Using WBT techniques, describe how you would teach your students to efficiently perform a classroom procedure (not described in this chapter).
Pages 85-94
Full credit: 25 WBT Certification Points
Partial credit: 10 WBT Certification Points
Reminder: Please sign your post with your real first and last name.
(A part of the Alphabetics Phonics program for teaching children with Dyslexia)
ReplyDeleteSCRIPT: SKYWRITING LETTERS IN THE SKY
Teacher: Class!
Students: Yes!
Teacher: I’m now going to show you how I want you to get in position to
skywrite letters in the air. When it’s time for skywriting I will say
“Skywrite” and you will say “Skywrite (stand up behind your chair), skywrite (put the hand you do NOT write with your writer hand’s, shoulder—like this), skywrite (put arm you write with straight out with a pointer finger (like this)” Now lets practice.
Students: “Skywrite (students stand behind their chair and face board),
skywrite (non-writing hand on writer hand’s shoulder), skywrite (put
arm straight out with a pointer finger )”
.
Teacher: “Class, Classity, Class!”
Students: “Yes, Yesity,Yes!”
Teacher: You can put you hands down. You did a pretty good job of
getting ready to skywrite but I think you can do it quicker.
Let’s try it again and see if you can get a smiley on the board.
Skywrite.
Students: “Skywrite (students stand behind their chair and face board),
skywrite (non-writing hand on writer hand’s shoulder), skywrite (put
arm straight out with a pointer finger )”
Teacher: Wait for it…Oh yeah!
Students: Oh, yeah!!! (Big smiles)
Kathy,
DeleteNice job! You may find that students will say the three-peat faster than they can get up and do those three movements. But that's okay! You did a great job including Rule #1 practice into this lesson as well. Here are 25 Certification Points for you!
Sarah--Yes,they will be able to say it more quickly but I tried teaching them to get ready for skywriting last year without WBT and it was a disaster. I envision teaching it to them with the 3 Peat and a rhythm with me clapping while they are learning the three steps. I expect that if I take a little extra time at the beginning they'll get it with the word and motion becoming one. The students are also in small groups for this (4-6). Thanks for your feed-back.
DeleteTeacher: Class, class.
ReplyDeleteStudents: Yes, yes.
Teacher: Let’s look back at our classroom rules. Rule 3 is “Raise your hand for permission to leave your seat.” I’m now going to show you how we use finger signals in our classroom to let the teacher know what you need so you have permission to leave your seat. Teachhhh!
Students: Okayyyy! (Students tell each other what the teacher just said.)
Teacher: Classssss!
Students: Yessssss!
Teacher: Sometimes when I am teaching, you need the restroom. Rule 3 says that you can not just leave your seat. If you need the restroom, hold up your pointer finger like this (teacher models.) Let’s practice.
Students: Students hold up their pointer finger.
Teacher: If I see you and it is okay for you to go, I will nod my head like this (teacher nods head). Then, and only then, may you get up to use the restroom. Teach!
Students: Okay! (Students teach other the pointer finger rule)
Teacher: Class, class!
Students: Yes, yes!
Teacher: Very good. Sometimes I will ask you to wait a few minutes so we can finish up our lesson. What happens if it is an emergency and you just can’t wait? I mean if you wait any longer, you won’t make it. You hold up two fingers like this (teacher models.) Like earlier, I will nod my head and then you may go. Explain the two finger rule to your neighbor. Teach!
Students: Okay! (Students turn to their neighbor and explain the rule.)
Teacher: Classity class!
Students: Yessity, yes!
Teacher: Excellent. We know that it can get really hot here and you might be thirsty. When you would like a drink of water, you hold up three fingers like this (teacher models.) Again, I will nod my head and then you may go. If I do not nod my head, that means not right now. Teach!
Students: Okay! (Students teach the three finger rule to their neighbors.)
Teacher: CLASS!
Students: YES!
Teacher: I think you got the hang of it! When you need a tissue or a pencil, you hold up four fingers like this (teacher models). If I nod my head, you can get up to grab a tissue or a pencil. Turn to your neighbor and practice this rule. Teach!
Students: Okay! (Students practice holding up their four fingers.)
Teacher: Class, class, class.
Students: Yes, yes, yes.
Teacher: Nice job! We have one more to go. This is something you have done every year you have been in school. If you have a question, an answer, or something to share, you raise your hand with all five fingers up like this (teacher models). Never call out. That breaks rule 2: Raise your hand for permission to speak. Tell your neighbor when you need to raise all five fingers. Teach!
Students: Okay! (Students tell their neighbor when they need to raise all five fingers.)
Teacher: Class (high voice).
Students: Yes (high voice).
Teacher: I think we are ready to practice. When I say what I need, you hold up the right amount of fingers. Tell your neighbor what we are going to do. Teach!
Students: Okay! (Students repeat directions to their neighbor.)
Teacher: Classy class.
Students: Yessy yes.
Teacher: Here we go. I need a tissue.
Students: Hold up four fingers.
Teacher: Super! I really, really need the restroom
Students: Hold up two fingers.
Teacher: Very good. (Teacher repeats procedure above with the remaining finger signals.)
Teacher: Anytime that you forget which fingers to hold up, you can look up at the board. The signals are right there. Remember that you may leave your seat if and only if I nod my head at you like this (teacher models.) Tell your neighbor when it is okay to leave your seat. Teach!
Students: Okay! (Students tell their neighbor when it is okay to leave their seat.)
Teacher: Class, class.
Students: Yes, yes.
Teacher: Excellent job.
Elissa,
DeleteGood job teaching your students how to ask for permission to leave their seats. One suggestion is that after teaching about the 2nd finger, you have kids go back and review both 1 and 2 fingers. Then after the 3rd finger, they review what fingers 1, 2, and 3 are for. This will provide the repetitions necessary to get this into long term memory. Here are your 25 certification points!
Chapter 13: Daily Classroom Procedures
ReplyDeleteIn-Boxes and Out-Boxes
(We have two sets of mailboxes in our classroom. One set is called the In-Boxes and completed work is put into these boxes. The other set is called the Out-Boxes. Students take their graded work out of these.)
Teacher: Oh, Class!
Students: Oh, Yes!
Teacher: Today we are going to start using our In-Boxes (gesture sliding a paper in by sliding your right hand under your stationary left hand) and our Out-Boxes. (gesture sliding a paper out by sliding your right hand from under your left hand) Now tell your neighbor what we are going to do today. (Clap, Clap) Teach!
Students: (Clap, Clap) Okay! (Students tell their neighbor what we are going to do today with gestures.)
Teacher: Class!
Students: Yes!
Teacher: Our In-Boxes are used to put our completed work into. (gesture slowly sliding a paper in by sliding your right hand under your stationary left hand) Tell your neighbors what our In-Boxes are used for. (Clap, Clap) Teach!
Students: (Clap, Clap) Okay! (Students tell their neighbor what our In-Boxes are used for.)
Teacher: Oh, class!
Students: Oh, yes!
Teacher: Our Out-Boxes are used to take graded papers out of. (gesture slowly sliding a paper out by sliding your right hand from under your left hand) Tell your neighbor what your Out-Boxes are used for. (Clap, Clap) Teach!
Students: (Clap, Clap) Okay! (Students tell their neighbor what our Out-Boxes are used for using gesture.)
Teacher: Class, Class!
Students: Yes, Yes!
Teacher: Let’s review. Our In-Boxes are used to put our completed work into. (gesture for In-Boxes) Our Out-Boxes are used to take graded papers out of. (gesture for Out-Boxes)
Teacher: Mirror Times Three!
Students: Mirror Times Three! (Students put their hands up and mirror the teacher as she repeats what our In-Boxes and Out-Boxes are used for using gestures, three times.)
Teacher: Oh, Class!
Students: Oh, Yes!
Teacher: One more thing. (put up one finger) You must have your name on your paper when you put it in the In-Box (gesture In-Box), or it will not ever (shake your head), in a million years (shake your head again), become a graded paper you can take out of your Out-Box (gesture Out-Box). Let me repeat… You must have your name on your paper when you put it in the In-Box (gesture In-Box), or it will not ever (shake your head), in a million years (shake your head again), become a graded paper you can take out of your Out-Box (gesture Out-Box). Tell your neighbor one more thing! (Clap, Clap) Teach
Students: (Clap, Clap) Okay (Students tell their neighbor the one more thing.)
Teacher: Class!
Students: Yes!
Teacher: Give yourself the Might We Got It! (fist pumps in the air)
Students: We Got It! (fist pumps in the air gesture)
Catherine,
DeleteGreat job teaching about In and Out boxes. Your lesson was very clear and concise. I like that you included the part about putting names on papers. On your fist pump, did you mean "mighty" we got it? Here are your 25 certification points!
Teacher: Class, class, class.
ReplyDeleteStudents: Yes, yes, yes.
Teacher: Today I’m going to teach you how I want you to say the Pledge of Allegiance to the flag. We will say the Pledge every day and have a 30 second moment of silence.
Class.
Students: Yes.
Teacher: Teach your neighbor what we’re going to learn today. Teach!
Students: Okay! (They tell their neighbor what I just said.)
Teacher: Oh, class.
Students: Oh, yes.
Teacher: When I tell you it’s time for the pledge, I want you to stop what you’re doing immediately and stand up; place your right hand over your heart and say the Pledge with the class respectfully. Class.
Students: Yes
Teacher: Teach your neighbor what I just said. Okay, teach.
Students: Okay, okay. (They repeat what I said.)
Teacher: Classity, class.
Students: Yessity, yes.
Teacher: After the Pledge, we will have a 30 second moment of silence. During this time, you will stand still and quiet. Things on your desk will be left alone, and you will do nothing but think. You can quietly think about what you want to learn today and how you will behave in class and on the playground. I want you to teach your neighbor about our moment of silence. Teach!
Students: Okay! (They repeat what I said.)
Teacher: Class, oh class.
Students: Yes, oh yes.
Teacher: Let’s practice what we just learned. Class.
Students: Yes.
Teacher: Please stand for the Pledge and moment of silence.
Cheryl,
ReplyDeleteGood job thinking about how to pledge the flag and behave during a moment of silence. Those are things many teachers take for granted that kids know how to do. One suggestion is to chunk down the parts where you have multiple directions. For example, "stand still and quiet", then the kids teach. "Things on your desk left alone," then the kids teach both of those directions. It would continue like this until you get through all the things you want them to remember. The repetitions will get the procedure into long term memory. Here are your 25 certification points!
Thank you for the suggestions!
DeleteClass procedures are necessary to make the school day run as smoothly as possible. Chris Biffle has an excellent post under “Goodies” at wholebrainteaching.com that goes along with the book for class procedures.
ReplyDeleteI am required to take attendance at the beginning of each class. Here is how I will introduce this procedure to my class.
Teacher: Who wants to know the rules for roll call? (Gesture: Put hand to ear with pinky and thumb extended as if a telephone, when you say roll call.)
Students: We do?
Teacher: Tell your partner how excited you are to learn this new rule.
Students: We are so excited to learn the rules for roll call! Students will use the same gesture.
Teacher: Class.
Student: Yes.
