Describe how you will teach, and continue to reinvigorate for the school year, one of the Five Classroom Rules.
Pages 31-43
Full credit: 25 WBT Certification Points
Partial credit: 10 WBT Certification Points
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I would definitely introduce the 5 class rules on the first day of school. This gets students acclimated to the rules, gets all parts of the brain working, and gets most if not all students behind the teacher. Students will practice the rules 5 times a day; after announcements, before recess, after lunch, before leaving for special, and at the end of the day. This will help students to get the rules in the long term memory and also help me to stop any challenging behavior that may pop up.
ReplyDeleteI would change the first rule follow directions quickly after winter break. This is when students start to fall short of what is expected of them and they get bored very easily. I would change rule 1 to follow directions immediately making the hand gesture in a wave like a snake very fast. This would be practiced again five times a day and I would make it where students would earn points on the scoreboard to play a fun game on fun Friday as a class family or extra recess time. I would also ask my students more towards February if they think we need to change any of our rules and get their input to keep them all behind me in running our class family the way it has been thus far and to keep all of us going in learning and having fun the Whole Brain way.
Tab,
DeleteThis is a good start to explaining what you would do to keep Rule 1 working in your classroom. The last few sentences contain quite a bit of info, all jam packed into a few sentences. It would have been great for you to separate them out and give a bit more detail on each point. Here are 15 Certification Points for your effort and good ideas!
My sixth grade team is planning on implementing WBT this fall. We teach on a team of four, including one math, science, language, and history teacher. Introducing the five classroom rules on day one will be significant. Using the same gestures, reasoning for each rule, and getting students to "buy in" to the rules will also be invaluable. Each of us will introduce each of the five rules really well with each of our four core classes, especially during the first several days of school. This will show each student that the Canterbury Castle teachers are united our their rules and our expectations.
ReplyDeleteThe one rule I feel is important in sixth grade is Rule 2: Raise your hand for permission to speak. There are times when students should be allowed to speak freely, but during regular day-to-day activies, "chaos" can prevented by following this rule. Sixth graders are social butterflies, they love to talk, talk, talk, and Rule 2 helps keep order. I plan to use the Scoreboard to reward points when students are following this rule, especially when it has been broken and improvement takes place. As noted in Coach Bs individual rule videos, sometimes it might be necessary to have a time set aside for classes to practice "purposefully" breaking a rule. When the students are given a chance to "act out" the breaking of a rule, it gives opportunity to discuss the importance of following the rule. Reminding students that they voted on the rules also brings attention back to the importance of the rules.
Daily and throughout the year, I will verbally call out the rules, especially Rule 2. When a student breaks Rule 2, I will say, "Rule 2" and hold up 2 fingers. Students with then unite as a group and say, "Rule 2: Raise your hand for permission to speak" while holding up two fingers and gesturing a talking motion with their hands. It is amazing how offenders conform to the united group.
As you can see, rehearsal is the key. As I "vary my tone of voice, the size of my gestures, and even allow students to lead the rehearsal of classroom rules," the five classroom rules, especially Rule 2, will be reinvigorated and even amusing throughout the whole school year. I'm so excited just thinking about it!
Melida,
DeleteYou have included some wonderful ways to help keep rule 2 fresh in students' minds! Great job! Here are 25 Certification points and a 5 POINT BONUS for being extra special!
I think all of the rules are very important, so it is difficult for me to pick just one to discuss. However, I think I will discuss Rule #4, "Make smart choices". I chose this rule because I teach in a very small, rural school. There are only 40 - 50 students at each grade level. By the time the students reach me in third grade, they have been with the same children for at least three years (longer if they went to preschool). Therefore, they know each other very well -- sometimes too well and it leads to arguing and bullying. So I think Rule #4 is extremely important.
ReplyDeleteTo teach Rule #4, I will say the rule with the gesture of tapping my temple with my hand while I say, "Make smart choices". I'll have the students say it with me three or four times. Then we'll discuss why it's important. I will be sure to point out that it's important to be kind to others in order to keep our classroom a safe place. I want the students to understand that everyone deserves respect and to feel safe at school. Without kindness, respect, safety, and honesty in the classroom, students will not be able to learn everything that they need to in third grade. We will then practice all of the rules and repeat them every day several times a day.
I have noticed in the past that students tend to act more mean to each other during the second semester of school. I think this is because we've all gotten comfortable with each other and started letting little things annoy us. This will be a good time to try to reinvigorate my students with Rule #4. I think after Christmas Break we'll have another discussion about Rule #4. We'll talk about how it's working and if there's anything as a class that we need to work on. At this time, we might incorporate "Random Acts of Kindness". This is where students do things for other students without being asked to. As other students notice one another doing this, we discuss how it made the receiver feel. Usually this encourages others to follow along. We'll continue to practice all the rules daily. As time goes on, we can discuss if any rules need to be changed and how we will change them. My goal is to have the students take ownership of the rules so they will follow them better.
Cheryl,
DeleteHelping students take ownership of the rules is a great point. In your "discussion", having students practice the rules incorrectly and then correctly activates more areas of the brain than just talking about why the rule is important. Don't forget to keep activating all areas of the brain in everything that you do! Here are 20 Certification Points for your effort!
I would begin the first day of school by introducing Class-Yes. Once my students were excited about this, through repetition and variations in the way I said “Class”, I would tell them that they were going to learn the most fun and easiest classroom rules ever! I would lead them through learning all 5 classroom rules. I will say a rule, using the movements and my students will repeat. I think it is very important to have the students vote on these rules, which will be the majority, if not all, of the class. Before Whole Brain Teaching, I would have my students come up with their own classroom rules. Almost every year, the students came up with the same rules. Giving the students the opportunity to vote allows for a classroom unity where they know they helped in implementing those rules and they are fair for everyone.
ReplyDeleteWe will practice these rules throughout the day, a minimum of 4 times. The remainder of the first week of school, we will practice these rules 4-5 times daily. If I notice a child yells out an answer or gets out of their seat, I will put my hands together around my mouth, like a trumpet, and say the rule number they are breaking. Students will then yell out the rule and act out the corresponding movement. This will take the “teacher picking on me” part of the day out of the child’s mind. To help reinvigorate the rules, weekly I will have a student lead the class through the rules. Once my students are mastering the raising their hands to leave their seats, I will take it to the next level! Many times, when I am leading a small group discussion or students are working in partners, they will raise their hand, wait to be called on , and then ask to go to the bathroom or to get a new pencil. Instead, I have symbols that I will use to help keep the Rule # 3: “Raise your hand for permission to leave your seat” still active in the classroom. If a child needs a new pencil, they will raise their hand with their pencil in the air. If a child needs to get water, they will raise one finger in the air. If a child needs to go to the bathroom, they will raise two fingers in the air. If a child has a question or would like to comment, they raise their hand will all 5 fingers showing, like normal. I used these symbols this year and it really helped! I never had students out of their seats without permission. It made things much easier because I could just say “Go Andrew” or nod my head at them and they knew exactly what to do.
Laken,
DeleteYour use of hand signals with rule #2 seems to be a good system for controlling the regular procedures that occur in a day. Beyond these signals, how will you reinvigorate the rules review for students as the year goes on? This is an important piece to the prompt that you left out. Here are 20 Certification Points for your effort, but in your future points please try to tell more! I know you can do it!
My plan is to teach the class rules during the very first hour of the very first day of school. I know that my energy and enthusiasm for Whole Brain Teaching will ensure buy in from my students.
ReplyDeleteFor the first two weeks I will practice the rules repeatedly throughout the day (after the morning announcements, before leaving the room, upon returning to the classroom from recess, etc.).
The third week of school I will assign student helpers to lead the class in the rules after the announcements and after lunch. If I see more repetition is necessary, I will add in other times.
It is difficult to pinpoint one rule to focus on, but I would choose, “make smart choices,” for my fifth graders. They are at an age where it is important think about how their choices affect themselves and others.
I will discuss this rule with my students in great detail and talk about times when they made smart choices and times when they did not. We will also tie this rule in to stories (both fiction and nonfiction) read in class and how the characters’ choices affected the outcome.
To encourage students to make smart choices outside of school, I will have a place in my classroom with forms to write on and a jar. Students will be able to bring the forms home and write about a smart choice they made outside of our classroom. There will be a place for an adult signature (parent, custodian, coach, etc.). Each week I will pull one paper and read what the student has written. That student will then be given a “ten finger woo” and will become the new class leader for the rules.
By making the rules positive and fun, I am confident my students will be well behaved and happily engaged in learning.
Sandy
DeleteYour Rule #4 jar is a GREAT idea! What a motivator to use the name drawn as your class leader! Don't forget, when you "discuss in detail", use the teach-okay and activate more areas of the students' brains. One idea is to have a sentence frame that students orally fill in as many times as they can: I make smart choices when I ___. Here are 25 Certification Points for you, and a 5 POINT BONUS for being extra amazing!
Sandy,
DeleteI love the Rule 4 jar! I just might have to steal that for the upcoming year.
Kate
Sandy,
DeleteWhat a great idea!!
I truly enjoy WBT rules and start the year rehearsing them several times a day. It is a part of every morning’s routine. After the first couple of weeks, the class is able to repeat them with a simple signal from me.
ReplyDeleteThe rule I feel is the most powerful if Rule 4-Make smart choices-because if you do not make a smart choice for yourself, you probably have broken the other four rules along the way. Definitely, rule number 5 has been broken! It is this rule that I feel governs every aspect of their lives. My students come from rough neighborhoods where their making the right smart choice can have a lasting effect on their entire life. They know of someone who has made a wrong choice and the impact it can have on you.
As the first month progresses, I have experienced the ability to simply hold up a finger for the rule that was not followed and the class will make the correction and my teaching is not interrupted. My feeling is that most kids really do want some boundaries and rules in place; it gives them a sense of security. I am excited to get started this year because with the new Common Core our first unit theme is Rules and Structure and WBT rules are the perfect place to start.
I find by having the Five Rules as a guide to my class I get more accomplished, everyone knows they are being treated fairly, we seem to get a lot of learning done in a fun, interactive way and I seem to have a very happy well behaved class.
Peg,
DeleteYou are so right about some of our toughest students craving that structure and fairness. It is fascinating that you can just hold up a finger for the rule and have the kids respond. What is your plan for reinvigorating one the rules throughout the year? While repetition builds dendrites, we certainly don't want to create habituation. Here are 10 certification points for you!
When I taught the rules last year, I printed posters that I found online, we did the motions, and practiced about once a week. The problem was that we didn't practice enough and the posters did not represent my class. You see, 92% of my class was Hawaiian or Filipino and the posters I chose that had bright fun colors had clipart of Caucasian children. My class did not associate themselves with the posters, and since we didn't practice enough, they didn't own it. Thankfully, things got better once I made my own posters with diverse children as clipart. To be even better next year, we will practice everyday! After reading chapter 7 and learning the rationale behind each of the rules and the reason for the need to practice, I understand the power behind these rules. By practicing, we are making these rules our habits. By practicing them, I can also remember to reinforce them. I plan to print out the script that Ms. Maestra used and glue to the back of my posters. As I introduce the rules for the first time, I will hold up each poster and can glance at the script on the back if I need to. That way I will be prepared, no matter how nervous I am! The rule that I am ready to rock for next year is number 5: Make your dear teacher happy! Last year, I thought that rule was a little silly and egocentric. However, after reading this chapter and learning about how this rule can help teach kids about respect for adults and others, I am on board. I also think it will help stop arguments or power struggles. Even though this year will be my 10th year of teaching, I just know that this year is going to be the best yet!
ReplyDeleteNicole
Whole Brain Teaching With Style
Nicole,
DeleteGood for you for finding a way to make the rules meaningful to your class. That is what good teachers do! So glad you have a plan in mind for next year! Have you thought about how to reinvigorate Rule 5 throughout the year? Practicing is great but it is important to change it up as the year progresses. Here are 10 certification points for you!
I'm wondering why I only got 10 points on this submission. Can you email me at nicole.teachingwithstyle@gmail.com? Thanks!
DeleteThe five classroom rules associated with WBT are very practical, understandable, doable and effective. With a positive presentation, daily referrals and rehearsals, the class rules can and will unite a classroom. This coming school year will be my first year using the WBT rules, officially. I have always had these rules as an “understanding” between my students and I, but I never thought to make my class rules a daily reminder. I have always gone over my rules on that first day, reviewed maybe that first week, and then just assumed everyone got it. With daily rehearsal, teacher and student led, the rules will not just be something to break, but a daily class expectation that will join my class as a whole. On being apart of a team of teachers (including fellow book club member, Melinda), that will be reinforcing WBT this upcoming school year, I am positive daily implementation from four core classes will reinforce the WBT rules effectively.
ReplyDeleteI find the first rule, “Follow directions quickly,” is so important. I am a teacher who uses every second of my class for learning. I find I am very efficient with my time allotted during each class period and I expect my students to achieve the same. With very little time lost, there will not be any time left for interruptions or disruptions. My goal for my students this year is that they will come to class prepared, have needed supplies, and be ready to learn so they can move freely and quickly from one task or directions seamlessly.
Amanda,
DeleteHow wonderful that you have high expectations for your students! That is such an important piece of their success. As you write, watch out for those pesky writing errors. (apart vs a part) On future posts, please make sure you address all parts of the prompt. (How will you reinvigorate Rule 1 throughout the year?) You have great ideas. Let's bring them to life! Here are 10 certification points for you!
I would introduce all five rules on the very first day. We would practice these rules after announcements, during brain breaks, after lessons, and before students leave class. We would practice the rules every day for the first month of school. Then, I would have students vote on the rules. If students have a better idea for a rule, then we would change the rule or rules. This will give students ownership and a sense of belonging.
ReplyDeleteThe rule I would focus on is rule number one: follow directions quickly. I use an interactive notebook where students cut, color, and paste class notes and activities in their notebooks. It takes time for students to complete these tasks and does not allow time for students to have me repeat the directions over and over again. The faster they can follow directions, the more I can get taught and use WBT. As we make progress, with this rule, all I will have to do is say, “Rule One” and hold up one finger. Students would repeat rule one. This will help students stay on task without me having to lose my cool.
After Christmas break, I will change the rule to follow directions on my mark. Then I would say “mark” and students will say mark and comply with the given direction or directions. We will practice this for several weeks and then have another vote on the rules and change any if better ideas for rules have surfaced. This will allow students to stay connected with the class for now they have some input with changing and creating the rules. Students will see democracy at work and feel pride in how quickly they can get tasks accomplished. Giving students some ownership in decision-making allows them to feel a part of the class and not just another piece in the game of school.
Debora,
DeleteOne of the things I have found so important when using WBT over the past several years is using the system with fidelity. I would urge you to not change the rules. There are other ways to allow your students to take ownership in their classroom. The ideas in the WBT book have been tested over time and are proven to work. Here are 10 certification points for you.
I see my students on a weekly basis so everything about WBT takes longer for me. Rather than teach all five rules in the first class session, I break them up over the first two sessions. During the first week, we focus on Rule 1 and Rule 2. We spend a lot of time, especially in the Kindergarten and First Grade, practicing Rule 1 "follow directions quickly." We determine what quickly means and we practice, practice, practice. We sing lots of songs with directions to be followed so we can practice following directions that the teacher gives as well as other adults and whoever is sitting on the stool (the leader's seat). Rules 3, 4, and 5 are addressed in the second class session. We repeat all our rules at the beginning of each and every class session as part of our warm-up session.
ReplyDeleteThroughout the year, we add new students in every class. I use these instances to reteach the rules. The students love to show off to their new friends how Mrs. Weston likes things and they especially love teaching the newbie Rules 5. On occasion, I have changed the rules slightly in January. Last year, I combined rules 2 and 3 and added a new rule 3 "hands and feet to yourself" since we were having trouble with that and I felt like we needed to address is more specifically than rule 4 could. It took us quite a few weeks to make the adjustment but the classes were very well focused on the rules.
Your class sounds a lot like mine. I love the way you changed the rules to have "hands and feet to yourself." I also like the "leader's seat". I know you are going to have a great year!
DeleteGwenn,
DeleteI have a few thoughts for you. First, watch the video on the WBT Facebook page of the Kindergarten breakout session at the National Conference. It has great ideas for getting our youngest students on track quickly. Second, I would suggest leaving the rules the same throughout the year. Could "keeping your hands and feet to yourself" be covered under Rule 4? Perhaps there needs to be more discussion about what constitutes a smart choice. I do love your leader's seat. That is a neat twist to the rules while maintaining fidelity to the system. Here are 10 certification points for you!
I teach a resource class for special education students in kindergarten and first grade. I teach the students in groups of 4-5 for an hour block of time five days a week. Some of the students are served in another group for 30 minutes to an hour for five days a week. All of the students I taught last year know the five rules but I am constantly getting new students throughout the year. All five of the rules are important in my classroom but the one that I have to continue to use the scoreboard to reinforce is rule #1…follow directions quickly. This rule is complicated for my students and requires me to be sure that I am providing clear, concise directions because some students can only follow a one or two part command. This is why WBT is prescriptive teaching for me. Directions and instructions for my students HAS to be 30-45 seconds max. Gestures are critical. My students are looking for any cue they can hang on to for success in the classrooms. Training in my classroom equals success in their regular classrooms as well.
ReplyDeleteI use timers from Dollar Tree for lots of things in my classroom (e.g. fluency for sight words, time to play a game) and the kids love to “beat their times”. I will time the students on “following directions quickly” for different types of activities such as lining up, finding partners and so on and post their times on the board. Then as the year goes on I’ll challenge the students to “follow directions quickly like a 3rd grader or some other motivating challenge.”
Kathy,
DeleteGood job understanding the best way to implement Rule 1 with your students. Isn't it amazing how a little competition (timers) can motivate kids? Great idea to bump their success level to 3rd grade! I would love to hear more about "some other motivating challenge." Are there any other ways to reinvigorate this rule? Here are 25 certification points for you!
Well, Kate...now that you mention it, you've got me thinking. Some other motivating challenges for MY students this year could be to "follow directions like a mouse (without a sound)...I think there are lots of fun ways to reinvigorate this rule actually (now that you've got me thinking LOL)---before the teacher writes the first word on the board...there's no limit, really). Of course, you can use the scoreboard to motivate the students to follow the rules quickly! Thanks for getting me to start thinking of variations on the variations. LOL
DeleteI used the WBT five classroom rules last year and will use them again this year. They are easy to follow and students understand exactly what is expected of them. I created a poster for each rule using colorful clip art and a font that stood out. They are displayed on my white board right in front of the room. The first day of school I would have a discussion with students about classroom rules. I would ask them what rules they think are important enough to be in our classroom. On chart paper I would list all of their ideas. After doing this, I would introduce my five rules. Students would notice that these rules encompass everything that they suggested on the chart paper.
ReplyDeleteAs I introduced each rule, I would say the rule clearly and show the gesture. Students would repeat each rule and the gesture. This would be practiced several times a day. We would practice every morning when students entered the classroom. We would also practice before leaving the classroom for recess, specials, and dismissal. It is very important to do this, especially during the first few weeks of school. Students need to understand what is expected of them. To make it interesting, I would change up my voice and have students lead the review at times. I would also explain to students the reasoning behind each rule. Then we would have a vote to approve the rules. I like the idea of them “buying in” to the rules.
