. So many of them surround me after lunch (so now they are breaking about 3 rules). I walk away and I put my fingers up for "Respect yourself, respect your frineds, respect your teacher". I then say, show your respect to one another now and they apologize, for the most part. I did have one refuse to apologize last week and I felt at a loss, but I guess (looking back), I could have pulled the "Guff" out on that one. I can't tell you how much time this has saved me. Before WBT, I was fighting fires rather than teaching.

I think it is a matter of getting comfortable with the program. WBT is a very different and unique approach. As teachers, we have tried to get them to listen the old way and if they don't listen, we call parents or give detentions or yell. I think the more confident we get with the program, the less they will act up. When we feel confident, it shows.

PS- what grade do you teach? Are those students that are acting up friends? COuld they become "independents"?

I am no expert. As you can see, I don't have many posts and I just started about 3 months ago. But I feel like my confidence was shaken last week and I came back this week stronger and more in control.

Subject: Re: War on WBT - by: MisterP

MisterP — Wed, 16 May 2012 09:37:40 +0100

I love Whole Brain Teaching also. You are right about it being a process. It is a process for me and for the students. I am learning how to be enthusiastic and use positive energy to direct my students as well as appropriate positive reinforcement for individuals who my head is telling me to punish. I have a large group of about 6 students who do not respond to low key techniques. They have been trained by parents/teachers to only take an adult seriously when they are shouted at. I refuse to shout at them and would rather let the consequences do the talking. This leaves me in the difficult situation of how to respond when these individuals start becoming too disruptive and disrespectful. I believe that these pupils will come around but meanwhile there is a perception that I am doing something wrong because I don't 'jump' on them with a loud direct command as all the other teachers do. While our school has a management policy that advocates low-key techniques, rewards and consequences, it is the intimidation which is the true management practice of this school. The majority of my students are loving WBT and this is fantastic but a larger group than I had hoped for is going to need lots of work. WBT isn't the magic button I hoped it would be but I am being consistent with it and waiting to see the high tide mark start to fall away. Today I explained to the class how I will deal with students who are breaking the rules. I let them know the sorts of things I will be saying to let them know they are breaking the rules and then how I will respond if they continue breaking the rules. I let them know this so they are clearly aware of my signals to let them know when their behaviour is unacceptable. If I follow a process and they know that process they may be more aware of my low-key signals. For example when I say, 'Some of my friends are breaking Rule number 5', they need to know that I am probably talking about them even though I won't say their name. Then when I have to quietly remind them of the rule they are breaking by showing them which rule number it is on my fingers, they need to know that if they continue breaking the rule after this reminder, they will most likely get a Practice Card. Just explaining this process and trying to stick to it should help. I don't know if that is how it is meant to work but I feel that is what is needed.

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: ChrisBiffle

ChrisBiffle — Wed, 16 May 2012 09:17:28 +0100

Excellent job rmcdaniel47, sswitek, 1ns, robynhays, SouthernTeacher, KateB, clovermeg ... I'm impressed not only with your thoughtfulness, but also your literary skills! Below is a link to your 50 Certification Point document.

SouthernTeacher your answer was one of the strongest. rmcdaniel47 next time give us additional details, perhaps even explaining how the technique might work with a hypothetical student. sswitek proofread your posts more carefully.

Power to the Teachers!,
Coach B
www.yousendit.com/download/QlVnUGhWT00wZ2xvSWNUQw

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: sswitek

sswitek — Wed, 16 May 2012 08:54:28 +0100

I think the Agreement Bridge puts a new twist on dealing with tough behaviors. I love how the "Hello" card comes prominently sits at the top. It is so inviting and kids want nothing more than to share and to get to know their teacher on a more personal level. I think that it is also great for the teachers because even though WBT shows teachers that they don't have to yell and single students out in order to get them to listen, it is human nature for us to feel something for those students that are making teaching difficult. I know for me, I have felt that I was doing something wrong or even doubted my career. I feel like when we feel anger or sadness, the "Hello" card allows teachers to decompress and realize that these are children/young adults.

I have one fear for using this strategy. I would hope that students will gain trust enough to open up and say things about his/her personal life. However,sharing personal information could force my hand to make phone calls to protective services and then we could be worse off than where we started. I am not sure if there are boundaries placed on the game or what I could say so that a child knows that I want to know more about him/her, but as a teacher, I have a duty to report certain activity.

One thing that may be helpful is laying some ground rules for the teachers. I would like to know how the teacher knows when the game is over for a given day. If you make an appointment, should there be a time limit, (like many of the other WBT games)? By stating to a child that the game will be set up for a certain amt. of minutes and when the timer sounds off, the session will be over. If a small goal is set up that day and he/she follows through, then could the game can be extended during the next round? I am just thinking aloud here, but since that follows the pattern of so many other WBT games it is what they are familiar with and it also creates something concrete for the teacher who is planning these appointments. Now the teacher knows that the first session will last 10 min. or whatever is deemed an appropriate amount of time. Otherwise, if you do not have to go through the entire board, how do you know when to stop? Is the contract written when the markers reach the middle? Does each new game start from where it left off? Or do the markers return to their starting points?

Thanks for listening. Just call me the question lady.

