Monday, October 12, 2015
Lesson 6 WBT Teach Okay
I have been starting to use teach okay in my classroom. I like the fact that students are learning to teach each other and to hold discussion about the micro-lecture I just gave on any academic topic. It is going slow though and I feel that they are very uncomfortable talking in front of each other. But I am keeping on plugging away with my self-contained group. My resource group has been more able to use this method because they are used to a larger class setting where they have had to converse with a variety of students and ideas. I will try this method this week mixing up the resource and self-contained students and maybe that will spur my students on to success.
WBT 5+1 Rules
As the year has been progressing I am a huge fan of the Whole Brain Rules. For many years I thought I had the perfect rules. They were short and easy to understand but as I transitioned to WB I easily became a believer.
Unlike most WB teachers I chose to use Practice Cards pretty early because most teachers in my school have kids sit out when they had rule infractions in class. I found out that many of my students would go do the rules automatically when they lost recess or even offered to give up their time on the Ipad or Computer to do their rules so that they did not have to lose their time outside.
We also use the rules to find one that we want to improve upon each week. It is so nice to have found a system where instead of having to invent or add rules because they are measurable and are are already intact.
Rule 1: Follow directions quickly. (Hold up one finger, then waggle your hand quickly, like a rapidly swimming fish.)
Rule 2: Raise your hand for permission to speak. (Hold up two fingers, then lower your hand and make talking motions beside your mouth.)
Rule 3: Raise your hand for permission to leave your seat. (Hold up three fingers, then walk two fingers down your arm and then jump the fingers upward off the back of your hand … as if leaving a seat.)
Rule 4: Make smart choices. (Hold up four fingers, then tap you temple four times, once for each syllable in Rule 4.)
Rule 5: Keep your dear teacher happy! (Hold up five fingers, then use both hands, framing your mouth, as you happily smile)
Diamond Rule: Keep your eyes on the target, please! (Point two fingers at your eyes, then two fingers at your class.)
Unlike most WB teachers I chose to use Practice Cards pretty early because most teachers in my school have kids sit out when they had rule infractions in class. I found out that many of my students would go do the rules automatically when they lost recess or even offered to give up their time on the Ipad or Computer to do their rules so that they did not have to lose their time outside.
We also use the rules to find one that we want to improve upon each week. It is so nice to have found a system where instead of having to invent or add rules because they are measurable and are are already intact.
Rule 1: Follow directions quickly. (Hold up one finger, then waggle your hand quickly, like a rapidly swimming fish.)
Rule 2: Raise your hand for permission to speak. (Hold up two fingers, then lower your hand and make talking motions beside your mouth.) Rule 3: Raise your hand for permission to leave your seat. (Hold up three fingers, then walk two fingers down your arm and then jump the fingers upward off the back of your hand … as if leaving a seat.) Rule 4: Make smart choices. (Hold up four fingers, then tap you temple four times, once for each syllable in Rule 4.) Rule 5: Keep your dear teacher happy! (Hold up five fingers, then use both hands, framing your mouth, as you happily smile) Diamond Rule: Keep your eyes on the target, please! (Point two fingers at your eyes, then two fingers at your class.)
Sunday, October 11, 2015
WBT Beloved Rascals and Sweetie Pies
I was at Starbucks today and I ran into a teacher who has some of the students I had last summer this school year. In the past I would dread having those beloved rascals but now I look forward to having those kids because they help me grow as an instructor and I use my experiences with them to help me with other kids. They also help me gauge what type of teacher I truly am because if I can get the beloved rascals on board I can teach anyone.
I really enjoyed the Power Point and the talk Coach gave and I am excited to use the Star Cards. I also think that Juice Box and Crayons also had a great resource made this last month to have kids in my classroom show improvement using the Super Improver Card goals at their desks.
I can't wait to use this method of star lines to help my students instantly improve their behavior. I will use this along side of these.
https://www.teacherspayteachers.com/Product/Super-Improver-Cheat-Sheets-2075481
I really enjoyed the Power Point and the talk Coach gave and I am excited to use the Star Cards. I also think that Juice Box and Crayons also had a great resource made this last month to have kids in my classroom show improvement using the Super Improver Card goals at their desks.
I can't wait to use this method of star lines to help my students instantly improve their behavior. I will use this along side of these.
https://www.teacherspayteachers.com/Product/Super-Improver-Cheat-Sheets-2075481
WBT Week 3 Mirror Words
When I started studying the methods of WBT I was not really on board with the terminology of Mirror Words. I personally did not think it would work. But then I started teaching Whole Brain with integrity in my classroom and I found that my students really focused with I mirrored my instruction when they took turns mirroring instruction. I am now a big fan of the Mirror Words in WBT. I love the fact that it is a way to get students refocused and you can stop briefly and engage learners not only through their voices but also with their hands and eyes. It is another low tech method that I have engaged learners in some rather unorthodox teaching places such as the hallway, bathroom and even waiting to go to lunch. So everyday you walk into my classroom we will be mirroring all day!
Whole Brain Lesson 1 Class Yes
For the last few years I have used music to direct my class back to attention but I am a huge fan of the class yes. First of all it allows the teacher to call their class back to order no matter where the class is at. Second it is a fun game where both the teacher and the class may use variety to get the class focused back on the assignment.