The rule that I have found that is most difficult for students is Rule 2: Raise your hand for permission to speak. Every year I have students that love to shout out their answers. In the past I have made the mistake of answering students when they do this. Now I just hold up two fingers and students state the rule. This is a quicker way of catching the offender without wasting a lot of instructional time dealing with it. Doing this consistently is extremely important. I do not want my students to think that they only have to follow these rules at the beginning of the year. This is a daily effort on everyone’s part to be a classroom community that is respectful.
Elissa,
DeleteGreat thoughts about teaching the rules to your class. I like the way you encouraged buy in from your students. An important part of this prompt was how to reinvigorate the rules as you go through the year. Have you considered how that might look? Here are 10 certification points for you!
The rules came into play half way through a school year, two years ago. What a difference they made. The impact was evident both in and out of the classroom. Last year I used them from day one, and they were effective the last day of school as they were the first day of school.
ReplyDeleteFollowing directions quickly is high priority in third grade. Third graders face advanced curriculum (though common core is closing this gap), increased responsibility/independence, and their first exposure to state testing. Following directions quickly leads to our class covering more material throughout the year. It also limits the time for students to be off task partly because the students know what they are supposed to be doing (do it quickly before they forget what they are supposed to be doing) and partly because there isn't any lag time to get off task.
I will continue to teach this rule first by introducing it with gestures. We move our hand quickly through the air, as described by Mrs. Maestra in Chapter 7. As with the other rules, we practice it often the first week of school. In the beginning they repeat after me, but as the week progresses I have both the whole and individual groups (boys, girls, those with braces, those sitting in the hexagon group) state which ever rule I believe needs practicing. Rule Number 1 often needs practice. I have found that first week that the students like to add their own illustrations to the rules. I give them time to illustrate each rule and opportunities to share them with the class. Some copy the illustrations found on our classroom poster, others come up with their own creative designs. Whichever path they take, the rules are reinforced.
Catherine,
Delete3rd grade is a huge leap all the way around from the K-2 years. You are right that the rules play an important part in a 3rd graders life. An important part of this prompt was how to reinvigorate the rules as you go through the year. Have you considered how that might look? Here are 10 certification points for you!
You are correct! (As with my students, I should have gone back and read the question after completing my answer.) I do plan this year to use a rating scale to show how each of my students would rate themselves at the end of the week concerning their ability to follow the rules. This will not be put into place until we have gotten well into the school year. I think practicing and understanding the rules is necessary before the students can rate themselves on their ability to follow them. A big part of teaching these days, and teacher evaluations,is student's ownership of their learning/behavior. Parents will see these rating scales and any notes I make on them as they will be located in their communication binders. When needed, I will conference with the students. This will be added to my "teacher goals" for the new year, and I will evaluate the success of it after four weeks. This may only be in place for those four weeks, but I want to see what impact it has.
DeleteGood idea Catherine! Self assessment is a wonderful tool for students and it can be so motivating. Keep us posted on the Forum about this idea. I would love to hear how it goes. :)
DeleteThe rules I would like to focus on for next year are Rule 4 (Make smart choices) and Rule 5 (Keep Your Dear Teacher Happy!). I believe these rules go hand in hand very nicely.
ReplyDeleteI will teach Rule 4 first. Students will begin by writing two “I have to” statements and two “I can’t” statements. Students are asked to share their responses and then are asked to change those sentences to say “I choose to” and “I choose not to”. Right away students are ready to disagree with their “new” statements. This leads to a discussion of the fact that they ALWAYS have a choice! This is a discussion that I will come back to when needing to address choices the students are making.
Last year I completed my 13th year of teaching middle school science and it was by far the most stressful. One thing that contributed to the frustrating year was the frequency of the ‘F-Bombs‘ used in and around my classroom and the overall disrespectfulness from students. I am a pretty laid back person and definitely not a prude but I do not believe that type of language is appropriate no matter “the culture”. In retrospect I believe I could have used Rule 5 much more effectively to address this issue.
I have used the Super Improvers Wall (SIW) with a fair amount of success the last few years. What I need to do is tie Rule 5 specifically to the SIW when inappropriate language or disrespectful behavior occurs. What was missing last year was the rehearsal aspect of this Rule. I do not think I ever had the students repeat Rules 4 & 5 like I would Rule 2 (Raise Your Hand for Permission to Speak). This was a MAJOR oversight in my teaching practices last year.
The Super Improvers Wall has its own reinvigorating built-in system. I believe as long as I rehearse and continue to tie in the Rules to the SIW then I can also keep reinvigorating the 5 Rules!
Jason,
ReplyDeleteGreat reflection and goal setting to keeping you climbing the ladder to success! Tying Rule 5 into the SIW is definitely a step in the right direction. You can also tie it into the scoreboard for an added bonus. An important part of this prompt was how to reinvigorate the rules as you go through the year. Have you considered how that might look? Here are 10 certification points for you!
This comment has been removed by the author.
ReplyDeleteI will introduce the classroom rules the very first hour of school. One of the classroom rules 3rd graders need to follow is Rule 1 follow directions quickly. If students understand what you are asking them to do and do it quickly, there will be less time to break any of the other rules. After I teach the rules, we will practice Rule 1 while I give out quick directions for students to follow. One of the directions we will practice quickly is getting a text book out and turning to the correct page quickly. When I say, “Math book page 75,” students will repeat, “Math book 75, math book 75, math book 75.” They will be quickly turning to the page and then put their hands in the air saying, “Woooo,” to show me they are ready.
ReplyDeleteI will continue to review all the rules in the morning, after lunch, and after recess. To keep the students from getting bored, I will have students lead the rules. As the year goes on, we will also have a jar that has different ways to say the rules, like use a pirate voice, a robot voice, or a girly voice. To keep Rule 1 exciting I will hold quick, fun practice sessions for students to practice following directions, like stand up, sit down, raise both hands, and touch your nose.
I will also tie Rule 1 in with the scoreboard. I will have another small white board under my scoreboard that will show how much time students will have to follow directions quickly, like 8 seconds to line up or 10 seconds to get your book out and turn to the correct page. Students can continue to decrease their time and earn smileys when they beat it. Frownies will be earned for not being fast enough. My plan is to have a classroom record chart for future classes to see if they can beat the classes before them. Some of the directions I will keep track of will be getting your book out and turning to the correct page, lining up, putting supplies away, and cleaning up after silent reading time. By making it a challenge and a game, students will certainly enjoy following Rule 1.
Marty,
DeleteGreat thinking about Rule 1 and how to keep it fresh and interesting! Here are 25 certification points plus 5 BONUS POINTS just for you!
I am teaching Kindergarten at an At-Risk Title 1 school next year and have been warned that my students will be difficult. I plan to teach the five rules in the first hour of the first day of class. We will go over all of the rules just as Mrs. Maestra did with her students, at least three times a day everyday! I will be looking for the detractors or rebels immediately to find that perfect opportunity for "disruption to trigger class unity."
ReplyDeleteI expect Rule 2 to be the biggest challenge for my students, in that they are very young. Once the rules have been rehearsed to a point where each student knows what they are, when Rule 2 gets broken I will raise two fingers and firmly say, "Rule Two!" I will teach my class to state the rule whenever I do that! I can do that with all of the rules but with Rule 2 I will reward my class on the scoreboard when everyone follows the rule when I ask a question. I think the positive approach of rewarding good behavior will promote more good behavior. I also have a great book titled, "Interrupting Chicken" that highlights, in a fun way, how frustrating interrupting can be to others. But my favorite classroom example to help young people drive this rule home is my friend, Butt-in Brown. If I find that Rule 2 is getting broken more than it should, Mr. Brown will visit and interrupt students while they are trying to ask a question or share a story. If Mr. Brown comes to visit my students will know that he is wasting class time and their "end-of-day" free time is running out!
Chelsea,
DeleteGreat ideas incorporating what you already have working in the classroom with WBT! I can't wait for you to read Chapter 14 about the Scoreboard. It will add to your repertoire in a big way! Just a thought about Mr. Brown - this is an excellent time for your kids to do critical thinking about why Rule 2 is so important. Here are 25 certification points for you!
Thanks! Yes I have several "friends" that visit my room, Rudy Red, Pouty Purple and so on...They are great for critical thinking and the kids are oh so happy to remind each other not to be a "Butt-in-Brown...I am hoping to be able to incorporate them with WBT and still not stray from the routine.
DeleteDuring the first few days of school, we will model, model and model The Five, Powerful Classroom rules. As the days turn into weeks we will continue to review the rules in the morning, at lunch and before the end of the day. We will also practice saying the rules aloud. Along with the signs provide by WBT I’d also like to take classroom pictures of students doing The Five, Powerful Classroom rules. Perhaps for Rule 1 I’d take a photo of a student starting on an activity sheet. For Rule 2 I’d show a photo of a student raising their hand. For Rule 3 I’d show a student half out of their seat but with their hand raised. Rule 4 could be a photo of a student making a smart choice like . . . using a pencil instead of a marker. Okay, some of these may need to be tweaked a bit but I think giving the students a clear idea would further their “buy in” of the rules. The last rule #5 would be a picture of me smiling! We have a school wide ‘Caught Being Good’ drawing every Friday. Teachers throughout the week give their students a slip a paper with the words ‘Caught Being Good’ on it, they put the slip of paper in a container then draw out a name and they go to see the principal for a treat. I would incorporate that activity by writing the rule on the slip of paper. Students would learn in way The Five, Powerful Classroom rules through mirroring.
ReplyDeleteSo that the rules stay fresh and habituation does not occur I would change up rule 4. By mid-year, students have matured and we’ll need to discuss this rule in more depth. After discussing that our previous behaviors have change and we’ve grown, we’ll discuss what behaviors 4th grade teachers and parents are looking for. We’ll also discuss that a new gesture is needed. Such as, putting four fingers up top of the head and wiggle their fingers.
By repeating the rules and the gestures throughout the day and over a long period of time and modeling, these actions would solidify the importance of a great learning atmosphere.
Yesterday I began practicing for the first day of school. For me to be credible I need to have the gestures and rules memorized and ready to go. I am planning on following the script as outlined in Whole Brain Teaching in Chapter 7. I have printed on card stock and will put them on the white board the first day of school. Day one major activity is Teach-Okay the rules until I can say the rule number and the student repeat the definition. I will be asking students to repeat the rules daily for the first several weeks and again after three day weekends and holidays.
DeleteAt first I thought my favorite rule was “following directions quickly,” as there were times last year when students moved in slow motion. I am looking forward to have each rule part of my classroom. When I think of challenging students I now feel I have the tools and the class to redirect negative to positive. Instead of acknowledging the challenge, I will be just saying rule number and the students will be letting the challenger know the rule. Negative behavior is not desirable or cool in my class. For the extra challengers I will introduce white and purple card which will provide rule practice during recess and involve parents.
Until then, if you are by my house you may hear me saying ‘Rule #1 Follow Directions Quickly.’ I am practicing for a challenge free year.
Diana Galloway
Mrs. C,
DeleteI like your picture idea! It will teach your students to be on the lookout for good behaviors! As you submit your writings, be on the lookout for those sneaky writing errors! Here are 10 certification points for you.
Diana,
DeleteGood for you for practicing your presentation of the rules! It will make a big difference in your class. An important part of this question was how to reinvigorate the rules as you go through the year. Have you considered how you will do this so kids don't get bored? Be careful of those pesky writing errors as you submit your posts. Great, thoughtful answers will earn a 5 point bonus! Give us a little more and you'll be racking up those points!
Rule one, follow directions quickly, speaks to the energy or lack there of in starting any lesson. Introducing it along with the other four is a regimen rooted in repetition. First, we must have energetic practice with a healthy dose of funicity! Not too far behind that repetition, we need to practice NOT following directions quickly. The reason for that is so that our students know we are well aware of when they are not following directions quickly and thereby delaying the exciting instruction we have planned so carefully for them.
ReplyDeleteOne way to reinforce what not to do could be having half the class watch the other half not follow directions quickly, and then following directions quickly. Points are awarded on how well they did it badly and then correctly, with a few mighty groans thrown in for balance. Then swap up and let the other half of the class watch.
Keep up a periodic check of how long it takes to execute following directions quickly with a stopwatch and post their best time for a periodic competition against the last best time. Having the entire class ready to learn in a matter of seconds instead of minutes keeps the energy flowing and reduces the opportunity for off task behavior like creative entertainment of classmates.
Revisiting rule one periodically through the school year keeps the concept fresh, especially when they return from a break in the class routine. Changing up how you present it and popping it in very randomly will make it fun. Have a student lead sometimes, even asking them to go through the “how not to follow directions quickly” drills. Vary the situations for review with teach/okay using one standing, both standing, teaming with different “teachers,” how many times you can repeat the rule in 10 seconds, and any other inspirations you have.
“…Teaching is repeating.”
Russ,
DeleteI think you are the first one to talk about including not following directions as part of your practice. Good for you! The changes you have included still give fidelity to the program but keep it always evolving. Here are 25 certification points for you plus 5 BONUS POINTS for a thoughtful response!
I am anxious to get my own class so I can use these 5 fabulous rules with them. Rule number 1 sets the tone for the entire day. When students are following directions quickly, we get so much more learning accomplished and there are less chances of misbehavior.
ReplyDeleteI would introduce this rule within the first 30 minutes of class on the first day of school after introducing class yes. I would first model the rule with the gesture. I would then have my students echo the rule back to me using the gesture. We would do this several times back and forth. Next, I would partner students and teach them how to do Teach-Okay. They would then teach each other rule 1, follow directions quickly.
I would also give them random directions to follow (and tell them if they are too slow I will say Rule 1 and they are to give me the rule with the gesture immediately), touch your head, take out a book, stand behind your chair, etc. When done well, I would praise them, if they were the slightest big too slow I would say Rule 1 and they would respond with follow directions quickly and the gesture.
We would continue to work on this rule the next couple of weeks and as needed during the school year. For the students who need to improve they would get the opportunity to earn stars on the Super Improvers Wall to entice them to be a tad bit quicker!
I look forward to using this rule and the other 4 rules in the classroom with the gestures. I believe that making rules fun with entice children to make better choices and thus make their dear teacher happy!
Brian
Hopkins' Hoppin' Happenings
Brian,
DeleteI can sense your eagerness to have your own class! Starting a teaching career with WBT will be an amazing thing. In thinking about Rule 1, how do you think you could reinvigorate it as the year rolls on? This is an important part of the prompt. Remember change will keep it fresh. Here are 10 certification points for you!
Kate,
DeleteVery much so. I taught for 8 years and I am ready to have my own class again. So many ideas from WBT and other things rolling through my brain that I just can't wait to try with them. Mmmmm good question, maybe have the children come up with a new gesture and vote on it. Change the gesture every quarter. Another idea is to time them as a class for certain directions and try to beat their previous time. I do agree with keeping it fresh as if we don't we lose the kids and behavior problems come bouncing back!
Brian
When I started using WBT last year, I loved the techniques presented to help students who shout out. Through reading this book and attending a WBT conference, I am learning additional tools to incorporate year-long so that my students follow Rule #2: Raise your hand for permission to speak. Day 1 of school I will introduce the 5 rules followed up by lots of practice following and breaking the rules, using the Scoreboard to set expectations. Knowing how important Rule #2 will be throughout the year, I will focus heavily on this one. I will teach my students that we will help each other follow the rules, so when a student breaks a rule, I will say "Rule #2" or hold up two fingers and the class will gently remind that student, "Raise your hand for permission to speak." The Scoreboard will reinforce this as well. At the start of the year, The Super Improver Team will be up and ready, building curiosity among the students, until I introduce it a few weeks later. This will provide opportunity to praise and recognize students (especially those following Rule #2 or improving in their ability to follow it). I purchased WBT student leader buttons and am very excited to incorporate these into my classroom around Thanksgiving to empower the children. I plan to highlight the child who is the student leader for Rule #2.
ReplyDeleteAfter Christmas break, I will introduce white practice cards (wish I knew about these last year!) that allow a child to practice the rule he/she is struggling to follow. I like that these cards are not punitive, but rather a way for the child to rehearse and practice. I love the idea that "practice makes permanent." A month or so later, I will introduce the purple card of wisdom, the royalty card for students who are following rules well and to also cancel a white card. I will include notes home to parents for both cards. If necessary, I have the green cards in my back pocket for individual behavior. I will continue to weave rule rehearsal in all year long in fun creative ways! Another great job for student leaders!
The Practice Cards definitely bring a new level to the rules. I would love to hear more about how you will weave rule rehearsal into your classroom in fun creative ways. Here are 25 certification points for you!
ReplyDeleteWhen I begin school in just three short weeks, the first thing I will do once we return to our classroom from our first day assembly and parade is teach my students "Class, Yes". I may even teach them that before we go to our assembly; WBT is all about not wasting any educational time, so we will start on the first day at 8:15! After my students have firmly grasped "Class, Yes", I will tell my students that we have some of the easiest and most fun class rules they have ever had. I will teach my students the rules and show them how they must always use BIG gestures when we are talking with our hands. We will continue to practice and repeat our rules throughout the day, most likely at each major transition in our day to reenforce the rules so that the students know them from memory by the end of the first week. Last year, not all of my students knew the rules from memory, so when I called on students to tell me a rule, they had to look at the board to find and read the rule. I want my students to know the rules better this year, and this will start on day one.
ReplyDeleteThroughout the first week, we will also practice the right and wrong way to follow the rules. This was a strategy I learned last year when we began implementing The Daily 5 and it was effective for students to see the wrong way to do it. But the trick with this is to choose your students wisely! Choose those who will break the rules and do so for the attention. By giving them the attention now and letting them show how not to follow the rules, they are getting their moment in the spotlight and I am using them as one of my "helpers" and am pulling them to my side. Score for the teacher - might oh yeah!
As we move through the first few weeks of school, I will slowly wean them off of saying our rules so many times a day and bring it down to the following: first thing in the morning, before specials, and after lunch. In addition to this, we will think of fun and creative ways to say our rules such as talking like a turtle, cowboy talk, and so on.
After about the third week of school, I will begin to choose student leaders based on the previous week's Class Dojo points. Class Dojo is an online website for tracking student behavior. Students love their monsters that they can personalize, and parents and I love the instant feedback. At the end of each week, I will choose two student leaders and the following week, those two students will be my student leaders. Student leaders will help lead the class in our rules each day as well as using other WBT strategies such as "Class, Yes".
On the unlikely chance that a student breaks a rule (Gasp! A student breaks a rule?), I will raise my hand and show the number of the rule that is broken and say "Rule #__". The entire class will then recite that rule and we will move on. If the entire class is following a rule, for example, Rule #2, I will reward students with points on the scoreboard and maybe even some Class Dojo points. Once I have my Super Improver Wall up and running, students can earn stickers toward moving up to the next level when they show improvement on a goal that they have previously struggled with.
These are the most effective and student friendly rules that I have seen and I cannot wait to implement them starting on day one this school year!
Allyson,
ReplyDeletePractice! Practice! Practice! It makes a world of difference in a classroom, even on the last day of school for the year! Your Super Improvers Team wall will encourage and allow all levels of learners to improve as individuals. Here are 25 certification points for you!
The five classroom rules are great. During my first year teaching in the WBT method the rules were one of my many successes. I realized, after using WBT, just how much my classes have abused talking out of turn, getting out of their seats, and back talking in past years. For example, I would go through many Kleenex boxes each year and last year there was an abundant supply left over due to the fact they had to raise their hand for permission to leave their seats. I realized students will use any excuse to move, but because of WBT they were already moving and they didn’t ask for permission unless they really needed a tissue. No aimless walking around just for the sake of moving.
