Yes, I admit I am a terrible excuse for a blogger, but just from today’s
experiences I could probably write about 10 posts... so please excuse the long
length! Today was SO exciting. I have to say it took some mental adjusting
to teach 6th grade, although I was excited to teach many of my old
students. I have taught about 75% of the
students in a prior grade, but only a third of the 6th graders have
had me while using WBT. This year is
very different for me because it is my first year not being self-
contained! I teach Science and Geography
to a little over 90 students within 3 classes that are grouped as Below Level, Basic,
and Advanced. Everyone may have their
own opinion on homogenous grouping, but I must say that within each group there
are still many different levels, and I get to teach one lesson in three different
ways that work most directly to each student’s level!
Today I didn’t even teach any subject matter, I was simply
guided by my WBT First Day Agenda. Even
though I used the same Agenda posted on the board with each class, it was
carried out very differently with each group.
In every class there were at least 5-10 people who were my students last
year, so I was able to move along a lot more smoothly because there was pressure
to get up to their levels. Here was my
“Playlist” for the day, and how I taught each technique in my classes.
PLAYLIST:
1.
Class-Yes
Students were taught to fold their hands as
soon as they had the “YES” response down
packed. I attempted many different
variations with difference voices and sound levels. I didn’t introduce this with the Scoreboard,
but encouraged with "That was pretty good!” or “We can get more crisp than that
6th grade!”
2.
Complete Sentence
I began asking random students what they did
this summer, after explaining that ALL things must be stated in a complete
sentence. I tried to trick some of them
by changing the questions slightly, so they really tried their best to focus
and answer in a complete sentence each time!
3.
Rule #1:FOLLOW DIRECTIONS IMMEDIATELY and 3-Peat
I taught Rule #1 with a “Repeat after me:”
since Mirrors weren’t introduced yet. . We practiced, “Get in Line”, “Get in
your seats”, “Backs straight up” and “Papers In”. I created a “PR” section on the board with
each class listed. Each class I had got
faster simply because they knew the time to beat and they were SUPER
competitive! My last class got in line in 14 seconds, the second class was
right in the middle, and the first class got in line in 17 seconds.
4.
Scoreboard
I remember when I first started WBT I was
always so conscious of keeping the points within 3. With the art of ping ponging in my pocket, today
I was always within 3 with every class, without being mindful of it! I averaged 8-10 on each side with each class
that as about 75 minutes long. I created
a “Bragging Box” on the board to display who had beat, tied or lost against the
teacher! They were told the only reward
was bragging rights but were teased with possible future rewards, but only if
they got really good! Having my classes
compete against each other seems to be totally working!
Students from other classes who had seen last
year’s videos wanted to say, “SWAG!” or “BALLIN!” when they got a point but I
told them they have to build up their WBT swag first J We stuck with the usual, “OH
YEAH!” with the clap but we did keep “OH NO!” with the Home Alone slap on the
face for a teacher point!
5.
Mirrors
“When I say ‘mirrors’, you say ‘mirrors’
and put your hands out in front of you and follow all of my movements exactly
as if you were a mirror!” To be fun I
did some of my signature (bad) dance moves to warm them up each time! I was
really animated and had them repeat some pretty silly things to get them
laughing.
6.
Mirrors with 5 Rules CALL OUT
Next, I had them mirror me and repeat each
rule. I said, “Mirrors away” after adding in one more rule at a time and then
had students stop and practice breaking the rule. I then taught students how to
“Call each other out” when students were breaking rules. I’d have a student get out of their seat
without asking and then I’d say, “Rule number 3!” and everyone would respond, “
Raise your hand for permission to leave your seat!” and the student would go
back and raise his/her hand. I called on my most disruptive and/or popular
students to demonstrate for this! I
always find that the best way to get everyone to Buy-In. Remember, our most difficult students just
want attention in the first place!
7.
