Oy Vey! I just went really negative with my class. I've been working the scoreboard like a fiend, but I have a third grade class that just won't stop talking and goofing around. I know I'm shooting myself in the foot, but I couldn't help it.

I've started reading the Industrial Strength book, but it doesn't seem to fit my class. The majority of my class is not immune to penalty. But there is just enough immaturity and lack of attention to constantly get in the way of teaching and learning. The description of the class in that book does not describe my class. Yet I need to do something. We practice and rehearse constantly, but they don't seem to get the basics of looking and listening. They repeat the Teach/OK's, but they don't listen to what their partners say, and they can't repeat what they've just learned. Frustration is sinking in, and now I made it worse by yelling at them and threatening them with punitive measures. I really want my WBT classroom to work. Should I go straight to the next level of the scoreboard even though it is only September 27th? Any input will be greatly appreciated.
Rand

Rand, everyone has a bad day, and get frustrated. Do not let it get to you.

The pairings of your kids could be part of the problem. Try making sure they know that they are Ones or Twos. Move your kids around several times over the next few days like this:

You: "All Ones stand up, and move to work with a different number Two partner. If you can do it by a count of ten then you a point on the Scoreboard."

Pay attention to the pairings, and take notes on which ones can actually work together with some focus.

Next time have all the Twos move. Make it clear to the kids that they cannot move to work with a partner that they have already worked with.

Using the notes you take you can build a better set of useful long term pairings.

Rand,

Jeff is right on with his suggestions. I struggled the first couple of weeks of school trying to find the 'perfect' set of pairings for my kids. Just when I thought it was awesome, I'd notice partners not participating..or talking, just not about the curriculum.

I finally looked at my students proficiency levels (from their state tests last year) and matched (as best I could) a lower student with a higher student. I looked at both math & RLA since they are with me all day and matched it the best I could, also taking into account personality conflicts. With the exception of a few squirrely boys I think I might have found something that will work for us.

I'd like to hear what you try and how it works. Keep practicing and rehearsing...it will come together!

Tiffany
WBT Intern, 2011-2012

Hi Rand,

Hang in there. After Teach/OK ask - who thinks they were excellent partner teachers? Review what makes a great teacher. Talk about how the brain is stimulated when you do gestures, talk and look at pictures. Have one pair come up and demonstrate for the class. Make a big deal about this and give them a smilie for the class. Utilize student leadership by having a student come up and use the Teach/OK with the class. Put stars on the Super Improver wall for excellent improvement in teaching. Have private talks with students who need to be excellent models and teachers - really praise them when they pull through. Have competitions between one side of the room vs. the other side for best teaching group. Hope these suggestions are helpful.

Liann

You might want to also try "The Birthday Game" on page 154 in the Power Teaching Challenging Teens. I think you said you taught third grade, but I think this strategy will work well with younger kids too.

I know how you feel! I had a class like this too. I found that doing the double point method for the scoreboard really worked. I would give a point and announce that, "the students on the left were awesome", then I would immediately give myself a point and say "but the students on the right are not teaching correctly." Then I would have the left side repeat after me and say "Right Side! Get your head in the game!".

This bouncing made it seem more competitive.

Hope you find something that works!

Roxi,
WBT Intern, 2011/12

Liann,

Thanks for the great ideas. I'm having trouble with getting students to be excellent teachers, and this is something that I'll try.

Thanks again!

Thanks for all of the input and ideas. I look forward to implementing many of them. Today I did move to the practice cards. I know that it's still early, but I felt my class really needed it. And it actually calmed me down. The day went by more smoothly. Part of that was because my one very defiant student was absent. It's amazing how one personality can alter the dynamic of a group, isn't it? Anyway, my next focus will be on optimizing my Teach/OK partnerships.

Thanks again,
Rand

Rand, as they say, it's a long year and that's why there are so many levels, but the reason you're a certified teacher is because you're someone who can think on their feet and make appropriate decisions. I teach one of the most difficult classes possible: an intervention class for students with behavior disorders. I introduced the Sass (guff) counter on day 2, and am about to do practice cards. Out of order? Yeah. Very early? Yeah. But it's what's necessary to adapt to their needs. You might not need all of that at one time. But use what you need.

WBT Intern
2011-2012