ReplyDeleteThe rule I will talk about using is rule four. “Make Smart Choices” I will teach this rule along with the others on the first day of class. With each rule I will demonstrate the wrong way and the right way to use the rule. The students have a blast when they practice breaking the rules. Along with rule four, I will teach “for example“ with the gesture. This rule has so many “for examples” that the students will have tons of fun coming up with ways to make smart choices. As the rule becomes “old hat” I will think of creative ways to keep it fresh. For example, for one or two weeks we will have a make smart choices treasure hunt, where students will be on the look out for bad choices and smart choices and report back to the class on their findings. Another idea is to have a box that students can write a specific “smart choice” they made on a piece of paper and put it in smart box. Then I will draw one out, read it and reward that student as a leader or have them pick the scoreboard reward choice that week. Creating new ways to maintain the freshness of the rules keeps the students from breaking or forgetting them.
Kathy,
DeleteRule 4 does encompass a great many things, doesn't it? I like your treasure hunt idea and the fact that kids will be on the look out for good behavior. I imagine this will even cut down on tattling. Oh sweet mama! Here are 25 certification points for you!
I teach and rejuvenate all five rules throughout the kindergarten school year in a similar fashion. I will offer an explanation using Rule 1. I begin by posting the rule, say the rule, and using the WBT gestures. Having already taught mirror, I have the students mirror rule number one with me then have them practice saying it to their elbow neighbor. This next year, I will include the Teach-Okay and number my students so they are clear as to whom they are to speak. I refocus them with the class-yes (already taught) and we discuss and chart what rule one means. I ask them to describe to me what “following the directions quickly” looks like and sounds like. I ask a student to model it for me by requesting him/her to go back to their seat. We refer to the listed discussion points and revise as needed. Upon completion, we cheer for the student with a five finger woo or maybe a firecracker. Then I ask another student to show me the wrong way to go back to their seat, meaning they are not following the direction and/or going slowly. We discuss what makes that the wrong way to perform the rule and why. Then the same student “fixes” their actions by following the rule the correct way. We again cheer and maybe add some points to the scoreboard. I follow this by correctly and incorrectly modeling following the directions quickly with a few examples of common directions in the classroom like putting papers away or lining up. I ask if my actions are following the rules or not and why. Next, I have the students all practice following some of those same rules incorrectly and correctly. This will allow them to not only see and hear what the rule does and does not look and sound like, but it also allows them to begin to store this rule in their muscle, visual, and auditory memory. For next year, I would like to be sure to add the Teach-Okays throughout the lesson, the QT Test and Prove It somehow.
ReplyDeleteDuring the first couple weeks of school, we practice the rules during our morning meeting and after lunch by me leading and they mirroring. After some time, we only rehearse the rules in the morning meeting as a whole group and “Helpers” (leaders) lead in my place. Reviewing the rules every morning starts all of our days in a positive, fun, and collective manner. It also keeps the rules fresh. When students forget rule one by both moving too slow or not following a rule, I ask what rule number one is and the whole class recites then helps to correct their own or their friend’s behavior. Next year, I would like to post time records and try to beat them as a class or using the Improvers Wall for following directions quickly. At times, we have held class meetings where we review the rules in detail if a large amount of people are not following or if we are returning from time off. I do not scold but rather say, “I need a refresher” so that they can “teach me” how to do it again. Sometimes, we use questions about the rules in Mind Soccer to keep them fresh in our minds. Next year, I would like to use level two of the score board more effectively to rehearse rules as needed at home and during school.
Jennifer,
ReplyDeleteVery thorough explanation of how you teach the rules! I would love to hear more about how you will reinvigorate Rule 1. Check your paragraph for a mechanical error (they mirroring). Here are 20 certification points for you!
I've been using the WBT classroom rules for several years now. This past year a new rule was suggested by a student. Several students had complained that even though people were not "talking" (Rule 2) and were staying in their spots (Rule 3), some people were still engaging in distracting behaviors that inhibited learning. One Friday afternoon we had a class meeting to address the issue. The student offering the suggestion discussed with the group that there should be a rule about people working the whole time whenever an assignment is given. I told the students that we needed to keep only 5 rules (my personal preference) so they needed to find a way to add a rule, but keep the number of rules at 5, without losing the rules we had already voted on as a class. After several debates about why each rule was important, it was decided that rules 2 and 3 should be combined, because they are similar and a new rule 3 should be added. Now, our classroom rules read:
ReplyDelete1. Follow directions quickly.
2. Raise your hand for permission to speak or leave your seat.
3. Work hard, the whole time, in your spot.
4. Make smart choices.
5. Keep your dear teacher happy!
After introducing this rule, the kids came up with gestures for our new rule 3 and we practiced it several times a day for at least a week. Whenever someone would be off task during independent work time, I would simply say Rule 3 and the kids would rehearse the rule, helping everyone to refocus.
After about a week or two of rehearsals, I introduced the game "Beat the Clock." Whenever I would assign independent work, I would start a stopwatch and we would see how long the class could work without anyone losing focus or becoming distracted. Eventually, Rule 3 was added to our Super Improver Wall as a "student." Every time the class beat their record, they received a star. Sometimes they would beat the record by so much I would declare "Double Day!" and they would receive two stars. As Rule 3 made its way up the Super Improver Wall, students were rewarded with time like 1 extra minute of recess, leaving 1 minute early at the end of the day, and even the Wacky Star Button fun. I would write the reward on a card and put in a sealed envelope tacked behind the Rule 3 card on the Super Improver Wall. Anytime the card reached a new level, we opened the envelope.
By updating our rules and tracking our progress at mastering the rules, my kids became more focused during independent work time creating Teacher Heaven for me!
Addie,
DeleteI like that you want to make your kids part of creating the classroom rules but I'm going to suggest using the WBT rules with fidelity. Here's why. What does working hard mean? Is your definition of working hard the exact same as every child in your class? Or maybe a student is working very hard at being distracting but he/she is staying put. Does that break rule 3 or does it follow it? Would it be better to let "working hard" fall under the smart choices rule? If a child isn't completing work in a timely manner (not due to comprehension issues), it's just not a smart choice. The WBT rules were written to be all encompassing and leave no wiggle room for kids. Have faith and give it a try this year! I think you'll be pleasantly surprised. Here are 10 certification points for you!
In my experience, rule number two is always a challenge for my students. I plan to teach the five rules on the first day of school. I have already purchased the Five Classroom Rules signs from the Whole Brain Teaching store. I have laminated the signs for durability. I plan to place them in the front of my classroom. I will use gestures for each rule to activate the motor cortex and repetition to help students master the five rules by using Class-Yes, Mirror with Words, and Teach-Okay. I will use a commanding tone of voice (Biffle, 2013, p. 27) when teaching the Five Classroom Rules. I will practice with my “class in the morning, after lunch, after every recess and at the end of the day in the beginning of the school year (Biffle, 2013, p. 31).” If a student is having trouble with rule number two, I will not scold that individual student. I will simply place two fingers up and say, “Rule Two!” After sufficient rehearsal and time for students to master the rules, I will offer my class a challenge to play the Rule Number Two Game. Ms. Shipley, my grade level leader and mentor, shared this game with us during our Whole Brain Teaching 1st Grade Mentees Live Chat sessions. I will challenge my first graders to reach a goal of one minute without breaking rule number two. I will continue to reinvigorate my students by challenging them to break their record of one minute to two minutes. My goal, as the teacher, is to build my students’ stamina to twenty minutes without breaking rule number two.
ReplyDeleteRule 2 is so important isn't it Faten? It is probably the most repeated rule in the entire country - no, wait - the world! Using timers and record breaking is a great way to motivate students. Have you thought of any other techniques you could use? Variety is the spice of life! Here are 25 certification points for you!
DeleteMs. Bowski,
DeleteI can't wait to use my handy dandy class rule buttons from the National Whole Brain Teaching Conference. Can I get an oh yeah!? I am hoping this will be an additional incentive for students who master the rules especially rule number two. I plan to award students by allowing them to wear the rule button they have mastered every week.
The past couple of years I have used my school’s five classroom rules, which we rehearsed faithfully each morning. The rules are very similar to WBT classroom rules:
ReplyDelete1) Obey your teacher the first time
2) Raise your hand for permission to speak
3) Raise your hand for permission to leave your seat
4) Walk quietly in line
5) Be kind to one another
These classroom rules have served me well, however over the course of the past school year, I noticed that my rules were lacking something. What about the student who came in late, sloppy homework, back-talking, or the backpacks in a pile on the floor? Coach B told us, at the Delaware seminar last year, about a student who was dragging a tree into his classroom one morning. Which rule addresses this behavior? What is a teacher to do? My classroom rules are helpful, but what about those other situations? Those of us, who are teachers, know exactly what I am talking about.
Like Superman appearing on a desperate scene, so is WBT rule 5 to a desperate teacher. Meet rule 5; Keep your dear teacher happy. (I think it comes with a cape.)This rule is the catch-all, the rule which covers all those “creative” behaviors that are not covered by any other rule.
I plan on introducing this rule to my classroom this year, since it addresses any behavior, action, or words that do not keep me, the teacher, happy. We will rehearse it in the morning and practice it by acting it out. Practice makes permanent. Last year the kids loved acting out the other classroom rules. I will get them to “buy-in” by having them tell me why it is a good rule to follow. This also worked very successfully last year; they sounded so grown-up and mature explaining to me why each classroom rule was important, that I had a hard time keeping a straight face. Then once they know the rule, but do not obey the rule, I will start using practice cards to help reinforce the correct behavior. A great principle was mentioned in our text, “Don’t scold, rehearse.” Therefore if a student has trouble following a rule, they just need more opportunities to practice the correct behavior. To reward improvement I will continue to use the Super Improvers Wall. I am so excited to introduce this rule and to help my students improve this year!
Pioneer,
DeleteGreat evaluation of your previous classroom rules! Teachers who use the 5 WBT rules as they are written find they never have to create another rule again. They are all encompassing. In addition to the practice cards and SIW, have you considered how to bring leaders into the picture? It would add a little variety and get even more buy in from your students. Here are your 25 certification points!
I plan to teach the 5 WBT rules just as I did last year on the very first day of school. I plan to begin the school day having students discuss with their tables 3 – 4 class rules and the advantages of the implementation of these rules. Students will share them out and I will record them on the board. Then I will introduce the 5 WBT rules using gestures and have students practice them. They will also teach their partner using the Mirror and Switch methods to activate their whole brain. I will then tell students that their rules can be categorized under each one of our main class (or the WBT) rules. I will give students a Tree Map with the 5 WBT rules as headings and students will discuss with their groups sorting the rules under each WBT rule as it fits.
ReplyDeleteHowever, the rule I plan to reinvigorate throughout the year is Rule #1 Follow directions quickly. This rule is very important in my classroom at the start of the day and especially on Mondays. On a Monday when students enter my classroom they are expected to come in prepared, sharpen their pencil, write down all homework for the week in their agenda, and then complete the morning assignment. Tuesday- Fridays students are expected to do all of the above except instead of writing their homework down they are to take out all of their homework. I expect them to be able to complete all of the above on all days of the week in 15 minutes. For the first few weeks, I have students get use to the routine. Then after three weeks, I tell them that I’ve been timing them and that it takes about 30 minutes for everyone to get prepared. I then announce that I have a challenge for each group (I have 6 groups of 4-5 students) to beat that time of 30 minutes. I have them discuss as a class a realistic goal and a time frame. Once students are aware of the challenge they begin to come into my room excited and ready to learn. What I love the most is they start to assist and remind their group members of the morning procedures. I continue to have students as a class set a new goal every two weeks to challenge them to beat their time. Each time a group beats their goal daily they get a 2 second party and a super cone placed at their table. My students love getting Super Cones. Whichever group has earned the most cones by Friday gets to have lunch with the teacher in the classroom. They really dislike eating lunch in the noisy cafeteria.
This challenge reinvigorates the rule and empowers students to become responsible students of our classroom community.
Mrs. Shepard,
ReplyDeleteI like how you ask your students to brainstorm rules and then show them how we can have rules that cover all their ideas. This creates ownership. The "beat our record" technique is always motivating! It sounds like you have found a way to integrate the rules with an additional system already in place in your classroom. I would encourage you to try tying the rule improvement to the Scoreboard. The improvement will be rewarded more quickly (daily) rather than waiting until Friday. Double check your 2nd paragraph for a tiny typo. Here are 20 certification points for you!
I am counting down the days to the first day of school to put my rockin’ WBT plan into action. During the very first sizzling hour of day one, I will be teaching the five class rules. I’m going to be on WBT fire and my students won’t be able to help but get in on the action! As I did this past year in my first grade class, we will be practicing the rules first thing in the morning, after recess and after lunch. After I see that my students know the rules backwards and forwards I will appoint students to lead the class in the five rules.
ReplyDeleteThroughout the school year I will continue to invigorate Rule #5 “make smart choices”. I will do this by giving each of my students a chart about the size of an index card which will be called “smart choice story charts”. I will explain to my dear students that any time they see someone making a smart choice, I want to hear about it and when I do, I will give a sticker to the one who told me the “smart choice story” and to the one who made the smart choice! Every 20 stickers they earn will result in an “up on your chairs, rolling ten finger woo” and a smiley point on the Scoreboard! Before my students go out to recess or lunch I will enthusiastically remind them, “I can’t wait to hear your smart choice stories!” My students will eagerly be making smart choices and looking out for the good in their peers and who can think of a better choice than that? Oh Yeah!!
Rivky,
ReplyDeleteWhat an excellent response! Up on my chair 10 finger rolling woo for you! I love that you will have your kids on the lookout for smart choices and working towards the extra smile point will create camaraderie amongst your kids. As the year goes on, you might want to think about how you will increase or change up the reward for the smart choices story collection to keep it fresh. Here are 25 certification points for you!
When I see it fizzling out, I can have a picture wall dedicated to "smart choice stories" and my students can post pictures of themselves or of friends making smart choices. I can also do a smart choice story raffle! If my students have a story to tell, they write their name down on a piece of paper and put it in a smart choice story jar. During snack time I can pull a couple of names out of the jar and the students who were chosen can come up to the front of the room to tell their story to the class!!
ReplyDeleteWithin the first hour of school, I will reteach the 5 Rules to my students. These up coming third graders used the same 5 WBT Rules last year. This teaching will allow any new students to learn the rules and set the bar for my expectations for gestures, speed, and enthusiasm. I will call the class’ attention using Class-Yes. Rule practice is also a great time to teach students other WBT techniques we’ll be using throughout the year. Using Mirror or Mirror-Words, I will introduce each rule and its gesture. Then students will Teach Okay with their shoulder or face partner. Even though these students used the rules last year, practice several times a day will be a part of our routine.
ReplyDeleteA very important rule in my class Rule 4: Make Smart Choices. Our school uses a Positive Behavior System throughout the school. We have three rules school wide for PBS; be respectful, be responsible, and be safe. For me, Rule 4 is a perfect fit for these PBS rules. As I introduce the PBS rules, I spend a great deal of time reinforcing Rule 4. Throughout the year, my focus for Rule 4 practice is broken down to different areas of the school. For example, at the beginning of the year, my practice focuses on the classroom. Given a situation like throwing away trash, students role play the proper way to handle the situation and the incorrect way. Many students will throw a balled up piece of paper at the trash can. It is unanimous that it is not a smart choice. Then we will move to areas outside the classroom, such as, hallways, playground, cafeteria, and bus. This allows me to really get to the heart of the inappropriate behaviors from my students. Depending on location of behaviors, I can adjust our rule practice.
To keep this rule practice fresh, I will use random situations the students find themselves in on a daily basis that require them to make a smart choice. The students will hear the prompt and then discuss with table partners a decision that a student might make. Then we will use “Oh No Swap!” It is similar to Switch except students have a prearranged partner not at their table to move to. On the command, students get with their Swap partner and act out the decision. Then the partner explains if it is a Smart Choice for Rule 4. (critical thinking!) This is a big hit with my students and fits beautifully into our Social Studies unit; Rights, Responsibilities, and Privileges. We also analyze the characters’ choices as we read. This is another awesome way to practice Rule 4. The students explanation of how the characters’ choices fit Rule 4 or not shows just how well my they understand.
Nicely done, Karen! I especially noted how you tied critical thinking skills into your rule reflection and practice. Unfortunately, your last sentence cost you some points. Here are 10 points, and an additional 5 for your insightful post.
DeleteI will introoduce the five rules in the first three days of school right after I teach "class-yes" and "coach-ok" (i will use coach ok as I am teaching Physical Education and they will ofther be coaching eeach other diffferent techniques). In Winnebago, we are a PBIS school and use PRIDE as an acronyme for expected behaviors.
ReplyDeletePositive: Follow directions quickly
Respectfull: Raise yourr hand for permission to speak
Integrity: Demonstrate leadership
Discipline: Make smart choices
Educated: Keep your dear teacher happy.
On the first 3 days, as I introduce the rules, I will prrovide students with examples of what each rule looks like and provide them with opportunity for practice (using coach-ok). However, I will leave one unexplained. the one I will leave up to them to discover is rule #3: Demonstrate leadership.
The main reason for not teaching leadership or providing examples is because there are too many different ways to be a leader AND I would like to provide students with the opportunities to demonstrate leadershihhp in their own way. The first few weeks of school, I will hand out PRIDE points for leadership to differrent students and provide an explanation on how they demonstrated leadership. As the year progresses, I will ask studentts to explain to me how they personally demonstrated leadership. Later in the year, I will award only five PRIDE points per class and have students nominate a peer and explain why/how they demonstrated leadership.
My apologies for the mistakes, my keyboard is a little sensitive and I failed to proofread my text before I published (-5).
DeletePatrick,
DeleteI am unable to award any points for this post due to the number of errors in writing!
Hi Patrick! If you notice the errors before one of us responds, you are always welcome to delete the comment and repost after fixing them. Just a thought! :)
DeleteHere is a repost for my peace of mind. Thank you for the advice Kate.
DeleteI will introduce the five rules in the first three days of school right after I teach "class-yes" and "coach-ok" (i will use coach ok as I am teaching Physical Education and they will often be coaching each other diffferent techniques). In Winnebago, we are a PBIS school and use PRIDE as an acronyme for expected behaviors.
Positive: Follow directions quickly
Respectful: Raise your hand for permission to speak
Integrity: Demonstrate leadership
Discipline: Make smart choices
Educated: Keep your dear teacher happy.
On the first 3 days, as I introduce the rules, I will provide students with examples of what each rule looks like and provide them with opportunity for practice (using coach-ok). However, I will leave one unexplained. the one I will leave up to them to discover is rule #3: Demonstrate leadership.
The main reason for not teaching leadership or providing examples is because there are too many different ways to be a leader AND I would like to provide students with the opportunities to demonstrate leadership in their own way. The first few weeks of school, I will hand out PRIDE points for leadership to different students and provide an explanation on how they demonstrated leadership. As the year progresses, I will ask studentts to explain to me how they personally demonstrated leadership. Later in the year, I will award only five PRIDE points per class and have students nominate a peer and explain why/how they demonstrated leadership.