Subject: Re: Hello all you Canadian Teachers!! - by: jag

jag — Wed, 16 May 2012 08:51:40 +0100

i emailed you on your gmail account. I do not know, if you got the email.
Are you on all year round schooling? If yes, how does that work?

Subject: Re: AMAZING! - by: daisydee226

daisydee226 — Wed, 16 May 2012 08:45:09 +0100

Roxi,

Thanks for following me! I really CAN'T wait to post my new experiences... but I think end of the year paper work has officially taken center stage! Hang tight... I will post a new blog soon! I have some major work to do... so that my blog is more appealing and interesting.

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: 1nS

1nS — Wed, 16 May 2012 08:42:55 +0100

The Agreement Bridge may be the 6th Level in the Behavior Managment WBT Program, but it may ultimately become the most important in helping students with behavior disorders. This level is not meant to be be used before exhausting the other 5 levels. This Bridge may also become reciprocal in helping the teacher realize another method of coping with this student while attending to the rest of the class. It's usually the teacher who may be the Most exhausted at this point of interventions.
The strengths of the Agreement Bridge begin with Talk Therapy. This process is not meant to make you the student's Friend, but rather a Safe outlet for support. At this point the student may have real fear and and distrust issues with adults. Follow through with daily meetings is mandatory to help encourage that Trust and Security, one of our basic human needs. This means a professional commitment to this program! (at least 15 minues every day) Trust is fragile for many at this point! Using the Bridge promotes this setting. The rules allow for clear, direct, and specific goals. (Good continued use of SIW wil be a Constant throughout the levels) Positive reinforcements that may have been used in Bulls Eye may now take on heightened importance. Negative consequences need to be reasonable and easily implemented. Child should never have to guess what "happens next".
The weaknesses of this program may really be the "Experience Level" of the person implementing it. That person MUST make a commitment to it or it will fail! That teacher at this point must have a professional understanding of current and past academic achievements, an awareness of other expert staff as resources for implementation and inclusion in addressing the needs of this student. This will mean long term, not sort term collaborations. The changes may initially be the "Honeymoon Stage", not the time to Kick Back and think the process has worked. Be prepared for lots of Work, with forward and backward steps. Just remember, you Do make a difference when you Step Up, but the long term commitment will make the ultimate difference.
Nancy Stoltenberg WBT Intern 2011/2012 Blog: www.nstoltenbergwbt.blogspot.com

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: robynhays

robynhays — Wed, 16 May 2012 07:29:20 +0100

Wow! The Agreement Bridge came just as my bridge was being burned for good...by my own struggles (rather weaknesses) in dealing with tough students! I am amazed at the strengths of this program. These "tougher than tough" students need our attention more than any other student in the classroom. They are starved for attention, love, respect, and basic acknowledgement in a positive manner. First of all, the one-on-one that the child will receive in working with the teacher on the game board will help that child feel more secure in an otherwise unimportant atmosphere (unimportant to the student). They haven't been able to put forth the effort to make a difference in their attitude at school (with uncaring, or unkowledgable teachers) when they are dealing with starvation at home; sleeping in the car at night while mom works at Night Trips; getting up at 6 am so they can get their two younger siblings (they are only 7 themselves); and knowing that dad is in jail for murder. This Agreement Bridge will bridge the gap between student and teacher to establish a mutually respective partnership and understanding. It will help the teacher understand on a deeper level the needs of the student and it will make the child aware that the teacher is there to support them and help them succeed.

For younger students, the markers are great visualization tools. What would be a great idea for Prek- 2 is using laminated stickers (colored circles come to mind) on a laminated "football field" so to speak, with velcro, so student and teacher can move the stickers, but the stickers remain on the child's field so they can see it at all times. (once the markers are put away, as in Chris's instruction, I feel that younger students wouldn't remember where they were in relation to the teacher.)

I think the "Swap" is an excellent way for students and teachers to understand what it's like to walk in each other's shoes. Let's go a step further though, and actually have the student sit on the other side of the table in the Teacher Chair, and the teacher to sit in the small student chair! What a way to give this troubled child a sense of POSITIVE power!

As for the actual Agreement Contract, my biggest concern will be narrowing down the concrete expectations for a student. Do the WBT contracts only have 1 specific agreement, or can there be more than one for a child? Right now, we use PBIS at our school and there are 4 expectations on a student's behavior plan. I am wondering how I will use the school's behavior contract along with the WBT contract.

Bottom line, I love that teachers have to take ownership of their behavior and expectations too. We can't expect a student to change for us, if we won't change for them. I honestly feel that students, especially the troubled and tough ones, end up teaching me WAY more than I teach them. I use the knowledge gained from working with them and their dire needs to help me relate and positively impact future students!

This is my last week of school, but please know that I will definitely be using this next year! Amazing! Thank you!
Robyn

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: SouthernTeacher

SouthernTeacher — Wed, 16 May 2012 07:22:30 +0100

I can see so many strengths in the Agreement Bridge. Getting to know the student one-on-one can provide many keys into helping unlock what the problem(s) might be. Some students might not open up as quickly on the Hello step, where others might talk you to death. It makes no difference because you can take as many sessions as needed before moving on to talking about the problem. I think swap would be great so the teacher can be sure what they are seeing is the same problem the student is seeing. The teacher may discover that there's a totally different direction to take than what was expected because the problem isn't as it seemed in the beginning.

