This is our 2nd week of kinder. I have 29 kids in my class with no aide. 4 students go into another class for most of the day. I am having such a hard time with having them stop talking after the class-yes! Most will say yes and go back to talking and/or not freeze. Yesterday only 1 kid said yes because it is way too loud. I need help! We have practiced and modeled what it looks like. I know it is only the 2nd week, but I feel they have control of the class and not me. My voice hurt yesterday because with 29 kids talking against me I have to get louder.

I have introduced all of the rules, class-yes, talk to your partners, scoreboard, and individual cards. I have mostly used the individual cards for touching others or being mean to others.

Hi,

Don't despair! We are here!

Have you used, "Hands and Eyes" yet?

What is your reward at the end of each day for more smilies than frownies? I like to use free center time as a reward. Then I tell my class that if by the end of the day they have more smilies than frownies they get 1 minute extra free centers. Really pump them up by having them turn to their neighbour and tell them, "I really want extra free centers!!!" You could put your free center time directly after your lesson to begin with as even more incentive.

Sometimes the way your voice sounds can have an effect on your class. If your voice sounds unsure, then the "Class, Yes" may not be as affective. Even if you are feeling unsure, try pretending that you are sure. Put energy into your "Class" and a smile on your face. Follow it immediately with, "Hands and Eyes." Give smilies and frownies immediately for appropriate responses, remembering to keep them within one or two of each other so the class still feels that can earn extra centers. I know that my voice can reveal my true feelings especially when I am feeling tired and drained of energy. It definitely has an effect on how my class responds:S

You may already be doing all these things! If this doesn't help, keep the questions coming!!

Liann

I have used free time at the end of the day. They really seemed to like that. I have not started hands and eyes because I feel they haven't responded to the other yet, is that wrong? We will practice hands and eyes today.

Hi there!

It sounds like the first few weeks haven't gone as smoothly as planned, but fret not! Keep consistent with WBT. Liann has some great suggestions for you! I simply wanted to add that with 29 5-year olds, you want to keep them entertained as well. Remember, teaching is performing! The sillier and goofier you "Class! Yes!" the more motivated and fun the students will have responding back. Add in claps, stomps or snaps, hip wiggles, funny voices, turn arounds--anything to get their eyes and focus on you, and to get them moving a little bit!

I might even spend some time going back over what it looks like and what it doesn't look like (let them act out EXACTLY what you don't want first, then MODEL and PRACTICE exactly what you do, several times.

Liann's tip of breaking the day into small rewards after activities and lessons is great! Especially for the younger ones, since one school day can seem like a lifetime to them. This will also give them plenty of time to practice and learn.

I hope this helps. Keep us posted on how things are going and we can brainstorm more ideas and tips for you!

Happy Teaching!
Kirsten

Reach out and get some mom volunteers in there. Moms will love you for letting them help. Be ready to give your volunteers clear simple directions. Kinders love to be acknowledged by their teacher. Get to know them as much as possible. Even a compliment about their red shirt tickles them. Say their names and special interests often but not shouting now, quiet enough they cannot hear you and talk/listen to their brand new buddies at the same time. Let them know you really like them as individuals. "What marvelous attribute has teacher recognized about me and is going to say next?!"


(BTW feel free to use this advice for dating too....uh, except for the mom volunteer part, leave mom home:dry: )

I understand your frustration as I had 31 Kinders with no aide a few years ago. Keep varying your voice, as the others have suggested. Getting louder will only result in you becoming exhausted! You might want to try a puppet who comes out at certain times of the day to talk with them, but they will only be able to hear it if they are expert listeners. (I like to use a little mouse finger puppet.) You might want to invent an invisible "noise-o-meter", where you teach them what noise levels are acceptable for specific activities. Do not give up! After you say "Class", and they respond, do not start teaching if they continue talking. They have to learn that you expect them to be quiet! Keep practicing under you get the behavior that you waat to see all year long. I know it is tough now, but believe me, it will sooooo pay off as the year goes on!!! You can do it! Also, Kinders need to move! Try breaking thing up with songs and movement. For example, if you are working on phoneme segmentation, have them hop while they say each sound. You say, "cat" and they hop while saying. "/c/ /a/ /t/". Marching while counting syllables gets them moving, while learning too. I also keep an assortment of scented lip balm in my apron. I use it to give a quick rub on the back of student's hands when I catch them doing the right thing. The smell lasts longer than scented stickers and my kids really seem to like this. And above all, keep chocolate in your desk to reward yourself for being courageous enough to teach KINDERGARTEN!