I have even found success using the class yes in a variety of environments. I have been able to use class yes at various volumes with different groups whether I am working with my self-contained class as a special education teacher, a resource teacher using a quiet or silent voice in another classroom or in a loud but not yelling voice as I directed a group of children before and after recess lunch duty.
Last I like class yes because it involves students with positive peer pressure. The kids are willing to listen to you when they can influence their less complaint friends in their classroom. No matter what the age we all want to please the teacher.
I have even found success using the class yes in a variety of environments. I have been able to use class yes at various volumes with different groups whether I am working with my self-contained class as a special education teacher, a resource teacher using a quiet or silent voice in another classroom or in a loud but not yelling voice as I directed a group of children before and after recess lunch duty.
Last I like class yes because it involves students with positive peer pressure. The kids are willing to listen to you when they can influence their less complaint friends in their classroom. No matter what the age we all want to please the teacher.
WBT Six Steps for Unlocking Resistant Learners
I love how coach in Whole Brain teaching makes everything so easy. The six steps is another aha moment for me. I believe that all learners need to be treated with respect no matter how they are treated anywhere else.
I like how the first step is to give a smile to our learners. I do that everyday when my students come into school. I give them eye contact, greet them and give them a pleasant greeting. I don't worry about so much if they greet me back but I do expect them to acknowledge my presence.
Then I work on having them answer a question with a complete sentence and then several. It might take time but I truly believe if we focus on steps of instruction we can help our students with more difficult challenges later.
https://drive.google.com/file/d/0B0Uu23i9duSZMzVIcE5pdzBnTUk/view
I like how the first step is to give a smile to our learners. I do that everyday when my students come into school. I give them eye contact, greet them and give them a pleasant greeting. I don't worry about so much if they greet me back but I do expect them to acknowledge my presence.
Then I work on having them answer a question with a complete sentence and then several. It might take time but I truly believe if we focus on steps of instruction we can help our students with more difficult challenges later.
https://drive.google.com/file/d/0B0Uu23i9duSZMzVIcE5pdzBnTUk/view
Saturday, October 3, 2015
Step by Step-2nd Edition A Complete Movement Education Curriculum
Step by Step-2nd Edition A Complete Movement Education Curriculum By Sheila Kogan
© 2004
Paper
Book 344 pages
ISBN-13: 9780736044097
A book that is effective for both the new and experienced instructor, Step by Step is a complete resource for teaching movement education for the classroom teacher, physical educator, and personal trainer. The first section deals with movement education. The first chapter is about movement program and the second chapter deals with classroom structure such as free traveling, spots, and diagonal structure. I especially liked how many of the lesson plans detailed the various structures in their lesson plans. Chapters three, four and five provide an overview of loco motor and non loco motor movements. and chapter six discusses options for spatial awareness, floor patterns, and designs. I also liked the simple line drawing that offers easy ways to identify various classroom setups. Part two deals with the importance of working together, various obstacle courses. and the pros and cons of using myriad props. In addition, I enjoyed reading about the integration of movement as an academic tool in both the gym and the classroom. But my favorite section of the book contained the lesson plans. I liked how they were given generous detail and that the curriculum could actually cover an entire year of teaching in just one book. The sections are divided up into preschool through first grade, second and third, and the last section for fourth through sixth. It even gives tips on how to work with remediation, adding a challenge with students, ways of keeping instruction flowing, and space and awareness safety aspects. This book is a great resource for working with children and can also stand alone as a curriculum for a gym program, park district. or camp curriculum.
Sheila Kogan has taught movement education and dance in every possible environment: public schools, private schools, dance studios, recreational settings, preschools, and college courses. Kogan holds a B.A. in music theory and composition from the University of California at Berkeley and an M.S. in education, with a concentration in movement education, from Dominican College in San Rafael, California. She is also a certified teacher and language development specialist. Kogan has been teaching for 37 years.
© 2004
Paper
Book 344 pages
ISBN-13: 9780736044097
A book that is effective for both the new and experienced instructor, Step by Step is a complete resource for teaching movement education for the classroom teacher, physical educator, and personal trainer. The first section deals with movement education. The first chapter is about movement program and the second chapter deals with classroom structure such as free traveling, spots, and diagonal structure. I especially liked how many of the lesson plans detailed the various structures in their lesson plans. Chapters three, four and five provide an overview of loco motor and non loco motor movements. and chapter six discusses options for spatial awareness, floor patterns, and designs. I also liked the simple line drawing that offers easy ways to identify various classroom setups. Part two deals with the importance of working together, various obstacle courses. and the pros and cons of using myriad props. In addition, I enjoyed reading about the integration of movement as an academic tool in both the gym and the classroom. But my favorite section of the book contained the lesson plans. I liked how they were given generous detail and that the curriculum could actually cover an entire year of teaching in just one book. The sections are divided up into preschool through first grade, second and third, and the last section for fourth through sixth. It even gives tips on how to work with remediation, adding a challenge with students, ways of keeping instruction flowing, and space and awareness safety aspects. This book is a great resource for working with children and can also stand alone as a curriculum for a gym program, park district. or camp curriculum.
Sheila Kogan has taught movement education and dance in every possible environment: public schools, private schools, dance studios, recreational settings, preschools, and college courses. Kogan holds a B.A. in music theory and composition from the University of California at Berkeley and an M.S. in education, with a concentration in movement education, from Dominican College in San Rafael, California. She is also a certified teacher and language development specialist. Kogan has been teaching for 37 years.
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