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Whole Brain Teaching: 122 Amazing Games!: Challenging Kids, Classroom Management, Writing, Reading, Math, Common Core/State Tests
With over 5,000,000 views on YouTube, Whole Brain Teaching's strategies are used across America and in 30 foreign countries.Including K-12 games for challenging kids, classroom management, writing, reading, math, and Common Core/State Tests, "Whole Brain 122 Amazing Games!" will have your students playing so hard, they won't realize how much they're learning! Join the first education reform movement ... with a sense of humor! Want to amp up student engagement? Giggle with glee as students race against the clock in SuperSpeed games that build reading, writing, and math skills. Snicker with satisfaction as students play Brainies, a sign language that, amazingly, deepens critical thinking insights. Click your heels joyfully when students review months of work battling each other in hilarious Mind Soccer Contests. Mirthfully hoot as you skip thorough class playing Red Green Dotty, the proofreading contest that eliminates 100s of student writing errors. With 122 hilarious games to choose from, "Whole Brain 122 Amazing Games!" is perfect for K-12 students ranging from Special Ed to Gifted. Discover entertainments that will lift the reading, writing and speaking skills of English Language Learners, bedazzle your most challenging students and turn your classroom into a Funtricity powered dynamo. Join the legions of jolly instructors who have learned the easiest way to reach kids is through their funny bones!
- GenresTeaching
188 pages, Kindle Edition
First published September 23, 2015
327 people are currently reading
72 people want to read
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June 19, 2023
My personal notes... probably not very useful to others.
Chapter 1: Whole Brain Teaching Overview
*The problem in teaching does not reside in kids, but in our teaching strategies!
WBT recognized that students learn the most when they are engaged in lessons that involve seeing, hearing, doing, speaking, feeling, and laughing.
WBT unites direct interactive instruction and collaborative learning (working in pairs, paraphrasing lessons).
WBT encourages being active!
Chapter 2: The Big Seven... Remember to Teach, Rehearse and Reinforce!
The Big 7
Class-Yes! Variable, entertaining, attention getter.
Ex. Class!: Yes!; Class, class, class!: Yes, yes, yes!; Clase loca! Sí loca!;
The Five Rules + A Diamond addresses classroom management problems.
Rule 1: Follow directions quickly.
Rule 2: Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make smart choices.
Rule 5: Keep your dear teacher happy!
The Diamond Rule: Keep your eyes on the target.
Rule 1: Follow directions quickly.
Teach example: After teaching, rehearse 5 times a day by holding up one finger and saying, “Rule 1!” Come up with a motion that goes with it (fish swimming, running action, etc.). They say, “Rule 1, Follow directions quickly.” while doing the motion.
“Three-peat” I say “Binders out!” (or “Pencils ready!” or “Seats!” or “Lines!”), They say “Binders out, binders out, binders out” while taking out binders, they can celebrate while others finish by raising hands, wiggling fingers, and saying Yeah! Use a timer for measuring success and reinforcing!
Rule 2:Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Scolding doesn't change behavior, practice does! Teach example: After teaching, rehearse 5 times a day by holding up two fingers and saying, “Rule 2!” Come up with a motion that goes with it (hand raising and quickly bringing to mough making talking motions with fingers.) They say, “Rule 2, Raise your hand for permission to speak while doing the motion
Do a practice blurting out. Teach class to help with rules by repeating above, interrupting blurter, holding 2 fingers and saying, “Rule 2”... Same teaching sequence for rule 3.
Rule 4: Make smart choices. (Kind, Respectful, Diligent
The good life is found through exercising our reason in wise decision making. Covers school and other areas.
Same teaching sequence... I hold up 4 fingers a few times a day and say “Rule 4” (see sequence). Students respond with rule and gesture (tapping temple). Give examples of smart and foolish choices. Take opportunities to discuss what would have been a smarter choice.
Rule 5: Keep your dear teacher happy!
This may sound like it is about me, but that's not the case. My happiness is seeing my students learn!
Same teaching sequence... I hold up 5 fingers a few times a day and say “Rule 5” (see sequence). Students respond with rule and gesture (framing their smiling faces with their fingers).
Use bad way good way teaching.
The Diamond Rule: Keep your eyes on the target.
