Writing Part 1

"Whatever you want to teach, be brief"  Horace

Tonight's webinar was on the topic of writing.  Since I'm not "teaching" writing this year, I only partially listened.  This means, my initial participation in the webinar was limited until I casually through out the quote, "I'm not teaching writing this year." 

My fellow wibbeters jumped on that statement faster than I could reread what I had written.  They reminded me (all of them) that, yes indeed I do teach writing and that I need to be including writing instruction in all I do.  My thoughts - oh no - what have I missed while I was busy thinking this session was not for me. 

Fortunately, I could re-watch the episode and I quickly readjusted my observation intensity and learned that the secret to teaching writing is actually teaching small microskills with an enormous amount of oral practice.  Coach began by discussing complexers tonight.  Complexers are any words that add detail and complexity to a sentence.  Some possible complexers:  are and, or, but, though, as.  They are little bits of language that make a sentence complex.

Coach went through so many other wonderful ideas tonight.  Honestly, there were just too many to digest, or(complexer), I was too tired tonight to absorb them. I think I will introduce complexers tomorrow along with the idea that every noun, when speaking, requires an adjective.  It should be a fun day. 

The constant learning is just one of the many reasons I love WBT.  If left to my own devices, and without support, I would probably have given up by now.  But thanks to my weekly motivation (learning) sessions and the oppportunity to reflect each week, I am still forging ahead. 

I have noticed a few areas that I need to bump up a notch.  I haven't been giving enough points on the scoreboard.  I have not been ensuring my praise is distributed throughout the week by keeping track.  I haven't been recording information for Mind Soccer.  I haven't written the new kids names on my Super Improvers Wall.  I haven't found my rythm teaching math yet.  I have yet to feel organized. 

Yet, with all of the areas that I need to improve, there are some successes too.  I go home every night tired and happy with a feeling of accomplishment.  My students are enjoying school and learning.   They are building confidence and strength as learners and risk takers.  They are taking control of their learning.  Some of our students who struggle behaviorally are engaged and trying to learn. I couldn't ask for more from them and am giving my students and their families all I have.  We as a class entity are making plenty of mistakes, but as coach taught me, and I taught my kiddo's, "it's cool," and it is so cool - mistakes and all.

Bells

Week 1 Hits and Misses

"I didn't have a good weekend because I couldn't wait to come back to school." 
Student 24- Bell's Room 2012

We have officially been back to school for one week. The first two days were wedded bliss with me implementing the whole brain approach.  Now, the milk is settling and the creme is rising to the top.  It's time to begin the student improvers wall.  I will begin this process tomorrow, on a Friday to give the students and myself something to look forward to next week. 

While I am loving the approach to behavior, I am having to really think out the process for teaching.  Some parts of the wbt lesson plan have become second nature already but others I have to create on the fly.  Here are the lesson- steps.

1.  Class - Yes
2. Ask a Question
3.  Give the Answer with gesture
4. Teach - Okay

Where I get in trouble is with always asking a question and having a gesture ready.  To be honest, I also am struggling with how much I speak.  We are only supposed to give short bursts of information but I am noticing how much I talk.  I really do talk a lot.

The other area that requires serious thought is the gesture. I am having a tough time figuring out when I will need a gesture until I'm up in front of the class teaching it and then I have to magically pull it out of the air.  I definitely hope to get better at anticipating the gesture ahead of time.

My gesture success this week is place -value.  While having kids place both hands out in front of them, I have them wiggle their pinky on the right hand for the one's position.  They then wiggle their right hand ring finger for the 10's and so on, moving over to the left hand for the thousands and millions.  I believe it helps them see place value and hopefully understand.

I am teaching two classes of math this year, one science (4 times), and one reading class.  I am going to primarily focus my wbt approach in math.  It feels like the natural area where I want kids excited and pumped up about learning. 

Until next time,

Bells

Day 1 - The Real Deal

What an amazing first day!  The kids were fantastic and we all had a great time learning the rules. I was so worried about the tempo of the class and if I would be able to maintain the high energy all day.  But there was no need to fret.  I had a blast!  My principal came over to visit with me at recess and I spontaneously hugged him because I was just having that great of a day.

