Thursday, April 30, 2015
Wednesday, April 29, 2015
Ch14 assignment
Chapter 14: Scoreboard Levels
Which of the Scoreboard levels are you most likely to use next year … and how long do you estimate you will stay at each level?
As I continue using the scoreboard, throughout the year, I will introduce my class to the Super Improver Team (level 2) about mid September (roughly three weeks into the year). I once again will send a letter home explaining to the parents what the Super Improver Team is, and I explain to them that the Super Improver Team is great for their child to begin working on individual academic and behavior goals. Each of my student's enjoy earning stars in order to move up the wall. They also like that Mrs. Sowers has a card on the wall as well, and think it's the best thing ever when they are ahead of me. This is also a level I will use for the entire year once it's introduced.
When it comes to level 3, Practice Cards, I try to wait until December to introduce the game, but I will introduce it as early as second quarter (after Fall Break) if needed. However, when students enter my room the first day of school they see numbered pockets on the wall. They are usually very curious. Now when I introduce Practice Cards to my class, I once again send a letter to parents explaining the rules of the Practice Cards and what to expect if their child receives one. For the majority of my class this is all they need, but I always have one or two that need another level. That level is Guff Counter (level 4).
I introduce the Guff Counter anytime after level 3 when it is not working for my most challenging students. When I introduce the Guff Counter, I always bring in my specials teachers (PE, art, music, and library). That way when I'm not with my class, my students are getting as close to the same classroom management structure as possible. I have found with with the Guff Counter even my most challenging students mellow out. Once my most challenging student said to me they were tired of saying "please stop" all the time, and wanted to know what they could do to help the class. My insides jumped for joy a little that day.
I have not ventured into the other levels. As of right now up to level 4 is all I need in my classroom; however, I know one day I might need another technique for my most challenging students, and Whole Brain Teaching has provided me with steps how to implement those into my classroom.
Monday, April 27, 2015
Ch13 assignment
Chapter 13: Daily Classroom Procedures
Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Teacher: Classity class Class!
Students: Yessity yes yes !
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Now turn your neighbor and tell them how excited you are to learn what to do when you need to use the restroom. (Clap clap) Teach!
Students: Okay! (The students teach their partner telling them how excited they are to learn what to do when they need to use the restroom.)
Teacher: Class! Class! Class!
Students: Yes! Yes! Yes!
Teacher: If you need to use the restroom during the day, you hold your hand in the air and cross your fingers. (I will show the students how to make an “r” in ASL.) Turn to your partner and teach them what to do when you need to use the restroom. Make sure to use big gestures. (Clap clap) Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Oh class!
Students: Oh yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Give yourself a 10 finger woo!
Students: (wiggling their fingers) Woooo!
Teacher: When I see the restroom sign, I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important, and I do not want you to miss it. If I shake my head yes, you make quietly and quickly get up to go to the restroom. Turn to your partner and teach how you will know if you can go to the restroom. (Clap clap)Teach!
Students: Okay! (The student teaches their partner what the teacher will do if they can or cannot go to the restroom.)
Teacher: Hey hey class!!
Students: Hey hey yes!
Teacher: Great job on learning a new procedure!!
Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Teacher: Classity class Class!
Students: Yessity yes yes !
Teacher: Today we are going to learning a new classroom procedure. The procedure we are going learn is what to do when you need to use the restroom. Now turn your neighbor and tell them how excited you are to learn what to do when you need to use the restroom. (Clap clap) Teach!
Students: Okay! (The students teach their partner telling them how excited they are to learn what to do when they need to use the restroom.)
Teacher: Class! Class! Class!
Students: Yes! Yes! Yes!
Teacher: If you need to use the restroom during the day, you hold your hand in the air and cross your fingers. (I will show the students how to make an “r” in ASL.) Turn to your partner and teach them what to do when you need to use the restroom. Make sure to use big gestures. (Clap clap) Teach!
Students: Okay! (The students teach their partner the handle signal.)
Teacher: Oh class!
Students: Oh yes!
Teacher: Lets practice! Everyone show me the signal if you need to use the restroom. (Students show signal) Awesome! Give yourself a 10 finger woo!
Students: (wiggling their fingers) Woooo!
Teacher: When I see the restroom sign, I will either shake my head yes or no. If I shake my head no, it is because I am teaching something important, and I do not want you to miss it. If I shake my head yes, you make quietly and quickly get up to go to the restroom. Turn to your partner and teach how you will know if you can go to the restroom. (Clap clap)Teach!