Same sequence: I say “Diamond” they say, “Keep your eyes on the target (while pointing index and middle finger to eyes and then to the current target. Use Wrong Way/Right Way Practice.
Mirror Words activates visual, auditory, and motor cortices producing engagement in lessons.
Hold up hands and say, “Mirror Words”, Students imitate
The Scoreboard (The Motivator) transforms classroom management into a living video game. There's the sad face side and the happy face side. The sad face is labeled 2 grades below level and the happy face is labeled 2 grades above grade level. When students get a positive mark, students clap hands and say “Oh yeah!” When students get a negative mark, students lift shoulders and groan, “Oh!” we can give a positive mark for the actions of one pupil but not a negative mark! The difference between good and bad shouldn't be more than three.
Teach-Okay is a merry alternative to Think-Pair-Share
Teach-Okay Script
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: Mirror words!
Students: Mirror words!
Teacher: (Holding one fist above the other) A fraction has two numbers.
Students: (Mirroring the teacher’s gestures) A fraction has two numbers.
Teacher: (waggling the top fist) The top number is the numerator.
Students: (Mirroring the teacher’s gesture) The top number is the numerator.
Teacher: (waggling the bottom fist) The bottom number is the denominator.
Students: (Mirroring the teacher’s gestures) The bottom number is the denominator.
Teacher: Now, make a full turn to your neighbors, use giant gestures and explain the numerator and denominator. (claps twice) Teach!
Students: (Clapping twice) Okay! (Students teach their neighbors about the numerator and denominator.)
Teacher: (Holding one fist above the other) In the fraction 3/5, the 3 is the numerator.
Students: (Mirroring the teacher’s gestures) In the fraction 3/5, the 3 is the numerator.
Teacher: Now, make a full turn to your neighbors, use giant gestures and finish this sentence with your partner. "The 3 in 3/5 is the numerator because _______." (claps twice) Teach!
Students: (Clapping twice) Okay! (Students take turns finishing that sentence with their partner. )
Script: Teach-Okay
Teacher: Class!
Students: Yes! Teacher: You may think I’m the teacher in this room, and I am. However, I’m not the only teacher here. Let me show you what I mean. When I clap twice, you clap twice. (Clap twice.) Students: (Clap twice.) Teacher: When I clap twice and say, “Teach,” you clap twice and say, “Okay!” I’ll say that again. When I clap twice and say, “Teach,” you clap twice and say, “Okay!” (Clap twice.) Teach! Students: (Clap twice.) Okay! • Repeat this part as often as needed with your students before moving on to the next part. Teacher: I’m going to clap twice and say, “Teach!” You clap twice and say, “Okay!” Then immediately turn your whole body to your neighbor. (Clap twice.) Teach! Students: (Clap twice.) Okay! • Repeat this part as often as needed with your students before moving on to the next part. Teacher: Now when you turn to your neighbor, use BIG GESTURES to teach your neighbor Rule #1 over and over until I call you back with “Class!” I’ll say that again. When you turn to your neighbor, use BIG GESTURES to teach your neighbor Rule #1 over and over until I call you back with “Class!” (Clap twice.) Teach! Students: (Clap twice.) Okay! Teacher: Class! Students: Yes! Teacher: Good job! From now on, when you are teaching your neighbor, I want you to use energetic body language. (The teacher uses expressive, large gestures as if he/she were a jolly, bombastic public speaker.) I want to see you really getting Whole Brain Teaching into your explanation, teaching with all your energy. And, if you are listening to your neighbor I want you to use listening gestures. (Teacher cups hands behind ears, makes rolling gestures that say, “Keep talking,” and other body language someone would use if they were excited to hear more of what was being explained to them.) Now, use teaching and listening gestures as you again explain Rule #1. (Clap twice.) Teach! Students: (Clap twice.) Okay! (Students use teaching and listening gestures, laughingly teaching their neighbor what the teacher has just said.) • Many students will flop their hands around meaninglessly at first, but you can tell that they are engaged in teaching their neighbors. Later, you will have an opportunity to demonstrate gestures which are keyed to lesson content.
Hands and Eyes alerts students that teacher is about to me a Really Big Point.
When teacher wants to make a big point, she says, “Hands and Eyes” and quickly folds hands (students do same)
Switch teaches chatty kids to listen carefully and quiet kids to speak boldly.