In my opinion, I feel that the five class rules are one of the most important pieces to the WBT foundation. With these five basic rules, teachers are able to minimize behavioral difficulties and students are able to learn at new levels since the classroom works like a well-oiled machine. The rule I find to be the most useful and will discuss is rule 4.
ReplyDeleteRule 4 is my favorite rule because each of our students have varying levels of self control. In the last 7 years of teaching, I find students need help learning what ‘smart choices’ are. Using the 5 class rules, WB teachers are able to facilitate high level expectations without using frustration or anger towards the class. When a student is not making smart choices, the teacher says, “Rule 4” and the class echoes, “Rule 4, make smart choices!” This helps students to not feel singled out and makes for a terrific teaching moment.
The way I would teach this rule other than in rehearsals is to have students make videos of the rule. Since my classroom is an eMINTS classroom, pairs of students will use their iPads to video each other making poor choices. Then the student will interview the person who was making the poor choice and talk about what a smart choice would be. Finally they will video making a smart choice. The pairs will create mini videos of the poor choice and the smart choice. Each pair will rotate around the iPads and view each video. This will help to solidify what kinds of actions this rule encompasses.
Videoing will also be done with each rule and we will vote on our favorite videos for each rule. The expert video will be the first group to wear the coveted pin! I plan to keep the rules fresh and fun by posting them on each students website and having the students show them to other WBT classrooms. Each quarter we will create new videos with more advanced showings of the rules to keep the students fresh on the expectations.
I plan to use the rule pins this year to nominate students to wear when they are showing exemplary skills in the rule. These coveted pins/lanyards are a special gift when students model expert level behaviors in the selected rule. This is my ‘buy in’ since students want to show their abilities by wearing the pins, BIG time bragging rights! This also transfers to the hallways and to recess since other students in our grade level will have these bestowed upon them by their teachers.
Krystal,
DeleteYour technology integration is tremendous! If you get video permission forms signed by your kiddos' parents, post their videos on the forum! Here are 25 Certification Points for your efforts.
My students and I really enjoyed using the Five Classroom Rules, this past year. We said them in Spanish and kept the same gestures that are in the book. At the semester, I started to use student leaders to open each class period and lead the rules as part of that opening.
ReplyDeleteOne of the ways that I can reinvigorate these rules, especially for my returning students, is to have them create some materials to go with the rules. For example, my students could create rule posters that I could laminate and post in their classrooms. We already do that with useful Spanish phrases. Another way to liven up the rules would be to invite students to create new gestures for the rules. I could tap into student creativity and ask them to come up with a rap or a jingle for one or more of the rules.
Specifically, I plan to work on rule #1: Follow Directions Quickly! I will introduce this rule to my new students (2nd graders) by modeling fast and slow responses to directions. Because I only get to see them once every 4 days, they understand the importance of using every minute of our class time. After all, if they earn more smileys than frownies, they get to pick a favorite song or game to play (if time allows) at the end of class. To keep interest high, in addition to some of the general ideas in the above paragraph, I will time students, in all grade levels, as they do various tasks in class. I will compare their performance to previous ones to show improvement. I will encourage them to set new records for how quickly they can follow directions!
Heidi Keith
Senora Keith,
ReplyDeleteThese are some great ways to teach the rules, and keep them fresh throughout the year. When you only seeing them every 4 days Rule #1 becomes so important! Check your first sentence for punctuation. Here are 20 points for you!
“Ralph was a specialist in thought now, and could recognize thought in another." - Lord of the Flies
ReplyDeleteRule Number 5: Keep Your Dear Teacher Happy
Knowing what other people are thinking is a priceless life skill. Rule 5 develops this awareness of other’s thoughts and feelings. Think how successful and happy students will be if they learn how to anticipate the thoughts of their teacher, and in the future, their boss, their spouse, their children, their friends and even their adversaries.
Unfortunately, this is a difficult life skill to teach. I shouldn't really give kids the power to “make” me happy. If kids can control my feelings, they will play me like a violin. I will end up losing my temper and damaging a fragile student relationship because I was thinking, "That doesn’t make me happy!" So, I need to carefully teach kids how to "keep me happy,” without ever allowing them to "make" me lose my temper or tone.
Reminding the class of the rules, two or more times a day, will get stale, and fast; probably before the end of the first week. So, the first "trick" is to develop student leaders for reciting class rules. They will want to do it if it’s modeled as a fun time. The leader will get to use a wacky “Class-Yes” and then put up a point on the scoreboard for “Too slow!” or, “Not loud enough!” Then, likewise, they get to give a point for a Mighty Oh Yeah! This privilege alone could possibly invigorate the class to recite the rules all year. But wait, there's more. Eventually, I will challenge the class to recite the rules in record time. And, of course, they must not do it too loud/soft or too fast/slow in order to "keep the dear referee/teacher happy.” The reward for breaking a record is a lightning-fast point on the scoreboard with a Mighty Oh Yeah!
There are three ways to earn the privilege of leading the class. The first way is the Super Improver Wall. When a student moves up a color, their name goes in the Super Cool Rule Jar. Students may also get their name in the jar if they do their homework and bring in their signed planner all week. Finally, student leaders/coaches are picked to fill in when there are no names left in the jar, thus motivating students to move up on the student leadership continuum. (Chapter 4) Names are picked randomly from the jar for the privilege.
Before too long, as students develop faith in you, they will need less motivation to follow Rule 5. It is a powerful and valuable rule, equal to the task of a teacher/superhero. So, you may want to remember the advice of your friendly neighborhood Spiderman: “With great power comes great responsibility.”
Andy Park
Andy,
ReplyDeleteGreat job thinking about the rule you would like to focus on! Here are 25 certification points plus 5 BONUS POINTS just for you!
“Please turn in your classroom discipline plans by Friday.” How often as a teacher have we heard this and dreaded the chore of putting in writing what we actually do in our classrooms? This generally brings anxiety because teachers tend to have a complicated system, with charts, clothespins, and marbles, that makes sense in their heads, but hard to put down on paper. Well, think about it. If it is hard for you to write each detail, then how do you expect your students to understand it? The acronym KISS comes to mind. The acronym WBT also comes to mind. In this situation, WBT = KISS.
ReplyDeleteWhole Brain Teaching focuses on five rules: 1) Follow directions quickly, 2) Raise your hand for permission to speak, 3) Raise your hand for permission to leave you seat, 4) Make smart choice, and 5) Keep your dear teacher happy. Each has its own power within the classroom, but each also has its challenges. Rule 4 – Make smart choice – is a rule that carries a lot of power in the classroom. If I can get my students to understand what is meant by the term “smart choice” then it will be easy for them to follow the other four rules. Is it a smart choice not to follow directions? Is it a smart choice to speak or leave your seat without permission? Is it a smart choice to not keep your dear teacher happy? Making smart choices for 4th graders is difficult, but giving them plenty of opportunity to practice at a young age will help them make choices as they enter their teenage years , and will follow them to their adulthood. Making smart choices is a life skill.
A smooth running classroom greatly depends on a well-managed classroom. Using the five basic Whole Brain Teaching rules is a smart choice. Now is the time to not only kiss those bad choices goodbye, but also kiss those old behavior plans farewell.
NewlyEnergized, I love the acronym KISS! Such a simple way to explain the techniques in Whole Brain Teaching. They are simple but brilliant! You chose rule #4 to focus on in your post, but didn't explain how you will teach it. You also didn't explain how you will reinvigorate it as the school year goes on. Unfortunately you didn't earn any points since the prompt was not completely answered. Also, don't forget, in future posts include your real first and last name.
DeleteAlthough the Five Classroom Rules are short and concise, they are extremely powerful. I teach eight separate classes every day, and each class is begun by reciting those rules. Daily repetition not only helps get these rules into students’ long term memory, it also reminds students what my expectations are.
ReplyDeleteWhile all the rules are necessary and important, the most important one, for me, is “Keep Your Dear Teacher Happy.” Classrooms are not run like democracies but like dictatorships! Of course, they can be ruled with iron fists or velvet gloves. I am in charge in my classes, and I am the expert on what makes me happy. This rule closes any and all loopholes that students may try to use. None of the rules specifically say, “Don’t call other students nasty names, “or “Don’t roll your eyes and screw up your face when given homework,” or “Don’t touch your neighbor’s tools.” All of these behaviors break Rule 5 and make me unhappy.
Although we discuss all of the rules in depth during the beginning of the school year, I have to provide some activities that keep the rules fresh in the children’s brains. At the end of the first month, for Rule 5, for one week, each day the students have to write a complete sentence describing one thing they did to make me happy. Absolutely no sentences will be accepted that discuss a negative behavior. These positive responses might be something like, “I brought two sharpened pencils to class,” or “I used gestures during the whole class,” or “I followed Rule 5 everyday.” After another month, I use Rule 5 as a paragraph writing activity. The question is, “What are three ways I made Mrs. Everman happy?” (Triple Whammy!) Their next assignment, while working in pairs, is to look up “Happy” in the dictionary and find three synonyms and three antonyms. They neatly write these on strips of paper, and then glue the strips together to make chains which we hang on my wall near the rules posters. The final task is write Rule 5 and a draw Smiley Face on construction paper with glue, sprinkle it with glitter, and present it to me with a great big smile!
All of the Whole Brain Teaching Classroom Rules are important. But, for this teacher, Rule 5 is the most important because it covers so many unsaid but unaccepted behaviors. In addition to reviewing the rules on a daily basis, students need some activities to bring the rules back to the forefront later in the school year. However, these activities must emphasize only positive behaviors. By always emphasizing positive behaviors, classrooms become peaceable learning environments.
Marie Everman
Marie, isn't rule #5 amazing? It catches all of those dreaded behaviors you mentioned so easily. You have listed some great activities for keeping rule #5 fresh in each student's mind throughout the year. When teaching the rules don't forget to do more than just "discuss" them! Here are 25 Certification Points for you!
DeleteI thought by pointing out why making the choice to get out of your seat without permission or to talk without permission or by not following directions quickly was teaching Rule 4. Also, if this is done throughout the year it reinvigorates it constantly. I guess I misunderstood the assignment.
ReplyDeleteI cannot get my post to appear under my gmail account and the only way I could figure out to get them to post was through my blog. Is it ok to still do that and just sign my name at the end? Paige Kluck
Paige, as long as you sign your real name with your post, you're good to go! It just helps with record keeping. Thanks!
DeleteThis comment has been removed by the author.
ReplyDeleteAfter my introductions, making sure everyone is in the correct classroom, and teaching Class-Yes, I will launch right into the five classroom rules on the first day. I will model, repeat my model, do it together with the class twice, and then have the class repeat it back to me twice. I will use this “I do, we do, you do” approach one rule at a time. I will then cycle back to the beginning, do rule one, repeat, rules one and two, repeat, rules one, two, and three, repeat, etc. They will do it all together, everyone doing the motions, everyone fully participating. I will be sure to praise individuals as well as the class as a whole.
ReplyDeleteI teach fifth grade, so I really like to hone in on Rule Number Four: Make smart choices. After the first couple of days, I want to divide my students into groups and have each group come up with a skit for Rule Number Four. In the skit, they need to include an example and a non-example. After each skit is presented, we will have a brief discussion as a class as to how the skit applies to our room. They really enjoy dramas, and acting things out helps to drive the message home, probably because they have engaged their motor cortexes.
January is the worst month in fifth grade. This year, I want to take some time at the beginning of the month to create a class book of examples and non-examples for this rule. We could have a class discussion on why we have this rule, revote on all of the rules, and then break up into groups or partners for further discussion to help stimulate ideas and engage their prefrontal cortexes. I would then hand out a piece of paper to everyone and ask them to divide it in half. On one side they write an example (with a “because statement”) of following the rule and draw and color an accompanying picture. On the other side they do the same thing, but this time with a non-example.
To help keep reinvigorating the rule, I can use our class book to refer back to throughout the remainder of the year. I would also like to foster more leadership in my students, so I may add to my end of the day routine a time for one or two students to share an example of when another student in the class made a smart choice that day. This also helps to develop community in the room as fellow students encourage one another in their smart choices.
Meredith Pearson
Meredith,
DeleteNice job illustrating a variety of ways to introduce and practice the rules! January can be a tough month! Bringing in the critical thinking element is perfect! Here are 25 points and a 5 point Bonus!
This is my first year teaching WBT and I'm excited about introducing the 5 rules. I teach at a Title 1 school and rules and procedures are highly important to me. The first week is always devoted to establishing class and school routines. On the first day after introducing myself I will begin with the class/yes and then start practicing the rules. I liked Mrs. Maestra's gestures so I will be demonstrating the rules with the same gestures. After I show each rule I will have the class practice as well. I will also pick a student to break the rule so that we can practice as a class how to reinforce the rule. The first week we will be practicing multiple times during the day.
ReplyDeleteSince I will be teaching first grade my initial focus will be to listen quickly. In the past I have used a point system giving a point to the tables that are working together. I haven't read the scoreboard chapter so this may change. My current plans are to practice the first rule by giving directions and then awarding points to the tables that have all members finished. For example: I say take out your math books. I'll wait and look around to see which tables finished. Without saying anything I'll give points to the finished tables. Then I'll explain how I'm always looking for table teams that work together to listen quickly. I'll then practice with other simple directions giving points until all tables are working consistently. At the end of each day the winning table receives a small something for having the most points.
At my school we have a school-wide ticket system that we use for reinforcement. One of the tickets is given for effort. (We have 3 different tickets. One for respect, kindness and effort.) Throughout the day I will be giving out individual tickets to students following the first rule and thanking them for listening quickly. Tickets are collected and then entered into the school bin. During morning announcements the principal pulls tickets from the bin. Students called 3 times during the 9 weeks go to the principal's treasure chest. It's a great system that has worked to support positive behavior.
Once the class has made listening quickly a routine for themselves then I will start challenging them by adding beat the clock. I will give them directions and only award points to the tables/individuals that finish before the timer. I love time challenges and kids love competition.
This is my plan for the first nine weeks. At the beginning of each nine weeks I will tell the kids that we are starting with a clean slate but we look at the previous nine weeks to make our current goals. Since I will be using the rating system to track behavior, I will be able to conference with each student to create behavior goals for the nine weeks. I will then review each of the rules like we did the first day. At this point we can create new gestures to go along with the rules. We will then practice using these new gestures.
I believe that if I can stay consistent enforcing the rules then the students will have a better chance of following the rules. I also feel that adding the goals will give them a personal challenge to follow the rules.
Bethany Patel
Bethany,
DeleteGood thinking about rule 1. It truly is so important. Might I suggest 2 things? First, setting goals with your students can be powerful. Just be sure that you don't divulge where you have put them on the rating scale. That info is really to help you gauge your progress. Second, leave the gestures as is. There is really no need to change the rules gestures. There are many ways to reinvigorate this rule without taking instructional time to teach new gestures for something the students have internalized. Here are 20 certification points for you.
Follow directions quickly is the rule that I will give special attention to throughout the school year. The teaching possibilities are endless! As the teacher, every time I ask my students to do something, I am essentially expecting them to follow my directions. Therefore, each of those times presents an opportunity for me to exhort my class to follow the first rule.
ReplyDeleteMore specifically, another way to teach this rule would be to highlight examples of it in any of our reading stories. We could discuss ways a character was (or was not) following directions quickly and the effect that choice had on the other characters and events. Also, my school requires that each class hold a weekly Class Meeting. These are excellent forums for discussing both real and hypothetical situations where this rule would apply. Students could use Brain Toys such as the Because Clapper, Compare/Contrast and the Example Popper in their discussions.
In order for my students to stay enthused about following this rule, I will need to continually add variations so as to overcome the process of habituation. To begin, I will simply time my students to see how long it takes them to follow directions for specific tasks. For example, lining up or opening their textbook, etc. These times then become our records and we will set class goals (posted on my classroom door) for beating those records. Small rewards, such as an extra minute of free time or recess would then be given. Better yet, perhaps this will add another minute on to a game of Mind Soccer!
Sally,
DeleteGood thoughts about applying Rule 1 to different situations throughout the year. Here are your 25 certification points!
As a substitute teacher I see the Five, Powerful Classroom Rules as a life saver. I plan to walk into each classroom with a bundle of classroom rules posters. I will set them up in front of the room before the children arrive. Before I teach the students the 5 rules I will start with “Class- Yes” to get their attention and to give them a hint at the fun we can have, in our class that day, while we learn.
ReplyDeleteI will model the 5 rules and have the children repeat them with gestures. I may lose points for this but I will change rule 5 to “Keep your dear substitute happy”. Students make a distinction between their teacher and a substitute. I will tell the students that I will leave a note for their teacher to let her know how “happy” I was to be with her students.
To reinvigorate the class rules, I will do the following things.
1. if someone is breaking a rule I will say “Class rule number __ (fill in with number of the rule broken) I will state the rule and have class repeat, with gestures,and follow with rule #5.
2. choose a student, say a rule number , have the student hold up the poster and state the rule. (helping as necessary) Sometimes following with rule #5
3. Introduce the scoreboard explaining that the happy and sad faces are me, the substitute teacher. Tell them if we have more happy substitute faces they will get to play a special game at the end of the day. When I see someone using a rule I’ll say the number of the rule have children repeat the rule then say “I see students using the rules, that makes dear substitute happy”, and put a mark on the happy side. (Mighty Oh Ya!!) When I see someone breaking a rule I’ll say class, the number of the rule and have them repeat the rule. Then say “When that rule is broken it makes your dear substitute sad”, and put a mark on the sad face side. (Mighty Groan).
For me the best part of the Five, Powerful Classroom Rules is not having to single out and embarrass individual children. And not having to give them that special negative attention. That makes the dear substitute happy.
Vivian Shepardson
Vivian,
ReplyDeleteHow great that you have thought this through for your own situation. I wonder how many teachers you will bring over to WBT Land as you go from classroom to classroom? :)
May I get on my soapbox for a moment? Please call yourself a teacher! You might not be their regular teacher but your are their teacher for the day nonetheless. You are held to the same professional standards as the full time teachers. I used to sub and I would start my day by telling the students that I was their teacher for the day and I might do things differently but that was ok. Etc, etc. What we do, whether for a day or a year, should be held in high regard. You are worth it!
Ok, done. Here are your 25 certification points!
On the very first day of school I introduce the rules and immediately have my students repeating the rules with gestures. I use mirrors and teach okay, and they have so much fun that I have complete students buy in right away. Any good Whole Brain teacher knows that you never stop practicing the rules. From day one the students “know” the rules, but over time they will “forget” to follow them. That is why it is essential that teachers have the perspective of “practice makes permanent.” We should never be frustrated by having to review a rule because any practice students get means they have a greater chance of making their learning permanent. Whole Brain Teaching rules are rules for life, not just the classroom, so we should take every opportunity to have our students practice these class/life rules.
ReplyDeleteOne rule that I make sure that my students practice with steadfastness is rule number one which is follow directions quickly. The less time we waste in transition or in preparation the more time we have for funtricity! Of course we can practice rule number one in the usual ways which are saying the rule with the gestures, teaching partners rule number one, and/or the teacher calling out rule number one (for example: during independent work or centers) and having the entire class respond. Those opportunities for practice come up several times throughout each day.