Teacher: When I say roll call, you say quiet, quiet, quiet. Clap once. Teach. (Gesture, Put hand over ear with pinky and thumb extended as if a telephone and then put index finger to lip.)
Students: Okay. Students say, when the teacher says roll call, we say quiet, quiet, quiet. Students will use the same gesture.
Teacher: Class, oh, Class.
Students: Yes, oh, Yes.
Teacher: When I call your name, you will raise your hand high in the air and say, I am here ma’am. Clap twice. Teach. (Gesture: Raise hand high in the air.)
Students: Clap twice. Okay. Students say, when the teacher calls out my name, I will raise my hand high in the air and say; I am here ma’am. Students will use the same gesture.
Teacher: Class, Class, Class.
Students: Yes, Yes, Yes.
Teacher: Let’s practice.
Teacher: Call out, Charlie?
Charlie: He raises his hand high in the air and says; I am here ma’am. (Students will use air sentence when answering roll call.)
Teacher: Not fast enough, Give me a mighty groan.
Student: Students let out a mighty groan.
Teacher: Let’s try again. Charlie?
Charlie: Charlie raises his hand high in the air and says; I am here ma’am very quickly. He will use air sentence when answering.
Continue until all names are called. I should be able to get through all the names in less than a minute.
Teacher: Very good. What kind of day are we going to have?
Students: Great, Great, Great.
Teacher: Give me an oh, yeah!
Students: Students shout, OH, YEAH!
Debora,
ReplyDeleteGood job taking kids through responding to roll call. The practice piece is so important. I like that you are using the main WBT site for additional references. My only caution to you is that you don't use the scoreboard to actually give negative points for individual behavior (i.e. Charlie's too slow response). We can certainly give smiley points for an individual's good behavior but we frown on punishing individual kids in front of the class. Go back to page 66 in the book and check out my scoreboard video at my blog katebowski.blogspot.com for a quick tutorial. Here are 20 certification points for you!
Daily Procedure Topic: Getting Supplies Out for Class
ReplyDeleteTeacher: Class.
Students: Yes.
Teacher: Today, I am going to teach you how to know what supplies you need and when to get them out on our desk each day. Tell your neighbor what you’re going to learn about today. Clap. Clap. Teach.
Students: Clap. Clap. Okay. (Students repeat what the teacher has said.)
Teacher. Class. Class.
Students: Yes. Yes.
Teacher: Each day in history class, you must come prepared with a set of supplies. These include your notebook, paper, pencil, colored pencils, glue, and scissors. Some days you might only need a pencil, but other days could require all supplies. But, no matter what, you must come prepared. TEACH!
Students: OKAY! (Students repeat what the teacher just said.)
Teacher: Oh Class.
Students: Oh Yes.
Teacher: I will always have the current day’s supply list written on the front board. When I clap like this, “Clap. Clap. Clap, clap, clap,” and say, “R2 Stuff,” you will immediately stop what you are doing, complete a full turn toward the front board, repeat the clap and say, “R2 Stuff,” and (R2) READ and REPEAT the supply list for the day 3 times. Teach your neighbor how we will get our STUFF ready for class each day. Clap. Clap. Teach.
Students: Clap. Clap. Okay. (Students explain Clap. Clap. Clap, clap, clap. R2 Stuff).
Teacher: Class.
Students: Yes.
Teacher: Good job, teaching. That’s one point on the scoreboard for the class. Give me an, “Oh Yeah!”
Students: Oh Yeah!
Teacher: Now that you know how we are going to get supplies out, we need to practice. You must get supplies out quickly so we can begin class on time. Here we go! I want you to turn to your neighbor and begin talking. When I interrupt, it will be for R2 Stuff. Ready. Talk!
Students: (Students turn and begin talking to each other.)
Teacher: “Clap. Clap. Clap, clap, clap. R2 Stuff.”
Students: (Students stop talking, make full turns toward the board, clap/say, “Clap. Clap. Clap, clap, clap. R2 Stuff,” and repeat the supply list 3 times. Then, they get out the needed supplies as quickly as possible.)
Teacher: Class. Class.
Students. Yes. Yes.
Teacher: That was awesome! Give me a Mighty Oh Yeah!
Students: Oh Yeah!
*Note: As an added bonus, the teacher can use the “Beat the Clock” Scoreboard to encourage students to get ready faster.
Melinda Sprinkle
Melinda,
ReplyDeleteYou have the basic idea about a Teach-Okay lesson. May I suggest that your direction pieces be broken down even more (like into single sentences). The students would teach the 1st sentence you say, then the 1st and 2nd sentences, then 3 sentences, etc. The repetition will make sure they not only get it right but that they remember it. Here are your 25 certification points!
T: Class!
ReplyDeleteS: Yes!
T: Look up on the wall at our classroom rules, what is Rule 2?
S: Raise your hand for permission to speak
T: Not fast enough! [Mark frowney point.]
S: UH!
T: Rule 2!
S: Raise your hand for permission to speak!
T: [Mark smiley point.]
S: Oh yeah!
T: Rule 3!
S: Raise your hand for permission to leave your seat!
T: Boys and girls, I am going to show you some hand gestures I want you to use when you raise your hand, so I know why you have your hand up. Teach!
S: Okay!
T: Class Class!
S: Yes Yes!
T: If you have a question related to our lesson, hold up one finger [Show students]. Teach Teach!
S: Okay Okay!
T: Classity Classity!
S: Yessity Yessity!
T: I am going to begin talking and if you have a question, remember rule 2 and how to show me you have a question. [Begin random talking/lesson. Students raise hand, holding up 1 finger. Award smiley points]
S: Oh yeah!
T: If you need to wash your hands or get a tissue, you need to leave your seat. Rule 3 says to raise your hand for permission to leave your seat. To show me this, you hold up two fingers [show students]. Teach!
S: Okay!
T: Class!
S: Yes!
T: Quick! Show me how you would show me that you have a question. [Students raise hands slowly]. Oh, not fast enough. [Frowney point] Might groan!
S: Uh!
T: How you would show me you have a question? [Smiley point]
S: Oh Yeah!
T: How would you show me you need to leave your seat? [Students show quickly]
T: Our last hand signal is for when you need to use the restroom. To show this, you cross your fingers with your hand raised [show students]. Teach!
S: Okay!
T: Classy Classy!
S: Yessy Yessy!
T: How would you show me that you need to use the restroom? [Students raise hands quickly; award smiley point.]
S: Oh yeah!
T: Quick review! I am going to say restroom, question, or leave seat, and when I do, I want you to show me super fast how you would do this during our regular day. Teach!
S: Okay!
T: Class!
S: Yes!
T: Lets go! Restroom
Leave Seat
Question
Question
Restroom
Leave Seat
Restroom
Great job! With your partner, one person will do what I just did by saying the words, and the other will show the correct hand gesture. Then we will switch roles. Teach!
S: Okay. [Students review hand gestures with partners.]
T: Switch!
S: Switch!
T: Classity Classity!
S: Yessity Yessity!
T: Great job. We will put these reminders right on the wall above our whiteboard as a reminder to you.
Allyson,
DeleteGood job with teaching your procedures. Here are your 25 certification points!
This comment has been removed by the author.
ReplyDeleteTeacher: Class!
ReplyDeleteClass: Yes!
Teacher: It’s time to learn about WOW. That stands for Watch our Writing. Tell your neighbor, that it’s time to learn WOW, Watch our Writing! (clap) Teach!
Class: (clap) Okay! (teaching in pairs)
Teacher: Class, Class!
Class: Yes! Yes!
Teacher: Mirror words!
Class: Mirror words!
Teacher: WOW is 3 steps. (open mouth wide for WOW, hold up 3 fingers)
Class: WOW is 3 steps. (repeats gestures)
Teacher: The first is line up the edge of your paper… (hold up 1 finger, then the edge of your flattened hand)
Class: The first is line up the edge of your paper… (repeats gestures)
Teacher: …along the side of your writing arm. (run hand up and down writing hand forearm)
Class: …along the side of your writing arm. (repeats gestures)
Teacher: Mirror words off!
Class: Mirror words off!
Teacher: (clap) Teach!
Class: (clap) Okay! (students teach with gestures)
Teacher: Class, oh mighty class!
Class: Yes, oh mighty, yes!
Teacher: Mirror words!
Class: Mirror words!
Teacher: The second WOW step is… (wide open mouth, two fingers up)
Class: The second WOW step is… (repeats gestures)
Teacher: …hold your paper down with the hand that isn’t writing. (non-writing hand pressing down)
Class: …hold your paper down with the hand that isn’t writing. (repeats gestures)
Teacher: (Clap, clap) Teach!
Class: (Clap, clap) Okay!
Teacher: Class shacka-lak-a!
Class: Yes shacka-lak-a!
Teacher: Mirror words!
Class Mirror words!
Teacher: WOW is 3 steps! (wide mouth, 3 fingers up)
Class: WOW is 3 steps! (repeats gestures)
Teacher: WOW is watch our writing. (writing on imaginary desk)
Class: WOW is watch our writing. (repeats gestures)
Teacher: Step 1. (1 finger up)
Class: Step 1. (repeats gestures)
Teacher: Line up your paper edge with your writing arm. (hand up and down forearm)
Class: Line up you paper edge with your writing arm. (repeats gestures)
Teacher: Step 2. (two fingers up)
Class: Step 2. (repeats gestures)
Teacher: Hold down your paper with the hand that isn’t writing. (hand pushing down)
Class: Hold down your paper with the hand that isn’t writing. (repeats gestures)
Teacher: Mirror words off!
Class: Mirror words off!
Teacher: (clap) Teach!
Class: (clap) Okay!
Teacher: Class a class, class. (tune of Oh, My Darlin’)
Class: Yes a yes, yes.
Teacher: Mirror words!
Class: Mirror words!
Teacher: Step 3. (three fingers up)
Class: Step 3. (repeats gestures)
Teacher: Big finish! (arms spread wide)
Class: Big finish! (repeats gestures)
Teacher: Sit up straight, both feet on the floor! (stands at attention, stomps both feet)
Class: Sit up straight, both feet on the floor! (repeats gestures)
Teacher: (clap, clap, clap) Teach!
Class: (clap, clap, clap) Okay!
Teacher: Class, my star class!
Class: Yes, my star yes!
Teacher: Mirror words!
Class: Mirror words!
Teacher: WOW is 3 steps! (three fingers up)
Class: WOW is 3 steps! (repeats gestures)
Teacher: Step 1, (1 finger up)
Class: Step 1, (repeats gestures)
Teacher: Line up your paper edge with your writing arm! (hand flat with edge out, then hand moving up and down the forearm)
Class: Line up your paper edge with your writing arm! (repeats gestures)
Teacher: Step 2 (two fingers up)
Class: Step 2 (repeats gestures)
Teacher: Hold down the paper with the hand that isn’t writing. (hand pushing down)
Class: Hold down the paper with the hand that isn’t writing. (repeats gestures)
Teacher: Step 3 (three fingers up)
Class: Step 3 (repeats gestures)
Teacher: Sit up straight, both feet on the floor. (attention, then two stomps)
Class: Sit up straight, both feet on the floor. (repeats gestures)
Teacher: Mirror words off!
Class: Mirror words off!
