I am planning to start using elements of WBT when I head back to school after Easter vacation, but I was hoping someone could help clear up a few questions I have with the scoreboard.

I understand that you can not give frownies for individual students, but my question is what do you do when an individual student makes a bad choice. For example... during recess, one or two of the class hit each other, or name call at each other. Do I respond to these issues using the scoreboard, or do I deal with these issues independently?

Currently I use a traffic light system, of getting a warning card for rule breakage #1, for #2 they move to yellow, and #3 red etc, with consequences of staying in at recess (15 minutes) or losing Golden Time (earnt free time on Fridays for following rules).

If the incident involves some sort of violence, that is not accidental, they are kept in the following recess (either 30minutes at lunch or 15minutes the next morning recess). This is the 'done thing' in regards to behaviour management system in my school.

I'm just not sure I understand how to handle these situations using WBT.

Sorry for the long rambling post.

P6_teacher,

The great thing about WBT is that you can adjust it to fit your own specific needs. You can put marks up for individual students.

However, if you have someone who habitually or intentionally is interrupting class you can always add the Guff Counter to the scoreboard.

I might think about using the scoreboard and Guff counter before instituting the school method. If this takes care of the problem then there won't be any need for yellows and reds.

Check out the Guff Counter here www.wholebrainteaching.com/Whole-Brain-T...he-Guff-Counter.html

Please post again as questions arise. That is what this forum is for!

Always Another Day in Paradise
~Jason

Thanks for the reply jay38.

My plan is to give up the traffic light system of red and yellow in my room, and only use the scoreboard, but my concern still lies in what to so with students who demonstrate violent behaviour. WBT is not about scolding or punishing, but practising, however, I'm not sure how to do this in relation to inappropriate behaviour to other children in the playground. Some of my kids just can't keep their hands to themselves!

Could I use the scoreboard for the usual class situations, but make clear to students that violence is not appropriate in or outside school, and there is a consequence for that, which is to be kept in at recess?

Have you read about practice cards yet? This is the 2nd level after the scoreboard.

My school also uses a color-code system. I decided to combine the practice cards with the color system. I also made rules that fit with my classroom. Below is the explanation that I put in the parent letter.

Classroom Rules:

1. Raise your hand to speak.
2. Raise your hand to leave your seat.
3. Treat others the way you want to be treated.
4. Keep hands feet objects to yourself.
5. Do it the right way, all the way and in a happy way.
6. Follow directions quickly. (This is an invaluable WBT rule I added after I realed how important it is.)

Our class will practice these rules by repeating them out loud while acting them out.

Our behavior plan is as follows:
1. Warning
2. Practice Card #1: practice for 2 minutes at recess and note sent home
3. Practice Card #2: practice for 4 minutes at recess and note sent home
4. Call parents
5. Buddy room or office

If a student has trouble following a rule they will receive one warning. If the problem continues, the student will receive a practice card for that rule. During recess the student will spend 2 minutes practicing that rule. They will also have a note sent home to practice that rule more at home. The student will continue working on this rule at recess until he/she returns the note from home. Students will have 5 points deducted from their weekly citizenship grade for each “practice card” earned. If there continues to be a problem after earning two practice cards in one day, the parents will be contacted and any further issues will result in removal from the classroom.

They say to use each level of the scoreboard as long as you can before moving to the next step. I hear that some people go for months with just the scoreboard. I felt that a couple of my students needed more accountability. I started the practice cards on week 3 or 4 of school.

Thanks Allisong for the info and advise. It's great to see how you've adapted WBT's rules and procedures to suit your class and your school's discipline policy.

I started using the scoreboard this previous week, we were only in school for three days, but the kids got into it in a big way. It just so happened that they didn't 'win' every day and that really spurred them on to win the next day.

I haven't run into major difficulties yet, but I am just waiting for someone to break the classroom rule of keeping hands, legs and objects to yourself. I have been trying to aviod giving frownies on the scoreboard, because of one students behaviour, but it is difficult, when I am used to giving out warning cards to individual pupils for their behaviour.

I will see how this week and next goes and may need to introduce level 2, before the end of the year (we don't finish until June 30th).

Thanks again!

P6_teacher,

Since there are only a few weeks left in school it may happen that you go through several levels of the scoreboard before the end of school. This is great to give you the time to practice before next year. Here is my caution.

I remember when I first started WBT I thought...ok the scoreboard isn't working...so I moved to the practice cards in week 3 of school. Chris, every so gently reminded me that it was a long year and not to rush through the levels. It really may take them, especially older students, a several weeks...months to truly buy into the scoreboard. So this year I heeded Mr. Biffles advice and used the charting system to track the progress of my class. VERY Quickly I realized that the problem wasn't my kids it was my delivery and my own "buy in" into the system. So I used the charting system and stuck it out with the scoreboard. It was amazing the difference I saw not only in my WBT but in my kiddos behavior as well. This year we didn't start practice cards until the end of OCT...still too soon now looking back...but it fell perfectly with P/T conferences so I could explain the practice cards. I actually didn't start giving practice cards until mid-NOV! Now the practice cards along with independents carried us through until March and we just introduced the GREEN Practice cards for individual students to work on specific rules.

I know it can seem...OH MY they aren't buying into it but remember it is a long year and the more you stick it out the more they see that you buy into it as well!

Like I said...only a few weeks left in school so practice with the levels to get a feel for them. Then next year be ready to kinda plan it out...and set a goal (like I did) to not move levels until such and such...and then the next level until such and such...doesn't mean that you can't do it sooner...but when I set the goal I really stuck with meeting it...because I am such a competitive person especially with myself! LOL!

Power To the Teachers,
Farrah Shipley

Thanks for the advice Farrah, but could you answer a quick question for me? .. What do you mean by using the charting system? Is that where you rate the class as alphas, follow alongs, fence sitters etc? I have been doiong that (mind you its only been two weeks )

I feel some of the kids behaviour is slipping from where it was before - last semester I worked really hard with particular students to help them resist swinging on their chairs, and other issues, but now they have started again (normal after a 2 week vacation from school) but I don't feel I can use the scoreboard against individual students, as it wouldn't be fair to the others.

I need to get my head around this if use of the scoreboard is going to be effective, but I feel like I'm going round and round in circles.

P6 teacher,

I have been going through the same issues with key individuals always messing up the scoreboard. I have had a ton of success with the guff counter and independents. Have you tried using those? I just started the bull's eye game with my class and I have began charting it in a book. I only have 18 more days of school left and really want my students to take responsibility for their actions. I had a few students score 3's today, so I talk to them individually about their behavior. I always start out with what do you need for me to do better. The bull's eye game did wonders for my class last year. Check it out and see if your students respond to it. I would also recommend sitting down with your problem students and incorporating the agreement bridge.