I have started using the Guff Counter in my classroom. We have been doing multiplication so when they received extra homework it was a multiplication set (or 2 or 3).

The guff's typically come from one student. The second day that I did this I had a parent call and say that her daughter comes home crying every becuase extra homework is given because of "Joe", and she doesn't feel it is right for this to happen.

As a new teacher, and already having run into this parent many times about the way I am running my classroom--- it is difficult for me to explain to the ideas behind Whole Brain Teaching.

Is anyone else running into this problem....

To my understanding, the GUFF counter is NOT really to be used. It is basically a warning so you want your entire class putting pressure on "Joe" for not participating.
If you read under the FIRST STEP header, then GUFF counter you will see what I mean.

In essence, the Guff counter is to make that student participate by having the entire class making him/her feel the pressure.

Hope this helps (but look under the section I told you, it is much better explained there).

Ross1011

Here is the latest and most efficient use of the Guff Counter.
1. Never use the Guff Counter until your students have been using the Scoreboard for several weeks, and are used to getting one reward or one penalty mark at a time.
2. Announce the Guff Counter as a new Level. Thus, if you've been at Level 1 on the Scoreboard, the Guff Counter will be Level 2. Make a box on the Scoreboard and label it Guff.
3. Explain the concept of Guff as backtalk ... and give examples.
4. Role play samples of Guff. For example, you ask a student to work harder and an example of Guff would be the student replying "I am working harder!" ... with a disrespectful tone of voice.
5. Then say, "That was excellent Guff! I'll count the words the student used ... let's see ... 'I am working harder.' That was four words, so now I'll put four penalty marks in the Guff box on the Scoreboard." This will shock your students because they have been used to getting only one penalty point at a time.
6. Say, "The reason a student Guffs a teacher is because he or she believes they have the silent support of the entire class. But maybe you don't support the Guffer and you don't want the extra homework. Then say, 'Please, stop!' as soon as you hear Guff."
7. Role play the "Please, stop!" several times in response to sample Guffing remarks ... the students should be fast, energetic and, if you think it is appropriate, they should extend their hand toward the Guffer, as if giving him/her a "stop sign."
8. After this, you NEVER HAVE TO ACTUALLY TO PUT MARKS IN THE GUFF BOX ... simply say, when you hear Guff ... "Gosh, that sounds like Guff to me! Where is my marker?" Virtually every student in the class will instantly say, "Please, stop!" to the Guffer ... and you've united the class behind you, isolated the disrespectful student ... and avoided the problems with parents that you mentioned!
-- For more details, read Jeff Battle's article in the "First Steps" menu at the top of this page.

Thanks for the update....

I was just shocked that the second day I had a phone call.

I guess my question is really dealing with those parents that don't think it needs to be done. And that question what you are doing.

I edited my first post to change my question-- are others seeing this?

Parents questioning why they have to walk in a straight line quietly in the hall, why they have to say answer "yes" when I say "class". I have even had parents ask why they need to read for 20 minutes a night. And why they all say Thank you when someone holds a door for them.

I'm just shocked that this behavior isn't expected from them all the time.
I had a parent make a comment that they are in third grade-- not in the military. And shouldn't have to act like they are.

I have high expectations of them, and the class enjoys doing it.

angeleyeshw wrote:
[quote]

I guess my question is really dealing with those parents that don't think it needs to be done. And that question what you are doing.

I edited my first post to change my question-- are others seeing this?

Parents questioning why they have to walk in a straight line quietly in the hall, why they have to say answer "yes" when I say "class". I have even had parents ask why they need to read for 20 minutes a night. And why they all say Thank you when someone holds a door for them.

I'm just shocked that this behavior isn't expected from them all the time.
I had a parent make a comment that they are in third grade-- not in the military. And shouldn't have to act like they are.

[quote]

I have only ever had one parent make a negative comment about Whole Brain Teaching- similar to your experience about "this is not the military".

Here's what I say:

When you have 20+ kids in one room all needing to learn, all needing to feel loved, all needing you - you have to find away to meet their needs. This system is effective because my students thrive on the consitency and fun. We make time for fun by eliminating wasted time (transistion time), classroom disruptions and then use all of the extra time, and energy to do fun interesting things in class.

SReevesTX wrote:


What was the parents response to that?

To the OP...

I would say the same thing. The parents need to understand that you have a plan. It's not the only plan out there, but it's a plan. If you don't establish some type of rules and procedures on the first day you'll never have control of the class. I know this and I haven't even done student teaching yet. So the parents may not like your style, but they better be glad you have something in place. Ask them to observe a class before making a determination about what the students do and don't like. You won't have any problems after that, because most parents won't take the time to observe a class.

Oh, this is such a nice summary of Guff, when and how to use it. thanks!