Kids switch places during teaching sequence (when one is done they high 5 and say “Switch”)
Enrichment Reading: Available under Free Ebooks at WholeBrainTeaching.com
Power Teaching for Challenging Teens
Industrial Strength whole Brain Teaching
Chapter 3, Top Ten Games
Super Improvers
Rewards for improvement, not ability. We celebrate growth rather than skill. The only person you have to surpass is yourself.
Super Improver Team: On left side, create a 10 level, color coded scale, with names from least to most exciting (ex. Fan, rookie, starter, leader, captain, star, MVP, SuperStar, Hall of Fame, Living Legend). On the right side, put everyone's name or number. Set specific goals for all the students (ex. Follow Rule 1, write neatly). Targets could include an academic and a social goal (being kind, praising others, good manners language, sportsmanship, mentoring). Keep target goals for about a week. Give lots of praise and stars for the good behavior (thorughout year the balance shifts to more stars and less praise).
Students move up a level after receiving 10 stars.
For challenging students (Beloved Rascals)... maybe 3-5 students, choose specific individual behaviors. Let them choose from a list what would be the simplest to work on first.
Special categories:
Secret Improver (SI): Privately give student ind. goals that will earn them stars, give targets that aren't too challenging
Ninja Spy (NS): Job is to secretly observe positive behavior and slip notes w/ observations in NS Box.
Rovers (R) Rovers wander and help others.
Mysterion (M) Put Mysterion” on board and sometimes give “Mysterion” a star... people will wonder, “Who is Mysterion”... Mysterion is me!... working on my teaching improvements. : )
In secondary classrooms, 5 stars moves to a new level. Set Class goals. In secondary classroom, you reward entire class with stars and it is divided into periods. Idea for schedule of improvements:
60% of students in seat by tardy bell.
70% of students in seat by tardy bell.
80% of students in seat by tardy bell.
90% of students in seat by tardy bell.
100% or students in seat by tardy bell.
Homework completed by 60% of students.
Homework completed by 70% of students.
Homework completed by 80% of students.
Homework completed by 90% of students.
Homework completed by 100% of students.
Consistently using full turn during Teach-Okay.
Consistently using large gestures during Teach-Okay.
If the class avg on the exam is 75%, the class gets a star and beats Period 2!
Identify class leaders and place their names beside each period. As they improve, they earn a star for the class.
Ultimate Super Improvers: Discussed later in book: SuperSpeed 100, SuperSpeed 1000, Genius Ladder
Webcast: https://www.youtube.com/watch?v=4CMpU...
https://www.youtube.com/watch?v=f5dN3...
https://www.youtube.com/watch?v=Sq5Sz...
https://www.youtube.com/watch?v=ioHz8...
The Brainy Game
Collection of gestures that simplifies instruction in critical thinking and writing.
(looke up Free ebook: the Brainy Game: WholeBrainTeaching.com, under “Free Ebooks/general
https://www.youtube.com/watch?v=pbpgq...
https://www.youtube.com/watch?v=4Xng7...
https://www.youtube.com/watch?v=NKqDy...
https://www.youtube.com/watch?v=ENJEH...
The Scoreboard
Focuses on class as a whole. Class climbs to a new level by scoring 10 Class Wins. Positive side of scoreboard is labeled 2 grades higher than the current grade; negative side is labeled 2 grades lower. Make tallies on either side as appropriate. Bad behavior=Frowny Face=Mighty Groan, Good Behavior=Smiley Face=Mighty Oh Yeah! Always keep the score within 3 points.
A motivation system that transforms classroom into a living video game.
Leaders Rule
Method for training student leaders (most underutilized education resource).
Practice Cards
Have a cardholder for each student. Put a rule card in their holder and let them recite it for practice (after class or off instructional time). Ex.: As you know, Rule 4 is Make smart choices and is one of the most important rules. If I place a Practice Card in your card pocket, I'm not angry with you, you simply need more practice with the rule. Offer choices of how long they need to practice: 90, 60, or 30 seconds.
https://www.youtube.com/watch?v=1p2fp...
Short Talk, Long Talk, Plan Together
Way to structure one on one interchanges with disruptive students.
Wrong Way/ Right Way
First model the wrong way with student involvement, then the right way. The “beloved rascal” models the right way. Example: I want you to show me how to work like sails to open your books to page 33 and start working... go deliberately super slowly. Then, now let's try following the instructions quickly without damaging anything... okay!