Then, there's the flexibility. So what if he/she doesn't meet their end of the deal - she talks with Suzie at recess or doesn't get at least half of her assignment finished? Reevaluate and adjust! There's no scolding. The goal in winning the game is to help the student cross this bridge together, with you, as a team. I like the idea of having a written contract so there is that hard evidence that everyone is working towards a goal. For some students, having something in writing is like having gold in their hands. There’s no denying what was discussed and agreed upon by all parties both teacher and student. It holds everyone accountable for their actions.

I can also see the potential of this being used with principals/counselors and students. The individuality of each bridge means there's no wrong fit regardless of the student's situation. So many times, I think people in those positions run into a wall when trying to work with students. Sometimes, it’s because they’re missing that first step of knowing his/her personality, home life situation, friendships, etc. which can lead to much easier solutions. The student can also take ownership of their part alone or with parent help depending on the needs of that student.

I’m thankful that I’m in a small community school where serious problems are few. However, I wish I could have had the understand of the Agreement Bridge as I do from tonight’s webcast because I certainly had a couple students that I feel both my coworkers and I could have used this process with to make the year one of progress rather than struggle for all involved. This will most definitely be in my big back pocket for next school year! Thanks Coach B and WBT!

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: KateB

KateB — Wed, 16 May 2012 07:16:46 +0100

There are some very definite strengths to the Agreement Bridge!! Some kids aren’t able to meet us half way; instead they are screaming for us to grab them out of the corner they have backed themselves into. The Agreement Bridge lets us do just that. Before we can expect kids to come into our world (of respect & valuing education), we have to understand their world. The “Hello” stage of the Agreement Bridge lets us not only get to know the child but also how the child sees the problem. It is only then that we can expect the child to move towards our way of thinking, even if in small steps. Using the “Swap” solidifies that each party understands the problem. How often do we think we understand something only to find out we misinterpreted the communication? The “Swap” clears up any misconceptions and it is then that the problem can begin to be tackled. The “Smart” and “Foolish” squares are so important for kids. They don’t always have the background knowledge or the cortex development to understand the consequences of their actions. By talking through their options, we are teaching them not only how to function in our classroom but we are also teaching life skills in many cases. I like the fact that this is presented in game fashion so it is non-confrontational yet the “Change” square keeps the child accountable. When goals are measurable, attainable and reachable, the child is much more likely to experience success. This is so important for the child with chronic misbehaviors because they usually have had so few high moments in their lives.

While the Agreement Bridge is such a logical approach to chronic problems, the amount of time it may end up taking could be daunting. In a day and age when more and more demands are placed on teachers, we don’t always have the time it takes to deal with these types of kids. For some of these kids, their actions are really survival skills for living in the community they do. I don’t think the Agreement Bridge needs to be changed because change for these kids will often not come easy. They will come around in their own time and we have to be agreeable to that. I think as teachers, we sometimes have to find a way to adapt to our jobs. I, personally this year have used parents and aides to do things like enter grades in the computer, make copies, laminate, etc. These tasks can be done by any capable adult and freed me up to deal with my kids on a more personal level. And that is exactly where we need to be if we ever want to lead students across the Agreement Bridge!

Kate Bowski
WBT Intern 2012-2013

katebowski.blogspot.com/

Subject: Strengths & Weaknesses: The Agreement Bridge - by: clovermeg

clovermeg — Wed, 16 May 2012 06:58:39 +0100

I feel the strengths of the agreement bridge definitely revolve around communication. This opens up BOTH lines of communication. This will allow me to make a connection with the students that are providing me the greatest challenge. I teach in a Title 1 school, inclusion, with students who often spend their afterschool hours on the streets. This will help me to understand their point of view of the problem(s), as well as to give my students the opportunity to articulate my point of view of the problem(s). If we both acknowledge the problems, and accept them as “ours” we will come closer to reaching an agreement and solving the problems. One of my biggest issues is understanding where my kids come from because I did not come from the same background, so using the “Hello” cards is going to open up a new world of understanding for me! At this point in the year with my challenging student, I will just attempt the “Hello” portion, and maybe move ever so slowly, I’m just trying to maintain the peace in my classroom right now and keep my other kids safe.

The weaknesses, for me, revolve around more structure. I like clear-cut rules and knowing when to “move forward”, though I understand the need rely on the situation at hand to help me determine when to move along the bridge. Additionally, I feel like I could use some more specifics, with regard to how to write the agreement. I feel like some of the students we are dealing with have SO MANY problems, how do I know where to begin, what to include in the contract? How do I know when to take those problems off the agreement?

For instance, right now my student can have 5 minutes of a choice activity after completing two 15 minute intervals of behaviors (does not have to be consecutive), which are: stay in your seat and use kind words. Okay, he’s mastered those, and it seems like he’s ALWAYS on the computer playing a game as a reward, but he won’t do ANY classwork or homework. I’m afraid if I replace his old goals with new goals, he will regress with regard to the new goals.

Overall, I’m thrilled to try the agreement bridge tomorrow. My student and I will focus on the “Hello” card and see where it takes us. For now, this may be as far as we get.