Teacher: (clap rhythm 1,2,1,3,4,) Teach!
Class: (repeats rhythm) Okay!
Teacher: Great job everyone! Here’s a smilie, give me a mighty oh yeah!
Class: Oh, yeah!
Russ Lamb
Russ,
DeleteExcellent work on your lesson for teaching WOW! Here are 25 certification points plus 5 BONUS POINTS just for you!
I teach this procedure to my children as we do Everyday Counts, our daily calendar math program.
ReplyDeleteTeacher: Hey, my class!
Students: Hey, my yes!
Teacher: You know we do fraction, decimal, and percent equivalents with our daily decimal. Tell your neighbor, “Yeah, I know we do fraction, decimal, and percent equivalents with our daily decimal.” Teach, teach!
Students: Okay, okay! (Students tell neighbors what I just said.)
Teacher: Yo, class!
Students: Yo, yes!
Teacher: I LOVE how people were using gestures, and I never said anything about gestures! You guys are so smart to remember to use gestures. Tell your neighbor how proud you are to remember to use gestures. Teeeach!
Students: Okaaaaaaaay! (Students tell neighbors what I just said.)
Teacher: So, class!
Students: So, yes!
Teacher: (Marking a point on the scoreboard) One-second party.
Students: (Clap!) Oh Yeah!
Teacher: Hands and eyes! (With BIG gestures)
Students: Hands and eyes! (With BIG gestures)
Teacher: You know how to write your fraction, decimal, and percent equivalents on your whiteboards. Say, “Yeah.”
Students: “Yeah.”
Teacher: Okay! Mirror!
Students: Mirror!
Teacher: (With gestures) From now on, when you’re finished writing your equivalents (write in the air), I want you to put your cap back on your marker (mime putting cap back on marker), put your marker on the floor beside you (mime that action), and……..place both hands on top of your head! (Put both hands on top of your head.) (Repeat the procedure using gestures.) Teach your neighbor, with GESTURES, what you’re supposed to do when you’re done writing equivalents. Teach-ity, teach!
Students: Okay-ity, okay! (Students tell neighbors what I just said.) (I will give them a longer time to practice to make sure they understand the steps.)
Teacher: Class, class!
Students: Yes, yes!
Teacher: Mirror!
Students: Mirror!
Teacher: I have a question. (Make a giant question mark in the air.) Why would I have you put your hands on top of your head? (Put your hands on your head.) (Repeat what you just said using the same gestures.) I want you to discuss (make both hands “talk” to each other) with your neighbor about my question (make a giant question mark.) What’s my question?
Students: (With gestures) Why do we put our hands on top of our heads?
Teacher: Class!
Students: Yes!
Teacher: Teach! (Clap!)
Students: Okay! (Clap!)
After they’ve had a chance to discuss, I would have a few people share out their ideas. Then, I would have them teach their neighbors the routine one more time. Finally, we would practice the routine a few times together. In Everyday Counts, there is a LOT of independent practice. When everyone’s hands are on their heads, I know we’re ready to move on. It also gives students a chance to look at each other’s whiteboards, which I encourage, so they can either help others or change their own thinking.
Meredith Pearson
Meredith,
DeleteGreat job teaching the procedure for calendar math! Think about chunking down even more the 3 steps you want students to follow. The smaller directions and repetition will cement the ideas in their brains. Overall, good work. Here are your 25 certification points!
Teacher: Boom, Boom, Class!
ReplyDeleteStudents: Boom, Boom, Yes!
Teacher: Hands and Eyes!
Students: Hands and Eyes!
Teacher: Throughout this year, there may be times when teachers need to speak with Mrs. Harrell in private. They may want to speak with me at my desk, walk towards me, or ask me to go out in the hallway with them. If this happens, I’m going to have to be able to trust you! Tell your neighbor, “Mrs. Harrell has to trust us” (pointing my finger at the class while speaking).
Students: “Mrs. Harrell has to trust us” (pointing their finger at their partner while speaking).
Teacher: Hey, hey, class!
Students: Hey, hey, yes!
Teacher: When another teacher enters this room, I will say Visitor! I want you to repeat Visitor! Visitor! Visitor! just like we do for lines, book pages, and seats. Let’s try it! Visitor!
Students: Visitor! Visitor! Visitor!
Teacher: Class, oh class!
Students: Yes, oh yes!
Teacher: Great job! Once you do this, I expect for you to continue working quietly. If, after the visitor leaves, each one of you followed Rule #5, I will give you a smiley. If you agree to this, give me a whoopee!
Students: Whoopee!
Teacher: I can’t hear you!
Students: Whoopee!
Teacher: Let’s practice again! This time, Mrs. Wright will go outside and pretend to be a visitor. (Mrs. Wright exits the room and then opens the door). Class, I have a Visitor!
Students: Visitor! Visitor! Visitor! (Each student pretends to work quietly as the teacher goes into the hallway)
Teacher: (Upon entering the room) I’m a very happy teacher! (Walking to the scoreboard, and giving them a point). Wait for it! Wait for it!
Students: (When the teacher points at the class) Oh yeah!
Laken,
DeleteGood job on your procedural lesson! This situation is one we all encounter but never really teach out students how to handle. Here are your 25 certification points!
Teacher: Class, class, class.
ReplyDeleteStudents: Yes, yes, yes.
Teacher: Today I’m going to teach you about how we will get ready for our morning stretches. Class.
Students: Yes.
Teacher: Turn to your partner and tell him what we’re going to learn today in a whisper. (using a whisper) Whisper, Teach.
Students: Whisper, Okay. (Students turn to their partners and teach in a whisper what I told them.)
Teacher: Okay Class.
Students: Okay Yes.
Teacher: Every morning when I say “Morning Stretches!”, I want you to stop (holding up two hands) what you’re doing. (two claps) Teach!
Students: (Two claps) Okay! (Students turn to their partners and teach the first step using my gestures.)
Teacher: Every morning when I say “Morning Stretches!”, I want you to stop (holding up two hands) what you’re doing and answer “Morning Stretches!” (three claps) Teach!
Students: (Three claps) Okay! (Students turn to their partners and teach the first two step using my gestures.)
Teacher: Class, class.
Students: Yes, yes.
Teacher: Every morning when I say “Morning Stretches”, I want you to stop (holding up two hands) what you’re doing, answer “Morning Stretches!” and stand up (stand up straight like a soldier). Teach, teach.
Students: Teach, Okay. (Students turn to their partners and teach the first three steps using my gestures.)
Teacher: Oh, Class!
Students: Oh, Yes!
Teacher: Every morning when I say “Stretches”, I want you to stop (holding up two hands) what you’re doing, answer “Morning Stretches!”, stand up (stand up straight like a soldier) and push your chairs in (make a pushing movement with both hands). (Squeaky, singsong voice) Teeeaaach.
Students: (Squeaky, singsong voice) Okaaayyyy. (Students turn to their partners and teach all four steps using my gestures.)
Teacher: Classity, Class.
Students: Yessity, Yes.
Teacher: “Morning Stretches!”
Students: (Students do exactly as they practiced.)
“Repetition equals dendrite growth equals learning.”
-Rivky Greenberger
Rivky,
ReplyDeleteExcellent job chunking your lesson for Morning Stretches! Here are your 25 certification points!
Teacher: Class!
ReplyDeleteStudents: Yes!
Teacher: Today I am going to show you how to come into class quietly and quickly get out your “warm-ups” for the day. Teach!
Students: Okay!
Teacher: Class!
Students: Yes!
Teacher: When you come in to class I will say, “Warm-ups! Quick, Quick, Quick!” and then you will say, “Warm-ups! Quick, Quick, Quick!” while you QUIETLY open your notebooks to your warm-up page for the day. Let’s practice. “Warm-ups! Quick, Quick, Quick!”
Students: Warm-ups! Quick, Quick, Quick!” (Students get out their notebooks somewhat quietly and open to their warm-up page, but some were a little too slow.)
Teacher: Warm-ups, Class!
Students: Warm-ups, Yes!
Teacher: That was pretty good! This time though, I want even more enthusiasm in your voices and let’s get those warm-ups out even quicker and quieter! Warm-ups! Quick, Quick, Quick!
Students: Warm-ups! Quick, Quick, Quick! (Students quickly get out their warm-ups without making a peep!)
Teacher: Excellent!! Here’s a Smilie for a job well done! Oh yeah!
Amanda,
DeleteYou are right to get the day started smoothly and quickly! One suggestion, when you introduce the procedure the first time to the class, insert another Teach-Okay. This will give students a chance to repeat the directions to each other before demonstrating individually. Here are 25 new points!
T: Class!
ReplyDeleteS: Yes!
T: How do we go to the carpet for morning meeting? Turn and ask your neighbor “How do you go to the carpet for morning meeting?” (clap) Teach!
S: (clap) Okay! (asking questions in pairs)
T: Oh, Class!
S: Oh, Yes!
T: How do we go to the carpet for morning meeting? We go to the carpet (move fingers like walking to carpet) using 3 steps (hold up 3 fingers). When I say “teach” I want you to teach your neighbor it takes 3 steps to go to the carpet. (clap) Teach!
S: (clap) Okay! (teaching with gestures)
T: (high to low voice) Cla-aas!
S: (high to low voice) Ye-ees!
T: (repeating gestures) We go to the carpet using 3 steps. The first step (hold up 1 finger) is to stand up (lift hands up) and push in your chair (push hands forward). (clap clap) Mirror!
S: (clap clap) Mirror!
T: (students mirroring gestures) We go to the carpet using 3 steps. The first step (hold up 1 finger) is to stand up (lift hands up) and push in your chair (push hands forward). Shake out your mirrors! (students wiggle hands) Teach your neighbor the first step (hold up 1 finger) is to stand up (lift hands up) and push in your chair (push hands forward). (clap) Teach!
S: (clap) Okay! (teaching with gestures)
T: (high voice) Class!
S: (high voice) Yes!
T: The first step (hold up 1 finger) is to stand up (lift hands) and push in your chair (push hands forward). When we say “stand up” (lift hands up) and “push in your chair” (push hands forward) we stand up behind our chairs and push them in like this (stand up behind chair and push it in). (clap, clap) Mirror! (hands up)
S: (clap) Mirror! (hands up)
T: (students mirroring teacher) When we say “stand up” (lift hands up) and “push in your chair” (push hands forward) we stand up behind our chairs and push them in like this (stand up behind chair and push it in). Shake out your mirrors! (students wiggle hands) Teach your neighbor when we say “stand up” (lift hands up) and “push in your chair” (push hands forward) we stand up behind our chairs and push them in like this (stand up behind chair and push it in). (clap) Teach!
S: (clap) Okay! (students teach with gestures)
T: Oh, Class?
S: Oh, Yes?
T: You did an amazing job teaching each other that the first step is to stand up and push in your chair. Do you think you could show me that first step again?
S: Yes!
T: I want you to show me what to do when I say “stand up and push in your chair”. Ready?
S: Yes!
T: (with gestures) Stand up and push in your chair.
S: (students model)
T: Wow! That was wonderful how you all followed the directions (Rule 1 gestures) Here’s a smiley for you! Mighty Oh, Yeah!