Classroom Engagement Average (CEA) (my own private game!)
Alphas= 4 Model students who follow the rules
Go-Alongs= 3 Usually follow the lead of Alphas
Fence Sitters=2 Inconsistent in following rules, off track frequently
Challenging Kids=1 'nough said
Rate them all, add it up and divide by the total number... seek to raise the average .1 per month.
Train Alphas to be Student Leaders (=5)
Challenging Kid Average
Control what I can control. I can control teaching strategies. Many teahers are obsessed with challenging behavior rather than perfecting pedagogy.
Chart growth, not frustration!
What to do, when you don't know what to do.
Mind Soccer
A game kids beg to play... they work hard to earn privilege to play... and the contest involves reviewing everything you've taught!
https://www.youtube.com/watch?v=zDwqG...
Spread the Love
All your students deserve your attention, not just the Beloved Rascals.
Make a 3x5 card for each student. Sort the deck to that the students who have received the least attention are at the top. Cycle through the cards paying special attention to those at the top of the deck.
Writing Games, Chapter 5
Etheria
Etheria is a planet much like ours, its inhabitants want to know all about us. Write a letter to the Etherians answering this question (choose your question).
Triple Whammy
webcast 542, http://goo.gl/gEAWmK
WBT youtube: http://goo.gl/yp7nTc http://goo.gl/77Qmge
____________ is ___________, _____________, and _____________.
Ex. Studio C is creative and funny, has an amazing cast, and is fit for audiences of all ages.
Each part can be expanded into a paragraph for an essay.
Adding because transforms it to a topic sentence for a persuasive essay:
___________ because ____________, ___________, and ____________.
Ex. Congress should approve more money for educational funding because U.S. Students lag behind other nations, because we don't have a labor force skilled enough to fill the demand for STEM jobs, and because having an educated populace is good for the country as a whole in the long run.
Using colors can help them understand the structure of the essay
See sentence above.
Add sentence about yellow, blue, and red.
A paragraph about the yellow reason.
A paragraph about the blue reason.
A paragraph about the green reason.
A paragraph about all three reasons.
Having them use colored pencils or pens increases their engagement.
Triple Whammy Ka-Ching
When students do Teach-Okay, have them say “Ka-Ching” when a Triple Whammy is used.
The Golden Triple Whammy Ka-Ching
Stomp That Error
Give students proofreading opportunities where they correct. Find something on the internet, create errors. Have the students correct them and match them with the corrected document.
Kids can stomp feet for each error found.
Sloppy-Neat Writing Practice
One sentence sloppy, one neat practice. Move up to two sentences sloopy, one neat.
Hawk and Gopher Proofreading
Students trade papers and make corrections. Mark, waggle, trade. Again. Again.
Students get their papers back with all the marks and mark what they think are errors with stars. Stars lower grade, but umarked stars lower grade more.
Reading Games, Chapter 6
Can be found on Free E-books:
The Crazy Professor Reading Game
SuperSpeed 100
Electronic Super Speed 100
Super Speed Letters and Phonics
SuperSpeed 1000
Electronic SuperSpeed 1000
Biffytoons
Electronic Biffytoons
Skip the rest for now...
Math Games, Chapter 7; Common Core/ State Test Games, Chapter 8
Skip for Now
Challenging Kids Games
Challenging kids are hijacking classrooms. No child should be left behind and no child should be allowed to hold others behind.
Calculate Classroom Engagement Average weekly
Use scoreboard.
Create a Super Improvers Board
Rehearse 5 Rules and Diamond entertainingly, many times a day. Move toward studetn leaders initiating rules review.
When rules are well established, implement Wrong Way/Right Way practice several time a day. When a rule is broken, use Rule Call out.
One Minute Practice
“I'm not angry, I just think you need to practice Rule X” If he refuses, “You can do it one minute my way or two minutes your way sitting out from another exciting activity, which do you prefer?”
Please-Okay La! La!
When I say please, you say “Okay” When I forget to say please, you say “La-la-la” In this way, you will help me improve my manners and become a better teacher.
*Look at Guff Counter and Independents under Levels at WholeBrainTeaching.com
Bull's Eye Game
Webcase 568 http://goo.gl/zXdANh
Cussing Crusher
Doo-Doo Head
Jack called me a Doodoohead.