Megan

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: rmcdaniel47

rmcdaniel47 — Wed, 16 May 2012 06:58:04 +0100

As I was watching this broadcast, I began to visualize all of the students that I teach that could benefit from the Agreement Bridge. But then I realized, this is MAY and I'm just tired. Most of those kids in my mind, I know I could reach with the other steps (scoreboard, guff counter, etc) if I were more consistent with it during the year. I will make this my #1 goal next year. However, for the 5-10 percent of the population that PBIS is not reaching, this is an excellent intervention. It gives dignity back to the student and provides them with positive attention. I think a key to the success of this would be to keep in the "hello" stage even if the problem works itself out so that they do not turn to negative attention again. This would obviously build some strong teacher-student relationships and I would feel much more confident in RTI meetings and meetings with the parents because of the information that I would then know about the child on a more personal level. In an era of test scores and data collection, this steps outside the box to let the child and parent know that the relationship and problem solving is more important than a number for RTI. This would take a lot of dedication and time which is both a strength and a challenge. In my personal life, I think this would be a fresh approach to problems with my 17 year old son--whom I think is MAXIMALLY CHALLENGING all of the time! If he and I could use the "SWAP" card, we could at least know that the other one is being heard.

Subject: Re: WBT Certification Webcast: The Agreement Bridge - by: barzonia

barzonia — Wed, 16 May 2012 06:55:28 +0100

How do I access/download a copy of the Agreement Bridge?

Subject: Re:Teaching Pre-K with Whole Brain Teaching - by: Raaez

Raaez — Wed, 16 May 2012 06:09:11 +0100

I'd love to have that info if you'd please email me that'd be great!
ladyverlina AT yahoo DOT com

Subject: WBT Certification Webcast: The Agreement Bridge - by: ChrisBiffle

ChrisBiffle — Wed, 16 May 2012 05:44:56 +0100

Watch webcast, 527 The Agreement Bridge and post your response here to the question "What are the strengths and weaknesses of the Agreement Bridge? If significant weaknesses exist, how can the program be improved?"

Satisfactory answers will receive 50 Certification Points (250 words minimum). Outstanding answers can receive 75 or more Certification Points! 700 Certification Points, and other requirements, are needed to become a Board Certified WBT Instructor.

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: SouthernTeacher

SouthernTeacher — Wed, 16 May 2012 04:38:50 +0100

I would definitely like to get WBT certified, too. Maybe that could encourage some of my coworkers to try it out for themselves!

Subject: Leadership buttons - by: KateB

KateB — Wed, 16 May 2012 04:34:07 +0100

Does anyone have advice on using leadership buttons? I can see the opportunity for their use in my room but I'd like to hear how others manage them so I can think more thoroughly through the process. Thanks for any input!

Kate Bowski
WBT Intern 2012-2013

Http://www.katebowski.blogspot.com

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: kellibee

kellibee — Wed, 16 May 2012 04:32:32 +0100

I would so love to be certified....I love WBT....

Subject: Re: Warrensburg - by: lwiester

lwiester — Wed, 16 May 2012 01:18:42 +0100

That is awesome about the Jackson workshop. Could you give me a little more info? Specific times and locations, is this for Jackson School District and I might be able to sneak in the door or an actual workshop that a few of my fellow teachers could attend? My principal is sending 6 teachers to the national meeting this year. I wont be going because I am moving to Lincoln NE after this year. Figures, I fight tooth and nail to get tenured and move.

Let me know about Jackson.

Subject: Re: AMAZING! - by: mackens

mackens — Tue, 15 May 2012 19:00:50 +0100

daisydee,

Great to hear that you are so excited about the Genius Ladder. I am about to follow your blog so I'll be on the look out for your story!

Way to go!!!!!

Roxi,
WBT Intern, 2011/12

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: educatememrsn

educatememrsn — Tue, 15 May 2012 18:41:44 +0100

I would!

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: inspiration

inspiration — Tue, 15 May 2012 17:54:25 +0100

I am with you Glitterand giggles.

Subject: Re: War on WBT - by: inspiration

inspiration — Tue, 15 May 2012 17:51:48 +0100

I am in Queensland. I love WBT and have been using it with great success for a whole year now.It is a process of renewing the way you think and do things. The webinars are great support and keep you on track.

Subject: Re: War on WBT - by: MisterP

MisterP — Tue, 15 May 2012 13:45:41 +0100

Western Australia

Subject: Re: War on WBT - by: inspiration

inspiration — Tue, 15 May 2012 13:24:29 +0100

Hi fellow WBT Aussie
Where in Australia are you?

Subject: Re: War on WBT - by: MisterP

MisterP — Tue, 15 May 2012 12:23:48 +0100

Today my students were in State Testing. We call it the NAPLAN. It's actually national over here. While my students were in the test I had the distinct pleasure of introducing WBT to another class. They were very impressed with it. They were so well behaved as well. They were a slightly older class and I was able to get in with it in a fresh start way. I made a lot of mistakes introducing WBT with my own class and I shot myself in the foot but I have clearly learned a lot in the process. I think that WBT works well but there are times when you have to think on your feet and approach things differently. I have to remain positive and let my WBT shine. Members of my class are rowdy and immature and I need to remain calm with them. I did some research into the negative effects of shouting and all the articles back up the WBT approach of no shouting etc. I also discovered the information about negative attention seeking and realised that this is my challenge. My students love my attention and with WBT I have not been giving them the negative attention they crave so they are doing backflips to get a rise out of me. The path forward is clear. Lots of positive attention for those pupils when I catch them doing the right thing. I'll keep you posted.

