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.