Are you a doodoohead?
No.
Then don't worry about it.
Talk to Jack later.
Complaint.
“What should you do about that?”
Teaches problem solving, reduces tattling.
Chapter 1: Whole Brain Teaching Overview
*The problem in teaching does not reside in kids, but in our teaching strategies!
WBT recognized that students learn the most when they are engaged in lessons that involve seeing, hearing, doing, speaking, feeling, and laughing.
WBT unites direct interactive instruction and collaborative learning (working in pairs, paraphrasing lessons).
WBT encourages being active!
Chapter 2: The Big Seven... Remember to Teach, Rehearse and Reinforce!
The Big 7
Class-Yes! Variable, entertaining, attention getter.
Ex. Class!: Yes!; Class, class, class!: Yes, yes, yes!; Clase loca! Sí loca!;
The Five Rules + A Diamond addresses classroom management problems.
Rule 1: Follow directions quickly.
Rule 2: Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make smart choices.
Rule 5: Keep your dear teacher happy!
The Diamond Rule: Keep your eyes on the target.
Rule 1: Follow directions quickly.
Teach example: After teaching, rehearse 5 times a day by holding up one finger and saying, “Rule 1!” Come up with a motion that goes with it (fish swimming, running action, etc.). They say, “Rule 1, Follow directions quickly.” while doing the motion.
“Three-peat” I say “Binders out!” (or “Pencils ready!” or “Seats!” or “Lines!”), They say “Binders out, binders out, binders out” while taking out binders, they can celebrate while others finish by raising hands, wiggling fingers, and saying Yeah! Use a timer for measuring success and reinforcing!
Rule 2:Raise your hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Scolding doesn't change behavior, practice does! Teach example: After teaching, rehearse 5 times a day by holding up two fingers and saying, “Rule 2!” Come up with a motion that goes with it (hand raising and quickly bringing to mough making talking motions with fingers.) They say, “Rule 2, Raise your hand for permission to speak while doing the motion
Do a practice blurting out. Teach class to help with rules by repeating above, interrupting blurter, holding 2 fingers and saying, “Rule 2”... Same teaching sequence for rule 3.
Rule 4: Make smart choices. (Kind, Respectful, Diligent
The good life is found through exercising our reason in wise decision making. Covers school and other areas.
Same teaching sequence... I hold up 4 fingers a few times a day and say “Rule 4” (see sequence). Students respond with rule and gesture (tapping temple). Give examples of smart and foolish choices. Take opportunities to discuss what would have been a smarter choice.
Rule 5: Keep your dear teacher happy!
This may sound like it is about me, but that's not the case. My happiness is seeing my students learn!
Same teaching sequence... I hold up 5 fingers a few times a day and say “Rule 5” (see sequence). Students respond with rule and gesture (framing their smiling faces with their fingers).
Use bad way good way teaching.
The Diamond Rule: Keep your eyes on the target.
Same sequence: I say “Diamond” they say, “Keep your eyes on the target (while pointing index and middle finger to eyes and then to the current target. Use Wrong Way/Right Way Practice.
Mirror Words activates visual, auditory, and motor cortices producing engagement in lessons.
Hold up hands and say, “Mirror Words”, Students imitate
The Scoreboard (The Motivator) transforms classroom management into a living video game. There's the sad face side and the happy face side. The sad face is labeled 2 grades below level and the happy face is labeled 2 grades above grade level. When students get a positive mark, students clap hands and say “Oh yeah!” When students get a negative mark, students lift shoulders and groan, “Oh!” we can give a positive mark for the actions of one pupil but not a negative mark! The difference between good and bad shouldn't be more than three.
Teach-Okay is a merry alternative to Think-Pair-Share
Teach-Okay Script
Teacher: Class! Class!
Students: Yes! Yes!
Teacher: Mirror words!
Students: Mirror words!
Teacher: (Holding one fist above the other) A fraction has two numbers.
Students: (Mirroring the teacher’s gestures) A fraction has two numbers.
Teacher: (waggling the top fist) The top number is the numerator.
Students: (Mirroring the teacher’s gesture) The top number is the numerator.
Teacher: (waggling the bottom fist) The bottom number is the denominator.