Thanks for the encouragement Coach. I really want to come to the US and attend a seminar or observe some of the vets in action but that isn't going to happen in a hurry.

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: Arlee Hall

Arlee Hall — Tue, 15 May 2012 11:48:08 +0100

Hey Coach B, as I shared earlier, I'M READY!

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: GlitterAndGiggles

GlitterAndGiggles — Tue, 15 May 2012 11:14:29 +0100

I really want to be certified! I'm a new grad and am using WBT with my preschool classes. I get lots of complements on how well managed my class is. I love WBT!

Subject: Re: Howdy One And All From Bakersfield, CA - by: daisydee226

daisydee226 — Tue, 15 May 2012 11:13:40 +0100

Welcome!
This is truly fantastic... I am loving this site because right now I don't have people in my building to collaborate with about WBT!

Subject: Re: How do I start? - by: daisydee226

daisydee226 — Tue, 15 May 2012 11:12:00 +0100

Lynsey... isn't this just wonderful! I have never been more motivated as a teacher!

Subject: Howdy One And All From Bakersfield, CA - by: Arlee Hall

Arlee Hall — Tue, 15 May 2012 11:04:22 +0100

Hey There Folks! I attended my first WBT workshop a month ago and I have seen HUGE changes in my kindergarten classroom! Student retention and engagement is up, while negative behaviors are down. You gotta love that, right? I look forward to sharing ideas with other WBT teachers.

Subject: Re: How do I start? - by: Lynsey Buoni

Lynsey Buoni — Tue, 15 May 2012 11:01:44 +0100

I recently went to my first WBT conference and I am officially sold after just one successful day in the classroom. I can't wait to get my blog set up to share my students great progress and "ah-ha" moments.

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: daisydee226

daisydee226 — Tue, 15 May 2012 10:58:01 +0100

I just found out this afternoon that I have a PTO meeting tomorrow during the time of the LIVE broadcast. I was really looking forward to participating in my 2nd live webinar. I know that I can watch it later... but I was REALLY wanting to see if anymore information about WBT certification was shared!

Subject: Re: Calming kids in hall and other classrooms. - by: daisydee226

daisydee226 — Tue, 15 May 2012 10:55:48 +0100

At my school very few teachers use WBT... however lucky for me... the ART teacher does! She has been using it for a year longer than me! The good news with this is... ALL the students in the building know about Class-YES, five rules and so on... so I can get their attention easily with class-yes! They problem isn't the kids... it is the teachers that roll their eyes about my WBT enthusiasm. I am hoping a few more teachers will go to a WBT this summer and people will start seeing the power behind being a wibbeter!

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: Lynsey Buoni

Lynsey Buoni — Tue, 15 May 2012 10:55:36 +0100

Hello Coach B,
I was at your Bakersfield Conference this Saturday. I am please to announce in just one day of WBT my third grade student's have fallen out of the end of the year "blues", and are looking forward to the next few weeks. I can't beleive I have taught this whole year without it! I look forward to this certification program, and I am excited to see what this can do for teachers and student's everywhere!

Subject: Nearest Whole Brain Classroom? - by: daisydee226

daisydee226 — Tue, 15 May 2012 10:46:27 +0100

I REALLY want to see someone else using whole brain teaching IN PERSON! Who is closest to Warrensburg, MO that I can start making plans to come visit!

Subject: Re: My END OF YEAR Super Improver Wall - by: daisydee226

daisydee226 — Tue, 15 May 2012 10:40:44 +0100

Tonight was our Third Grade music program... so a lot of parents were able to see the SUPER IMPROVER WALL! This was magic. I got to hear the kids explain the Wall to their parents. Even the kids with just one star explained the wall with pride. I just LOVE this! I am still in absolute wonderment that kids are working SO hard for stickers on a piece of paper... but at the same time I can see that they are NOT just stickers and papers to them... they are trophies that they will hold in their heart! WOW!

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: daisydee226

daisydee226 — Tue, 15 May 2012 10:36:42 +0100

I am SOOOO excited to earn a Instant Bonus Medallion! I have been enjoying my classroom so much in the last couple of days. I have loved teaching from day one... but I just had no idea it could be THIS good!

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: ChrisBiffle

ChrisBiffle — Tue, 15 May 2012 10:14:56 +0100

Good news to everyone who posted on this topic. You all get an Instant Bonus Medallion worth 25 points toward WBT Certification. I'll post details about Certification soon here on the forum. Click on the link below and then drag the Medallion to your desktop.

Here is what is going to be so cool. Not only is WBT a game in the classroom, the WBT Certification process will turn this whole website into a giant, multi-level game ... how cool is that?!
Coach B

Subject: Re: War on WBT - by: ChrisBiffle

ChrisBiffle — Tue, 15 May 2012 10:09:55 +0100

Mister P:
Just for hanging in there and fighting the good fight, you win an Instant Bonus Medallion worth 25 points toward WBT Certification. Click on the link and then drag the Medallion to your desktop.
Coach B
-- I'll post details about WBT Certification on the forum soon.