I managed to teach to two different groups of kids - the core four and learn their names.  We shall see if I can do it again.  I will take a picture today of my super improvers wall that is up and rarin' to go.  I would like to see how long I can hold off before I put that into play.  The scoreboard seems to be really effective right now.

Onto day 2

Bells

The First Week

Nine-tenths of education is encouragement.
Anatole France

I just finished watching the webinar tonight entitled, The First Week.  Chris Biffle and his alias, Coach, went through ten goals we should achieve by the end of the first week.  I've become familiar with several of these concepts, but he introduced some tonight that were totally new for me.  I'm feeling a little overwhelmed by it all and honestly, I just want to get in there and get started.  I haven't felt this anxious in years.  There is just so much information for my mind to consume, that I'm afraid I will forget it all before I put any of it into play.

The First Week

1.  Teach the 5 rules with gestures.  Practice Practice Practice

2.  Teach procedures. 

3.  Learn student names and information about students.

I like, I have, I want

4.  Praise Talk with each student.  "NO LOST KIDS."

5.  Teach Core 4

6.  Oral Writing/ Red - Green Marker Writing

8.  Power Pix - Have a minimum of 4 on the wall

9.  Recess Practice (only if necessary)

10.  Classroom Management Average

 Several of these goals are being reinforced from what we have learned and written about in the past few weeks.  There was one goal however, that I know very little about and two goals that we discussed this evening that are new and exciting and true, "gems."

The writing piece is an aspect of Whole Brain Teaching that I am not yet comfortable.  It sounds fantastic and I will use the oral writing component as soon as I can.  Right now, I need to devote more time to understanding the wbt process and implenting the core 4 before attempting anything else.  I am totally clueless as to what the red/green piece is, but can't wait to learn about it.  It's wonderful to know there is so much to this program and that it offers so many resources.

My favorite goals tonight were goal four, praise talk and goal ten, classroom management average.

Sometimes, it's the simple ideas that are the most effective.  Of course we want to praise each child and as teachers, we have every intent of doing so.  However, I'm sure that there are times, that I forget those middle of the road children who sit there doing their job, neither superbly nor with struggles with whom I forget to praise.  Coach is adamant that we will no longer have lost children who are forgotten and who do not receive our praise and encouragement.  He suggests keeping track on something similar to an attendance sheet to ensure we spread the wealth of kindness. 

Our school implements PBIS which is intended to increase the positive behavior of students, partly by increasing the positive behavior of teachers.  Teachers are asked to hand out tokens of some kind to students who are "caught" doing the specific social skill being taught.  There are two groups of students who usually get the tokens.  The social elite, and the strugglers who we are trying to move in a positive direction. 

I'm not discounting PBIS.  On the contrary, I believe it provides tremendous support for school-wide behavior, a universal language for all to use and common expectations.  But do all kiddos receive recognition and praise.  I don't believe so.  If you are tracking your praise, you will ensure equality.

The second goal that really excited me tonight was the classroom management average. Brilliant! The concept is simple.  Once a week, you sit down and quickly and holistically, evaluate your students based on their behavior.  A five would be the top score indicating leadership with a one being those students who need to advance in levels on the behavior ladder.  To average your class, you will add all the scores and then divide by the number of students giving you a Classroom Management Average. 

The amount of information you receive by completing this five minute task is huge as it determines the overall trend and direction your class is taking.  You may not feel sometimes as if you are making a difference and that serious behaviors are improving.  If you can watch your trend line increasing, you know the system you have put in place is working.  However, if you notice a dip, or a flatline, it allows you to target the specific area or student who needs extra attention.  It once again reinforces improvement.  Improvement for individuals and now improvement for the class entity.

Speaking of improvement, perhaps the biggest idea of all this time was the concept of no longer praising children based on their achievement but rather on improvement.  Our goal should be for students to always be improving.  It keeps high achievers from going stagnant and and allows those who struggle to be successful.  It is not effort and handing out kudos for trying.  It is praise for improvement.  A marked difference from where you began to where you are now.  I can think of no better way to honor students and while improving is simply learning, it is often not what is recognized.

To quote an educational revolutionary, "Praising improvement destroys student aristocracy and builds student democracy."  Thanks Coach.  It's an honor to have joined the revolution with you!

Bells