Students: Okay! (The student teaches their partner what the teacher will do if they can or cannot go to the restroom.)
Teacher: Hey hey class!!
Students: Hey hey yes!
Teacher: Great job on learning a new procedure!!
Congruent Math Lesson
In math we have been discussing 2-dimensional and 3-dimensional figures. We have also talked about faces, edges, and vertices's. Today we worked on understanding the word congruent. After looking through the first though third Whole Brain Teaching powerpix, I was unable to find a gesture for congruent. So, I knew I was going to have to make my own.
Congruent
Definition: means two shapes are the same size and shape
Gesture: make s circle on both hands using your thumb and index finger. You will cross the circles over each then back out. This show that the circles are the same shapes and size.
(Sorry about the two separate videos. YouTube would allow me to post the whole video at once, and I had to split it up.)
Sunday, April 26, 2015
Ch8-12 points
I'm excited to share my points from WBT ch 8-12 assignments!!! I continue to move up in the Whole Brain world.
WBT Online Certification Test
Well, I took a break from reading "Whole Brain Teaching for Challenging Kids" today, and I decided to take the WBT Online Certification Test. I decided to do this because I currently have three pending assignments. If I received full credit for all three plus the bonus points for Ch 12, that will put be at 350 CPs. That would make be a Level 3 Whole Brain Intermediate. I was looking what the requirements were for Level 4, and you need 500 CPs, and pass the WBT Online Certification Test. I am happy to say I passed my test with a 92%!!!!
Saturday, April 25, 2015
Ch12 assignment
Chapter 12: Mirror, Hands and Eyes
Creating gestures for core knowledge is a common challenge in WBT. For example, a gesture for active verbs is churning your arms like you are a steam engine; a gesture for passive verbs is folding your arms. Invent and describe gestures for three core knowledge terms (and don’t copy any existing gestures from WBT!).
Congruent - means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).
Invertebrates – animals that don't have a skeleton (bending elbows inwards so arms are across body lace fingers together. While fingers are laced wiggly arms like a worm.)
Tentacles – extra appendages that are flexible (stick arms out as if making a “T”, and then wiggle arms like an octopus)
Flat surface - smooth area with no curves or bumps (close hands,without clasping or lacing fingers, parallel to the ground. Rub top hand over bottom hand twice)
Edge – where two flat surfaces meet (one hand parallel to the ground, turn other hand vertical to ground, placing pinkies together. Hands should look like an “L”)
Weathering – breaking down of the mineral (form an “L” with both hands, then connect thumbs to make a “w” as you say weathering. When you give the definition, turn the “w” in rain – put hands in air and wiggle fingers as you move hands downward.)
Erosion – breaking down and moving from place to place (Using ASL make an “e” with one hand when you say erosion. When you give the definition, with your other hand pretend to move something from one side to the other side.)
Creating gestures for core knowledge is a common challenge in WBT. For example, a gesture for active verbs is churning your arms like you are a steam engine; a gesture for passive verbs is folding your arms. Invent and describe gestures for three core knowledge terms (and don’t copy any existing gestures from WBT!).
Congruent - means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).
Invertebrates – animals that don't have a skeleton (bending elbows inwards so arms are across body lace fingers together. While fingers are laced wiggly arms like a worm.)
Tentacles – extra appendages that are flexible (stick arms out as if making a “T”, and then wiggle arms like an octopus)
Flat surface - smooth area with no curves or bumps (close hands,without clasping or lacing fingers, parallel to the ground. Rub top hand over bottom hand twice)
Edge – where two flat surfaces meet (one hand parallel to the ground, turn other hand vertical to ground, placing pinkies together. Hands should look like an “L”)
Weathering – breaking down of the mineral (form an “L” with both hands, then connect thumbs to make a “w” as you say weathering. When you give the definition, turn the “w” in rain – put hands in air and wiggle fingers as you move hands downward.)
Erosion – breaking down and moving from place to place (Using ASL make an “e” with one hand when you say erosion. When you give the definition, with your other hand pretend to move something from one side to the other side.)
Ch11 assignment
Chapter 11: The Scoreboard
From the 15+ variations of the Scoreboard in Chapter 11, pick five you will use in the school year. Explain why you picked each one and estimate how long you will use your selection before going on to the next.