Subject: Re: Not utilizing your wall?? - by: ChrisBiffle

ChrisBiffle — Tue, 15 May 2012 10:03:03 +0100

Megan: Great addition to the Super Improvers Wall. You've won the first Instant Bonus Medallion worth 25 points toward your WBT Certification. Details about certification will be posted on the forum soon ... others may look at your Medallion, but it's all yours!

Coach B

-- click on the link and then drag the Medallion, for safe keeping, to your desktop.

Subject: AMAZING! - by: daisydee226

daisydee226 — Tue, 15 May 2012 08:32:23 +0100

What a great day... I don't want to write everything out here... but the lesson went amazingly... I look forward to posting the story of my wonderful day on my BLOG VERY SOON!

Subject: Re: Missouri Whole Brain Teachers - by: daisydee226

daisydee226 — Tue, 15 May 2012 07:13:46 +0100

I would love to come to Jackson...thanks for the invite! I will have to check but we may be vacationing at that time. I hope not... I would love to meet up with you! I will also be attending the Union conference!

Subject: Re: Not utilizing your wall?? - by: sglass

sglass — Mon, 14 May 2012 23:20:45 +0100

Wow Megan! I love that idea. That gives me something to add to my Super Improvers Wall for next year. I think it will make a huge impact! I just returned from maternity leave, and I wish I would've been able to get back on here sooner to try it out this year. Thanks for sharing!

Thanks,
Staic Glass
WBT Intern, 2011-2012

Subject: Re: Are there any WBT teachers in Hazelwood? - by: sglass

sglass — Mon, 14 May 2012 23:15:08 +0100

There is also a conference coming to Jackson, MO on the 26th and 27th of June.

Thanks,
Staci Glass
WBT Intern, 2011-2012

Subject: Re: Warrensburg - by: sglass

sglass — Mon, 14 May 2012 23:13:10 +0100

Hi daisydee226!

I am also a 3rd grade teacher here in Missouri with the Jackson R-2 school district. I have been using WBT in my classroom for the past 2 years, and absolutely love it. There is a workshop coming to Jackson June 26th and 27th. I'd love to see you there and connect with a fellow Missouri 3rd grade teacher. Like you, I also started out teaching 4th grade, but have been in 3rd for the past 6 years. Let me know if there is anything I can help you out with!

Thanks,
Staci Glass
WBT Intern, 2011-2012

Subject: Re: Hello! From Melbourne, Australia - by: sglass

sglass — Mon, 14 May 2012 22:53:32 +0100

Hi Julie!

First of all, welcome to WBT! I know that you will find it very useful! I teach Grade 3 here in Missouri and have been using WBT with my class for the past 2 years! It's amazing and I love it.

Where in Melbourne do you teach? I completed my student teaching at Mount Waverley North Primary School several years ago now, but still keep in contact with lots of the teachers there.

Keep posting and asking questions! They will be answered!

Thanks,
Staci Glass
WBT Intern, 2011-2012

Subject: Re: defiant second grader (well since kinder) - by: sglass

sglass — Mon, 14 May 2012 22:42:17 +0100

Hi athens132!

Sorry I haven't gotten back to you before now. I've been out on maternity leave, recently returned, and am balancing the end of school, mommy of 3 boys 4 and under, and just life in general. I would be happy to send you a copy of our think sheet. However, it won't let me attach it to my message, so I will have to e-mail it to you. Let me know when you get it and if you have any questions about it.

Thanks,
Staci Glass
WBT Intern, 2011-2012

Subject: War on WBT - by: MisterP

MisterP — Mon, 14 May 2012 14:56:10 +0100

My efforts to implement WBT are being sabotaged on many fronts. Students who do not like the rules are getting their parents to agree that the rules are stupid. My deputy principal is trying to convince me to get the children 'focused on work'. Her idea of focused on work is sat at their desks quietly completing some worksheet. I have had to change Rule 5 which really rubbed me up the wrong way. I am not allowed to use the Purple Practice Card letter as written because the dep. is worried that it is focused too much on 'the rules'. Pushing children out of their comfort zones to be actively involved, gesturing and talking to their partners is proving way harder than I imagined. It puts lazy students at the forefront of my classroom management efforts. I am doing really well not yelling at students but I am running out of steam for WBT. I know there are some Christians on here so pray for me please! I want to crack this hard nut but I fear it is getting the better of me. Rather than admit responsibility for misbehaviour and poor classroom habits the parents and children are blaming 'the rules'.

Subject: UP at midnight with the brain on FIRE! - by: daisydee226

daisydee226 — Mon, 14 May 2012 11:13:41 +0100

I decided that I am going to introduce the Genius Ladder to my students tomorrow... I had it all planned out in my head... I got the board ready...I should be sleeping... BUT NO!

I just finished typing out a "SCRIPT" for myself so that I don't forget anything (including to mark smilies and frownies).

I CAN'T wait to see how this lesson works out! I have invited the literacy coach at my school to see this lesson... the big push in our school next year is WRITING... and I really want her to see WBT at its best.