Throughout the year a teacher has to get fancy though. If I observe that my students are struggling with rule number one I will write rule #1 on top of my scoreboard. When I do that I am only looking for students to comply with or break that rule. The scoreboard is my dear, dear, friend in the classroom. I can use a variety of scoring methods but I love the ping pong for practicing this rule in this way, I also like beat the clock for these occasions. At first I don’t really offer any “rewards” other than what I would normally offer, like 1 minute extra recess, a learning game (with a fancy name of course), or extra talk time. Later in the year (at first) I will begin to offer 1 minute of a video or of “spontaneous dance party” and as time goes on I will add more minutes. I really believe that the smaller the reward the more powerful it is and I find that this does work well in my classroom.
Another way that I like to jazz up practice for rule number one is to make teams (I use my learning groups that are already established or my table groups) and have them compete with each other for points for following rule number one. When I do this I just turn my scoreboard into a chart with multiple columns. This slight alteration in how we practice rule number one creates excitement within my students and helps them all realize the importance of following rule number one.
~ Sarah King
Sarah,
ReplyDeleteGreat job of incorporating Rules with the Scoreboard! Be careful of small grammatical errors (students/students'/student). Here are 20 Certification Points for you!
I believe all the WBT rules are important. However, Rule 1 in my opinion needs to be consistently rehearsed and exciting for my students. I will introduce the rules on the first day of school. I will teach them by using mirror and words because my students will be using all five brain activities such as seeing, saying, hearing, doing and feeling. This will help them be connected to the rules emotionally because they are having fun using gestures and are engaged. In addition, I will have mini posters of the rules posted in front of the room but most importantly we will say them daily.
ReplyDeleteMy students will rehearse Rule 1 daily by saying it in the morning, after lunch and after recess. When rehearsing the rules frequently, the rules eventually are embedded in the students' long term memory. For example, I looped with my kindergarten class and we did the WBT rules every day in kindergarten. By the time we got to first grade, all I had to say was Rule 1 and they were using the gestures and saying the rule! I did have to reteach the rules because I had some new students but it was amazing my class before had retained the gestures and words from the year before!
As the year goes on, I know I will need to reinvigorate the rules especially Rule 1. By using different voices will be a good way to reinvigorate Rule 1. My students love variety and it makes it fun. I will have students choose the voice of the day for the rules. It could be opera, baby, cowboy, Elvis, Australian, etc.
Another idea for reinvigorating the rules is using our "class pet", Chester, from
The Kissing Hand. I have a stuffed raccoon animal that I introduce as Chester after reading The Kissing Hand on the first day of school. He will often sit with a student that is showing good behavior or is sad. My students love him. Chester could help with the rules by wearing a sweater with number of rule we would be rehearsing for the day. I'm sure my students would love this, too.
There are many ways to reinvigorate the rules throughout the year. It's up to the teacher to decide what rule is most important for the class and how to keep it entertaining. I chose Rule 1 because it goes along with practically everything we do in the classroom. I'm looking forward to getting my class excited about the rules, knowing them and applying them.
Stephanie,
DeleteLove how you plan to reinvigorate the rules for your classroom! The Chester idea is especially unique and quite adorable. :) Check your last sentence in paragraph 2 for structure. Here are 20 certification points just for you!
The five classroom rules are the greatest rules. I teach students that do not show respect to their peers nor to the adults they encounter. They do not always understand that they are being rude; many of them have aspergers so they do not comprehend many social norms. Rule #5 helps with this issue.
ReplyDeleteRule #5, keep your dear teacher happy, will let me show how something the kids did or said was wrong and how it affects me. If I am not happy the student needs to change the behavior. The students will get immediate feedback and since these students have a strong desire to follow rules they will be more likely to not repeat the undesired action. I would explain what happened and what we will do the next time the student feels like acting poorly. As a class we could discuss what the rule means and practice appropriate behavior in situations that make the students upset.
Around February, I will implement leaders to help try catching someone not keeping me happy and let the class know what it was that caused my unhappiness. The students will have to think even more about the social aspects of life to be able to explain why it is wrong to do X,Y, or Z and how we should behave instead.
Stephanie,
DeleteYou are so right that practicing the wrong way to adhere to a rule and then debriefing about it are important. Children with Asperger's need that understanding. I like that you plan to use leaders. Are there any other ways to keep the teaching of Rule 5 fresh? Check paragraph one for so mechanical errors. Here are 15 certification points for you!
This comment has been removed by the author.
ReplyDeleteI am an elementary school librarian who teaches K-8 classes and it is my intention to start using WBT for the first time this fall. It is important to start by introducing the five classroom rules on the first day. Students will be less likely to break the rules if we frequently rehearse the same gestures and provide the reasoning behind each rule. By thoroughly introducing and practicing every one of the rules with each of my classes starting at the beginning of the school year, it will be clear to all the students at my school there is a consistent set of rules and expectations to be followed during Library class.
ReplyDeleteRule 2: Raise your hand for permission to speak, is the most frequently violated rule in all of my classes. Of course there are always certain circumstances, for example during small group discussions, when students should be allowed to speak without raising their hands. However, since my students love to call out and also to chat, it is imperative that students have mastered Rule #2 otherwise, when I am presenting a lesson, the classroom environment is likely to become chaotic.
Of course when this rule, or any other rule, is followed or broken, it needs to be marked accordingly on the Scoreboard. This allows students to recognize when their behavior is appropriate and they are abiding by the rules and conversely, when they need to improve. It is in this way that students learn exactly what behavior is expected of them, so they can monitor and change it as needed. Also, at the beginning of the year, it is a good idea to have students vote on the rules, so that later in the year they can be gently reminded that it was they, as a class, who agreed to follow these rules, therefore they must be important. This is a powerful way to facilitate students “buying into” following the rules.
The most important aspect of teaching the rules is daily repetition and regular rehearsal throughout the entire school year, not just at the beginning of the year. Then, for example, when a student chooses to break Rule 2, I can simply call out, “Rule 2” and raise two fingers. Since the students have already practiced this routine many times, the students mirror my actions by holding up two fingers, make a talking motion with their hands, and respond chorally, “Rule 2: Raise your hand for permission to speak!” The beauty of this system is that the cohesion of the class response helps to restore order because the offender will likely want to align his or her behavior with that of the group.
As the year goes on, it's crucial to reinvigorate the students to follow the classroom rules by keeping their practice and rehearsal entertaining and fun. This goal can be accomplished in a variety of ways, one of which is to sometimes take time for classes to practice breaking a rule on purpose. Many students love to act out violating rules, and this creates a light-hearted opportunity to talk about why that specific rule is so important to follow. Another way to make this interesting is to allow students to lead the practice of rehearsing the rules. With the early primary students, using a puppet to practice the rules is a sure fire way to get students involved. Also, enthusiastically gesturing, changing the size of your gestures to make them grandious or tiny, as well as playing around with the tone of your voice will keep students laughing and engaged all year long. It's ok to ham it up because it makes learning fun!
Heidi,
ReplyDeleteGreat job thinking about the rules, especially since you have multiple grade levels. Your ideas to keep the rule rehearsal fresh with age appropriate methods is to be commended. In your last paragraph, you used the word grandious. Did you mean grandiose? Here are 20 certification points for you!
Ooops! :)
DeleteThis year, the first grade team I'm working on will be planning WBT structures together. Starting on the first day of school we will introduce the BIG 7. Since our students have one year of WBT under their belts, we feel that we'll be able to accomplish the BIG 7 within the first week. The 5 classroom rules will be introduced on day one. We'll use the WBT lesson plan and go step by step. Our gestures will be BIG and FUN! We will go over what each rule looks like, and what each rule wouldn't look like. Students love acting out non-examples and this will lead into a good discussion about why the non-example isn't good for our classroom. At this point, I will have the class vote on each rule to obtain 'buy-in'. Our rules will be rehearsed daily, in the morning during carpet time, again after lunch and recess, and finally at the end of the day during dismissal when students need some redirection.
ReplyDeleteThe rule that I feel I'll need to reinvigorate the most frequently will be Rule 1. My young students are not aware of how much time is wasted when they do not follow directions quickly. I'll use the scoreboard and have them redo any command following directions quickly. ("Class/Yes, Rule 1...We did not come to the carpet following Rule 1, let's try again.") Using a stopwatch will be another good way for them to see how fast or how slow they are following directions. Throughout the year we can try to beat our times. If, for example, my students seem to be taking too long to get out their books and open to a page, I will time them. The next time they will try to beat that time. I will also use high expectations (3rd grade level). 'Students, that was quick, but I want to see you follow directions quickly like 3rd graders.'
I believe all of the 5 classroom rules are important to practice and reinvigorate, but for my class Rule 1 is crucial because it ensures that instruction time isn't lost or wasted and challenging behavior has less time to become disruptive.
Sara,
DeleteIt sounds like you have a well crafted plan for teaching the rules this upcoming year. Here are your 25 certification points!
July 11, 2013
ReplyDeleteIt is important that the 5 powerful classroom rules are taught from day one and rehearsed throughout the school-year. Based on last year’s class, I would spend most of my time on rule #2; Raise your hand for permission to speak. I had so many students that continuously blurted out in class that it interrupted valuable learning time. The students asked inappropriate questions, acted like clowns, and drew attention to themselves rather than on the class lessons. It was disruptive and frustrating for me as well as the other students. Their behavior prevented learning and created havoc in the classroom.
As we learn the big seven WBT processes and have learned the teach/okay portion, I will have the students teach each other the 5 class rules and spend some time focusing on rule #2 showing correct and incorrect behavior. After much practice of rule #2, I will consistently enforce rule #2 by only responding “rule #2”, and the class will state “raise your hand for permission to speak.”
To make this practice have some funtricity throughout the school year we could change how this rule is presented. Some ways we could do this is by either the students or I could use the WBT gesture and use different voices, tones and vary the size of our gestures. I can also adapt familiar games such as “Simon Says” to assess students’ knowledge of the class rules. It will be fun for a student to challenge his/her classmates on their knowledge of the rules. We could also play “Beat the Clock” to see how many correct responses they have to the rule numbers. One more quick game we could play to enforce the rules, is to have five bean bags each with one number 1-5. I toss a bean bag to a student with the rule # on it. That student looks at the number on the bean bag and states the rule. Long-term practice and engagement are two important aspects of making the 5 powerful classroom rules exciting and engrained.
Terri,
ReplyDeleteGreat thoughts about teaching and keeping the rules fresh! I love the bean bag idea. Here are your 25 certification points!
I am a firm believer in the Five Classroom Rules. I implemented them in my 5th grade classroom last year with wonderful results. I will begin our year by introducing each rule with the gestures in a fun manner, using a variety of voice inflections as we repeat and rehearse them throughout the day. One addition I will make this year will be to take time to explain the reasoning for each rule that is posted in our room. The purpose may seem obvious to me, but now that I look back, I really should have taken the time to make sure the purpose was obvious to my students as well.
ReplyDeleteAlthough all of the rules are crucial for a well-run classroom, I will spend more time on rule #2: "Raise your hand for permission to speak". I think that this rule not only helps my students be able to hear the speaker, therefore becoming more engaged, but it also helps them learn the importance of respecting others. Our school follows the eight Great Expectation classroom expectations, and I can tie the WBT rule #2 to the GE expectation #3 which states “We will use good manners, saying "please," "thank you," and "excuse me" and allow others to go first”. We can make this connection at the beginning of the year, reinforcing the importance of allowing others to speak, and recognize that we all have valuable input in our classroom discussions, therefore by raising our hand before speaking, we are showing respect to our friends.
As the students become familiar with the five rules, throughout the year I will use these rules as writing prompts, beginning with our focus on rule #2. These prompts will vary from opinion pieces to persuasive and narrative, meeting the common core guidelines for fifth grade writers. The students may also write a fable with the rule as the moral of the story. By connecting the rule to writing activities, the students will be providing evidence that they understand the value of the rule.
I will also implement an activity again that worked well last year. As the year progresses and the students begin to become more “robotic” as they recite the rules, I will allow them to be special visitors in other classrooms to help spice up their rule review. The purpose of their visit will be either to read a story aloud to the class, or to perform a short reader’s theater. But, before they do this, the students will share the five classroom rules with their audience, one at a time, and then rehearse them. The 5th graders will explain to their audience that these rules will help them become better listeners. My students did this last year, and it was amazing to see them take control and tell the younger students all about the importance of WBT!
In closing, I will remember that these rules are not only for smooth running classroom instruction, and rehearse them religiously all year with my students. Last year, within one week my class had a lockdown due to a shooting in the parking lot, and then we experienced the scare of the Oklahoma tornado, having to hide in our closet. Luckily my students were safe in both cases, and our school only lost water due to the tornado. But, I was very thankful that in the time of crisis, all I had to say was “Rule #1 – take cover” and they moved silently and quickly to safety. I even heard a student start to blurt something out during our silent lockdown and several students whispered “Rule #2” and the room was silent again. Thanks to these rules, and plenty of rehearsal time during the year, we avoided what could have been a chaotic situation for 25 students.
Michelle,
ReplyDeleteExcellent ideas about teaching and reinvigorating the rules! I like that you incorporated writing into understanding the importance of the rules. You are so right that we must teach children why we have rules at all. Here are your 25 certification points plus 5 BONUS POINTS!
Rule #5 rules! Although all of the rules are important and each has its specific function, I believe Rule #5 explains everything that is not covered by the other rules, therefore, making it my favorite rule. As I teach the rule with its gesture to my students, I ask them what they think it means. I would give them scenarios that would lead them to the conclusion that keeping their dear teacher happy will in fact keep them happy. It keeps the whole dang classroom happy! Scenarios might include: speaking disrespectfully to the teacher or another student, intentionally not doing work, or what might happen when everyone is engaged and learning, which keeps their dear teacher happy. We would rehearse the rules daily in the first couple of months and then as needed afterwards until December. In January, we would start over again with the students leading the rehearsals and reminding me and the rest of the class why we voted on all of the rules. In fact, after attending the national conference in Pineville, LA last year, I purchased buttons that display each rule. At some point during learning and reviewing the rules, I would use the buttons to let the student wearing the rule button be the class leader of saying that rule. I, myself, wear a button each day that simply reads ‘RULE #5.’ I have it in pink and purple! Students call me on it when or if I ever forget to wear it. The best part is that other teachers throughout the school usually ask me what Rule #5 is. This gives me the chance to tell them about the rule and a little bit about Whole Brain Teaching. If any of my students are around, they will chime in together to say the rule and give their opinion on it. And what they have to say speaks volumes about the rule and WBT!
ReplyDeleteLisa Rodriguez
Lisa,
ReplyDeleteNice post on Rule 5! The Rule buttons are great for noting Class Leaders as the school year progresses, and they motivate others to earn the privilege of wearing the buttons. Here are 25 points for you!
In my classroom we recite rules throughout the day. I love all the powerful rules but the one I will focus on for this exercise is, keep your dear teacher happy! The one rule that can back me up, when there is no other. The rule is so ambiguous and doesn't have a straight forward meaning, which I love. It allows me to challenge the children daily and empower them to make good choices rule # 4, which makes me happy. I find they often go hand in hand in my class. Our class will have practice (role play) sessions to help them understand what things make me happy. Examples: following the rules, helping your classmates, using your manners, and being truthful are just a few of the things that make me happy. We rehearse what does not make me happy as well, just so there is no confusion on what does make me happy. I want them to really know and understand the difference.
ReplyDeleteBeing mindful to have a positive learning environment to teach, I empower my most diligent leaders to lead the class rules and be peer mentors in class. This helps to empower other children to want to do the same. It is an entitled position in our class. They get to pass out papers, pencils and any materials needed for class. To reinvigorate the rules, I will give little “Thank You for Being Sweet” cards out, when I see that someone is doing something generous without being told. Just one of my positive reinforcement tools! I also try to challenge them to see how quickly they can do certain rules by using a timer. Followed up by trying to beat the last time we had. I make it very playful and game like, I also use a lot of excitement in my voice, which builds eagerness in the children. I can’t forget the one I use on “a very good day”. I have a special box with games the kids love to play. If we have one of those “WOW, I can’t believe it was an amazingly easy day”, they earn a game hour on Friday. They know how good they have been when these come out of the box! I am continually amazed to find, that something this simple works. I am one happy teacher!
Julie,
DeleteGood job thinking about how to keep the rules fresh. Wait until you read the chapters on the Scoreboard and the Super Improvers Team. Rewarding kids will become even easier and you won't have to give up an hour of instruction time. Imagine how far your students will go with their learning! Here are your 25 certification points!
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ReplyDeleteTeaching Kindergarten and being my first year implementing WBT, my biggest concern is when and how to implement the 5 Rules. My plan is that on the first day, I will introduce the posters and gestures of the 5 Classroom Rules. We will discuss their importance and my expectations. The following day I will introduce rules individually and practice the hand gestures for these rules and why they are important. For the first two weeks we will be practicing these rules repeatedly throughout the day, such as, morning meeting, before and after recess, before and after activity, lunch and departure. By the 3rd week, I will start having a student lead the classroom rules at the beginning of the day and at departure or any other time throughout the day when it may be needed. I will also plan on practicing the rules in more depth after the students have returned from a break, such as, Christmas break. Kindergarteners often need extra little reminders.
ReplyDeleteThe rule that I will focus on is Rule 2. I feel that Rule 2 is going to be the most challenging, because this a rule that will need constant reminders. As the year progresses, I will use the Scoreboard and the Super Improvers wall to motivate students to do their very best. The students will be unaware, but I will be learning what works and doesn’t at the same time as them. I am looking forward to the adventure.
Lori,
ReplyDeleteYou are correct that the rules are implemented on the first day of school and practicing them several times each day is a good plan. When you say you will practice them in depth, what does that mean? The scoreboard and super improvers will be used for many things, not just rule following so think about what would motivate your kids as the year goes on to keep wanting to practice rules. (This was an important part of this prompt.) Look back over some of the posts above for ideas that might work within your classroom. Here are 10 certification points.
One of the toughest rules for my students seems to always be Rule 2: Raise your hand for permission to speak. On the first day with my 3rd grade students, I teach all 5 rules. Generally, Rule 2 is introduced during the teaching of Rule 1 because a student blurts out something. Using that as a teaching moment, I thank that student for giving us an example of what not to do, and then we discuss and practice the rule correctly with gestures.
ReplyDeleteAs the year progresses, there are several ways to keep the all of the rules, not just Rule 2, fresh and exciting. One way is having selected students lead the class in the rules. For my students, this is a desired privilege because the students have a choice of items to use: the class microphone, a pointer finger wand, or a glitter baton. I have had some of my boys choose the baton and some of my more shy students take the microphone. They also enjoy being allowed to choose the voice in which the class says the rules.
Another fun way to daily practice the rules, especially those that need extra emphasis is a simple beat the clock game. The class works to set an initial record for how long they can last before someone breaks the specific rule being focused on. Then, they try to beat that record to earn a reward, usually in the form of a smiley on the Scoreboard. To extend the game, the teacher can set the length of time and for each round they beat the clock, the teacher gives a mark. The marks could create a star a piece at a time or could be letters to spell out a word or phrase for a bigger, longer term reward.
Julie Gustin aka Southern Teacher
Good ideas to keep the rules fresh, Julie! Just watch out for those pesky writing errors! (As the year progresses, there are several ways to keep the all of the rules, not just Rule 2, fresh and exciting.) Here are 20 certification points!