I enjoy using the scoreboard game in my class. My students are always trying to best me at the game. On the days they succeed they are very happy. The days I win, they are upset, but understand why they lost. I start the year by teaching my students how to use the simple Smiley/frowny scoreboard.
1. Ping-pong: I like using the ping-pong scoreboard because it is a great way to praise and reprimand at the same time. There are things my class do well, but then sometimes there are areas they can improve upon. I would use the ping-pong scoreboard theme one week a month during the school year.
2. Doubler: I like using the doubler scoreboard because it motivates my students to stay on top of their game. I use this version of the scoreboard at end of the school year when everyone is ready for a long break. I use the doubler scoreboard theme approximately the last 30 days of schools.
3. Drum roll: Since I teach second grade, I like the drum roll scoreboard. The students get the release a little bit of extra energy throughout the day. Plus, they enjoy making a drum sound on their legs or desk. I use the drum roll scoreboard theme one week a month during the school year.
4. Beat the clock: The beat the clock scoreboard is a great way to teach your students rule #1 at the beginning of the year. I like using this after the first month of school. By then I expect my students to be super quick at following directions. One way I help them improve on their time is using the beat the clock scoreboard.
5. Scoreboard Rewards: The scoreboard rewards theme is a wonderful way to let the students earn a reward rather than giving to them. Some of the rewards I use with the scoreboard is extra homework, extra recess time, extra stations time on Friday, and movie minutes. I use this scoreboard as needed throughout the year.
From the 15+ variations of the Scoreboard in Chapter 11, pick five you will use in the school year. Explain why you picked each one and estimate how long you will use your selection before going on to the next.
I enjoy using the scoreboard game in my class. My students are always trying to best me at the game. On the days they succeed they are very happy. The days I win, they are upset, but understand why they lost. I start the year by teaching my students how to use the simple Smiley/frowny scoreboard.
1. Ping-pong: I like using the ping-pong scoreboard because it is a great way to praise and reprimand at the same time. There are things my class do well, but then sometimes there are areas they can improve upon. I would use the ping-pong scoreboard theme one week a month during the school year.
2. Doubler: I like using the doubler scoreboard because it motivates my students to stay on top of their game. I use this version of the scoreboard at end of the school year when everyone is ready for a long break. I use the doubler scoreboard theme approximately the last 30 days of schools.
3. Drum roll: Since I teach second grade, I like the drum roll scoreboard. The students get the release a little bit of extra energy throughout the day. Plus, they enjoy making a drum sound on their legs or desk. I use the drum roll scoreboard theme one week a month during the school year.
4. Beat the clock: The beat the clock scoreboard is a great way to teach your students rule #1 at the beginning of the year. I like using this after the first month of school. By then I expect my students to be super quick at following directions. One way I help them improve on their time is using the beat the clock scoreboard.
5. Scoreboard Rewards: The scoreboard rewards theme is a wonderful way to let the students earn a reward rather than giving to them. Some of the rewards I use with the scoreboard is extra homework, extra recess time, extra stations time on Friday, and movie minutes. I use this scoreboard as needed throughout the year.
Ch8-10 assignment
Chapters 8-10: Teach-Okay
Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.
Teacher: Class Class!
Students: Yes yes!
Teacher: Today in math we are going to learn about the word congruent. When I say teach, turn to your partner, and tell them how excited you are to learn about the word congruent. (Clap, clap) teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited they are to learn about the word congruent.)
Teacher: Class Class 1+1
Students: yes yes = (gesturing an equal sign) 2
Teacher: Hand and eyes (clasping hands together)
Students: Hands and eyes (clasping hands together ready to learn)
Teacher: congruent means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). Using big gestures (Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner. Using big gestures they will teach their partner what the word congruent means.)
Teacher: Ohhhh class!
Students: ohhhh yes!
Teacher: Great job! Now I'm going to show you some examples on the board. Using “yes-no way” cards you will give your answer to whether or not the shapes are congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.)(I'll show several examples on the board. Between each example, I'll check to see that 90% of my students are understanding the meaning of the new word. If they are not, I'll stop and go back to reteach the meaning.)
Teacher: (After going through the examples.) classity class class!
Students: yessity yes yes!
Teacher: I'm so proud of how well did learning about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). When I say teach, turn to your partner, and tell them how excited Mrs. Sowers is that you learned about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).(Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited Mrs. Sowers is that they learned about the word congruent.)