Students: (Mirroring the teacher’s gestures) The bottom number is the denominator.
Teacher: Now, make a full turn to your neighbors, use giant gestures and explain the numerator and denominator. (claps twice) Teach!
Students: (Clapping twice) Okay! (Students teach their neighbors about the numerator and denominator.)
Teacher: (Holding one fist above the other) In the fraction 3/5, the 3 is the numerator.
Students: (Mirroring the teacher’s gestures) In the fraction 3/5, the 3 is the numerator.
Teacher: Now, make a full turn to your neighbors, use giant gestures and finish this sentence with your partner. "The 3 in 3/5 is the numerator because _______." (claps twice) Teach!
Students: (Clapping twice) Okay! (Students take turns finishing that sentence with their partner. )
Script: Teach-Okay
Teacher: Class!
Students: Yes! Teacher: You may think I’m the teacher in this room, and I am. However, I’m not the only teacher here. Let me show you what I mean. When I clap twice, you clap twice. (Clap twice.) Students: (Clap twice.) Teacher: When I clap twice and say, “Teach,” you clap twice and say, “Okay!” I’ll say that again. When I clap twice and say, “Teach,” you clap twice and say, “Okay!” (Clap twice.) Teach! Students: (Clap twice.) Okay! • Repeat this part as often as needed with your students before moving on to the next part. Teacher: I’m going to clap twice and say, “Teach!” You clap twice and say, “Okay!” Then immediately turn your whole body to your neighbor. (Clap twice.) Teach! Students: (Clap twice.) Okay! • Repeat this part as often as needed with your students before moving on to the next part. Teacher: Now when you turn to your neighbor, use BIG GESTURES to teach your neighbor Rule #1 over and over until I call you back with “Class!” I’ll say that again. When you turn to your neighbor, use BIG GESTURES to teach your neighbor Rule #1 over and over until I call you back with “Class!” (Clap twice.) Teach! Students: (Clap twice.) Okay! Teacher: Class! Students: Yes! Teacher: Good job! From now on, when you are teaching your neighbor, I want you to use energetic body language. (The teacher uses expressive, large gestures as if he/she were a jolly, bombastic public speaker.) I want to see you really getting Whole Brain Teaching into your explanation, teaching with all your energy. And, if you are listening to your neighbor I want you to use listening gestures. (Teacher cups hands behind ears, makes rolling gestures that say, “Keep talking,” and other body language someone would use if they were excited to hear more of what was being explained to them.) Now, use teaching and listening gestures as you again explain Rule #1. (Clap twice.) Teach! Students: (Clap twice.) Okay! (Students use teaching and listening gestures, laughingly teaching their neighbor what the teacher has just said.) • Many students will flop their hands around meaninglessly at first, but you can tell that they are engaged in teaching their neighbors. Later, you will have an opportunity to demonstrate gestures which are keyed to lesson content.
Hands and Eyes alerts students that teacher is about to me a Really Big Point.
When teacher wants to make a big point, she says, “Hands and Eyes” and quickly folds hands (students do same)
Switch teaches chatty kids to listen carefully and quiet kids to speak boldly.
Kids switch places during teaching sequence (when one is done they high 5 and say “Switch”)
Enrichment Reading: Available under Free Ebooks at WholeBrainTeaching.com
Power Teaching for Challenging Teens
Industrial Strength whole Brain Teaching
Chapter 3, Top Ten Games
Super Improvers
Rewards for improvement, not ability. We celebrate growth rather than skill. The only person you have to surpass is yourself.
Super Improver Team: On left side, create a 10 level, color coded scale, with names from least to most exciting (ex. Fan, rookie, starter, leader, captain, star, MVP, SuperStar, Hall of Fame, Living Legend). On the right side, put everyone's name or number. Set specific goals for all the students (ex. Follow Rule 1, write neatly). Targets could include an academic and a social goal (being kind, praising others, good manners language, sportsmanship, mentoring). Keep target goals for about a week. Give lots of praise and stars for the good behavior (thorughout year the balance shifts to more stars and less praise).
Students move up a level after receiving 10 stars.
For challenging students (Beloved Rascals)... maybe 3-5 students, choose specific individual behaviors. Let them choose from a list what would be the simplest to work on first.