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ReplyDeleteDuring my first year using Whole Brain Teaching strategies, I found the rules so powerful yet so easy to teach. On the first day, with freshly laminated posters serving as a backdrop, I read and gestured each rule spiritedly. With smiles on their faces, my students repeated the rules and mimicked the gestures. After teaching the rules, I asked the students to raise their hands if they thought the rules were good rules for our classroom that would also be easy to follow. I was not surprised when all of my second-grade students raised their hands. Throughout the year, student leaders enthusiastically led the class in practicing the rules several times each day. Even the more shy students were eager to lead the rules.
ReplyDeleteRule #2 “Raise your hand for permission to speak,” was most difficult for my students to follow. Upon reflection, I am disappointed to find that I did little to reinvigorate the enthusiasm for the rule. Because holding leadership positions was so motivating for my students, I will have students earn those roles based on significant improvement in following Rule #2. Since my students love wearing birthday crowns, I think creating a "Rule#2" crown that will be earned for significant improvement in following the rule will be motivational. Lastly, discussing and then writing about the benefits of following Rule #2 for the class will be part of my plan to reignite motivation in my students. Using Ellen Javernick’s book _What If Everybody Did That?_ as a mentor text, students will create scenarios in which not following the rule causes big problems.
Diane Strickland
Diane,
DeleteExcellent response to this prompt! Javernick's book is a wonderful supplement to teaching the WBT rules. Here are 25 certification points plus 5 BONUS POINTS!
On the first day of first grade, I will teach Rule One (I will teach the others during the next two days). As I introduce each rule, I will have some “friends” (animated PowerPoint characters) help me teach the rules. I will spend a full day practicing rule one because it is such an important rule for my students to follow. Each of our activities will be geared toward following directions quickly. After teaching “Class/Yes,” “Teach/Okay,” and “Mirror,” I will have the class rehearse the rules 4 times daily using a different technique each time. For Class/Yes, we will play the “Yes/No” game about the rules. For Teach/Okay, students will teach their partners the class rules. For Mirror, I will have students mirror the gesture, then tell me what rule it was for. To practice Teach/Okay with Switch, they will take turns teaching their partner the rules. I will use these for about 2 weeks at the beginning of the year to help students internalize not only the rules, but also the procedure for using these strategies in the classroom. After that, I will have student leaders guide students through simply repeating each rule after each break. I will also call out rules for the class to recite when they are broken.
ReplyDeleteI will award scoreboard points for following directions quickly (among other things). I may give the class a smiley, a frown, or both. As the year progresses, I may do a mini “level-up” of the scoreboard where I draw a line underneath and count points separately for rule one. We may earn points toward a special class reward (like lunch with teacher) for this section. I will occasionally award Super-Improver stars for students who shine or improve in following this rule.
Throughout the year, I will have recess rehearsal individually as needed. For recess rehearsal, I will have the student practice the gesture for rule one for two minutes. During the last half of the year for my most challenging kids, I will give them a simple direction to follow. They will need to follow the direction quickly 10 times to earn their way to recess. For example, if a student will not come to the rug quickly, I will have him or her practice the correct procedure 10 times. I simply watch out of the corner of my eye as they practice and raise a finger each time they practice successfully. If they need correction, I can offer it in a few words: “too slow” or “too loud.” They know when they are done because of my fingers, and as they leave, I can say, “Rule one (Follow directions quickly.) Thank you. Have a good time at the rest of your recess. :)” Sometimes it will take less than 2 minutes, and that is all right. Often, students have left this activity smiling! The student has practiced correct behavior, grown dendrites, and gotten out some energy moving around to follow directions, all with very little involvement (aka-attention) from me!
Another way I will reinvigorate my class to follow directions quickly is my friend, “Timmy Timer.” Last year, my first graders loved it when I got out Timmy, but by the end of the year, they were too used to him to care. This year, I plan to introduce Timmy later in the year, maybe in January. Our rule friends may come back to visit during the year. Last year, we had our rule friends come back to visit for each of the 7(!) new students added to my class, after Christmas break, after Spring Break, and a few times in between. Usually, this will be a short review, but occasionally it may take a larger chunk of time. A few minutes spent reviewing this rule will pay off when time is not wasted following directions!
Jeni Anderson
Jeni,
ReplyDeleteYou have laid out a good sequence for keeping the rules strong in your class! Recess rehearsal of a rule for a minute is very effective when precious play time with friends is shortened. We also encourage modeling of the rules the right way and the wrong way. The student who is having difficulty is a great choice for this. She will see it as a positive when she "helps" the class learn how to do it correctly. We never scold or give a frownie to an individual. Have the Super Improver Team ready to go the second week of school! It makes a huge impact on the energy in your class! Here are 25 points for you!
On the first day with my class, I look forward to teaching the five classroom rules. I will use the ‘mirror with words’ technique so that they are copying my every gesture and then reinforce them using ‘Teach, OK’. This should hopefully make the experience a fun one for my new class!
ReplyDeleteWhenever we start a new school year, we also revise the UNESCO Rights of the Child and create a class charter of our rights and the responsibilities we have to make sure all the people in the class have their rights upheld. I will be looking at the five classroom rules at the same time as this, discussing how these fit in. For instance, every child has a right to be heard which links to Rule 2. We raise our hand for permission to speak so that everyone has a turn and is listened to.
Our class charter is revisited every term and I shall do the same with the five classroom rules. We will look at them again and decide if there is anything that needs adding to or changing in light of the last term’s work.
I particularly want to revisit the rules later in the year to think about rules for group work. It is not practical when working in a small group of your peers to raise your hand to speak as there is no-one in charge, so we will look at how we can make it fair for everyone involved. For instance: putting your hand on the table to show you want to speak; taking turns around the table; putting a different number of fingers down depending on whether you want to add to what someone has just said or start something new. I trust that my class will come up with some great ‘group work rules’ themselves - and we will then practise them too!
Laura Ward
Laura,
DeleteThe 5 rules will definitely support your charter. That is what makes them so great! I would urge you to consider not changing or adding to the rules. They will truly work just as they are. When you change the system, you start to add loopholes the kids can climb through. :) An important part of this prompt was how you would reinvigorate the rule. Have you thought about how you would do this? What do you mean when you say revisit? What will that look like? Take a look at some of the previous posts for ideas. Here are 10 certification points.
It is still July, and I am so excited about starting the 2013 school year using WBT’s Powerful Classroom Rules! I have already posted large colorful copies of the rules in the front of my classroom. After teaching the rules the first day of school, I plan on rehearsing them each morning and after transitions through out the school day. In an attempt to get ALL students to buy in, I will also have students lead the class in rehearsing the rules.
ReplyDeleteRule #1- Follow Directions Quickly - is the first rule I will focus on. This rule can be practiced not only in my classroom, but everywhere the students go throughout the school campus. To encourage students to be on their best behavior at lunch, special areas, and on errands I have designed a “Follows Directions Quickly” box for my classroom. Each day students will have an opportunity to fill out a slip naming one of their classmates and describing how and where they followed directions quickly. On Friday we will read them aloud and reward the named students with lunch with the teacher!
Throughout the year we will focus on a different rule and have a box to recognize super rule followers. I will also vary the reward with a trip to my surprise box, a good phone call or note home, or sitting in the teacher’s chair!
I also plan on having the students model the rules for kindergarten buddies. Each year my class has a kindergarten class that we read with on Fridays. I think the students will enjoy modeling the rules with their buddies and being able to “show off” and be the teacher!
I am so excited to see how these positive and fun techniques engage my students.
Gena Parkison
Gena,
DeleteGreat idea with student nomination boxes! I can't wait for you to read the chapters on the Scoreboard and Super Improvers Team so that you see more beneficial rewards that a surprise box. Here are 25 Certification Points for you!
I think that it is very important to focus on all five of the classroom rules. It is also important to keep each one fresh and invigorating for the students throughout the entire school year. For example, Rule #4 “Make Smart Choices” is one that covers a lot of ground and can be extended upon easily throughout the year. Being that it covers a lot of student behavior, from academic choices to social and personal choices, there is a lot you could do to teach it.
ReplyDeleteI would begin by having the students memorize the rule and teach it to their peers. Also, I would hold a discussion of what it means and why it is important in the classroom. It is always best to lead a discussion in a way that the students are involved in offering their own ideas. It will give them ownership of the rule and therefore they are more apt to hold it in higher regards.
Throughout the school year, as we review the rule, I would have the students offer examples of how they have seen the rule followed by their peers. This would be a positive reinforcer for the students as well as show that they can recognize what the appropriate behavior is. I also think that it is good to reflect on ones own behavior. The students could offer one way that they could improve their own behavior in a way that it relates to making smart choices. They could offer one specific instance in which they may not have followed this rule and how they could have responded differently to the situation. These kind of discussions can be done with a partner or in a small group so they are sharing, but aren't in a position where they are on complete display with their mistake. It also helps to see that everyone makes mistakes and that what is important is that they can recognize their own behavior whether it is good or bad.
Cheyanne Forbes
Cheyanne,
DeleteNice explanation of the discussions you will hold with your class as the year goes on. Dig a little deeper; what you can you do to reinvigorate the rule? How can you make it fun? Fun is the key! Here are 20 Certification Points for you!
I plan to introduce all five of the Whole Brain Teaching rules on the first day of school by showing my children the rule signs in the front of the classroom, saying the rules together, and having students mimic the motions that go with each rule. I will establish this routine by repeating it four or five times each day so that the students will commit these rules to their long term memories.
ReplyDeleteThe rule that I want to make sure stays fresh in their minds is Rule number Five: Keep your dear teacher happy. This rule is sort of based on the old southern saying, “If Mama ain’t happy, ain’t nobody happy!” I know that has always been true in my southern household. This is the most important rule to me because if the other four rules are being followed and children are actively engaged in learning, then the dear teacher will most certainly be happy.
As the year progresses I plan to reinvigorate this rule by using a mask that has a smile on one side and a frown on the other. When I notice appropriate behaviors I will put the smile over my face and the students will join me in doing the happy dance. When I see something inappropriate I will put the frown over my face and pretend to cry while the children simply listen. I also plan to implement the use of the Scoreboard game awarding smiley points with mighty oh yeahs for appropriate behaviors and frowney points with mighty groans for inappropriate behaviors. Scoreboard points will be redeemed for either positive or negative reinforcements depending upon the outcome. Hopefully the children will continue to want to please their teacher so we can have one big, happy classroom.
Julia Simons
Julia,
DeleteThese are some good ideas for how to keep Rule 5 fresh. Take a look at some of the previous posts for more ideas. It's a LONG year. We want lots of ideas in our big back pocket! Here are 25 certification points for you!
I will teach the Five Classroom Rules to all of my classes the first day of school. They will already have learned Class-Yes in the hall and at the very beginning of class. The Class-Yes procedure will help me to have and maintain all of my students attention while teaching the rules. While I am introducing the rules for the first time, we will go slowly. I will speak each rule and demonstrate the accompanying hand gestures. I will then use Class-Yes to instruct my students to say the rule after me as well as mimic my hand gestures. We will then continue on to rule two following the same procedure - me demonstrating first, then my students repeating. I will then use Class-Yes to get their attention and review rule 1. I will hold up one finger and say "Rule 1". Hopefully, the majority of my students will repeat rule one along with the gestures. Then we'll try rule 2. I will continue to scaffold their learning of the rules so that by the end of class, most students will be able to speak the rules AND do the accompanying gestures for each.. In addition, I will have the WBT rule posters at the front of my room as a visual reminder.
ReplyDeleteThere are actually two rules that I think will be especially important to continue to teach and reinvigorate in my seventh grade classes; they are rule two and rule five. When students feel they can speak whenever they'd like, they become distracted from the lesson and distract others. Another problem in seventh grade is students calling out answers. By reinforcing rule two, all students, fast and slow thinkers, will have an opportunity to answer questions. I will reinvigorate rule two (and all of the rules) by occasionally having a student lead the rule review. Also, I will use the scoreboard and student recognition to reinforce rule two. If someone calls out, for example I will hold up two fingers and say, “Rule 2” and my students will reply with rule two and the gestures. I may have the “offender” lead a spontaneous practice of the rules. It might be fun to have the “offender” pantomime what he or she wanted or did say out of turn. We could do this for about 30 seconds to see if we could get it, and to show how breaking rule two can lead to lost time.
I think rule five is important to continuously reinvigorate because as described in one of the online videos, it is a catch-all, no-excuses rule. If I don’t like what is happening, it needs to stop! I look forward to a year where me and my students are united in the rules we’ve adopted and actually use them!
Katherine Rabaca
Katherine,
DeleteGood idea to use student leaders. This will be especially helpful to for those kids who crave attention but not always in a positive way. I would encourage you not to give "offenders" a stage to actually show the class what they wanted to say. This is reinforcing their misbehavior by giving them a stage. Stay focused on the rule. Remember, the time to demonstrate misbehavior and then practice the correct behavior is BEFORE it happens. :) Here are 25 certification points.
The most difficult rule for my students would be number one, follow directions quickly. That is why I love that particular rule so much!
ReplyDeleteOn the first day of school I will introduce the students to rule one immediately upon entering the classroom. Here’s how I envision it since I have not incorporated WBT before. First, the students will enter the classroom and remain in the line along the back of the room. I know Coach B suggested teaching it in the hallway, but that doesn’t work for us because the openness of our school causes too many distractions and I want the kids’ full attention. In any case, while they are standing in the back of the room I will introduce them to rule one with the gestures. Then I will have them practice the rule by quickly and quietly choosing a seat and putting their backpacks on their chairs. The issue of safety will be discussed here as well. I don’t want students running through the classroom!
After taking roll we will continue to practice our procedures using rule one. For example, students will practice how to take books or folders from their desks using imaginary items. We will then practice the routine of getting a pencil, going to their cubbies, or getting materials from their pencil boxes. After I feel they are strong with rule one, I will use the scoreboard to reinforce that rule.
Throughout the year we will practice this rule many times, I’m sure. To keep it exciting I will have them practice doing silly things during P.E. time, while walking in the halls, or for reward time at the end of the day. Simon Says is a fun game to use for practicing this rule!
My goal for this year is to have the students become efficient at doing things quickly and safely. By rehearsing rule one and doing it in many ways, I believe the students will be successful.
Shannon,
ReplyDeleteRule 1 serves us well as teachers! We make up so much time with transitions when students complete them quickly. What types of "silly things" will you have students do to reinvigorate this rule? (This was an important part of this prompt.) Simon Says is a good example. I might also suggest that even though this rule is important for students, you might want to start with teaching Class-Yes, the Scoreboard, and Mirrors. These will all be incorporated into the teaching of Rule 1 an it will be more successful if the students are familiar with these techniques. Here are 20 certification points.
Although we will practice all of the rules regularly, the rule I plan to focus the most on during the beginning of the year is "follow directions quickly." The reason is that at the beginning of the year both the students and I will need to learn the routines and perform them at a quick pace. We have a lot to cover this year and cannot waste time thinking about how to take the next step. If I practice at least 5 times per day with my students (as we go in and out for specials, lunch, or even pack up,) they will learn to quickly focus their attention as well as perform procedures.
ReplyDeleteI will practice all of the rules several times per day, and I also plan on using them focus misbehaving students on the behavior I expect. I've always tried to point out students who are doing the right thing in hopes that the off-task student catches on, but having the whole class remind the student of the rule ought to really get him or her in gear!
Josephine,
DeleteGiving your students multiple chances to practice the rules is very important! What will you do to add some variety to this practice as the year progresses? Be careful when editing your posts. ("...and I also plan on using them focus misbehaving students on the behavior I expect.") Here are 20 points for you.
Tomorrow is the first day of school, and I am going to introduce the 5 Whole Brain Teaching rules. I will have the students mirror me first, and then mirror me with words. I will also get them to act out inappropriate behaviors so that they can see the importance of having rules. We will review these rules several times a day, and I will have students rehearse them to correct behaviors.
ReplyDeleteAs the year progresses, I will continue to have the students say the rules daily. I could vary my tone of voice, speak like a British person, etc. A student could lead the class in saying rules.
I believe that all 5 of the WBT rules are important, but for this assignment I will chose rule number 1 “Follow Directions Quickly.” There is so much teaching time lost during transitions, and the use of the Scoreboard will be very effective in enforcing this rule. I could reinvigorate this rule throughout the year by asking them to follow directions like a ninja, roadrunner, first grader, race car, etc.
Carrie,
DeleteHope you had a great first day back to school! I like to have a student lead the rule proactice each day, too! Be careful editing future posts: "...for this assignment I will chose rule number 1..." Here are 20 points for you!
ReplyDeleteThis school year I will begin teaching the 5 class rules with gestures on the first day. During the first week of school, rules will be reviewed in the morning, before lunch, before special area, and before leaving the class at the end of the day.
Rule 4, Make Smart Choices, will be the focus rule for my students. We learned in Chapter 5 it is easier for your limbic system (emotions) to control your prefrontal cortex (reasoning) than vice versa. It is important that children have choices and learn the difference in smart and poor choices.
It is crucial to provide students with many opportunities to practice Rule 4. I will continue to reinvigorate Rule 4 by using video modeling. In the past, I have used videos of students modeling appropriate behavior such as how to walk in a line. Rule 4 is perfect for video modeling because I can video wise choices to view and discuss. Students love seeing themselves on video and lively discussion is sure to ensue! Another tool I use is a “Think It Over” paper that addresses a poor choice, such as making mean faces. The student circles a picture of where they were, what choice was made, and what would have been a better choice. This allows the student to reflect on their choice of behavior and see a better choice for when they are in a similar situation in the future.
The Scoreboard will be used throughout the year to reinforce class rules. By changing the Scoreboard goals, and using student videos, Rule 4 will be reinvigorated throughout the school year.
Bethany,
DeleteRule 4 is definitely one that must be taught for our students! I like your idea of using video so students can see their peers acting appropriately. Use of the thinking sheet is more of a consequence than reinvigorating this rule. Can you tell us more about changing the Scoreboard goals? Check out some of the previous posts for some creative ideas about how to change up teaching the rules. Here are 10 certification points for you.
Kate,
DeleteThank you for your input. I do however, disagree with the use of the "Think It Over" paper. It is not a consequence so much as it is a rule reinforcer. The student is shown appropriate ways to handle a similar situation for future reference. For example, if a student hits someone at recess, they mark 1) they were at recess, 2) they hit someone, and 3) a better choice for the next time, such as ask the student to stop what they are doing, tell an adult, walk away, etc.
Bethany,
DeleteI guess it's all how you look at it when it comes to the Think It Over sheet. The point I was trying to make was that this sheet really wasn't a way to reinvigorate the rule. We were looking for ideas that would keep the review of the rule fresh, lively, and fun.
Throughout the year I will focus on rule 5, keep your dear teacher happy. As a middle school teacher this is one of my favorite rules because it can catch a variety of different misbehaviors. It also requires students to maintain respectful behavior and I don’t need a list of different exact behaviors, all the students have to do is keep me happy. I will introduce this rule when I teach the other four rules along with the motions. As I introduce the rule I will have the students mirror my motions. When I first introduce the rules I will have the students teach it to their table partners using the hand motions. I will use the “Switch” to make sure every student has a chance to both speak and listen. After I have introduced the rules I will continue to rehearse with the students multiple times during the class period. Eventually we will get to a point where I can call out a rule number and they will be able to tell and show me the rule. When it comes specifically to rule 5 I will have students give me examples of things that would make me happy. Then I will have the students give me examples of behaviors that would make me unhappy. After the students have a really good grasp of the rules I will have students chant the rule if someone breaks it. I will give students stars for the Super Improver Team if they can follow rule number 5. Around March I will identify a couple classroom leaders that will identify one or two students that do a fantastic job of following rule number five and they will receive a small reward. Occasionally I will tell the students we are working on rule number 5 and then identify the student that best followed that rule for the day. Some days I will tell the students we are working on rule 5 for the day and every time I identify a student following that rule the class will do a 5 second cheer.