Teacher: Class Class!
Students: Yes yes!
Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.
Teacher: Class Class!
Students: Yes yes!
Teacher: Today in math we are going to learn about the word congruent. When I say teach, turn to your partner, and tell them how excited you are to learn about the word congruent. (Clap, clap) teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited they are to learn about the word congruent.)
Teacher: Class Class 1+1
Students: yes yes = (gesturing an equal sign) 2
Teacher: Hand and eyes (clasping hands together)
Students: Hands and eyes (clasping hands together ready to learn)
Teacher: congruent means two shapes are same shape and same size (I'll make a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). Using big gestures (Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner. Using big gestures they will teach their partner what the word congruent means.)
Teacher: Ohhhh class!
Students: ohhhh yes!
Teacher: Great job! Now I'm going to show you some examples on the board. Using “yes-no way” cards you will give your answer to whether or not the shapes are congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.)(I'll show several examples on the board. Between each example, I'll check to see that 90% of my students are understanding the meaning of the new word. If they are not, I'll stop and go back to reteach the meaning.)
Teacher: (After going through the examples.) classity class class!
Students: yessity yes yes!
Teacher: I'm so proud of how well did learning about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.). When I say teach, turn to your partner, and tell them how excited Mrs. Sowers is that you learned about the word congruent (making a circle with my thumb and index finger on both hands. Then I'll overlap the circles, and then I'll pull them a part.).(Clap clap) Teach!
Students: (clap, clap) Okay! (Students will turn towards their partner telling them how excited Mrs. Sowers is that they learned about the word congruent.)
Teacher: Class Class!
Students: Yes yes!
Teacher: let's begin our assignment for the day.
Wednesday, April 22, 2015
WBT with 46 students
I'm thankful for having a great class this year. This morning my classroom had an additional class, the sub was late, with us for a little bit. As you can imagine most teachers would pull their hair out with 46 students in the room. They would imagine students running everywhere, or just not following the class procedures. Not me, I'm a champ!! I successfully made it through breakfast, attendance, and the start of a math lesson. Thankful my class is well "trained" in our WBT techniques, and it didn't take long for my colleagues class to catch on. We had the door open and everything. Other than the staff in the building that knew they were in my room, no one probably thought that many student's could be so quiet or so engaged in a math lesson about rows and columns. I would say that the other class was a bit surprised when I said "that's a mighty groan" and my class gave a quick sigh. I don't think they knew what to expect in my room. Yet they can always hear us through the wall. All 47 of us had a great start to the day!
Tuesday, April 21, 2015
Comparing math WBT video
My students studied comparing in math using greater than, less than, and equal to at the beginning on the year. I wanted to see if they still knew it. They did a great job!
Telling time WBT video
My students studied telling time almost a month ago. Whenever we learned a new part of telling time, they learned a new part of our saying. They did a great job remembering it!
Ch 5-7 points
I'm excited to share my points from WBT ch 5-7 assignments!!! I'm moving on up in the Whole Brain world.
Monday, April 20, 2015
Ch7 assignment
Chapter 7: Five, Powerful Classroom Rules
Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
I believe all Five Classroom Rules are equally important. I begin teaching my students the Five Rules when they arrive on the first day. The first thing I teach them when they come in is “class-yes.” Then I follow that with “mirror-words” and “teach-okay.” Once they have a grasp on those three WBT techniques, I then begin teaching the rules. I have my rules posted on all four wall. That way no one can say, “I didn't know what the rules were.” So, to teach the rules, I give the “class-yes” attention getter, then call for “mirror-words,” and finally I give the rule number and gesture at the same time. I then give the call “teach-okay,” and the students use big gestures to teach their partner. Once both partners have had a chance to teach, I call “class-yes”, and continue through the other four rules using the same steps.
Since, I believe all the rules are equally important, I do not mind repeating myself when it comes to our classroom rules. We practice the rules every time we return from bathroom breaks, specials, lunch, and recess. I also have my class practice them after a break longer than 3 days. With the rules posted on all four walls and repeating them all the time, my student’s are always aware of the rules. I can call them in any order, and they know them. After Fall Break, I begin allowing the student’s to teach the rules to the class during morning meeting. They really enjoy this because they feel like the teacher.
Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
I believe all Five Classroom Rules are equally important. I begin teaching my students the Five Rules when they arrive on the first day. The first thing I teach them when they come in is “class-yes.” Then I follow that with “mirror-words” and “teach-okay.” Once they have a grasp on those three WBT techniques, I then begin teaching the rules. I have my rules posted on all four wall. That way no one can say, “I didn't know what the rules were.” So, to teach the rules, I give the “class-yes” attention getter, then call for “mirror-words,” and finally I give the rule number and gesture at the same time. I then give the call “teach-okay,” and the students use big gestures to teach their partner. Once both partners have had a chance to teach, I call “class-yes”, and continue through the other four rules using the same steps.
Since, I believe all the rules are equally important, I do not mind repeating myself when it comes to our classroom rules. We practice the rules every time we return from bathroom breaks, specials, lunch, and recess. I also have my class practice them after a break longer than 3 days. With the rules posted on all four walls and repeating them all the time, my student’s are always aware of the rules. I can call them in any order, and they know them. After Fall Break, I begin allowing the student’s to teach the rules to the class during morning meeting. They really enjoy this because they feel like the teacher.
Sunday, April 19, 2015
Ch 5 assignment
Chapter 5: The Brain on Whole Brain Teaching
Thinking about your own teaching tendencies, which brain areas are you most likely, and least likely, to activate in your students?
Reading chapter five was very interesting. I was surprised to learn that the brain has so many different parts, and that each of them has a different function. Thinking about my own teaching tendencies before Whole Brain Teaching, I would use a lot of hands-on games and activities to engage my students in lessons. I tried to make activities fun and interesting based on the objectives I was trying to get my students to master. Never did I think to specifically plan lessons that would address those brain areas which are supposed to be engaged in the learning process. I engaged the pre-frontal cortex because I had to obtain my student’s attention before beginning the lesson. Their motor cortex and visual cortex were engaged, most of the time, during the lessons which incorporate my student’s movement (gestures sometimes) and visual senses (modeling and anchor charts) to help make the lesson enjoyable.
I would have to say that the limbic system was the area that was neglected the most during my students lessons. After many failed attempts of trying to create lessons which the students would be excited about, I can see how the scorecard can generate these emotions for students. Learning the techniques used in Whole Brain Teaching, I can now more effectively engage my students in learning. The use of “powerpix” and “mirrors” allows my students to not just move during lessons, but use gestures as reminders of their learning through muscle memory. The Teach-Okay also allows them to gain the repetition needed to ensure maximum learning of the concepts being taught. These new methods are so exciting, and WBT has made learning in my classroom more meaningful.
Thinking about your own teaching tendencies, which brain areas are you most likely, and least likely, to activate in your students?
Reading chapter five was very interesting. I was surprised to learn that the brain has so many different parts, and that each of them has a different function. Thinking about my own teaching tendencies before Whole Brain Teaching, I would use a lot of hands-on games and activities to engage my students in lessons. I tried to make activities fun and interesting based on the objectives I was trying to get my students to master. Never did I think to specifically plan lessons that would address those brain areas which are supposed to be engaged in the learning process. I engaged the pre-frontal cortex because I had to obtain my student’s attention before beginning the lesson. Their motor cortex and visual cortex were engaged, most of the time, during the lessons which incorporate my student’s movement (gestures sometimes) and visual senses (modeling and anchor charts) to help make the lesson enjoyable.
I would have to say that the limbic system was the area that was neglected the most during my students lessons. After many failed attempts of trying to create lessons which the students would be excited about, I can see how the scorecard can generate these emotions for students. Learning the techniques used in Whole Brain Teaching, I can now more effectively engage my students in learning. The use of “powerpix” and “mirrors” allows my students to not just move during lessons, but use gestures as reminders of their learning through muscle memory. The Teach-Okay also allows them to gain the repetition needed to ensure maximum learning of the concepts being taught. These new methods are so exciting, and WBT has made learning in my classroom more meaningful.
Thursday, April 16, 2015
Ch 6 Assignment
Ch 6 assignment
Get ready for some quick WBT Certification Points! Invent 10 variations on class-yes! Received a BONUS 10 WBT CPs for 15 variations on class-yes!