WISH ME LUCK!
... P.S. How many times have you stayed up late preparing for an AWESOME lesson?

Subject: Re: Hello all you Canadian Teachers!! - by: jag

jag — Mon, 14 May 2012 09:14:21 +0100

Would it be possible for me to come observe you?
i am about four hours away from you.

Subject: Students' Second Year of WBT - by: mcwc

mcwc — Mon, 14 May 2012 09:01:17 +0100

What do you do with the different levels of WBT when the students have already had it one year? I used it this year as a game with different levels and am now at the Agreement Bridge with some students. But next year I'll have half of my same students (I teach 3rd and 4th), so they will already know all my tricks! Does it matter? Is there something else I should do? Thanks!

Subject: Re: How do I start? - by: 1nS

1nS — Mon, 14 May 2012 07:38:52 +0100

Great Job on the Blog! I'm a follower!!!

Nancy Stoltenberg
WBT Intern 2011/2012
Blog: www.nstoltenbergwbt.blogspot.com

Subject: Re: intro - by: 1nS

1nS — Mon, 14 May 2012 07:26:49 +0100

Big Warm Welcome, Donna!!! So excited you have been using WBT this year in your classroom! It only gets better and better! Be sure to tune in on Tuesdays at 8:00 pm Eastern Time for the Live Webinars, which give you instant feedback to questions you may have. If you can't make it, check out the Video Library for previous shows. Glad you are able to go to the Conferences this summer!!!

Nancy Stoltenberg
WBT Intern 2011/2012
Blog: www.nstoltenbergwbt.blogspot.com

Subject: Re: Ready to be certified as a Whole Brain Teacher? - by: MrsSlatton

MrsSlatton — Mon, 14 May 2012 07:06:03 +0100

Hi Coach B! I want to know! I'm headed to the Louisiana Convention and can't wait! This will make me so happy to know I can get a certification in WBT!

Subject: Re:Alphabet Letter Cards? - by: MrsSlatton

MrsSlatton — Mon, 14 May 2012 06:33:26 +0100

Andrea I would like to get a copy of the gestures, if you don't mind. Thanks, Donna

Subject: Re:all on the first day? - by: JeffBattle

JeffBattle — Mon, 14 May 2012 06:33:24 +0100

With older learners I mean teaching why we use WBT as a whole. I show them the imperfect model of the brain and then explain how all the parts interact with each other to build memory and learning.

Subject: intro - by: MrsSlatton

MrsSlatton — Mon, 14 May 2012 05:45:43 +0100

Hi All! Just wanted to introduce myself. Id am a Kindergarten teacher in Radcliff Kentucky. I began using the WBT program at the beginning of the 2011 - 2012 school year. I love it and am excited to say that I am going to the Louisiana Convention this June. Anyone from Kentucky going?
Hope to get to know some fellow Kentucky teachers, Donna

Subject: RULES - by: daisydee226

daisydee226 — Mon, 14 May 2012 05:13:32 +0100

Here are my rule posters... they are plain except a border of PAW prints. My niece was supposed to give me drawings for them ... but she is a teenager... and lost interest!

Subject: Super Improver Wall - by: daisydee226

daisydee226 — Mon, 14 May 2012 05:12:23 +0100

Here is the scoreboard that we started last week. Only eight days left of school... think we can get some green on the board?

Subject: Scoreboard and Genius Ladder - by: daisydee226

daisydee226 — Mon, 14 May 2012 05:11:30 +0100

Here is my score board and genius ladder

Subject: My pictures - by: daisydee226

daisydee226 — Mon, 14 May 2012 05:09:46 +0100

Here are some posters I used from WBT and added my PAW print theme to them!

pawsitivelywbt.blogspot.com/

Subject: My END OF YEAR Super Improver Wall - by: daisydee226

daisydee226 — Mon, 14 May 2012 05:06:54 +0100

I have decided to show my SIW... even though we haven't had much time to earn many stickers! I will also post a picture at the end of the first day. Let's hope to see some names in GREEN!

Subject: Re:all on the first day? - by: daisydee226

daisydee226 — Mon, 14 May 2012 01:24:36 +0100

Below I left the quoted information that my question refers to. You list "and explain how we do it" on Tuesday. By "it" do you mean Teach-ok or WBT as a whole?

JeffBattle wrote:

Typically, even with a little older kids, I teach like this, assuming you start introducing the ideas on a Monday:

Monday: Class-Yes, The Five Rules, The Scoreboard Game

Tuesday: Lots of practice! Teach-OK, and explain why we do it.

Wednesday: More on the Teach-OK, Hands and Eyes!

Thursday: More practice, introduce the Switch!

Friday: Review everything.

That is just me, though. You might find you want to use a different order.

Subject: Re: Hi from Phoenix! - by: daisydee226

daisydee226 — Sun, 13 May 2012 21:04:58 +0100

I think the end of the school year is when WBT really shines... as teachers a lot of us are not used to have our kids fully engaged the last weeks. WBT doesn't allow for anything else... and the kids are still smiling!

Welcome to the WBT world... it is truly TEACHER HEAVEN!

Subject: Hi from Phoenix! - by: bethanyjean13

bethanyjean13 — Sun, 13 May 2012 11:22:41 +0100

Hello all!