ReplyDeleteErin Dunroe
Erin,
DeleteRule 5 is wonderful because it really covers every behavior! I like your idea of recognizing those students that are doing an outstanding job with this rule. Using those examples and non-examples will be helpful as they learn your expectations. Here are 25 certification points.
Julia Berry | Chapter 7 | August, 2013
ReplyDeleteRule 4 encompasses many of the day-to-day behaviors of the students in my classroom such as, class clowns, disrespectful behavior towards their peers and teacher, blurting out answers (out of turn), and wandering around the room. These types of behaviors are not examples of Smart Choices! Cultivating students to make Smart Choices will create more “teachable” moments.
I plan to “kick it up a notch” this school year by keeping students motivated, on track and optimistic by reminding them of the rewards that await them for their Smart Choices! I will start our first day explaining all five rules and have the students repeat each one after me. After providing specific examples and scenarios for each of the rules, I will ask students to raise their hands and tell me which rule they think is the most important of the five. I will then ask them if they’re ready to hear which rule I picked. I will let them know I choose Rule 4 – Smart Choices. I will then ask them why they think I selected Rule 4 and explain why I chose this rule. Rule 4 is the rule that you need in order to learn how to follow rules 1, 2, 3, and 5! I will then ask all students to repeat “Make Smart Choices” in unison, take their index fingers, and gently tap them on the sides of their head.
I will explain that the class will earn points on the scoreboard for extra recess time when smart choices are made. I will also ask the students to think of other additional rewards for their Smart Choices. We will list the ideas on the whiteboard and we will choose a few to start off the year. I want them to feel ownership of their decisions. I will reinforce their involvement in the process (i.e. “Great job, you really made some Smart Choices for your rewards”).
Throughout the year, I will continue, “reinvigorating” their Smart Choices with special Sock Monkey classroom resources, since this will be my theme for the year. When students make Smart Choices and points are being earned on the scoreboard, I will use a Sock Monkey bubble machine for positive reinforcement.
At the end of each day, we will tally our points on the scoreboard. If the class has earned a specified amount of points (TBD), I will turn on a dancing Sock Monkey that sings, “RESPECT, Sock It To Me” and we will all dance and sing along together for making such Smart Choices. My goal is for each student to achieve a lasting memory of what it means to make smart choices and the positivity it brings into their lives.
Julia,
ReplyDeleteI agree with your statement "Cultivating students to make Smart Choices will create more “teachable” moments"! It is so important for students to learn to be responsible for their own choices. You have some fun ideas to reinforce this! You had one small capitalizaiton error (Sock it To Me - to). Here are 20 certification points!
Thank you for your commit Michelle.
DeleteThis comment has been removed by the author.
ReplyDeleteAmy,
DeleteYou had some interesting ideas to reinvigorate your rules! You chose "Make Smart Choices" as the rule to focus on, but it is actually Rule 4, not 5 as you stated. Make sure that when they do these things that they focus not only on the Rule number, but on actual ways to "Make Smart Choices!". You had a couple of writing errors: (...but of course I'll made it my own), (...write a (an) army cadence), and (They can do an aerial display of coffee can lid that...). Unfortunately, due to the errors I am unable to award any points for this post. It's cool though, there are many more chapters ahead of you!
I introduced all five classroom rules, and hand gestures on the first day of school. I was very encouraged at how well my fourth graders took to the all the Whole Brain teaching techniques I taught them. They love Class-yes! The one rule I think my students will continue to struggle with is Rule number 2- Raise your hand for permission to speak. This is my thirteenth year teaching, and my first year implementing whole brain. My classes have always struggled with this rule throughout the school year. I introduced the rule and hand motions then I explained why it is important to raise your hand in class. We discuss that I think everything they have to say is important and I cannot hear or understand twenty something voices at one time. We practiced, I modeled, I reinforced with hand motions when the rule wasn’t followed, or reminded with demonstrations. To reinvigorate this rule throughout the school year, I believe practice, practice, and more practice is going to be the key. I think the practice goes both ways, the students practicing the rule and using the rule, but also me enforcing the rule and modeling. If the rule continues to not be followed I will turn it into a game to see how long the students can go without breaking the rule, so we can continue to increase our time. We would set a goal to meet, and celebrate each time we made gains towards the goal. I am so encouraged by the class participation Whole Brain has brought into my class in only one week. I cannot wait to learn more and bring the techniques into my room.
ReplyDeleteTonya,
DeleteHow wonderful that your class is enjoying the WBT techniques! Rule 2 helps with the level of respect in the classroom on a daily basis. It is important to keep the Funtricity in your classroom when you reinvigorate your rules as the year progresses, so you may want to read some of the previous posts for more ideas. Here are 25 certification points!
I believe that all five rules are necessary and truly cover all dynamics in the classroom. I have however found that I am most keen to one in particular. Rule # 1: Follow Directions Quickly. I am co teaching 3rd grade this year. The subjects I teach include math, science, and social studies. I am incorporating FCAT skills through Non-Fiction text within my science and social studies time block. I teach in a low demographic area with at risk students. We are one of the schools in Florida that has the additional hour added to our school day. However, even with the extra hour, there is NEVER enough time in the day. This is why Rule # 1 is my ultimate favorite. I run my classroom with a sense of urgency. The first week of school my class did a back to school activity that involved Nemo. I brought in a Nemo stuffed animal to enhance the lesson. The next day I used that stuffed animal again to give my students a visual of how I expect them to move from one task to the next. While holding Nemo, the stuffed animal, I acted as if a shark was about to eat me while I moved from one station to another with quickness. The students found this entertaining and now have something to refer back to in their memory when we review the rules. I began small group and daily five rotations this week. Students have 1 minute to clean up and 1 minute to rotate to the next group. By the end of the first quarter I WILL have every student trained to complete both clean up and rotation in 60 seconds. Students enjoy a challenge and being the first one ready. This makes Rule #1 fun. No instruction time lost in my classroom!!
ReplyDeleteStephanie,
DeleteI love your Nemo example! I agree, Rule 1 is crucial for a smooth running classroom. I would suggest that rather than giving them a 1 minute time limit, that you count them down each time, and encourage them to beat the previous time. Did you mean "low income demographic" in sentence 7? You didn't address an important part of this prompt - "how will you continue to reinvigorate the rule for the school year". I'm interested to hear how you would approach this. Here are 10 certification points for your effort!
I have been reviewing the classroom rules with my students mostly every day. I wasn’t sure they would like the hand gestures since they are “big” fourth graders now, but they did! My biggest struggle this year has been students getting out of their seats without asking. The positive in this is that I often hear other students trying to remind them of the rule before I have to do so. I like to review the rules when they get broken with my whole class, even if just one or two students continue to break the same ones. I like to make it positive and not focus the attention on any particular students. As the year goes on, I’m going to begin having students come up to lead the class in the review of the rules. I will likely pick the students who continue to break them to be my “model” for the class, as if they have a huge responsibility. I like to do group/table points all year, so I think I will incorporate following of all 5 rules into their table points by giving extra points if the whole table follows all 5 rules each day!
ReplyDeleteKasey,
DeleteI'm happy to hear that your fourth graders enjoy the gestures! Rather than waiting for the rule to be broken, you might consider reviewing them a few times a day, every day. Awarding points for the class as they follow the rules with the Scoreboard (Chapter 11) and the Super Improver Team (Chapter 15)proves to be very effective! Here are 25 points for you!
As a teacher of first graders, I am well aware that first graders learn through repetition. I will plan to make the Five Classroom Rules a part of my morning routine.
ReplyDeleteI plan to teach and continue to reinvigorate the rule “make smart choices.”
My first graders will quickly learn to say and gesture rule number four “make smart choices.” My students will also have a “make smart choices” journal so they can journal about the times they or their classmates made smart choices.
I think my first graders would also enjoy “making smart choices” competition. The class is divided into four groups. Each group could record on their designated poster the smart choices they made.
Another idea I will implement will be to utilize the end of the day when I bring our class together to talk about what we have gleaned and questions we have asked. That will be a good time to talk about the good choices we made. We could even play a game of charades and students could guess the good choice being portrayed.
Our school uses thinking maps. I plan to use the “Bubble Map” to tell about ways we can make good choices.
Example: There is a center circle with circles radiating from the center circle. The words “make smart choices” will be written on the center circle, and the smart choices will be written on the other circles.
I think these ideas will keep the idea of “making smart choices” relevant and fresh.
Kay,
DeleteIncluding a writing component is perfect! I also love your idea of having your first graders play charades to guess the good choices that were made! Here are 25 certification points for you!
Rule #5 Keep Your Dear Teacher Happy!
ReplyDeleteFor many years, the unwritten rule in my classroom has been I get my way about everything every time because I am the teacher. Seldom have I been forced to use this rule during my twenty years of teaching, but on those occasions when I have used my rule, I always felt as if I were doing something wrong. In reality, if the teacher is happy the children are going to be happy, therefore, Rule #5 validates what I have always believed; happy people learn more than unhappy people do.
As the year rolls along, Rule 5 will challenge me. My kids, being kids, will disappoint me or display unacceptable behavior and when they do, I know just what I will do. I plan to quietly sit down at my desk and eat candy from the prize/reward jar until a hush falls over the room. I might pull out a few pieces of candy and ask the offending student(s) to take the rewards to the teacher I collaborate with. I will pick up the phone and pretend to call a colleague. The conversation will go like this… Ms. Higgins what are doing? Pause. Oh, not me, I am not working. My class forgot Rule #5, Keep your dear teacher happy, so I thought I would hang out at my desk until they figured it out. Pause. I know, but they can just get extra homework tonight and I will check it tomorrow for a grade. If that does not work, I can always resort to the ultimate reinvigoration…. George Jones and Merle Haggard on Pandora. I teach in an inner city predominantly African American school where old country twang is not something the kids find enjoyable.
The reinvigoration of Rule #5 will be my crowning glory. It takes very little to keep me happy. I know this plan will work because I believe in relationship building and my class would rather do most anything that disappoint me or let me down. I can be very dramatic and bust out crying on a moment’s notice. On the flip side of Rule #5, it is my job as the teacher to keep my children happy, too.
Dian,
DeleteI agree, happy people do learn more than unhappy people do! Although I did giggle at your "George JOnes and Merle Haggard on Pandora" idea, you described it as a consequence. We are looking for ways you would reinvigorate the rules by introducing fun (or even silly) ways to put energy back into the rule as the year progresses. Try to stay away from the consequence type methods. You might want to read some of the previous posts for ideas. Here are 10 points for your efforts!
This is a tough one! The rule I’m going to choose is rule #4, Make Smart Choices. I teach upper elementary students and they need to know about making smart choices. They need to know that the choices they make, as a child or as an adult, is going to affect the rest of their lives. In elementary, students have the tendencies to make choices without thinking about the consequence(s). This rule is valuable in and outside the classroom.
ReplyDeleteOne way I would revisit this rule is through role play. For example, a group of students (different every 3 weeks) will create a short skit about making smart choices. As a class, we will discuss the skit. We will talk about how we can make smarter choices.
Chentell,
DeleteRole play is a fun way to make the rule relevant! You had a small verb agreement writing error (choices they make, as a child or as an adult, is going). Here are 20 certification points for you!
Each of the five WBT rules are extremely important to keeping my classroom running smoothly and efficiently. I need my students to follow the rules so that we can all have the most productive and satisfying day possible. At some point throughout the school year, I will make a change to each rule so that it keeps the students attention and they are continually motivated to follow them.
ReplyDeleteOne idea I can think of is having students act out the rules for me. For example, after we return from special area I will have my students say the rules with me. Right when we are done I may say something like this, “Johnny, show me a smart choice”. (Johnny might sit at his desk quietly) “Great, Johnny! Susie, show the class what to do if you need a tissue.” (Susie will raise her hand for permission to leave her seat.) “Everyone, show your elbow partner what to do if they need to speak”. Students will be participating in the rules and enjoy having the chance to show that they know how to follow them. This would be one way to keep the rules interesting and my students invested in them.
Kristen,
DeleteI agree, following these rules will help your students have a very productive and satisfying day! You noted that you will make changes to each rule to keep their attention. I would suggest that you stick with the original rules and their gestures all year. Instead of changing them, add fun games and ways to celebrate their success with these rules as the year progresses. Make sure that whatever you do to reinvigorate the rules is fun! For more ideas, check out some of the other posts. You did have one small error in the first sentence (each..are/is). Here are 20 certification points for you!
This comment has been removed by the author.
ReplyDeleteRule #2 is paramount for effective teaching. Raising your hand for permission to speak is critical in order for the children to listen to me and for them to have opportunities to learn from each other in a class discussion.
ReplyDeleteI introduced the rules on the first day. As I introduced them, I asked the children why each rule was important. We rehearsed all 5 rules with gestures again throughout the day.
Each day, I focused on a different rule and “taught” the rule. For Rule #2, I asked the students what would happen if we didn’t have that rule. I asked them to tell me if we really needed it. They said we did. So, I asked why we needed it. (This process helped with the initial buy-in.) I used Teach-Okay as well.
To reinforce the rule, I hold up 2 fingers as a reminder when a child is breaking the rule. If it's really an issue, we stop and rehearse the rule with gestures together. If individual students are having difficulty with the rule, I talk to them privately and tell them I would like them to really work on Rule #2 and give them a card as a visual reminder.
In a few weeks, I plan to re-teach the rule by asking the children a question and then telling everyone to answer at once. Afterwards, I’ll ask them, “What was Johnny’s answer?” “What did Mary say?” etc. As they realize they don’t know, hopefully the importance of the rule will hit home in a different way. Then, I’ll use Teach-Okay to have them teach a partner why Rule #2 is important.
Later in the semester, or in January, I plan to introduce a chant – “I don’t know but I’ve been told, Rule #2 (with a two finger and speaking gestures) never gets old.” They can then teach the chant to their partner with gestures.
When we come back in January, in order to reteach the rules, I’ll divide the class into groups and have them do skits to act out the rules and the importance of them. Throughout this process, we would continue to use the gestures that they know for the rules daily.
Kelty,
DeleteYour ideas are full of practice - and that's what it takes for a great year in your classroom! Great post! Here are 25 certification points!
Kindergarteners will take precious instructional time to do the most routine tasks! I introduced my favorite "Rule Number One" to my students the first day. I review the rules each morning, after lunch, and at the end of the day. I use a special pointer with an apple on it to point to the rules. If the scoreboard shows three more frowny face points than happy face points, I will take the time to go over the rules. I have another point system directly underneath the scoreboard for each of my four tables. If students at one table follow directions quickly, they get a table point. If everyone follows directions quickly, they get a happy face point, a one second party and a table point. At the end of the day, we assess our points. The table race winner gets a reward such as a sticker, 5 minutes of I-pad or computer time, or a special story from a volunteer. If we have more happy faces than frowny faces at the end of the day, we all play a quick silly game or do a dance. If we have more frowny faces than happy faces, we go over the rules several times. I lead the rule chant, and then I choose a student who followed the rules all day to hold my special pointer and lead the rules chant. That student can choose a student to also lead the rules chant. The time it takes for the reward is beneficial to my class because it increases instructional time throughout the day. I will reinvigorate this by changing the reward so it is always desirable!
ReplyDeleteKayJay,
ReplyDeleteYou have some fun ideas to help your students with Rule Number One! I'd like to hear more about how you will reinvigorate the rule later in the year though. You stated in the last sentence that you will change the reward. How will you do this? What will the changes look like? Here are 20 certification points for you!
First of all, I greatly appreciate the brevity of the Five Classroom Rules from the Whole Brain Teaching system. While they are short and simply stated, they pack a powerful punch. In years past, my classroom rules were too lengthy and took too much time to go over on a regular basis. These are just the perfect length and will be easy for students to glance at when they need to check their behavior.
ReplyDeleteI teach Gifted Resource students once a week, using a variety of hands on activities, which are tied in with various science-related topics. I also include activities that reinforce research and critical thinking skills. Most of my students already have great enthusiasm for class, because my class is a one-day a week resource class away from their regular classroom! For some it is like a field trip, as they come to our school, also a Gifted Center, on a bus. The class time, approximately two hours, is filled with hands-on activities revolving around extracurricular topics not generally studied in the traditional classroom. I am very fortunate that my class is one they look forward to attending each week.
The problem is that sometimes their excitement is too excessive, which creates disruptions. I choose Rule 4: Make Smart Choices, to help reinvigorate my classroom by helping to eliminate these disruptions. I also feel that Rule 4 encompasses all of the others. In my classroom, it is definitely a “Smart Choice” to follow directions; raise one’s hand to speak and move about in the classroom; and a very “smart choice” to make me happy!
Because of the nature of the activities, which allows students to move freely in the classroom to complete laboratory-type and cooperative learning activities, often their excitement turns to excessive talking and occasionally, horseplay. This behavior, can then lead to students losing future opportunities to do certain activities, as I cannot allow students to create unsafe situations. If I can prevent such disruptions, I can provide more enrichment activities than even before. I am eager to start using these rules, particularly Making Smart Choices, so that I can remind my student that there are indeed consequences to not making smart choices, which can make me unhappy! My unhappiness then leads to limiting the “fun” learning activities!
Additionally, this rule will help guide students for many years to come, as making smart choices in all aspects of life are critically important. I remind my college freshman son on a daily basis to “make smart choices” while away at school.
Lori Hahn
Lori,
DeleteThis is a great reflection on how you will use Rule 4 to create more learning opportunities for your students! You had one minor spelling error "I choose Rule 4" (chose). Here are 20 certification points and a 5 point bonus for details!
I love the WBT rules and have been using them in my classroom. I began teaching the rules on the first day of school. Luckily, after an early conversation, it was clear that they all know what rules are and why we need them. I have them posted in color, front and center, always visible to all the students. Initially, I modeled the gestures that go with each rule. The children answered my questions about why we need each one. Always a fan of the non-example, I showed them what could happen if a rule was not followed. I acted them out and pretended to be an unhappy teacher. Now, they love to practice each morning and right before lining up for art, music, physical education classes, and lunch. I am thrilled that they like the practice.
ReplyDeleteYoung children are easily distracted and are often followers. Rule #4 is necessary to guide them to do the right thing. Making Smart Choices is one rule I teach by examples and non-examples. I model two ways to do something. For example, I show a child keeping papers neatly under his school box. Then I show a child being very disorganized and letting the papers fall to the floor or get pushed into the space of another student. I model what can happen when it is time to pack up folders for each of the children. I act out a child arriving home with the correct papers. I act out what can happen when a child gets home with someone else’s classwork, homework, or notes to the parents. We have a class talk and the children give responses to my lesson. There are many chances to practice the rule during the day. The example and non-example are important parts of the rule teaching process because young children need to understand what the rule means in order to feel invested in it to own it.
As the year progresses, I plan to reinforce the rule daily. More elaborate examples and non-examples will be modeled, discussed and practiced as situations arise. Things will happen during the school year. I will need to address them as they occur. Rule #4 is a wonderful way to keep students thinking and to help their brains to grow!
