(Owasso Christmas Tree and Berry farm)
(Lessons demonstration at Scissortail)
Wednesday, June 3, 2015
Ok Ag - 1 day tour
Today I went on an OAITC 1-day your. It was fun, and I enjoy seeing familiar faces from last summers tour.
(Pecan Farm - same one as last year)
(Pecan farm)
(Lunch at Tallgrass Prairie- I'm way in the back.)
(Scissortail)
(Whispering Winery)
(Whispering winery)
(Jenks FFA Flycatcher Trail)
(Flycatcher tour)
Friday, May 15, 2015
Final Writing Project
This year my students worked really hard. They loved all the things they learned using Whole Brain Teaching. They put all their writing skills into a final project. My students spent two weeks going through the complete writing process using everything they learned this year with WBT. The final project was a collaboration with the Art department and the Library. Below you can find digital copies of three stories my students wrote. I am so proud of these, and these students. Each student in my class did a wonderful job.
Student book 1
Student book 2
Studentbook 3
Student book 1
Student book 2
Studentbook 3
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!
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