S: Oh, Yeah! (fist pump)
T: But…I don’t think it was quick enough…Mighty groan!
S: Uh! (shrugged shoulders)
T: Do you think you can show me the first step lightening-speed fast?
S: Yes!
T: Here we go…stand up and push in your chair (with gestures).
S: (students model quickly)
T: That’s what I’m talking about! I LOVE how you all followed directions quickly (with Rule 1 actions). Here’s a super happy smiley for you! Mighty Oh, Yeah!
S: Oh, Yeah! (with fist pump)
T: Let’s practice that again! Ready?
The other two steps are walk to the carpet and sit down in your spot cris-cross applesauce with your hands in your lap. We would practice each step the correct way and incorrect way, in isolation, then slowly put them together. I know it seems drawn out, but I have found that lessons need to be chunked and explicit for Kindergarteners.
ReplyDelete- Jennifer Mulcahy
Jennifer,
ReplyDeleteNice job of breaking down the steps and offering opportunities to practice. The 3 finger cue is a great way for students to recall specific steps in a sequence. Here are 25 points!
Teacher: Classity class!
ReplyDeleteStudents: Yessity yes!
Teacher: Today we are going to discuss the procedure for borrowing a book from our class library. (clap, clap) Teach!
Students: Okay! (Students repeat, “Today we are going to discuss the procedure for borrowing a book from our class library.”)
Teacher: Hey, hey class!
Students: Hey, hey yes!
Teacher: When you visit our classroom library, you will notice the books are leveled and have color coded stickers on them. (clap, clap) Teach!
Students: Okay! (Students repeat, “The books are leveled and have color coded stickers on them.”)
Teacher: Oh my class!
Students: Oh my yes!
Teacher: You are expected to get a book on the level which I have assigned to you. (clap, clap) Teach!
Students: Okay! (Students repeat, “We are expected to get books assigned to the level we were assigned.”)
Teacher: Class!
Students: Yes!
Teacher: When you have chosen the book you wish to borrow, you will bring it to our class librarian and he/she will scan it using an Ipad. (clap, clap) Teach!
Students: Okay! (Students repeat, “When we find a book to borrow we will bring it to our class librarian who will scan it using an Ipad.”)
Sandysockmonkey
AKA Jamie Rickman
Jamie,
ReplyDeleteGreat job breaking down the steps to the procedure! One suggestion is to add in another teach okay after "You are expected to get a book on the level which I have assigned to you." During this additional teach okay you will go over the first three steps again. Here are 25 Certification Points!
This comment has been removed by the author.
ReplyDeleteThis past year my class became masters at the 3-peat. After learning the ways to pass papers, line up, go to our seats and turn book pages, we quickly began 3-peating everything. Being an eMints classroom we needed a signal for turning on computers, loging onto the internet, switching the mouse or keyboard to the other partner, turning on and off lights and the projector and so much more. My students surprised me! One area that I enjoyed the 3-peat was during vocabulary work. When we were looking up definitions, synonyms and antonyms in the dictionary, the students would 3-peat the word back to me and then scurry in their books to find the definition. As soon as they would find the word they would shout our the page number and the rest of the class would 3-peat so all could read along. Here is how this was taught.
ReplyDeleteTeacher: Class, I do!
Students: Yes, I do!
Teacher: Since you all have become so great at the 3-peat around the classroom with our normal daily procedures, we are going to practice this within a subject. Each week we practice vocabulary and find the information of each word. This week we might just be ready for a high intensity round of Vicious Vocabulary! Turn to your partner and teach them what I just said! Teach!
Students: Okay!
Teacher: Class, oh greatness!
Students: Yes, oh greatness!
Teacher: Who wants to know about our new game? (Students begin to beg to learn the new game.) Mirror words, (students activate mirrors by saying mirror words and putting their hands up.) Vicious Vocabulary (pause for students to repeat) is a game where you will race (pause) to see who can find our vocabulary word in the dictionary (pause) the fastest! Turn to your partner and teach them what I just said. Ta-Ta-Teach (like you are sneezing).
Students: Ta-Ta- Okay!
Teacher: Classity cool!
Students: Yessity cool!
Teacher: When I call out the vocabulary word you will 3-peat the word. Tu-tu-Teach!
Students: Tu-tu, okay!
Teacher: Class-ka-tool!
Students: Yes-ka-tool!
Teacher: So when I call out the vocabulary word and you 3-peat the word you will open your dictionary and search frantically for our vocabulary word. Toon-tastic teach!
Students: Toon-tastic Okay!
Teacher: Classity oh my!
Students: Yessity oh my!
Teacher: Mirror words! So I will call out the word (pause for all to repeat), you will 3-peat it (pause) and frantically search for the word (pause). When you find the word, (pause) you will call out the page number and wave your hands quietly above your head (pause). Once all students have their hands in the air (pause), we will investigate the word! Teach!
Students: Okay!
Teacher: Let’s practice! Voyage!
Students: Voyage, voyage, voyage! (Students shouts out the number, 326, and waves hands in the air. Wait for all hands in the air.)
Teacher: Coo-coo-class!
Students: Coo-coo yes!
Teacher: What page?
Students: 326, 326, 326!
Teacher: Great! Lets practice again. Harbor!
Students: Harbor, harbor, harbor. (Students do the same as before. Each new practice time the students get faster.)
Teacher: Class, oh my!
Students: Yes, oh my!
Teacher: You have gotten so good at this. Next time I suspect you will be even better at this game. Great teaching! High five your partner!
Krystal,
DeleteWhat a fun vocabulary lesson! Don't you wish we grew up with that type of teaching? Here are your 25 certification points!
First, here is some background knowledge. Our school is big on Fluency. We currently use data from our Dibels assessments to match fluency partners and then we practice it every day during our reading block. Below is a lesson on how we practice our fluency using Fluency Folders.
ReplyDeleteT: Class!
S: Yes!
T: Today you will learn how you and your partner will use your fluency folder. (Make the gesture of hands opening like a book.) Teach!
S: Okay! (Students make the gesture while telling their neighbor that they will learn how to use their fluency folder.)
T: Claaasss!
S: Yeeesss!
T: In your folder, there is a passage at your level. Your partner also has the same passage. I will time you for one minute and your partner for one minute. When I say “read!” partner 1 will open the folder, quietly read for one minute while partner 2 follows along catching any mistakes. Teach!
S: Okay! (Students repeat what I’ve said.)
T: Classity! Class! Class!
S: Yessity! Yes! Yes!
T: When I say “Stop” you stop reading, your partner counts the numbers of words correct and records that number on the front of your folder. Teach! (Clap twice)
S: Okay! (Students clap twice and repeat what I’ve said.)
T: (Using a low voice) Class!
S: (Using a low voice) Yes!
T: Now we will switch. When I say “read” your partner will read and you will follow along, catching mistakes. At the end of one minute, I’ll say “stop” you will count number of words correct and record that number on the front of your folder. Teach!
S: Okay! (Students will repeat what I’ve said.)
T: (Using a very high voice) Class!
S: (Using a very high voice) Yes!
T: You’ve done an awesome job teaching your partner! Give them one pat on the back and tell them “Super Duper teaching!” Now let’s use our Fluency Folders!
Cathleen Cunningham
Cathleen,
DeleteNice job. You may want to break down the steps even further. For example, in your fourth teacher line, you could break that up into several smaller pieces, then add them all together for a final review. You could do the same thing with your 6th and 8th teacher line. Here are 25 Certification Points!
Wow! Thanks so much for your comments! They are very helpful. I really struggled with trying to visualize this happening in my classroom. I wondered if my pieces were too much. I need to remember your advice . . .thanks again.
DeleteThis comment has been removed by the author.
ReplyDeleteTeacher: Classity boom boom!
ReplyDeleteClass: Yessity boom boom!
Teacher: It’s time to learn about Book Clubs. You are going to LOVE 5th grade book clubs! Tell your neighbor, that it’s time to learn about book clubs (snap) Teach!
Class: (snap) Okay! (Teaching A/B partners)
Teacher: Class, Class, Class!
Class: Yes, Yes, Yes!
Teacher: The first step in book clubs (hold 1 finger up) is to take a “book walk” along our book club wall (make fingers walk down your arm) and get some ideas from the covers and titles of the books (hold hands like open books). Tell your neighbor the first step in book clubs.
Teacher: (stomp, stomp) Teach!
Class: (stomp, stomp) Okay! (partners teach)
Teacher: Second, go back with a sticky note and jot down the top 5 books you think you would like to read in a book club (make tiny writing gesture). Teach your partner the second step in book clubs.
Teacher: (boom, boom) Teach!
Class: (boom, boom) Okay! (partners teach)
Teacher: Book lovin’ class!
Class: Book lovin’ yes!
Teacher: Mirror Words!
Class: Mirror Words!
Teacher: The first step (hold 1 finger up) is to take a “book walk” along our book club wall (make fingers walk down your arm) and get some ideas from the covers and titles of the books (hold hands like open books).
Class: Mirrors and repeats gestures.
Teacher: The second step is for you to go back with a sticky note and jot down the top 5 books you think you would like to read in a book club (make tiny writing gesture).
Class: Mirrors and repeats gestures.
Teacher: Mirrors off!
Class: Mirrors off!
Teacher: Third, with your list of five books you are interested in, go back and read the back of these books to see if they sound interesting (make gesture as if holding open book and make an overly excited facial expression). Tell your neighbor the third step in book clubs.
Teacher: (whoo hoo) Teach!
Class: (whoo hoo) Okay! (partners teach)
Teacher: Oh book club class!
Class: Oh book club yes!
Teacher: Mirror words!
Class: Mirror words!
Teacher: The first book club step is…taking a book walk down the book club wall (walking fingers gesture).
Class: (Mirrors words and gestures)
Teacher: The second book club step is… jot five on sticky notes (tiny writing gesture).
Class: (Mirrors words and gestures)
Teacher: The third book club step is… go back to the backs of these books to see if they sound interesting (make gesture as if holding open book and make an overly excited facial expression).
Class: (Mirrors words and gestures)
Teacher: (Clap, clap) Teach!
Class: (Clap, clap) Okay! (partners teach)
Teacher: Boomer Sooner Class!
Class: Boomer Sooner Yes!
Teacher: The last step is to sign your name under the name of the book you chose on the book club sign up form (make “winner” hand movement – like you’ve won a race). Teach your partner the last step.
Teacher: (Whoo hoo!) Teach!
Class: (Whoo hoo!) Okay! (partners teach)
Teacher: Class, Class!
Class: Yes, Yes!
Teacher: Mirror words!
Class Mirror words!
Teacher: The first book club step is…taking a book walk down the book club wall (walking fingers gesture).
Class: (Mirrors words and gestures)
***continued below***
Teacher: The second book club step is… jot five on sticky notes (tiny writing gesture).
DeleteClass: (Mirrors words and gestures)
Teacher: The third book club step is… go back to the backs of these books to see if they sound interesting (make gesture as if holding open book and make an overly excited facial expression).
Teacher: The last step is to sign your name under the name of the book you chose on the book club sign up form (make “winner” hand movement – like you’ve won a race).
Class: (Mirrors words and gestures)
Teacher: Mirror words off!