I UNDERSTAND YOUR FRUSTRATION!!!!!

My first year using WBT was last year which was also my first year in Kindergarten!!! Double WhammY!!!!

But...

I learned from my mistakes and things are going smoother this year!

I break my day in halves! We do a morning score board and afternoon scoreboard. The morning scoreboard they are working to take the "TOYS" out at recess! Our recess is right before lunch. I went to the dollar store and spent 15 dollars and bought bubbles, bubble wands, jump ropes, small balls, and shovels and pails. The afternoon reward has to do with their behavior chart...sticker no sticker.

The chocolate idea is a must!!!! We are brave to go into kinder!!!

Farrah Shipley

My day went better yesterday and today. I did teach hands and eyes and they have been doing well for the most part. Of course the mornings have been better than the afternoons, so I the idea about seperating the two halves of the day makes sense to me

I am trying to keep the afternoons a bit more active, but it is still very difficult to keep the voices down, listen, and not play. Any ideas on that?

I will definately get a puppet! That is a great idea! I have many at home.

Today I also brought out my voice chart. I have mouse voices, cat voices, and lion voices. I told them that we should always have mouse voices when we are working, which they did very very well at and earned many smilies

My hubby teaches 4th and purchased himself a lapel mic for his class. I was thinking of getting the same thing with my class.

Hi there! glad to hear that changing up the voices helped out a bit:)! I was also curious as to how often you were using the scoreboard to reinforce(?)~ sometimes it's helpful to ping pong them on the scoreboard to get the desired effect. (for example: you say "Class" (they say "yes!" you say "class class" they say "yes yes" and then you say "mighty groan, I didnt have everybody.~ Let's try again but this time I need everybody to participate. Tell your neighbor "you gotta participate!" Remember when I say "class" you say "yes!" and you stop what you are doing and look right at me. REady to try (they say yes!)? Okay~ everyone pretend to be busy (give them a few seconds to pretend). Then say "class!
" they say "yes!" point out a few "good examples" (I love the way jason's head turned and looked at me soooo fast! His head was like a rocket! Give him a ten finger wooooo!) but, I still did not have everybody. mighty groan! Let's try again! Do you think your head can look up as fast as Jason? Tell your neighbor "MY head is as fast as Jason's is!" Alright, let's try again....everyone is pretending to be busy.....then you say "Class!" and they say "Yes!" try another variation, it takes a couple variations to get everyone going~ you could say "Classity class" they say "yessity yes!" you say "claaaassss class!" They say "yessssss, yes!" Great job! One second party! They say: "oh yah!" (and you make a mark on the smiley side)
These mini~practice sessions will usually be more frequent when you are first reinforcing the routines, then less necessary as the year goes on. As the year goes on it will be more of a refresher. Keep us updated on the progress of your kinders;)

Andrea is so right!!! Ping Pong Ping Pong.....especially with the little ones!!! And remember it is a LONG YEAR!!!!! They are so young!!! Be prepared that it will take a while to get it down perfect...and that Mondays will be your rough days LOL! They have to almost relearn...quickly...but relearn none the less when they come back after a weekend!!! But after a while it will all flow!!!

Keep up the great work!!!

Farrah

I think we can all feel your frustration on this. Kindergarten is tough because many of these children have not even been exposed to school let alone WBT!! Everyone gave such great advice. On thing I do with my students that they LOVE is role playing the "correct way" and the "wrong way" to respond to my commands. I tell students the "wrong way" is to continue talking and playing when I am saying CLASS. The "correct way" is to give me your attention speedy quick and respond YES!! Hope that will help!

Thank you all so much for the wonderful ideas! I am returning to Kindergarten after teaching in a couple different capacities for the last four years. I am excited, but also a little nervous! I love everything I have read about Whole Brain Teaching, and am looking forward to implementing its strategies into my daily practice. I appreciate being able to learn from you, and get some further ideas to ward off some possible issues!!

Hey micki0624---

One more week down, how has everything been going? Any updates for us on how the strategies are working? Did the kids take to the voices chart?

We're still sending positive vibes and 10-finger woo's your way!!

Kirsten

I too am returningt to kinder after being in several different grade levels, I am taking everyone's advice and help - even my neighbors who teach. I know this sounds weird from a gal who has been teaching 30 years but I think WBT is going to save me. Our children don't come to school until the 7th but I am looking here and rehearshing the videos everyday.

