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?

I would definitely begin the school year with the scoreboard (level 1). In my welcome letter, I send home, I tell parents about our class rules, and explain the scoreboard game. The scoreboard has always been a great whole class motivator with my students, and it allows the entire class time to practice producers and rules. My class seems to enjoy it most when they are playing scoreboard rewards. It's great that I can change the theme throughout the year.

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.