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