I am a first grade teacher in an inner-city Phoenix school. I came across WBT just a few weeks ago, and even though we are nearing the end of the year, I have implemented Class-Yes, the scoreboard, Teach-OK, and a few other little pieces.

My kids LOVE it! I have noticed incredible increase in engagement, incredible decrease in behavior problems, and an overall change in the level of positive energy in my room.

In fact, my P came by for an informal observation and said she was, "absolutely blown away" by what she saw! A few of the other teachers on my team have asked me about it and are excited to learn more, and one of them even implemented Class-Yes right away; she also is loving it!

I'm looking forward to spending tons of time this summer devoted to learning WBT and implementing it in full-swing throughout next year... and learning from all of you veteran Wibbeteers!

Cheers,
Bethany

Subject: Re: Managing the small stuff - by: sswitek

sswitek — Sun, 13 May 2012 08:37:02 +0100

Nice, Annette I didn't see it that way. Thank you, now I know better for next time And knowing is half the battle!!!

Subject: Spelling - by: daisydee226

daisydee226 — Sun, 13 May 2012 06:18:18 +0100

With all the talk about Common Core State Standards plus Rigor and Relevance I have really been thinking about how I do Spelling in my classroom.

I don't want to do same ole same ole spelling tests and packets anymore. I want to change things up. What do you WONDERFUL Wibbeters do with spelling in your classrooms?

Subject: Re: Managing the small stuff - by: Annette Warren

Annette Warren — Sun, 13 May 2012 06:15:52 +0100

If the student said "it is my best work", as a Smart alec remark I would use the guff counter. If he was serious then I'd use your improvers wall. Challenge him or her to beat that work sample and show improvement in either complying or doing acceptable work. Kids will push all of us, be prepared.

Subject: Re: I think I have it... so far! - by: Annette Warren

Annette Warren — Sun, 13 May 2012 06:05:41 +0100

Very nice, so glad you found WBT and enjoy sharing it with others. Ten...finger wooo

Subject: Re: Managing the small stuff - by: sswitek

sswitek — Sun, 13 May 2012 05:14:39 +0100

One thing that helps my students comply is by three-peating the last word to the directions. For example, putting their pencils away. I say, "Pencils away, what are you going to say back to me"? They then three-peat "Away, away, away". When I see someone not doing it, I state the rule # being broken and then the whole class shouts out the entire rule. The peer pressure seems to make most of them comply. However, there are days that some of my students don't comply even with the practice cards.

I asked for similar advice a few weeks ago when faced with this type of a problem. One student didn't comply with the task even after all of the above happened in class. I quietly walked over to the non-compliant student and asked if he was doing his best work. He said no, he wasn't. He earned a practice card for not following directions quickly and then after our talk he got back on task and I gave him a purple practice card. It worked with him on that particular day. However, I am not sure what I would have done if he did tell me that he was ifact doing his best work.

Subject: Re: Parent Reaction - by: DebWeigel

DebWeigel — Sun, 13 May 2012 05:00:34 +0100

Daisydee,
LOVE it!
Woo Hoo!
Deb

Subject: I think I have it... so far! - by: daisydee226

daisydee226 — Sun, 13 May 2012 04:58:44 +0100

I think I managed to get the basics. Tell me what you think! pawsitivelywbt.blogspot.com/

Subject: Re: PowerPics with Common Core Standards - by: daisydee226

daisydee226 — Sat, 12 May 2012 22:01:28 +0100

WOW WOW WOW!
I love that you updated this for CCSS. I am going to look for your math power pix next! I JUST printed up all the power pix this week ... I wish I would have waited but it doesn't matter... This is AMAZING! NOW I can work on making some power pix of my own! SUPER COOL!

Subject: Scope and Sequence? - by: daisydee226

daisydee226 — Sat, 12 May 2012 21:08:18 +0100

I am already thinking of how to introduce all the parts of WBT to my next group of kiddos. I am not worried about introducing the BIG SEVEN... I did that this year with much success and I know what I need to tweek.

What do you do first Genius Ladder, Crazy Professor Reading Game, The 11 day writing lesson plan, super speed, power pix (and which ones).

In the last days of school (in an effort to hold firmly to my students attention) I have INTRODUCED power pix and Super Improver Wall. I am also doing the 11 day writing lesson plan/unit. I find as I teach the writing that I have to back up and teach specific power pix/gestures. Is there a really good starting place?

I already know that I will be watching all the old webinars in order of broadcast this summer (plus keeping up with the new ones!)

I am so afraid that I am going to get the answer ... Start where you want it is your classroom. I LOVE that WBT allows me to choose what to do and how to use it. But I need a good starting point.

PLEASE HELP!

Subject: How do I start? - by: daisydee226

daisydee226 — Sat, 12 May 2012 20:48:05 +0100

I would really like to start a blog ... I have noticed that many WBT teachers have blogs through blogspot. I opened an account last night... it is seems so plain. How do you start?

Subject: Re: Parent Reaction - by: KateB

KateB — Sat, 12 May 2012 19:05:49 +0100

That is amazing! So happy for you and J!

Kate Bowski
WBT Intern 2012-2013

katebowski.blogspot.com/