Class: Mirror words off!
Teacher: Now, teach your neighbor all four steps for signing up for book clubs. (clap) Teach!
Class: (clap) Okay! (partners teach)
Teacher: Classity class class!
Class: Yessity, yes, yes!
Teacher: Are you ready? (Big excited arm gestures)
Class: Yes we’re ready! (Big excited arm gestures)
Teacher: Then let’s go take a book walk! Group 1 may begin their book walk.
What an exciting day we will have today!
Michelle,
DeleteGreat lesson about book club procedures! I like the way you scaffolded the steps. Just some food for thought - at the end, try throwing in "Switch" when students teach each other all of the steps. This will give each partner a chance to recite what has just been taught. Here are your 25 certification points!
Teacher: Hey Hey Class!
ReplyDeleteStudents: Hey Hey Yes!
Teacher: Rule #3
Students: Raise your hand for permission to leave your seat. (with gestures)
Teacher: (clap, clap) Teach
Students: (clap, clap) OK
Teacher: Class-y!
Students: Yes-y!
Teacher: Mirror words
Students: Mirror words
Teacher: (with general, silly hand motions) Today we are going to learn the hand signals for leaving our seats. Sometimes we may need to use the bathroom, get some water or trade in our pencil for a sharpened one.
Teacher: Mirrors off
Students: Mirrors off
Teacher: Hands and Eyes
Students: Hands and Eyes
Teacher: We are going to learn how to ask to use the bathroom without speaking. (clap, clap) T-t-teach
Students: (clap, clap) O-o-okay
Teacher: Classity!
Students: Yessity!
Teacher: Mirrors
Students: Mirrors
Teacher: (using gestures) When you have to use the bathroom, you will raise your hand and cross 2 fingers. (clap, clap) Teach!
Students: (clap, clap) OK!
Teacher: Classity-class-class
Students: Yessity-yes-yes
Teacher: I saw some big gestures! (Give class a smiley)
Students: Oh Yeah!
Teacher: Mirrors
Students: Mirrors
Teacher: (using gestures) When you have to just get a drink of water or need to wash your hands, you will raise your hand and hold up 3 fingers in the shape of a ‘W’. (clap, clap) Teach!
Students: (clap, clap) OK!
Teacher: Class-o
Students: Yes-o
Teacher: Rule #3
Students: Raise your hand for permission to leave your seat. (with gesture)
Teacher: Mirrors
Students: Mirrors
Teacher: (using gestures) We learned that if we need to leave our seat to use the bathroom (cross fingers) or get a drink of water (hold up 3 fingers) to use hand signals.
Teacher: (clap, stomp, clap) Teach!
Students: (clap, stomp, clap) OK! (students use gestures and review both hand signals)
Teacher: Class
Students: Yes
Teacher: I think we are ready to learn another hand signal. Rub your hands together and tell your neighbor, ‘Whoop! Here comes another one!’
Students: Whoop! Here comes another one!
**Continue to teach how to get sharpened pencils and then do a QT.
Sara,
DeleteGood scaffolded lesson! Here are 25 certification points!
Chapter 13:
ReplyDeletePatrick Brûlé
Teacher: Using a “Rocky” voice: “Yo Class!
Students: Yo Yes (using their best “Rocky” voice a teenage cracking voice can be)
Teacher: I will give you one minute to get in alphabetical order on the base line of the basketball court. Go!
(One minute later). Teacher: Stop. A this time, I will assign you a squad spot where you will sit every day when you come in the gymnasium after you have changed quickly. Coach! (Using a “Rocky” voice in a boxer position, throwing a left jab and a right uppercut)
Students: Ok! (Using a “Rocky” voice in a boxer position, throwing a left jab and a right uppercut)
Teacher: Cllllaaaaasssssssss!
Students: Yeeeeesssssss!
Teacher assigns spots to students and explains that when we do “coach-ok”, students in row 1 and 2 will face each other, same for students in rows 3 and 4, as well as those in rows 5 and 6, Coach!
Students: Ok! (Students turn to face their assigned peer to teach what I just said).
Teacher: Ready, set, class!
Students: Hut, hut, yes!
Teacher: Students, everyday when you get to the gymnasium, you will change quickly and come sit in the exact spot you are in right now. You will NOT play with the equipment and you will NOT wait until I am in the front of the class you get to your spot as this would violate rule #5, coach!”
Students: Ok! (Students turn to their assigned peer and repeats what was said)
Teacher: Class, oh class!
Students: Yes, oh yes!
Teacher: The quicker you get in your spot, the quicker I take attendance and the quicker we can get going with the fun daily activity, coach!
Students: Ok! (Students turn to their assigned peer and repeats what was said).
Teacher: Now that you know the expectations about squad spots, we will play a game. During the course of the game, if you hear me say: “Squad Spots”, you will get to your assigned spot and wait for instructions, coach!
Students: Ok! (Students turn to their assigned peer and teach what was just presented).
This procedure will also be established for students to line-up when we go outside and when we need to pull out equipment or clean up at the end of a class.
Patrick,
DeleteGood lesson for teaching the procedures in your class! I might suggest breaking down (at least in half) your directions for changing quickly, not playing with equipment, etc. It will make it easier to remember and the repetitions will get those directions solidified into their brains. Watch out for your subject-verb agreement and punctuation. (Students turn to their assigned peer and repeats what was said) Here are 20 certification points!
One of the ways I like to engage students and monitor their comprehension is by using dry erase slates during a lesson. These small slates are easy to use, motivate the students to participate, and allow me to quickly check for learning. However, distributing the slates, erasers and markers can be a problem if not done in an orderly manner. Here's how I would teach my students to efficiently prepare for using the slates.
ReplyDeleteTo begin, I would ask my Class Captains to set out the slates and socks (we use tube socks for erasers). These items are stored in large plastic tubs on a shelf due to limited space in students' desks. There is one tub for slates, one tub for socks and a smaller container for the dry erase markers. My student leaders would set these items in a row on a side table. Next, I would use the Three-peat procedure and say, "Row 1 - slates!" The students in Row 1 would chant, "Slates, slates, slates!" and form a line at the side table. In a buffet-style, they would gather one of each item and return to their desks. I teach my students to begin the line on the left side of the table and keep walking in one direction back to their seats in a large circular pattern. This prevents "traffic jams" when students are out of their seats, as does calling on only one row at a time to collect their slates. I would continue in this manner for the remaining rows. As students return to their desks with the appropriate items, they would wiggle their hands in the air and give me a, "Woo!" Coach B frequently reminds us to "weave the golden thread of fun" throughout our lessons, so I always like to start our use of slates with one minute of free "scribble time." Students can doodle or draw to their heart's desire! Of course, Smilies or Frownies are awarded throughout the lesson depending on student behavior. Finally, in a manner similar to how we started, I call on each row individually to return their items to the appropriate tubs by calling out, "Row 1 - clean up!" They respond with a three-peat chant of, "Clean up!" and the same student leaders who set up the supplies are responsible for putting them away. Naturally, I time how quickly they can get out or put away these supplies and post these times as one of our class goals to beat.
It's not an exaggeration to say that hours of valuable instructional time can be reclaimed if you teach your students how to quickly follow some basic procedures. Using the Whole Brain Teaching techniques injects some much needed funtricity into these otherwise monotonous routines.
Sally,
ReplyDeleteYou have offered a good description of why you teach this procedure, but we need to see a clear script of the actual teacher/student dialogue, annotated with WBT strategies. There are several examples illustrated in Chapter 13. Here are 10 points.
Taking attendance can be a tricky job for a substitute. What better way to get it done than The Attendance Game?
ReplyDeleteT: Class Class!
S: Yes Yes!
T: Today we are going to play the Attendance Game! Turn to your neighbor and say Oh Ya! ( with gesture) We are going to play the Attendance Game!
S: Oh Ya! (with gesture) We are going to play the Attendance Game!
T: Class!
S: Yes!
T: This is how we play the attendance game. Everyone puts both hands on their desk. When I call out your name you stand up and say “I’m here” then sit back down. Turn to your neighbor and teach them how to play the Attendance Game. Clap clap teach!!
S: Clap Clap ok. Students repeat what the teacher just told them.
T: classity class!
S: yessity yes!
T: Now let’s play the Attendance Game. Hands on your desk and listen for your name!
Start reading off the names on the attendance sheet and mark it off when children stand and respond. After about 5 names teacher says
T: Everyone is doing a good job playing this game but we need to be a little faster. (Teacher marks a frownie.
S: Mighty Groan!(with gesture)
T: Ok, everyone, hands on desk let’s do this a little faster. Teacher reads off 5 more names. Much better, wait for it, wait for it. (teacher marks a smiley ) points at the class.
S: Oh Ya!!! (with gesture)
Continue playing the game until all names are read.
Vivian Shepardson
Vivian
DeleteThis is a good lesson choice for you. Depending on the age of your students, I would chunk it down even more on the initial directions. Include some modeling of the right way and wrong way to do it, so students understand your expectations for earning Smilies on the Scoreboard. Here are 25 points.
by Mariaan Carreiro
ReplyDeleteOne of the areas that has been frustrating, and time consuming, is packing up at the end of the day. Some students will start chatting, others will dawdle, while a few on-task students will be bored as they wait for the rest to finish up. After reading chapter 13, I realize that I simply need to break “pack-up time” down into smaller steps, or procedures, to keep my students on task.
(I would use the scoreboard through-out this procedure to motivate the students as I guide them through.)
Teacher: Classity, classity!
Students: Yessity, yessity!
Teacher: Today we are going to learn a wonderful, fantastic, new procedure. It will make third grade a better place. It will put smiles on our faces. Teach!!
Students: Ok! (Turn to their partners and teach what the teacher has said)
Teacher: Classa, classa!
Students: Yessa, yessa!
Teacher: When it is time to pack up at the end of the day I will say “pack-up time.” You all then repeat it three times. Teach! (High-pitched)
Students: Ok! (Students turn and teach each other what the teacher had said)
Teacher: Classssss!
Students: Yesssssss!
Teacher: Let’s give it a try: Pack-up time!
Students: Pack-up time, time, time!
Teacher: Wonderful class!
Students: Wonderful yes!
Teacher: While you are saying it, I want you to stop what you are working on, put your pencils down, clear your desk. Fold your hands when you are done. T-e-a-c-h!
Students: O-o-o-o-k! (Students turn and teach their partners)
Teacher: Classy, classy!
Students: Yessy, yessy!
Teacher: If your desks are clean before I count to ten, you will get a smilie. Give me an Oh, yeah!
Students: Oh Yeah!
Teacher: Once your desks are clean, I will call our “Planners”. Please respond with a three-peat while you get you planners out and start copying your homework from the
homework board. Teach! (deep voice)
Students: Ok! (Turn and teach their partners)
Teacher: Classaroo!
Students: Yessaroo!
Teacher: Let’s practice that part, I want you to pretend you are getting your planner out and writing your homework down. Planners!
Students: Planners, planners, planners! (Students pretend to get their homework planners out and copy the homework assignments from the board.)
Teacher: Class, oh class!
Students: Yes, oh yes!
Teacher: That was super. Now, I want you to hold your hands up in the air, once all your homework is copied. If you are done at the 20 count you get a smilie. Teach!