Joy,
DeleteI love that you are spending the time to give your students the non-examples! Comparing and contrasting appropriate and non-appropriate behaviors will help them think critically! I'd like to hear more about how you will reinvigorate it later in the year though. How will you keep it fresh and fun? Here are 20 certification points!
As I stated, I will act out the scenarios of various situations as they come up. Since I reflect daily, my teaching is always changing.
DeleteI will teach rule number two using gestures. I will also have the rule with an illustration displayed in the classroom. I will review the rule several times a day at the beginning of the year. To vary the review, I will change my tone and speed at which I say it. I will have students lead the review occasionally as well.
ReplyDeleteWhen a student speaks without raising his or her hand, I will simply hold up two fingers and have the class recite the rule using the gestures. To reinvigorate the rule throughout the year, I will identify students who are following the rule and point them out to rest of the class. I will use the scoreboard to reinforce students following the rule. I will also have various students model the rule occasionally throughout the year.
Amanda,
DeleteRule number 2 will keep your classroom running smoothly! The visual display and daily rehearsal will really help them! Your 3 examples of ways to reinvigorate will work well. Remember to add in some "funtricity" so that the students have fun with it! Here are 25 certification points!
I will introduce all of the rules at the beginning of the year. We will practice them several times a day. I have always had the rule that you should raise your hand before speaking. That is a rule that my students tend to forget when they get excited about a lesson. I plan to review each of the rules several times a day, but I will put emphasis on Rule #2. Raise your hand for permission to speak. When Rule #2 is broken, I will remind the student that I won’t take an answer from someone who doesn’t raise a hand. I will also remind them by saying, “Rule #2”. The students are constantly raising their hands for one reason or another throughout the day. Rule #2 will be reinforced to the students throughout the day.
ReplyDeleteLander Murphy
Lander,
DeleteRule #2 is one of my favorites! It helps with respect as well as with learning! You didn't address the 2nd half of the prompt (how will you continue to reinvigorate this rule during the year). How will do this and add some fun to the rehearsal? Here are 10 certification points.
I started teaching WBT's Five Classroom Rules the very first hour of the very first day of school! I believe in rehearsal not scolding, as one of WBT’s greatest principle states. I love the ease and conciseness of these rules. I have received an enormous amount of feedback from my parents stating that the children are reciting these rules at home, as well! One of my students raised his hand for permission to speak at the dinner table! Now that is what I would call covering the bases! As we progressed through the week, I had my children use the "Teach-Okay" method, and recite the rules to each other, on many occasions. We practice the rules at the beginning, middle and end of the day. They have done very well learning the rules and I am excited about their progress! I plan to continue this format of practice throughout the school year, reinforcing these essential rules until they are second nature for my students.
ReplyDeleteAs I reflected on this assignment, it was very difficult for me to choose just one rule to focus on. I love them all, but am partial to one, which is Rule #5 "Make your dear teacher happy." When I first heard of the rules last year, it felt a little egocentric, as Mrs. Maestra states, to say that my students’ job was to keep me happy. But after delving into the program extensively this summer, I found this is actually my favorite rule!
A few years ago, our faculty was introduced to a program called, “Have You Filled a Bucket Today?” by Carol McCloud. Basically, the program is all about encouraging positive behavior towards others, on a daily basis. Filling someone’s “invisible bucket” with kind words and actions is a wonderful way to promote positive behavior in the classroom, and in the world, for that matter! I absolutely love the program and believe it is imperative that my students know it and use it daily. I believe there is a direct correlation between this program and Rule #5. If my students are “filling my bucket” with positive words, actions and behavior, they are keeping their dear teacher very happy!! To take this a step further, and reinvigorate rule #5 over the course of the school year, I thought I would make it student-owned. For example, if a student “fills my bucket” by keeping me happy, they will take a prepared heart cutout out of a basket, jot down a word or two about the act that made me happy, then physically put it into my bucket beside the basket. Kindergartners are at the pre-writing stage at this point in the year, so I would help them jot down a word or two on the heart, thereby tying in the writing process. Later in the year, as they are more comfortable with writing a sentence, I will have them write a sentence that describes the act that earned the heart. Of course, to minimize distraction and keep the learning moving full speed, I would be very particular about when this should happen, therefore making it more special. It will also spur the others on to act in the same way so they can earn the privilege of placing a heart in my bucket. I will have them write their name on the heart, and on Fridays have a drawing from the bucket. The child whose heart is chosen will receive an extra prize from our treasure chest, which can be varied as the school year progresses with many incentives. While this is promoting positive behavior, it is also keeping the students engaged in learning, because they are trying to keep me happy by following the rules. This, in turn, furthers their education. It’s a win-win for both the teacher and the students!
Another way to keep this fun and engaging is to have the student whose heart is chosen read their sentence to the principal, or another significant person in the school. I also thought about turning their hearts into necklaces they can wear, as a physical reminder of what rule #5 is all about. Sometimes being allowed to “show-off” will help others do the same and hopefully create a trickle effect for the entire year.
Tami,
DeleteI love that you have found a way to connect Rule #5 to a writing activity! You had one small error in the 1st paragraph "as one of WBT’s greatest principle(s) states". Here are 20 points, and a 5 point bonus for the added details!
I was lucky enough to find a script on the Whole Brain Teaching Website and used it to my advantage. I really enjoyed teaching the first rule, “Follow Directions Quickly”. We talked about what the word, quickly, means after I watched how slowly they made a snake like gesture with their hand.
ReplyDeleteIt was first thing on a Monday morning and I was so energetic and my students were the exact opposite. So we took a moment and practiced moving quickly. Thanks to the script on my laptop I was prepared to practice. Once we mastered moving our hands quickly, we practice pulling our books out quickly, lining up quickly, and putting our names on our paper, quickly. We practiced this everyday for the first week of school and now we get a “Mighty Groan” when we move slower than expected. I always double back and encourage them to “Follow Directions Quickly” for a mighty “Oh, Yeah!” which normally comes when we quickly put our books away.
I have a couple of ideas of how to keep the students moving quickly. If a student notices that their neighbor is falling behind I have them whisper to their neighbor “Rule 1: Follow Directions Quickly” and they assist their neighbor with getting their book out or turning to the correct page. With so many students in my inclusion room, having a neighbor to help saves me a great amount of time while keeping me happy.
Another idea is to have the students come up with other gestures to follow quickly. For example, if Johnny is in front of the room reviewing the classroom rules, maybe he wants to pretend to honk a horn instead of making the snake like gesture. However, he has to do it quickly and the other students have to quickly repeat.
Brandi,
DeleteI'm so glad you are utilizing the WBT website for resources! I would suggest that you stick with the original gestures for continuity. You had a minor verb tense error "Once we mastered moving our hands quickly, we practice(d) pulling". Here are 20 certification points!
Make Smart Choices. What a great rule for any age. After teaching this rule and then continuing to emphasize it over the past weeks, I have found more and more opportunities to bring this rule into our class discussions.
ReplyDeleteThrough the year I plan to “reinvent” this rule again and again. It is such a simple concept that it can be applied to so many situations. In the past few weeks we have seen this rule applied on many occasions. I would like to have team roundtable discussions and an opportunity to offer constructive help for those who continue to make those poor choices.
This rule offers a chance for self-reflection after a transgression occurs. When a student makes a poor choice and the class recites “Make Smart Choices,” what just happened is quietly replayed for the student. He or she realizes immediately that their action was inappropriate and has consequences. Hopefully that reflection will result in a future change in behavior.
Stephen,
DeleteI agree, "Make Smart Choices" can be included in many types of class discussions. I like the roundtable idea! Here are 25 certification points!
The rule that I would like to put the most emphasis on is the “Make Smart Choices” rule. I have always used choices with my students and know the importance of teaching students how to make the right choice.
ReplyDeleteDay one of the school year will be the day that I teach my rules with big gestures. “Make Smart Choices” will be practiced with a big gesture to point to the brain. I will have pictures to go with different classroom scenarios. Students will act out the correct choice and then also act out an example of the inappropriate choice to go with each classroom scenario.
When students make a bad choice, I will ask the class to repeat rule #4 “Make Smart Choices”. Students will get points for making smart choices. Points will be used for extra free time at the end of the day.
I will also have an “I was caught making smart choices” bag. At random times, students can have their names put in the bag if they are caught “making smart choices”. Once a week, I will draw one name for a special activity with the teacher.
Lori Crigler
My first grade students are in love with all of the rules. Their most favorite rule is Keep Your Dear Teacher Happy! I am fortunate to have a class full of teacher pleasers! I introduce the 5 Classroom Rules every morning. I invigorate the rules by whispering the rules, singing the rules and will continue to come up with more ways for the students to stay engaged. First graders like to show off their work all of the time. Sometimes we struggle with Rule Number 3. Raise Your Hand for permission to leave your seat is just hard for them. I remind students that when they follow Rule number 3 then they are really, really keeping Rule Number 5 by Keeping Their Dear Teacher Happy!
ReplyDeleteSeptember 5, 2013 at 7:31 PM
Dana Hoewt
As a speech therapist, Rule 2: Raise your hand for permission to speak is one of my favorite Whole Brain classroom rules. This is a functional rule to teach to my groups as I frequently work on developing appropriate turn-taking skills with my students. To teach this rule, I will have my students verbally imitate the rule and then demonstrate the accompanying hand gestures. My students will raise their right hand as a gesture for the “raise your hand” part of the rule. The students will then clasp their thumb and fingers together for the “permission to speak” part of the rule. I will also explain the importance of raising their hand before speaking, staying on topic, and how it relates to using appropriate turn-taking skills during conversations in a natural setting. All five of the Whole Brain classroom rules will also be placed on the wall as a constant visual reminder.
ReplyDeleteI will reinvigorate this rule by everyone saying the rule at the beginning of each therapy session. My students will also have to repeat the rule any time the rule is broken. As a speech therapist, it is important to engage my students in natural and fluid conversations using appropriate pragmatic and social language skills. So to keep things exciting, I will also intermittently place either a red dot or a green dot (both large and removable) above the printed rule that is hanging in the classroom. The red dot will mean the students must raise their hand before speaking. The green dot will mean that the students are aloud to speak freely during a class discussion and are not required to physically raise their hand before talking. However, they will still be required to exercise appropriate turn-taking strategies to encourage practical social language skills.
Michelle Fernandez
On the first day of school I instantly submerged the class into the five rules. They caught on quickly to the gestures of each rule. We also continue to review them daily. As much as I think all the rules are important to keep refreshed, I’m going to pick rule two. Rule two is raise your hand for permission to speak. This rule requires frequent reminders and practice because students in my classroom always tend to struggle with it. In order to keep this rule strong and refreshed in their minds, we will review regularly and model scenarios. When modeling situations to students on rule two, they become engaged through participation. Another way to strengthen the rule when a student speaks without permission is to state to the class “rule number 2!” The class then shouts out the rule and it becomes a constant reminder. I also like to keep the rule revived by pointing out students who are following rule two. I state to the class how well they’re doing. For example, “I love how Michael has his hand up quietly and patiently waiting. I’m going to call on those students with quiet hands”.
ReplyDeleteLiz Cheney
For the first time in my 20 years of teaching my kids look forward to going over the class rules! In many traditional classes, the rules would be “made up together”, posted somewhere in the class then rarely referred to throughout the year. WBT rules allow me to constantly refresh the rules in a fun way; the best part is not having to constantly call out the one or two students who are always breaking the rules. The whole class reminding each other of the rule is all it takes for those few disruptive students. (“Don’t scold, rehearse.”)
ReplyDelete“Raise your hand for permission to speak” is my favorite rule because I am frequently guilty of allowing students to call out answers. It seems fine at first but of course they all start doing it and we have mass chaos. Rule 2 allows for the students who don’t normally get a chance to answer plenty of ” think time”. When I call on someone, my class knows that all hands go down to lessen the pressure of answering out loud. We also have fun “rule breaking sessions” to practice reinforcing the rule. Students will begin to learn the rule by first teaching each other throughout the week then each person will teach the whole class throughout the first two weeks.
With any classroom system habituation is always a challenge and to keep the rules fresh students teach any new student or visitors who come to the class. Every year our school superintendent visits every classroom. This is a perfect time to showcase WBT by having a few students teach the class during that visit. I will also video students practicing the rules and play it for open house. Many times parents have no idea or forget what rules their child must follow in school. It will be fun for the students to see the video again when they come back from winter break to reinforce the rules together.
I have to admit that this was the smoothest beginning to a new school year that I have ever experienced. In the past I spent hours designing classroom rules with my students. We discussed the rules and reasons for the student-fabricated rules. Then we voted on the rules and created a “poster” for everyone to sign. I felt that this would lead to every student taking ownership of the rules, thus smoother management of classroom behavior.
ReplyDeleteAfter being introduced to the “Five Classroom Rules”, I very was doubtful that these super-simple (and humorous) rules would be effective in a fourth grade classroom. Oh my, I am now a believer!
This year I introduced each rule on the first day of school. The students mirrored the rule, intonation, and large gestures. The students turned and taught each other the rules one by one. (Teach-OK) It was not long before each student had memorized the five rules with smiles and giggles. I am amazed and overjoyed that learning the classroom rules was such a positive activity. It took very little instructional time to have my students embrace the rules and encourage each other to “follow rule #___”.
I love Rule #4: Make Smart Choices. Making a wise decision has universal applications. Everyone needs to think before making a rash or thoughtless decision/action in many real life situations—not just school. One way I intend to reinvigorate this rule is by a role-playing activity. Students will be able to choose a negative/bad choice scenario from an “Unwise Choice” container. A small group of students will then act out the bad decision. The class will discuss the “unwise” choice and offer a positive solution. Another idea to reinforce this (and the other rules) is creating a chant mid-year. I am also planning to keep a record of good decision makers and have a student “teacher for the day”.
Deborah Gardner
Our school is implementing the WBT approach. I began the school year teaching and implementing the five classroom rules. The students have enjoyed learning the motions that go with each rule.
ReplyDeleteIt is the expectation of our principal for the classroom teacher to focus on policies and procedures for the first 2 weeks of school. I practiced with the students at the beginning of each day and used teachable moments to review the five classroom rules.
If this year is anything like the past years, Rule 4 will be the rule that I will continue to reinvigorate throughout the year. Students who make smart choices will follow the rules, work harder, and complete all assignments.
If I notice a student talking in line, I just point to my head to remind the student to make smart choices. A student who is not paying attention; I just quietly get his attention and point to my head. I like how the Whole Brain Approach encourages a classroom teacher to discipline quietly without focusing on one individual.
Throughout the year, I will continue to implement the rules daily.
Cathy Gibson
I introduced and implemented all five rules Kindergarten – 5th grade the first week of music classes. It has really helped me that the whole school has adopted the five rules. The third week of school, I called a “student teacher” up to lead the class in acting out the rules. Even the biggest rebels in class love being the teacher.
ReplyDeleteThe rule that seems to be the hardest for every class that comes into my room to maintain is rule number 2. From Kindergarten to fifth grade, the students seem to be uncomfortable with silence. They have a need to fill it with noise – talking, humming or sound effects. During week 3 of school I wrote “Rule #2” on the board and announced that we were going to pay special attention to that rule. Every time I heard talking, I did a Class-Yes then announced I was getting a point for somebody not paying attention to Rule #2. At one point I started drawing tears under “Rule #2” every time I received a point because Rule #2 was sad nobody was paying attention to him. That was followed up with, “Poor, poor rule #2. Let’s have a moment of silence for him.” We all bow our heads for two seconds of silence. Abruptly the lesson goes on as if nothing happened.
I am also going to play a “two-minute quiet game”. Every student will get a baggie with 3 skittles inside. I will set a timer for 2 minutes and choose an “it” person. All other students sit in absolute silence. The first sound the “it” person hears from anyone – that person has to give “it” one skittle and then the noise-maker is the new “it”. The game ends when the timer goes off and students will eat their candy. The hope is that students will realize that the quieter and still they are – the more candy they keep. No punishment for noise makers – just the consequence of less candy. Eventually, the students will realize that everybody in class ends up with 3 skittles except the very last “it” person. Maybe they will work harder to be quiet longer so they aren't the last. Time to make it a 3 minute game!!
Kimberly Gandrup
I am very excited to teach the five classroom rules to my new class of fifth graders. The rules are clear and will be easy to follow. I plan to teach these rules as soon as possible on the first day of school and repeat them frequently during the first few weeks. I love the hand gestures that go with each rule because we are engaging our bodies as well as our minds and voices.
ReplyDeleteWhile I am very enthusiastic about all the rules, the fourth rule “make smart choices” is the one I feel is most important. This is the rule that my students will benefit the most from throughout their lives.
For the first few weeks, when the rules are new and fresh, just practicing them daily and referring to them as often as possible in both real situations and in literature discussions should keep students interested.
One way I will keep the class motivated is through the use of a chalkboard that students are allowed to write on as they enter our classroom. During the first month of school, students are allowed to write in response to the topic “What’s New?” on the chalkboard. At the beginning of the second month, I will change the title to “Smart Choices” and students will be able to not only write about the smart choices they have made, but be able to read about and reflect on smart choices other students have made. This should be a positive influence on all.
Late in the year, probably mid-April, I will add another component. All the teachers at my school are given BUG tickets to give to students who are caught Being Unusually Good. I plan to make CHOICE-BUG tickets for my students to give out to classmates they see making smart choices. This will help my students to recognize smart choices that others make.
As a teacher, my goal has always been to help my students learn to make the best choices possible. I am glad that WBT has given me such a clear framework to teach this important concept.
Kristi Suarez
The first two weeks of school this year I went over the five rules daily with both of my classes. I teach second grade reading and writing to two classes each day, and both myself and my teaching partner use the five rules in our classrooms. By doing so our classes always remember the rules in both classrooms and the students know what to expect when they enter either classroom.
ReplyDeleteThe one rule that I would reinvigorate would be rule #4, make smart choices. I feel that this rule is confusing to students at times. In the beginning of the year I talked to my class about making smart choices and what it means to make poor choices. I will reinvigorate this rule by using a double bubble thinking map to compare and contrast smart choices verses negative choices. I would like for students to complete their own double bubble map in a small group. This way, students can create their own ideas of making smart choices and negative choices, which will help students take responsibility for their own actions. I will place the students’ thinking maps in the classroom so students can reflect on their actions and recall the smart choices that they created.
I enjoy going over the five classroom rules with my classes and seeing how animated and lively the students become as they model the motions for each rule. Not to mention my students have lots of fun when they can stand and review the ruless. I have found that WBT techniques employ the old standard belief that "practice makes perfect";therefore,this is why we constantly go over the classroom rules with our students. I review the rules first thing in the morning, before transitions(i.e., special area, lunch),if someone breaks a rule I simply ask my students to say the rule that was broken.
ReplyDeleteThe rule that I think that I will really push and reinvigorate throughout this school year will be Rule #4 with an emphasis also on Rule #5. Making good choices does not just apply to children, but to adults as well. This is the one rule that will most definitely last a lifetime and extend far beyond the classroom environment. Throughtout the school year we will discuss certain scenarios that constitute good choices as well as bad choices. I also plan on letting my students know that when they make good choices, it plays hand in hand with Rule #5, which makes me, the teacher happy. I have told my students and will continue to tell my students that if they make good choices it keeps me happy simply because I am happy when they succeed at making the right choices and not taking the wrong path which in turn will lead to a punishment (i.e., calendar mark or phone call home for making poor choices)