1. Class 1+1 (or any addition problem) yes 2 (answer to addition problem)
2. Class 100-10 (or any subtraction problem) yes 90 (answer to any subtraction problem)
3. Class class 5 10 15 (skip counting) yes yes 20 25 30
4. Class class nouns yes yes person place thing (will have to train them with response)
5. Class class boy (any person) yes yes person
6. Class class toy (any thing) yes yes thing
7. Class class store (any place) yes yes place
8. Class class at (word families) yes yes hat (will have to teach the response wanted for word family)
9. Clase clase si si (we have a large Spanish population in our school)
10. Class class am yes yes am (sight word of the week)
11. Claaaassss quarter past yeeeessss 15
12. Claaaassss quarter till yeeeessss 45
13. Claaaassss half past yeeeesss 30
14. Class class puppy yes yes dog (any baby parent combination after science unit)
15. Class class desert yes yes camel
16. Class class mountains yes yes mountain goat
17. Class class ocean yes yes whale
18. Class class polar yes yes bear
19. Class class rainforest yes yes toucan
*The science, math, and grammar ones would be great for review of a topic.
Megan Sowers
80 WBT CP
Wednesday, April 15, 2015
Ch4 assignment
Imagine next year is completed. Using the system described in Chapter 4, you've faithfully charted your own behavior, as an instructor and your students’ progress. Looking back, what did you learn?
After attending a Whole Brain Teaching conference last year, I was sold and ready to implement it in my classroom. However, I knew I needed a plan to show improvement in my classroom. I decided to chart the progress of my students along with myself. It required work and discipline that paid off in the end. I learned a lot about myself as an education, and how implementing While Brain Teaching strategies affected my students' learning.
My primary goals for this past year were to be consistent in implementing WBT system, and to respond to challenging students controlling my tone. I used a 1-10 point system to evaluate myself. When I first began the evaluation system, I received a grade of 15 points for implementing WBT system, and 7 points for responding to challenging students while controlling my tone. That was not good enough for me. I was challenged to do better for myself as well as my students. I set an end goal of l8 points.
I also evaluated myself based on my students’ progress. I measured two things, smart choices and followed directions quickly.
I grouped my students into four groups (alphas, go-alongs, fence sitters, and challenging students). I made certain that my students were unaware of the grouping.
My Alpha group were my model students. They were the ones that followed directions quickly and made smart choices. I received 4 points for each Alpha in the group.
My Go-Along group were the students striving to be a model student, but did not always make smart choices. I received 3 points for each Go-Along.
My Fence Sitter group were students that struggled with consistency. This group was a daily challenge. I always put new students into this group. I received 2 points for each Fence Sitter.
My Challenging group was just that challenging. These students had constantly had trouble following directions quickly and making smart choices. It was nearly impossible at the beginning with these students, but I found that as I implemented the WBT system and responded to misbehavior quietly one-on-one, these students made progress. I gave myself 1 point for each challenging student.
I determined my average score by totaling the number of my points and then dividing by the number of students.
My groups all made really great progress. Most students were able to move up a group. I could see my points increase over the year. I’m believe that charting my progress, being consistent, and setting goals were the key factors. I feel my students and myself finished the year as winners.
After attending a Whole Brain Teaching conference last year, I was sold and ready to implement it in my classroom. However, I knew I needed a plan to show improvement in my classroom. I decided to chart the progress of my students along with myself. It required work and discipline that paid off in the end. I learned a lot about myself as an education, and how implementing While Brain Teaching strategies affected my students' learning.
My primary goals for this past year were to be consistent in implementing WBT system, and to respond to challenging students controlling my tone. I used a 1-10 point system to evaluate myself. When I first began the evaluation system, I received a grade of 15 points for implementing WBT system, and 7 points for responding to challenging students while controlling my tone. That was not good enough for me. I was challenged to do better for myself as well as my students. I set an end goal of l8 points.
I also evaluated myself based on my students’ progress. I measured two things, smart choices and followed directions quickly.
I grouped my students into four groups (alphas, go-alongs, fence sitters, and challenging students). I made certain that my students were unaware of the grouping.
My Alpha group were my model students. They were the ones that followed directions quickly and made smart choices. I received 4 points for each Alpha in the group.
My Go-Along group were the students striving to be a model student, but did not always make smart choices. I received 3 points for each Go-Along.
My Fence Sitter group were students that struggled with consistency. This group was a daily challenge. I always put new students into this group. I received 2 points for each Fence Sitter.