Students: Ok! (Students turn and teach their partner)
Teacher: Let’s review from the start. Pretend you are working…Everyone ready? Pack-up time!
Students: Pack-up time, time, time. (Students pretend to stop working, put pencils down, and quickly put books away in their desks)
Teacher: Planners!
Students: Planners, planners, planners! (Students pretend to get their homework planners out and copy the homework assignments from the board.)
Mariaan, I agree about the end of the day! Good choice of lesson. I recommend that you don't give a number for a time. Just start counting when they begin the procedure. Mark that time on the front board and label what it means. The next time you call the procedure, the number on the board will be the time they try to beat to earn that smilie. Here are 25 points for you.
DeleteTeacher: Excellent class!
ReplyDeleteStudents: Excellent yes!
Teacher: Next we are going to get the right books out that will be needed to complete your homework. I will say “Books”, you all respond with the three-peat, and get the books you will need out. (In a whisper) Teach!
Students: (whisper) Ok! (Turn and teach their partners.)
Teacher: Classity, classity!
Students: Yessity, yessity!
Teacher: When you have all your books out before the ten count, you will earn a smilie. Let’s give it a try. “Books”!
Students: Books, books, books. (Pretend to get books out of their desks)
Teacher: Now for the second last step. You need your back packs to put all those books away, right? So when I say “backpacks”, you will respond with a three-peat and go get your backpacks and bring them to your desks, and start putting your books away. Teach!
Students: Ok! (Turn to their partners and teach them.)
Teacher: Now let’s run through the whole procedure thus far. (The teacher guides the class through each step again while they pretend to follow each instruction.)
Teacher: Oh class, class!
Students: Oh yes, yes!
Teacher: Our final step is lining up. This one is easy, we already know it. When I say “line up”, please line up, like we usually do, with the three-peat “Line up, up, up”. (Clap, clap) Teach!
Students: (Clap, clap) Ok!
Teacher: Let’s review the whole procedure. First, we have: Pack-up time, planners, books, backpacks, and line-up. Partner 1, will go first and teach the whole procedure from start to finish. (Stomp, stomp) Teach!
Students: (Stomp, stomp) OK! (Everyone who is partner 1 teaches partner 2 first.)
Teacher: Switch!
Students: Uh-oh switch! (Partners 1 and 2 switch roles)
Teacher: Super class!
Students: Super yes!
Teacher: That was a wonderful job. Give yourselves a ten finger woo!
Students: Woo!
See the comment above.
DeleteAs I’ve mentioned many times, because I teach Spanish, my situation is unique. In this case, I do not have a great number of daily procedures. One that has been a continual problem, however is getting our materials put neatly away so that students are ready for their next class. The other benefit is that they are able to find their materials at the beginning of the next Spanish class which may be 2 days later! Another challenge is that I am in eight different 3rd-5th grade classrooms, each of which have different seating arrangements, furniture (desks vs. tables), and types of folders! To address all of these factors, I have developed the following procedure:
ReplyDeleteTeacher: ¡Clase!
Students: ¡SÃ!
Teacher: Today we are going to practice putting our Spanish materials away so that we are ready for our next class. Remember that if there is time left at the end of the class and the smilies beat the frownies you may choose a song or video to enjoy. Teach your partner what we are going to do and what we can earn when we do it quickly! ¡Enseñen!
Students: ¡OK! Students tell each other what the teacher said.
Teacher: ¡Clase, clase!
Students: ¡SÃ, sÃ!
Teacher: These are the steps we will follow: I will say “Guarden sus materiales.” (Put away your materials.) You will say, “Guarden, guarden, guarden” (Put away, put away, put away). You will put flashcards in the plastic bag. Put the bag in the folder. Put any papers in the folder. Put the folder in the desk/under the chair. When your materials are put away correctly, sit with your hands folded on the desk, eyes on me. Teach this procedure to your partner. ¡Enseñen!
Students: ¡OK! Students tell each other the steps.
Teacher: ¡Clase, clase, clase!
Students: ¡SÃ, sÃ, sÃ!
Teacher: We are going to practice this procedure. While you clean up, I will count from cero (0) to quince (15). If you can put everything away before I get to quince (15), you may earn a smilie! If not, you may earn a frownie! Extra smilies and frownies may be awarded for noise level, style, helpfulness or any other behavior that the scorekeeper notices! ¿Listos? ¡Empiezen! (Ready? Begin!)
Students will improve their time with practice. They may need additional practice after vacations!
Heidi Keith
Heidi,
ReplyDeleteNice job! I would chunk the section on the materials, and how each is to be put away into more steps. You could also incorporate Mirror Words to have students gesture and echo the directions with you, and then say, "Teach!" Here are 25 points for you!
Chapter 13- Procedures
ReplyDeleteI’m sorry to say I don’t have that many daily procedures in my middle school classroom. The ones I use are the ones described in the book. I will say I love the 3-peat for page numbers; it is awesome! I saved so much time last year; it was amazing!
Two new procedures I will use this year are ones I learned at the National Conference. “All eyes on Joan” and “Help Me”. This is how I will teach the “All eyes on…”
T: Oh Class
S: Oh Yes
T: Today we are going to learn a new procedure called “All eyes on…” (clap clap) Teach!
S: (clap clap) Ok
T: Class (low voice)
S: Yes (low voice)
T: When I want one of you to teach the class what we have learned I will say: All eyes on and a name and point to that student using this gesture. (Gesture 2 fingers from my eyes to their eyes) -Repeat that again. (Drum Roll) Teach
S: (drum roll) Ok!
T: Wonderful Class
S: Wonderful Yes
T: After I say, “all eye on Tom” I want you to repeat those words and use the gesture to point at Tom. (snap snap) Teach!
S: (snap snap) Ok!
T: Classity class
S: Yessity Yes
T: Let’s practice just that! All eyes on Brady (with gesture)
S: All eyes on Brady (with gesture)
Repeat with 2-3 student’s names
T: Class (very quickly)
S: Yes (very quickly)
T: Great job, a point for you, give me a mighty oh yeah
S: Oh yeah
T: Class (sing song voice)
S: Yes (sing song voice)
T: Mirror Words, Students repeat Mirror Words; after I point at a student (do gesture)- Students Repeat (SR), and say “All eyes on Brady” (SR) I want that student to stand (SR) and use the class/yes (SR) to get everyone’s attention (SR) Repeat all again!
T: Mirrors Off- (Boxing punches) 1,2,3 Teach!
S: 1,2,3 Ok
T: Class, Class, Class
S: Yes, Yes, Yes
T: Let’s practice, all eyes on Mason! (with gesture)
S: All eyes on Mason (with gesture)
Mason: Stands and says Classsssssssssss
S: Yessssssssssssss
Practice with 2-3 Students
T: Super Duper- a point for the class –wait for it--- give me a mighty oh yeah!
S: oh yeah
T: too slow –mighty groan
S: mighty groan
T: not loud enough- mighty groan
S: MIGHTY GROAN!
T: Yippy Skippy a mighty oh yeah!
S: OH YEAH!
T: Class a doodle
S: Yes a doodle
T: Mirror Words- (SR) after I point at a student (do gesture)- (SR), and say “All eyes on Tristan” (SR) I want that student to stand (SR) and use the class/yes (SR) to get everyone’s attention (SR) Then that student (SR) will use Mirror Words (SR) and restate the lesson (SR) Repeat Again -Mirrors Off
T: Bada-Bing Teach!
S: Bada-Bing Ok!
T: Class, Class Knock, Knock
S: Yes, Yes who’s there?
T: We are going to practice with this lesson. “All eyes on Alex” (with gesture)
Alex: stands and says Class, class says Yes. She says- Mirror Words and goes through the lesson.
T: Great Alex, 10 finger-woo for her.
T: We will use this procedure throughout the year let’s practice again. (practice with several students teaching the “All eyes on…”)
After several more practices, I think this would be a great place to introduce the “Help Me!” The “Help Me” would be for those who can’t remember all the parts of ‘All eyes on…’ students who forget would call out “help me!” The other students have permission to call out answers. These are 2 great procedures that will work in any classroom
Kathy,
DeleteGreat job explaining how to teach "All Eyes On..."! I did find one tiny writing error. (After I say, “all eye on Tom”) Here are 20 certification points plus 5 BONUS POINTS!
One of the classroom procedures we use daily is to get out our mini whiteboards from our group desk tray and our whiteboard pens. Quite often this is a noisy and time consuming procedure. Also, the students who have already got their boards out start drawing or scribbling all over them, wasting valuable teaching time.
ReplyDeleteScript
Teacher: Hey class!
Students: Hey yes!
Teacher: We are going to learn how to get our whiteboards out, ready for the lesson. Don’t forget rule 1!
Students: Follow directions quickly!
Teacher: Excellent. When I say ‘whiteboards’ you are going to get out a whiteboard and a pen. You will put the whiteboard on your desk and your pen in your hand, and then raise both hands to show me you are ready. (Clap three times) Teach!
Students: (Clap three times) OK!
Teacher: Oh class!
Students: Oh yes!
Teacher: When I say ‘whiteboards’ you are going to say ‘whiteboards, whiteboards, ready to go!’ whilst you get them out. (Clap twice) Teach!
Students: (Clap twice) OK!
Teacher: Class class class!
Students: Yes yes yes!
Teacher: Let’s practise. Whiteboards!
Students: (Students get out their equipment) Whiteboards, whiteboards, ready to go!
Teacher: That was pretty good class! Now let’s try it again but even quicker. Rule 1...
Students: Follow directions quickly!
Teacher: This time when I say ‘whiteboards’ I am going to count up to 15. I’d like to see all hands in the air, ready to go, by the time I reach 15. If they are, you get a smiley. Ready? Whiteboards! (Counts to 15 steadily)
Students: (Getting out equipment) Whiteboards, whiteboards, ready to go!
Laura Ward
Laura,
ReplyDeleteGood ideas for teaching children to transition quickly with their whiteboards! I would suggest instead of you setting the goal of 15 seconds, let the kids determine the number based on how quickly they move. This becomes their "base" score. The next time they get out whiteboards, if they do it faster than their base score, they earn a smiley and vice versa. This way they are always striving for improvement and their transitions will become faster and faster. Here are 25 certification points!
Teacher: Alrighty, class!
ReplyDeleteStudents: Alrighty, yes!
Teacher: Today we are going to learn how to check out a book for our classroom library. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Classity class!
Students: Yessity yes!
Teacher: Look around our classroom library. There are over 3,000 books I've collected for you to read. As you know, I love books. I want you to be able to check out these books and read them at home. Each book has a sticker on the back that tells you which bin it belongs in. I want you to tell your teaching buddy about this sticker. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Oh my class!
Students: Oh my yes!
Teacher: Let's say after reading time in the morning you decide you want to check out this book, Owen. Here's what you do. In your pocket chart you have a library card with your name on top. You take that library card and put it inside the book. Make sure your name sticks out the top so I can see it. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Class!
Students: Yes!
Teacher: Then, you bring the book with the library card sticking out, to the bin under my desk that is labeled, "Classroom Library Book Checkout". Neatly and gently put it in the bin. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Class, class!