Special categories:
Secret Improver (SI): Privately give student ind. goals that will earn them stars, give targets that aren't too challenging
Ninja Spy (NS): Job is to secretly observe positive behavior and slip notes w/ observations in NS Box.
Rovers (R) Rovers wander and help others.
Mysterion (M) Put Mysterion” on board and sometimes give “Mysterion” a star... people will wonder, “Who is Mysterion”... Mysterion is me!... working on my teaching improvements. : )
In secondary classrooms, 5 stars moves to a new level. Set Class goals. In secondary classroom, you reward entire class with stars and it is divided into periods. Idea for schedule of improvements:
60% of students in seat by tardy bell.
70% of students in seat by tardy bell.
80% of students in seat by tardy bell.
90% of students in seat by tardy bell.
100% or students in seat by tardy bell.
Homework completed by 60% of students.
Homework completed by 70% of students.
Homework completed by 80% of students.
Homework completed by 90% of students.
Homework completed by 100% of students.
Consistently using full turn during Teach-Okay.
Consistently using large gestures during Teach-Okay.
If the class avg on the exam is 75%, the class gets a star and beats Period 2!
Identify class leaders and place their names beside each period. As they improve, they earn a star for the class.
Ultimate Super Improvers: Discussed later in book: SuperSpeed 100, SuperSpeed 1000, Genius Ladder
Webcast: https://www.youtube.com/watch?v=4CMpU...
https://www.youtube.com/watch?v=f5dN3...
https://www.youtube.com/watch?v=Sq5Sz...
https://www.youtube.com/watch?v=ioHz8...
The Brainy Game
Collection of gestures that simplifies instruction in critical thinking and writing.
(looke up Free ebook: the Brainy Game: WholeBrainTeaching.com, under “Free Ebooks/general
https://www.youtube.com/watch?v=pbpgq...
https://www.youtube.com/watch?v=4Xng7...
https://www.youtube.com/watch?v=NKqDy...
https://www.youtube.com/watch?v=ENJEH...
The Scoreboard
Focuses on class as a whole. Class climbs to a new level by scoring 10 Class Wins. Positive side of scoreboard is labeled 2 grades higher than the current grade; negative side is labeled 2 grades lower. Make tallies on either side as appropriate. Bad behavior=Frowny Face=Mighty Groan, Good Behavior=Smiley Face=Mighty Oh Yeah! Always keep the score within 3 points.
A motivation system that transforms classroom into a living video game.
Leaders Rule
Method for training student leaders (most underutilized education resource).
Practice Cards
Have a cardholder for each student. Put a rule card in their holder and let them recite it for practice (after class or off instructional time). Ex.: As you know, Rule 4 is Make smart choices and is one of the most important rules. If I place a Practice Card in your card pocket, I'm not angry with you, you simply need more practice with the rule. Offer choices of how long they need to practice: 90, 60, or 30 seconds.
https://www.youtube.com/watch?v=1p2fp...
Short Talk, Long Talk, Plan Together
Way to structure one on one interchanges with disruptive students.
Wrong Way/ Right Way
First model the wrong way with student involvement, then the right way. The “beloved rascal” models the right way. Example: I want you to show me how to work like sails to open your books to page 33 and start working... go deliberately super slowly. Then, now let's try following the instructions quickly without damaging anything... okay!
Classroom Engagement Average (CEA) (my own private game!)
Alphas= 4 Model students who follow the rules
Go-Alongs= 3 Usually follow the lead of Alphas
Fence Sitters=2 Inconsistent in following rules, off track frequently
Challenging Kids=1 'nough said
Rate them all, add it up and divide by the total number... seek to raise the average .1 per month.
Train Alphas to be Student Leaders (=5)
Challenging Kid Average
Control what I can control. I can control teaching strategies. Many teahers are obsessed with challenging behavior rather than perfecting pedagogy.
Chart growth, not frustration!
What to do, when you don't know what to do.
Mind Soccer
A game kids beg to play... they work hard to earn privilege to play... and the contest involves reviewing everything you've taught!
https://www.youtube.com/watch?v=zDwqG...
Spread the Love
All your students deserve your attention, not just the Beloved Rascals.
Make a 3x5 card for each student. Sort the deck to that the students who have received the least attention are at the top. Cycle through the cards paying special attention to those at the top of the deck.
