What do you do for kids who don't want to be partners in teach-okay, and Superspeed Reading?

I have small groups (8-10), so there's not a lot of choice for partnerships. One group in particular (it's the group that all the teachers have complained about year after year) have all had pretty difficult little lives. They're all low readers and writers, and pretty low self-esteem. They act tough beyond their years (4th grade) and act like teach-okay is stupid.

One in particular hates partnering for Superspeed Reading.

I'm going to start implementing the improvement board.

Thanks for any suggestions.

dianedj,

I'm sorry to hear about the problems you are having with groups.

How are you utilizing the scoreboard? I have found that highlighting the group that is doing well by giving a point to them, then highlighting the group that is not performing, and giving myself a point works well for motivation.

What is going on with your scoreboard?

Roxi,
WBT Intern, 2011/12

Hi Roxi,

I'm embarrassed to admit that I don't do the scoreboard. I've tried it, and the kids don't take it seriously, or they take it TOO seriously. Or if one kids messes up, another one pounces on him. I'd like to, because I see how it works in the videos. I'd like to be a teacher who uses WBT all the time, but I quit too soon when it seems like it doesn't work, because I want a quick fix.

I know it's going to take a long time to get it all down right.

I have the kids for only 45 minutes 4 times a week.

Diane

Have you read the Industrial Strength WBT eBook? It's for kids who don't respond to negative reinforcement, which sounds like maybe your kids. Might be worth a try.

- Jen

Actually, what they respond to is negative consequences. I don't like doing it, but that's what all the teachers have done with them in the past and it's what they're used to.

Today I'm talking to my groups about why they don't like to work in partners, and it's very enlightening! It's exactly why I don't like working with some groups of adults.

So far I've only met with 2nd and 3rd graders. My biggest complainers are at the end of the day. But I will address their concerns and try to counter them with the "Switch" so everyone gets an equal turn, practicing how to work with someone you don't think you want to work with, and keeping it short.

I'm also practicing the Super Speed Reading veeeeeeeerrrrrrry slowly until everyone understands it.

I'm also implementing the scoreboard today.

We'll see how it goes by 2:00 today. So far, it's great!

Good luck to you Diane!
I'm also working with small groups (6 students) and sometimes it's hard to get kids into pairs, but I agree that Scoreboard works fine here. Also, have you tried Mind Soccer? My kids are mad about it!! I see my kids 50 minutes 3 times a week and if they get more Smilies than Frownies at a lesson I add one minute of Mind Soccer on Friday. That works well with me.
Hope this can help.

Svetlana
WBT teacher from Russia

Diane,

The Super Improvers cards have helped me a lot with students who are difficult. Not only can they earn a star for beating a personal record, such as on Super Speed, but they can earn a star for any big improvement "gesturing, partnering, etc.) Try watching the webcast on the Super Improvers Wall. I adopted it to cards because I don't have a classroom.
As for the Super Speed partner issue. I have, on occassion, let a student do SS without a partner. I monitored closely; but he started at his level, went as far as he could in 1 minute, marked his place, went back to start, and repeated. If he got farther the second time, then he beat his record and moved down a level for the next time we played.

Once he got comfortable with his ability to play Super Speed he was okay to have a partner from time to time. I think at first, he was embarassed because he had such difficulty reading.

I hope this helps.

Susan Floyd
WBT Intern
2011-12

Thanks, Susan and Svetlana.

I haven't tried Mind Soccer yet. I need to spend some time reading about how to do it, because I know it goes fast.

I'm going to work on the Super Improvers, too. How did you adapt it to cards? I see a lot of students during the day and I don't have enough wall space to put everyone's picture up.

Thanks for the good ideas.

This is how I'm doing it. My friend (and co-WBT Intern), Staci Glass, came up with the design. It is working beautifully for me. I see at least 11 groups of students a day. I have a small file tub that I carry on my traveling cart. Inside is a file for each group with their Super Improver Cards in the file. When I get to that group, I pull out their cards for them to see. If stars are earned during the group for Super Speed, improvement in gesturing, etc., they pick the color star they want and put it on their card. At the end of our time, the cards go back in the file, and I move on to the next group. It is extremely effective for all my grade levels, K-5.

I hope this helps you.

Susan Floyd
WBT Intern
2011-12

Those look really good. I could do this.

Keep going with scoreboard and try things that you know they do care about. If they have low self esteem academically, the super improvers wall is a great idea. Posting any kind of improvement possible could lead you to the point where you have some kids who are leaders. Pointing out their positive actions repeatedly on the scoreboard will hopefully result in a little bit of a culture change. Have you tried the tag team switch? It may solve the problem of them not all getting a turn. Another thing I have noticed is you can give them a teach/okay with tag team and then walk around with a clipboard writing down great comments, answers, explanations, vocabulary words, etc. Then read the comments aloud afterwards so they can tell you heard them saying something great and give points for it. They will feel a boost from that I bet.

The Teach-Okay with Tag Team is a great way to keep students engaged. Hearing their partners' ideas stimulates their creative juices to expand on the topic at hand. The High 5 brings in that kinesthetic element that keeps energy high. Love the idea of the clip board, Angela! I'm going to try that with my class.

This sounds like a good idea. What is the tag team?

You will like it, Diane! Tag team is a variation of Switch! When a student finishes an explanation, she tags her listening partner with a high 5 and the partner begins his explanation...switching without the Switch! It allows students to complete thoughts without interruption, which is really good when you want your students constructing complete sentences for answers.

Of course you could. It is working great for me.

Susan Floyd
WBT Intern
2011-12

The tag team is a great idea, because some kids are slower at processing and this allows them to finish. Thanks!

Roxi, You mentioned giving the group that is doing well gets a point on the scoreboard. How do you do this when the scoreboard is for the whole group? Another question about the scoreboard - I read somewhere here to not give a point to the teacher for one misbehaving student. I know there are certain things you can do for repeated misbehavior by one individual. But what if it's one person one time, and another one the next. Do you ignore their behavior? Is this where the practice cards would come in?

Although the Scoreboard is for the whole group, small groups or even individual students can earn smilies for the whole class. This is a really big deal and very prestigious for the group or individual that earns said smilie. I would ignore the repeated behaviour by one or more individual students who are earning frownies for the class after some time if the Scoreboard does not prove affective in stopping their behaviour. Then I would move to Level 2: The Practice Cards.

This is just the reminder I needed. I have a few students at this point that just "blow" it for the class repetitally (sp?) Anyway, I am going to follow through with your advice. Last year we never had to do practice card, ah well so is life in whole brain teaching.
Annette.......