Students: Yes, yes!
Teacher: When I have time, maybe at lunch or during Specials, I will take out the book and write the date and title on the library card. Then, I will put the book in your mailbox for you to take home. I will put the library card back in your pocket chart. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Can I get a class, class!
Students: Can I get a yes, yes!
Teacher: Hands and eyes.
Students: Hands and eyes.
Teacher: When you are done reading the book and bring it back to school, you need to have it checked back in. That way I know you have returned it to our classroom. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Class!
Students: Yes!
Teacher: When you are ready to have your book checked in, go get your library card and put it inside the book. Make sure the top of the card sticks out so I can see your name. Return it just like this (model) back to the bin under my desk that is labeled, "Classroom Library Book Checkout". Neatly and gently put it in the bin. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Oh my class!
Students: Oh my yes!
Teacher: This time, when I pull out your library card I will see the title already written down, Owen, so I will know you are returning this book. I will make a check mark next to the date so I know it was brought back. I will put the book and card on your desk for you to put away. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
-Shelley Nizynski Reese
This comment has been removed by the author.
DeleteShelley,
DeleteWell written lesson on checking out a book. Because you have multiple steps in your directions, I suggest that each time you add a new step, you have the students repeat the previous step(s) and then state the next step. This will give the students more reps in learning the procedure. As a gesture, have the students hold up the same number of fingers as there are steps in the procedure being learned. Then have the students touch the fingers in order as they recall the steps. Here are 25 points and a 5 point bonus!
Thank you so much for that advice. That is a great suggestion I will definitely do! I really appreciate your feedback. It's so helpful to hear comments from teachers like you who are implementing these techniques in their classrooms. Thank you!
ReplyDeleteBackground: I use this in both my 7th and 8th grade science classrooms but it is not subject dependent. This procedure is called One through Ten (1-10). It is a “check-in” if you will on how students are doing however I have also found this to be a nice transition from when the bell rings to getting class started. We perform this every day! I give a “Class/Yes” and then a “One through Ten”. Students repeat and then we begin. I go around and point to each student for their number. No one comments on anyone else’s number. This creates a silent classroom where students are almost forced “by default” to work on the starter for the day. If I get a student who has low numbers for 2 or more days in a row I make a note to speak with that student. It also helps students be aware of the feelings of their fellow peers.
ReplyDeleteTeacher: Class! Class!
Student: Yes! Yes!
Teacher: We are going to learn a procedure that allows me to see how each of you are doing before class starts. This procedure is called 1-10!
Teacher: Turn to your classmate and tell them what we are going to learn!
Teacher: (Clap) “Teach”
Student: (Clap) “Okay” [Students teach]
Teacher: Oh Class!
Student: Oh Yes!
Teacher: When I point to you I would like you to give me a number between 1 and 10. 1 is the lowest you could possibly be feeling and 10 is the best. We do not comment on other student’s comments.
Teacher: Tell your partner how 1-10 works.
Teacher: (Clap Clap) “Teach”
Student: (Clap Clap) “Okay” [Students teach]
Teacher/Student: Class! Yes!
Teacher: Since this is going to happen every day I will say Class/Yes. Then I will say one through 10 and you will repeat 1 through 10.
Teacher: Let’s practice.
Teacher/Student: Class Yes!
Teacher: One through Ten
Students: One through Ten
Teacher: Now...the teacher points at each student and they give a number.
Teacher: Oops...someone wasn’t listening respectfully. Mark on my side.
“Wait for it” [Teacher makes a mark on the frowny side of the scoreboard]
Students: Whaaaaat!!!!
Teacher: Lets try it again this time with everyone listening respectfully.
Teacher/Student: Repeat these last few steps as necessary to make sure procedure is
completed correctly.
Teacher: That was great!!! Here is a point for you! Wait for it!!! [Teacher puts mark on smiley side of scoreboard]
Students: Oh Ya!!! :)
As a side note: I will sometimes change up the 1-10
Jason McKinney
Whoops...last part go cut off...
ReplyDeleteAs a side note: I will sometimes change up the 1-10 to include other items such as the color they are feeling, type of animal, type of car, etc. etc. :)
Jason,
DeleteWell done! Great use of the Scoreboard! Here are 25 points!
T: Class, class, class!
ReplyDeleteS: Yes! Yes! Yes!
T: Rule # 1 (The teacher holds up one finger.)
S: Follow directions quickly!
T: Too slow! Let me hear a mighty groan.
S: UH!
T: I liked how your shoulders touched your ears. Give me a mighty oh yeah!
S: Oh yeah!
T: Our objective for today’s lesson is to use rule 1, follow directions quickly, to get ready for self-selected reading. (clap, clap) Teach!
S: (clap, clap) OK ( Students turn to their partner and explain the objective for the lesson.)
T: Classity, class!
S: Yessity, yes!
T: When it is time for self-selected reading, I will announce that it’s time to get to your reading spots. I will do this by saying, “reading spots.” (snap, snap) Teach!
S: (snap, snap) Ok!
T: Claaaaaaassss!
S: Yeeeeeessss!
T: When it is time for self-selected reading, I will say, “reading spots.” You will then repeat, “reading spots, reading spots, reading spots.” (clap, clap) Teeeeach!
S: (clap, clap) OOOOOOk!
T: Hey class!
S: Hey yes!
T: Let’s practice following these directions quickly. When I say, “reading spots,” you will repeat that 3 times. Reading spots!
S: Reading spots, reading spots, reading spots.
T: Not loud enough! Let me hear a mighty groan.
S: UH!
T: Reading spots!
S: Reading spots, reading spots, reading spots!
T: I like your enthusiasm! Let’s hear an “Oh yeah!”
S: Oh yeah!
T: After I say, “reading spots,” and you repeat it 3 times, you will then quickly and quietly get your reading books out of your pouch. (clap, clap) Teach!
S: (clap, clap) OK!
T: Classity, class!
S: Yessity, yes!
T: Let’s practice what I’ve taught you so far. After I say, “reading spots,” and you repeat it 3 times you will quickly and quietly get your reading books out of your pouch. Reading spots!
S: Reading spots, reading spots, reading spots! (Students then quickly and quietly get their books.)
T: Class (in a singing tone)
S: Yes ( in a singing tone)
T: You’re doing a great job! There is one more step you need to learn. After I say, “reading spots,” and you repeat it 3 times, you will quickly and quietly get your reading books out of your pouch. Then you will quickly and quietly walk to your assigned reading spot and sit down to read. Turn to your partner and repeat the steps you need to follow after you hear me say, “reading spots.” (clap, snap) Teach!
S: (clap, snap) OK!
T: Class, class, class!
S: Yes, yes, yes!
T: Now comes the really fun part! We are going to practice putting all these steps together. When I say, “reading spots,” you will repeat that three times, get out your reading books, and then go to your reading spot. I’m going to count to see how long it takes us to accomplish this task without running. Reading spots!
S: Reading spots, reading spots, reading spots! (Students then quickly and quietly get their books outs and walk to their reading spots. They will sit down with their books ready to read.)
I would have my class practice this as many times as they needed until they followed directions quickly. I would write the time on the board so the students could try to beat it. They could earn a Smiley by beating their time. I would then have the students practice reading quietly. My next lesson to follow would be what students should be doing while they are reading. We would practice the wrong way to read and then the right way. I love being able to break the steps down for students, so they can learn exactly what it takes to keep their dear teacher happy.
Marty,
DeleteYou did a nice job of chunking your lesson to enable lots of reps for your students! Here are 25 points and a 5 point Bonus!
Teacher: Oh Classss!
ReplyDeleteStudents: Oh Yesss!
Teacher: Hands and Eyes (whisper)
Students: Hands and Eyes (whisper)
Teacher: How do we turn in work after it is late? Ask your neighbor over and over again until I say, "class". Teach!
Students: Okay!
Teacher: Class!
Students: Yes!
Teacher: When you are ready to turn in an assignment grab the Late Work folder from this red bin. Inside the folder is a cover sheet for your work. You will staple the cover sheet to the assignment you are turning in. Tell your neighbor what I just said. Te-e-e-ach!
Students: O-k-k-ay!
Teacher: Class class!
Students: Yes yes!
Teacher: Mirror!
Students: Mirror!
Teacher: The next step is to write your name (points to index finger of left hand), the date it was originally due (points to middle finger of left hand), the date you are turning in the work (points to the ring finger of left hand), and circle how many points you are losing from the choices given (points to the pinky finger of the left hand). Mirror with words!
Students: Mirror with words!
Teacher: The next step is to write your name (points to index finger of left hand)...
Students: (repeat and gesture)
Teacher: the date it was originally due (points to middle finger of left hand)...
Students: (repeat and gesture)
Teacher: the date you are turning in the work (points to the ring finger of left hand)...
Students: (repeat and gesture)
Teacher: and circle how many points you are losing from the choices given* (points to the pinky finger of the left hand)
Students: (repeat and gesture)
Teacher: Classy Classy!
Students: Yessy Yessy!
Teacher: Great job, give me a mighty oh yeah! (marks scoreboard)
Students: Oh yeah! (claps hands together quickly)
Teacher: The final step is to turn it into my hand. The only times you should come up to hand in your work is when you are finished with your independent work and if I am not helping another student. Discuss with your partner the correct way to turn in your work. (clap clap snap) Teach!
Students: (clap clap snap) Okay!
Teacher: Class!
Students: Yes!
Teacher: Should you hand in your late work to my desk?
Students: No way!
Teacher: Do I want the work handed in during the lesson discussion?
Students: No way!
Teacher: Do we turn our work in after all work is complete and I am not working with someone directly?
Students: Yes!
Teacher: Do we need a cover sheet?
Students: Yes!
*The worksheet has a section to circle 1 day late=10 points off final score thru 5 days late to emphasize that points will be taken off. No arguments are allowed because they acknowledged this already.
Stephanie,
DeleteNice job! Late work is always an issue! I love how you added a yes/no way at the end. That would also be a great time to add the question with complete answer. You ask, "Where do we turn in late work?" with your hand behind your ear. They answer, "We turn in late work to your hand!" Here are 25 Certification Points for you!
Thanks Sarah! I love the idea to add Oral writing.