Writing Games, Chapter 5
Etheria
Etheria is a planet much like ours, its inhabitants want to know all about us. Write a letter to the Etherians answering this question (choose your question).
Triple Whammy
webcast 542, http://goo.gl/gEAWmK
WBT youtube: http://goo.gl/yp7nTc http://goo.gl/77Qmge
____________ is ___________, _____________, and _____________.
Ex. Studio C is creative and funny, has an amazing cast, and is fit for audiences of all ages.
Each part can be expanded into a paragraph for an essay.
Adding because transforms it to a topic sentence for a persuasive essay:
___________ because ____________, ___________, and ____________.
Ex. Congress should approve more money for educational funding because U.S. Students lag behind other nations, because we don't have a labor force skilled enough to fill the demand for STEM jobs, and because having an educated populace is good for the country as a whole in the long run.
Using colors can help them understand the structure of the essay
See sentence above.
Add sentence about yellow, blue, and red.
A paragraph about the yellow reason.
A paragraph about the blue reason.
A paragraph about the green reason.
A paragraph about all three reasons.
Having them use colored pencils or pens increases their engagement.
Triple Whammy Ka-Ching
When students do Teach-Okay, have them say “Ka-Ching” when a Triple Whammy is used.
The Golden Triple Whammy Ka-Ching
Stomp That Error
Give students proofreading opportunities where they correct. Find something on the internet, create errors. Have the students correct them and match them with the corrected document.
Kids can stomp feet for each error found.
Sloppy-Neat Writing Practice
One sentence sloppy, one neat practice. Move up to two sentences sloopy, one neat.
Hawk and Gopher Proofreading
Students trade papers and make corrections. Mark, waggle, trade. Again. Again.
Students get their papers back with all the marks and mark what they think are errors with stars. Stars lower grade, but umarked stars lower grade more.
Reading Games, Chapter 6
Can be found on Free E-books:
The Crazy Professor Reading Game
SuperSpeed 100
Electronic Super Speed 100
Super Speed Letters and Phonics
SuperSpeed 1000
Electronic SuperSpeed 1000
Biffytoons
Electronic Biffytoons
Skip the rest for now...
Math Games, Chapter 7; Common Core/ State Test Games, Chapter 8
Skip for Now
Challenging Kids Games
Challenging kids are hijacking classrooms. No child should be left behind and no child should be allowed to hold others behind.
Calculate Classroom Engagement Average weekly
Use scoreboard.
Create a Super Improvers Board
Rehearse 5 Rules and Diamond entertainingly, many times a day. Move toward studetn leaders initiating rules review.
When rules are well established, implement Wrong Way/Right Way practice several time a day. When a rule is broken, use Rule Call out.
One Minute Practice
“I'm not angry, I just think you need to practice Rule X” If he refuses, “You can do it one minute my way or two minutes your way sitting out from another exciting activity, which do you prefer?”
Please-Okay La! La!
When I say please, you say “Okay” When I forget to say please, you say “La-la-la” In this way, you will help me improve my manners and become a better teacher.
*Look at Guff Counter and Independents under Levels at WholeBrainTeaching.com
Bull's Eye Game
Webcase 568 http://goo.gl/zXdANh
Cussing Crusher
Doo-Doo Head
Jack called me a Doodoohead.
Are you a doodoohead?
No.
Then don't worry about it.
Talk to Jack later.
Complaint.
“What should you do about that?”
Teaches problem solving, reduces tattling.
This entire review has been hidden because of spoilers.
July 22, 2024
Can't wait to implement some of these in this new school year!
December 26, 2015
These strategies would work well in a self contained elementary classroom, but not in my own classroom. For starters they would take too long to implement in the time I have. Secondly, most of the language used would get me eye rolls, not participation. I found three useful strategies that I will give a try.
November 17, 2015
I've been implementing some of these strategies as I've been reading.
I've already seen huge difference in my classroom community and culture - and my principal has noticed, too! I have been recommending this book to my colleagues and will continue to do so!
I've already seen huge difference in my classroom community and culture - and my principal has noticed, too! I have been recommending this book to my colleagues and will continue to do so!
November 21, 2016
Informative
Loved the techniques and ideas from the book. I will be using many of the strategies when I begin teaching.
Loved the techniques and ideas from the book. I will be using many of the strategies when I begin teaching.
Displaying 1 - 5 of 5 reviews