Teach- Okay
I asked students if they thought they all
knew their rules and then told them it was time for them to become the teacher
and teach each other the rules. At this
point I had energy levels so high from using the Scoreboard and rule practice,
they were ready to try and outdo me! We
first practiced the routine Clap Clap “Teach!” while they responded with
2 claps and an “Okay!” Next I told them to face their neighbor and then face
me. I did this a few times, quickly
stating, “FACE YOUR NEIGHBOR! FACE ME! FACE YOUR NEIGHBOR! FACE ME!” They found this to be pretty amusing but they
started laughing hysterically when I showed them they looked like they had
chicken necks when they didn’t fully turn their bodies when facing their
neighbor. I then had them face their
neighbor lightening fast with a full turn and their hands ready in the air to
gesture. Once this was super crisp, I
had them teach each rule to each other without stopping until I called them
back. During this time I could have
FAINTED! The energy was so ridiculously
high, I didn’t even have to tell them to use big gestures! In one class I told them they had to “Give a
Smilie in order to get a Smilie.” This
encouraged them to look like they were having even more oodles of fun in order
to get a point. Remember, FUN is the key
to student learning! (I did not do
Teach-Okay with my lowest group because I made sure to keep a slower pace and
use repitition a lot more than my other groups.
I will teach it tomorrow.
8.
Hands and Eyes
I told them that when I have a REALLY
important point, I use Hands and Eyes to wake them up out of La La Land. I teased them saying that when something is
super important I might just have to take my hat or sunglasses off!
9.
Oral Writing with Names
With my lowest group, I started with a very
simple sentence frame using oral punctuation, “My name is ________.” I modeled it using the gesture for a capital
letter and a period. I had a handful of students who could not speak English or
understand a word of what I was saying in the beginning of class, and by the
end of class were able to proudly say, (while using oral punctuation!) “My name
is ____.” I was so excited by their
enthusiasm used while capitalizing the first word of the sentence and their
name and also the “EERRRRT” for the period!
I had EVERY single student stand up and say this to introduce their
names, so my ELL speakers were very focused to make sure they knew what they
had to say! The entire class of 30 is
almost entirely made up of students with IEPS or ELLs, so this was quite an accomplishment. I have to be honest and say I thought this
class would be my largest challenge, but I only had to redirect a few of them! The
ones who usually have a reputation for not staying focused seemed so overjoyed
that they were actually encouraged to move around and actually speak during class! I honestly saw the benefit of homogenous
grouping when I noticed that the usually shy students were visibly more
confident in front of students they often had seen in their Resource or ELL
classes.
In my Advanced class, I had everyone stand
up and give a Triple Whammy sentence about themselves! “My name is ________ and I enjoy __________,
____________, and _____________. I
explained Clinkers, and even had them provide a few of their own after I
modeled some. I have some real
characters in this class so they had everyone keeling over with their sentences
about liking fuzzy penguins, and singing in the shower. Again, I had no
resistance with standing up and stating their Whammy to the class because they
felt the pressure from peers they have probably always felt in competition
with.
At the very end of the day I had my middle
group. Ah, and I thought I’d end my day
rebel- free. This class had the most
trouble makers- mostly boys! Buying them in was actually easy after using them
to practice breaking rules. Once I
showed them my Bragging Box on the board, the most notoriousely difficult
student raised his hand and said, “Ms. Cruz, excuse me I need to speak to this class, cuz I am their
leader. I am competitive so we need to
be the best class!” Then he simply sat
down and folded his hands. Gasp. Only one student in the class refused
to participate at all. What did I do,
you ask? I ignored the student. I have something new in my back pocket that I
will use on that special someone starting tomorrow. I needed to give my time and energy to the
students who WERE participating and not focus on the ONE who wouldn’t. I KNOW this is hard, especially when you
throw in eye rolling which is my ULTIMATE trigger, but I am not concerned in
the least bit! Did you happen to notice the increase in my shouting words?! J If you’d like to hear
more about it STAY TUNED !!!
**********************
Overall it was an amazing day filled with
moments of Teacher Heaven. Many might
think I did too much on the first day, or not enough, but my students really
responded to it in a positive way.
Tomorrow I will actually jump into teaching World Cultures/Geography
with some WBT Pizzazz! I can’t wait !