My Challenging group was just that challenging. These students had constantly had trouble following directions quickly and making smart choices. It was nearly impossible at the beginning with these students, but I found that as I implemented the WBT system and responded to misbehavior quietly one-on-one, these students made progress. I gave myself 1 point for each challenging student.
I determined my average score by totaling the number of my points and then dividing by the number of students.
My groups all made really great progress. Most students were able to move up a group. I could see my points increase over the year. I’m believe that charting my progress, being consistent, and setting goals were the key factors. I feel my students and myself finished the year as winners.
Circles and Cones lesson
This week we are talking about geometric shapes in math. My students enjoy and learn so much for more when using the Whole Brain Teaching PowerPix. I wanted to see how well it actually worked. So, I did an experiment with the circle and cone lesson. Yesterday, I taught the lesson as if I weren't using Whole Brain Teaching in my classroom. At the end of the lesson my students were confused, and they were unable to answer the questions on the worksheet. Today I taught the same exact concepts, but using the Whole Brain Teaching PowerPix for my lesson. After the lesson, my student's were able to complete the same worksheet from yesterday without any problems. I truly believe that the WBT system works. I have seen it in my own classroom which is made up of students from all backgrounds.
I videoed the lesson, and when I figure out how to post it. I will do so.
I videoed the lesson, and when I figure out how to post it. I will do so.
Monday, April 13, 2015
Ch 1-3 points
I was excited to see my certification points today. You either receive full credit - 25pts, partial credit - 10pts, or no points at all. I received full credit for both my ch1&2 assignment as well as my ch3 assignment.
I cannot wait to finish more of the chapter assignments to receive more points. Now I am happy to start signing posts with my name and CP total.
Mrs. Sowers
50 WBT CP
Saturday, April 11, 2015
Ch 3 assignment
Ch3
Pick two of the errors described in Chapter 3, pages 9-13, of "Whole Brain Teaching for Challenging Kids" and write yourself a letter of advice about how you're going to avoid these mistakes in the coming year. Include one or two useful quotes from the chapter.
Dear Self,
As you are finishing the last few weeks of the current school year and looking forward to next years class, I just wanted to give you two pieces of advice. Who better to give you advice than someone who knows you best, yourself. First, I want to remind you that your students are not your clones. You may want them to be the reading wiz, math answering, rule following, smart second grader you were, but you have to remember that not all students take things in the same way. Instead of telling students how to act, “invite students into your world; don't expect to find them already there.” Think of your students as pieces to a puzzle that have to work together to fit in a place rather than everyone being a “square peg fitting into a square hole.” Remember Whole Brain Teaching is a great way to invite students into the learning process while keeping control of your classroom at the same time.
Second, remember you are empowering students with knowledge that will last them a life time. The time you devote outside of school preparing lessons will provide your student’s with a greater chance of mastering the objective. Chris Biffle says, “Outstanding instruction involves huge, truly mountainous amounts of labor, preparing, practicing, researching, thinking through, refining instructional units.” You can continue to share lesson writing duties with your team, but just make sure you are preparing yourself for your classroom.
Continue to improve upon yourself as an educator because it will only make your student’s better in the long run.
Sincerely,
Megan Sowers
Pick two of the errors described in Chapter 3, pages 9-13, of "Whole Brain Teaching for Challenging Kids" and write yourself a letter of advice about how you're going to avoid these mistakes in the coming year. Include one or two useful quotes from the chapter.
Dear Self,
As you are finishing the last few weeks of the current school year and looking forward to next years class, I just wanted to give you two pieces of advice. Who better to give you advice than someone who knows you best, yourself. First, I want to remind you that your students are not your clones. You may want them to be the reading wiz, math answering, rule following, smart second grader you were, but you have to remember that not all students take things in the same way. Instead of telling students how to act, “invite students into your world; don't expect to find them already there.” Think of your students as pieces to a puzzle that have to work together to fit in a place rather than everyone being a “square peg fitting into a square hole.” Remember Whole Brain Teaching is a great way to invite students into the learning process while keeping control of your classroom at the same time.
Second, remember you are empowering students with knowledge that will last them a life time. The time you devote outside of school preparing lessons will provide your student’s with a greater chance of mastering the objective. Chris Biffle says, “Outstanding instruction involves huge, truly mountainous amounts of labor, preparing, practicing, researching, thinking through, refining instructional units.” You can continue to share lesson writing duties with your team, but just make sure you are preparing yourself for your classroom.