Let's keep in touch as we have simular concerns, and I know everyone in this group will help.
Annette
San Diego

Hi guys! The chatting has not gotten better at all. Once they get back from lunch and especially specials, they will not all respond to class-yes. I practice daily many times, we practice the rules about 4 times a day and talk about what they mean. I have had them talk to their neighbors about how they really want free time at the end of the day, but they still do not take enough notice. There have been days they have won. The morning they do a better job listening. This is our 3rd week of centers and I have had to start pulling students back, so reinforcing quiet voices is VERY difficult. I have not tried ping ponging the scoreboard. I like Andrea's ideas about practicing the rules again. I feel like we can practice over and over, but it is the same kids that do the same exact things. When do you do practice cards? They don't understand why they need to listen to learn and it is frustrating.

I am not going to give up and I am going to still practice. I know it will come with time. I have not had a group as chatty as this though. They will ignore class-yes, hands and eyes, clean up, even when I give frowns on the scoreboard. I have stopped the class and had them put their heads down with the lights off for a few minutes so they can regroup, explain the expectations and try it again. When it gets to that point, I really don't know what to do.

I also have a student that strictly have told me no, you're not the boss of me and have another that cannot sit or work without throwing a temper tantrum and hitting others. This child I have removed from his peers, since he has been hurting them. When removed the other day he took his shirt off and was waving it around! He was sent to the office and the parents have come to me to ask what they should do because they have done everything. I feel that I am surviving. I am going to have to modify somethings next week in order to see the behavior that I expect, which isn't apart of WBT but which I have seen work with many other classes.

Sorry for going on so long, it helps to get it out!

We'll guide you step by step through the process of getting you closer to where you want them to be ... but, you've got to follow the steps!

Step One: Read chapters 1-4 of our new text, "The Whole Brain Teaching EBook" ... pay special attention to chapter 4. Step Two: Post your baseline score here for teacher self control and then list the number of Alphas, Go-Alongs, Fence Sitters and Challenging Students you have ... and then calculate the baseline score for them.

You are in, what we call, a long term project ... progress will be inevitible but slow ... you need to see where you are beginning, in order to track small improvements. If you are using methods other than WBT, note them in this forum and let us know how they are working.

Hi there!

Don't fret! Here's some suggestions:

*ping ponging the scoreboard. You've got to get them going back and forth to keep them on their toes and motivated.

*practice cards!!! These should be used for the students who are not following the rules. The notion is that they should be practicing during class or they will need to spend some extra time "practicing" during recess

*check out the "levels" section. You may have some groups that are ready to move to the next "level". What you need to do is get a group going that will be in "your" corner. You will move the others to their "own corner" by having them practice the rules that they are not following at recess. On those days~ pick out as many of your good students to have the rest of the students win. That day should be a special day when you bring in something really great~ bubbles, sidewalk chalk, etc. The others will be practicing the rules as the ones who are already in your corner get to play with something really fun. The ones who are not "in your corner" will be more willing if they are desiring what the others are doing. DOn't forget to send a note home with the rule breakers. The extra support at home can help as well. Keep us posted:)!
Andrea

I watched your video Ms. Shipley and it looked so easy! I am trying and it is getting better. I had to go back to some of my imaginary friends since I have so many ESL children. I know form experience it will come but wow!

I think it's things like put the paper in the desk, open your backpack, get your snack and of course the biggie LINE UP!

Annette in San Diego

Even line up with lines, lines, lines, and I forgot to end with a positive - Two days now we have had a morning where the smiles won!
Annette

Ok so here is an update.

I did some ping-ponging with the scoreboard. My question is do you do that daily for a practice session? The entire day? Everyday? It did seem to get their attention. Playing with toys as a reward didn't work with the class as I had that as a reward, but I revamped to fit the needs of my class.

I have started to tie the scoreboard into what I have done in the past with raffle tickets (they cost $3.00 for a roll that lasts almost all year). The class' reward is a ticket if we get more smiles than frowns. At the times when only 2 students are listening after Class-yes, hands and eyes, and after practicing it (normally towards the end of the day), I will give out a ticket as well. In the past, the tickets have been my primary discipline technique, which was effective, but tiring. I figured this way they need to earn it and I will only use it sparingly. On Friday I will choose a ticket to use the computer during Fun Friday. I only have 1 student computer and the class LOVES computers.

Since the switch at the beginning of the week, I have seen more students follow the directions and following them quickly, so I hope this is just the twist that worked for my class, we will see. Some kids just need tangibles.

When should I start practice cards? I read that come October some start and that gives us 2 months of school under our belt. On the other hand my hubby's principal told their school that they didn't want them to start practice cards until December. Any suggestions? I think the practice cards will seriously help, because as we know, it is mostly the same offenders.