DeleteAugust 5, 2013
ReplyDeleteT: Class, class, class
S: Yes, yes, yes
T: Hands and eyes
S: Hands and eyes
T: Today we are learning about class procedures. Here is the first morning procedure you need to do when you come in. Step 1: The first thing you do is to take your school-to-home folder out of your backpack. (I will use gestures showing opening my backpack and taking out a folder) Tell your partner: Step 1: the first thing I do is take my school-to-home folder out of my backpack using gestures. Clap, clap, teach
S: Clap, clap, okay - Students repeat: Step 1: The first thing I do is take my school-to-home folder out of my backpack. Students will use gestures. (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Now tell your partner, Step 2: I hang my coat and backpack on my hook. (Gesturing hanging up my coat and backpack on a hook) Clap, clap, teach
S: Clap, clap, okay –Students repeat: Step 2: I hang my coat and backpack on my hook using gestures. (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Now tell your partner, Step 3: I put my school-to-home folder in the blue tub. (I will point to the location of the blue tub while telling them this Clap, clap, teach
S: Clap, clap, okay – Students repeat: Step 3: I put my school-to-home folder in the blue tub. Students will point to the location of the blue tub while telling their partner. (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Now tell your partner, Step 4: I move my lunch tag to hot or cold (I use gestures pointing to the lunch chart moving my hand between hot or cold. Clap, clap, teach
S: Clap, clap, okay – Students repeat: Step 4: I move my lunch tag to hot or cold using gestures. (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Now tell your partner, Step 5: I sit on the edge of the rug (use gestures showing coming to rug and sitting) clap, clap, teach
S: Clap, clap, okay. Students repeat: Step 5: I sit on the edge of the rug using gestures. (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Ask your partner: How long do you think it will take to complete all 5 steps? (Gestures – shrug shoulders and hold up 5 fingers. Clap, clap, teach
S: Clap, clap, okay. Students repeat – How long do you think it will take to complete all 5 steps? (Using gestures) (Repeat until I call them back)
T: Class, class, class
S: Yes, yes, yes
T: Every morning when we walk in the class, I will start the song Hello World. You must complete all 5 steps before the song is over, gasp!! Tell your partner – we have to complete all 5 steps before the song is over, gasp! Clap, clap, teach.
S: Clap, clap, okay. Students repeat – We have to complete all 5 steps before the song is over, gasp! (Repeat until I call them back)
T: Class, class, class.
S: Yes, yes, yes
T: OK should we practice?
S: Oh yeah!
I will start the song and have them practice using the scoreboard for enthusiasm.
This was getting really long, so I left out parts where after we used teach/okay for Step 1 & 2 separately, we would then do a step of teach/okay saying Step 1 & 2 at the same time and continue to combine more steps after repeating them separately.
Terri,
DeleteThanks for the clarifying sentence at the end. It was exactly what I was thinking this lesson needed! Good job! Here are 25 certification points!
Kindergarten class
ReplyDeleteTeacher: Class, clasity, class!
Students: Yes, yesity, yes
Teacher: Today we are going to review how to line up for recess. Tell your neighbor, you can’t wait to learn how to line up for recess. (Clap, clap) Teach!
Students: (Clap, clap) Okay! They repeat what I said.
Teacher: Hands and eyes (with gestures)
Students: Hands and eyes (with gestures)
Teacher: When it is time to line up, our line leader goes first to the front of the line. When I clap 2 times and say “Teach”! tell you neighbor;” the line leader goes first, to the front of the line”. (Clap, clap) Teach!
Students: (Clap, clap) Okay!
Teacher: Class (Woot, woot, disco sound)
Students: Okay (Woot, woot disco sound)
Teacher: Beep beep class!
Students: Beep beep yes!
When it is recess time one by one (Gesture raising 1 finger) I want each row to line up. (Clap, clap) Teach!
Students: Okay! Students repeating words and gestures.
Teacher: Once the last row lines up, the line leader will open the door and you will follow them to the playground hands folded behind you. (Gesture; hands behind back folded) (Clap clap) Teach!
Students: Okay! Repeat; when the last row is finished we will follow the line leader to the playground, hands behind our backs.
Teacher: Class! Hands and eyes!
Students Hands and eyes! (Folding hands)
Teacher: If you break a rule, what happens? Raise your hand! (Gesture: 5 fingers held up)
Students: You get a frowney point for not following rule 5,-make you teacher happy! (Complete sentence)
Teacher: Turn and teach your neighbor. If you do not follow the rules you will get a frowney point. (Clap, clap) Teach!
Students: Okay! (They turn and teach their neighbor)
Teacher: Very good! Remember to follow the rules where ever you are. If everyone follows the rules what happens?
Students: We get a smiley face! Oh mighty Yes!
Teacher: Tell your neighbor, “If we follow the rules we get a smiley point”. Chuga Chuga - Teach!
Students: Chuga Chuga - Okay! If we follow the rules we get a smiley point.
Teacher: Mirror (With silent gesture) Hands behind my back than fingers walking.
Students: Mirror (with gestures only) repeat above.
Teacher: Classy, class
Students: Yessy, yes
Teacher: You did an excellent job listening and mirroring my gestures. For following rule 5 you get a-----wait for it! Smiley point!
Students: Oh mighty Yes!
Julie,
DeleteGood job with your teach-okay lesson! There was one small writing error in the middle. (... make you teacher happy!) Here are 20 certification points!
Our students use a code to access their account and are required to memorize their numbers. In 1st grade, this makes the first two weeks of school rather difficult. I haven’t ever formally taught them how to do this, so I thought I would use WBT and technology to help me keep the students engaged and able to learn their numbers. I will not have taught Teach-Okay when I need to teach this lesson, so I will use call and signaled response in lieu of that.
ReplyDeleteClass! Yes!
T: We’re going to talk about an important thing you need to know to get lunch at school. Rub your hands together and tell me how much you love eating lunch! (Hold both hands out to class as a signal for choral response – hereafter referred to as signal)
S: Rub hands together and exclaim how much they love lunch
Class! Yes!
T: When you have chosen your lunch and gotten your fruit or vegetable, you will need to put in your lunch number before you sit down. What will you need to do?
S: We will need to put in our lunch number.
Classity! Yesity!
T: Here is what the keypad looks like. (Display image of keypad) Give me an “Oooh! Aaah!” (signal)
S: Oooh! Aaah!
T: When you push a number button, you should see this star called an asterisk at the top. Look at your neighbor and tell them “When you push a number, you see a star at the top!”
S: When you push a number, you see a star at the top!
Class oh class! Yes oh yes!
T: If you don’t see a star that means that you did not push the button hard enough. Give me an “Oh, man!”
S: Oh, man!
T: It’s cool, though. You just need to push the number again. What do you need to do?
S: Push the number again.
Class-a-doodle! Yes-a-doodle!
T: If you see more than one star appear, that means that you held the button down too long. Give me an “Oops!”
S: Oops!
T: It’s cool, though. If you make a mistake, you just have to push the red “clear” button. What do you push if you make a mistake?
S: Push the red clear button.
T: Let’s review what we have learned. Mirror words.
S: Mirror words.
T: (Use natural conversational gestures) When you push a number button on the keypad, at the top you see a star. If there isn’t a star, you didn’t push hard enough. If you push too hard, more than one star will pop up. Hit clear to start over.
S: Mirroring gestures and words.
Class! Yes!
T: Watch me push the buttons on this machine. Say, “Yup!” if you see a star at the top. If you don’t , give me an “It’s cool!” (Model pushing the buttons correctly and incorrectly, then push all buttons correctly.”
Class! Yes!
T: You are each going to get a turn to practice your lunch number on the InterWrite board. Give me an “Oh, goody!”
S: Oh, goody!
T: Once you have practiced on the board, you can take your card back to your desk and practice your number there. You should try to memorize your number in the first 2 weeks so you don’t need your card anymore. Look at your neighbor and say, “I can learn my lunch number, and so can you.” (signal)
Call students up to practice their number on the InterWrite board. Have the class give a 10-finger woo to each student when they finish their number correctly. Give lots of scoreboard points to help manage this activity if necessary.
Signed, Jeni Anderson
Jeni,
DeleteI like that you used Class-Yes and some Mirror-Words at the end of you lesson. It seems that this would be a procedure that would be perfect for the use of Teach-Okay. The repetition and teaching that students would do would help solidify this procedure in their minds. Call and signaled response are not WBT techniques. Here are 10 certification points.
Teacher – Class, oh class!
ReplyDeleteStudent – Yes, oh yes!
Teacher – After we come in from recess we all want to get drinks, but we only have 1 water fountain, so we are going to take turns by tables. When your table is at the sink getting a drink you are all going to count to 5, for the person who is getting a drink. When you and your friends get to 5 you will leave the water fountain and go back to your seat. Tell your neighbor what your job is at the sink.
Teacher – Teach!!
Students – Ok! (Students share what their job is at the sink.)
Teacher- Ok, know we are going to practice.
Students go to the sink by tables practicing counting to 5 for each person while they are getting a drink and going back to their seats.
Teacher – Class!
Students – OK!
Teacher – That took 2 minutes. We are going to see if we are able to do this quicker. We will be keeping track of our time on the board. Let’s all work really hard to beat our time.
Lori Wessing
Lori,
DeleteDefinitely a procedure that needs to be taught! Might I suggest that you really chunk down your initial instruction to 1 sentence at a time. I would even practice how to count to 5. I know if I was a thirsty student, I could make counting to 5 last forever! :) Check out this tiny writing error. (Ok, know we are going to practice.) Here are 20 certification points.
T: Class!
ReplyDeleteS: Yes!
T: Nice and loud, one point for you. Right now we are going to learn how to set up our Cornell notes. Tell your partner what we are going to learn right now. Teach do da!
S: Okay do da!
T: Class, class, class!!
S: Yes, yes, yes!!
T: This is what your notes are going to look like (points to chart paper). Tell your partner 3 things you notice about the notes. (clap, clap) Teach!
S: (clap, clap) Okay!
T: Class, class!!
S: Yes, yes!
T: Brian what is one thing you noticed about the notes?
Brian: It looks like a giant T
T: That’s right Brian! The form of the notes is a giant T! What else Rebecca?
Rebecca: You put the title at the top of the notes.
T: Great job Rebecca! You do have to put the title at the top of your notes. What is something else you notice Kat?
Kat: The notes go on the right side of the T while questions and comments about the notes go on the left side of the T.
T: Ten finger Woo Hoo!! Great work Kat! Class, tell your partner 3 things about the format of the notes. Teach!
S: Okay!!
T: Class Class Class!!
S: Yes Yes Yes!!
T: When I want you to set your notes up to look like this I will say “Notes!” You need to respond with “notes, notes, notes!” so I know you heard me and understand. Then I need you to set up your notes in your science notebook just like the notes look right here. Tell your partner the two things you need to do when I say “notes!” (clap clap) Teach!
S: (clap, clap) Okay!
T: Classity, classity!
S: Yessity, yessity!
T: To make this game more interesting I am going to time you. I will know to stop counting when you hold your notebook up in the air so I can see that you have set your notes up correctly. If everyone has his or her notebook up in the air by the time I count to 20 you might earn a point. Tell your partner how you might earn a point when I say notes. (clap, pats head) Teach!
S: (clap, pats head) Okay!
T: (whispers) classsss
S: (whispers) yessss
T: Let’s practice. I will say notes then show me what you are going to do. For right now just pretend to set up your notes. Notes!
S: Notes, notes, notes!!! (quickly hold notebook up in the air)
T: That was pretty good, but a little slow for just pretending, one point for me. Let’s try again. Notes!
S: Notes, notes, notes! (hold up notebooks even faster)
T: Wonderful job! That is a point for you! I think you are ready to try it for real this time. Notes!
S: Notes, notes notes! (draw notes in notebook and quickly hold notebooks up in the air)
Erin,
ReplyDeleteThis is an important lesson to make sure your students are aware of note taking procedures! I would suggest that you break the steps down more though and insert a teach/okay after each step. For example, do a teach okay after Brian, then after Rebeccan and again after Kat. Also, do one after each instruction after you say "notes". Here are 25 certification points!