So I have been whole brain teaching since spring break and things have been going fairly well in most classes. However, one 8th grade class was against it from the start. They hate to being enthusiastic, they hate responding in unison, and they hate the scoreboard. They lose just a bit more than they win, but less homework doesn't seem a motivation to them; they think that I have it out to get them. Yesterday, they went so far as to all sign a petition asking me to stop with the scoreboard. I am pretty confused on what to do. Should I stop? What would that do to my other classes that enjoy the game and certainly enjoy less homework? They all seem united on the wrong side: against me, not with me.

Hang in there! Middle schoolers are a tough crowd!! I think you need to find a reward they will by into. The answer to 1 test question, no homework, a free-period playing mind soccer, eat in class, etc. Don't give up! Maybe play the scoreboard game to win a day without the scoreboard. Let them win the first day. Then play hard to get. Just a few ideas. I will keep thinking on it. Let me know if I can help in anyway.

A petition? Oh my... I am glad my students aren't that brave.

I really like Rochelle's ideas, tell them their choices, scoreboard stays but you are willing to take suggestions on what they play for. Don't give them too much control over the choices - you don't want to end up having to buy pizza everytime they win.

My students love to play to pick their seats for a day, they work really hard to be able to sit where they want for one day.

Good luck - don't back down, but show them you care enough to consider their opinion.

I agree that you have to hang tough. If you let a strong willed class change how you teach, you're headed for even bigger trouble. I think you should say, "Usually about this time of year, I move to a system that was developed for college students. We'll start that system in a few days. One thing you may like is that there are no penalities at all. The only thing the class can do is win time to play a game. If you like, today, here are some suggestions for what we can play for on the scoreboard: your choice for a day of your seat, 2 points extra credit for everyone, fewer questions on Friday's test, the right not to use the scoreboard tomorrow, less homework ... and I'll take any other suggestions." Then go ahead and let them win that day but just barely. I'm sending you by separate mail a program that will soon be online here, "Industrial Strength Whole Brain Teaching" which was designed for the toughest of the tough classes ... just like yours. But you have to thoroughly understand it and you absolutely cannot make it seem like your students are forcing the change. If they bring up the petition, you say, "I appreciated that very much, actually. It's always good to see students are interested in creating a better educational environment. If you select a group of three students, I'll be happy to talk with them today at lunch." Then, chat with them at lunch (or whenever) and note their concerns and ask for suggestions about how the class can meet your goals ... students on task, not talking to their neighbor, etc. Thank them and tell them you'll be looking for ways to incorporate their suggesations eventually can iin the new program. Keep us updated!

You also need to make sure that you have explained to them the reason they are doing Whole Brain Teaching. I find that middle schoolers buy in better if they understand the reasoning behind why you are using the method.

You can tell them that a really important thing to understand is that Whole Brain Teaching means less work for them, and that they will find it easier to remember what you are teaching than any other method, provided they give it a chance.

I would also address the petition. Tell them it is okay to have your own opinion, but they must be able to defend their reasoning. It is great that they put that much effort into what they want but they have not made their reasoning clear.

If they want input they need to address what it is that they do not like, but with the understanding that evidence and experience over years and years from college level on down has shown this method to be much more effective than most other methods. With that in mind "because I don't like it," or "because it isn't cool," or "because I am too shy," are not legitimate reasons to want to avoid Power Teaching.

Explain to them that it is okay to be uncomfortable with the method at first, but if they will give it a chance they will find it is really a lot of fun.

Explain to them that this method actually means less work, and less writing for them in general. They can only recall about 10% of what they read, and about 40% of what they both read and write, but 95% of what they teach to someone else (Dr. William Glasser's research)

Be up front with them. Find out specific instances and reasons that they think you are out to get them. Remember that a teenagers' perceptions are based on immediate, emotional, knee jerk responses, and they lack the capacity to make more objective adult decisions. Their brains have just not developed that way yet. They often do not understand that if you discipline someone it is not personal. Explain that they are each dealing with you one on one, but remind them that you have to deal with them as an entire group, one on (however many there are). You are not out to get them, but you must maintain a learning environment.

You might want to choose one or two who are leaders in the class and fold them one at a time into a class that is enjoying Whole Brain Teaching for a class or so. I would not do them in a class together.

It sounds a lot like a toxic grouping problem. Were they responsive with non-Whole Brain Teaching methods, or mostly skating along with little effort?

Jeff makes a great point about the research involved with students being able to teach each other. Students your age will be able to digest that kind of information, but most importantly, taylor the system to fit your personality. You run the system, not the other way. How can you get your kids to buy in, but at the same time maintain the standards you need to teach at the hightest level?

If homework isn't a motivator, maybe play for "freetime" on Fridays. Let's say they win on Monday by 3 points...that = 3 minutes for Friday. Tuesday they win by 2 points...that = 5 minutes on Friday (add them up as you go along). Come Friday, they may have 15 minutes of freetime (however you want to arrange it, but try to make it fun, but academic....chess, sudoku, computers...)

Good Luck!