Continue to improve upon yourself as an educator because it will only make your student’s better in the long run.
Sincerely,
Megan Sowers
Ch 1 & 2 WBT assignment
One way to earn certification points is answers questions assigned to certain chapters in the book Whole Brain Teaching for Challenging Kids by Chris Biffle.
Ch 1&2 assignment
CoachB says ….."You've just been made principal of a charter school and you're about to address your staff for the first time. Select three points from chapters 1 and 2 that you are going to talk about describing key aspects of Whole Brain Teaching. Include one story about your teaching experience."
My answer
Good morning and welcome to a brand new school year! As we begin this new year, I know many of you are feeling anxiety, nervousness, and pure excitement. Those feelings are normal as I experienced those as a classroom teacher, and now as your new principal. We all look forward to new lessons and strategies that provide productive learning, enthusiasm for the content, and 100% student engagement. I want to share with you a way we can accomplish those three things with every lesson.
Early in my teaching career I was introduce to the Whole Brain Teaching system. I knew it was the perfect solution for my classroom in a high poverty school. Whole Brain Teaching brought classroom management using a scoreboard, super improver's wall, and five important rules. Also the student engagement was very visible with "teach-okay" and "mirror and words.” The students enjoyed learning new content with the Whole Brain Powerpix and Speed games.
Now your probably asking yourself, what makes it work? The answer is simple according to Chris Biffle, “if a student’s whole brain is involved in learning, there isn’t any mental area left over for challenging behavior.” I experienced this first hand in my own classroom. When I started using Whole Brain teaching, I went from having 50% student engagement and “Little Johnny” disrupting everyone in the room, to having 100% student engagement, and “Little Johnny” was no longer disrupting everyone because he was trying to earn a star on the Super Improver wall.
I’m encouraged with you as my staff that we can change the atmosphere of learning in our school. I’m encouraged by the sounds of teachers practicing “teach-okay” in the classrooms. I’m encouraged by the enthusiasm our students will have towards learning. I’m encouraged by the number of students we will empower with knowledge. I am encouraged by you, and I want you to be encouraged by the change Whole Brain Teaching will bring to our school.
Let me leave you with these last words as I hope I have not done this to you. Chirs Biffle says the First Great Law of Whole Brain Teaching is “the longer we talk, the more students we lose.”
Ch 1&2 assignment
CoachB says ….."You've just been made principal of a charter school and you're about to address your staff for the first time. Select three points from chapters 1 and 2 that you are going to talk about describing key aspects of Whole Brain Teaching. Include one story about your teaching experience."
My answer
Good morning and welcome to a brand new school year! As we begin this new year, I know many of you are feeling anxiety, nervousness, and pure excitement. Those feelings are normal as I experienced those as a classroom teacher, and now as your new principal. We all look forward to new lessons and strategies that provide productive learning, enthusiasm for the content, and 100% student engagement. I want to share with you a way we can accomplish those three things with every lesson.
Early in my teaching career I was introduce to the Whole Brain Teaching system. I knew it was the perfect solution for my classroom in a high poverty school. Whole Brain Teaching brought classroom management using a scoreboard, super improver's wall, and five important rules. Also the student engagement was very visible with "teach-okay" and "mirror and words.” The students enjoyed learning new content with the Whole Brain Powerpix and Speed games.
Now your probably asking yourself, what makes it work? The answer is simple according to Chris Biffle, “if a student’s whole brain is involved in learning, there isn’t any mental area left over for challenging behavior.” I experienced this first hand in my own classroom. When I started using Whole Brain teaching, I went from having 50% student engagement and “Little Johnny” disrupting everyone in the room, to having 100% student engagement, and “Little Johnny” was no longer disrupting everyone because he was trying to earn a star on the Super Improver wall.
I’m encouraged with you as my staff that we can change the atmosphere of learning in our school. I’m encouraged by the sounds of teachers practicing “teach-okay” in the classrooms. I’m encouraged by the enthusiasm our students will have towards learning. I’m encouraged by the number of students we will empower with knowledge. I am encouraged by you, and I want you to be encouraged by the change Whole Brain Teaching will bring to our school.
Let me leave you with these last words as I hope I have not done this to you. Chirs Biffle says the First Great Law of Whole Brain Teaching is “the longer we talk, the more students we lose.”
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