Monday Made It with a Whole Brain Teaching Tuesday Twist

Yes, I know it's Tuesday, but I'm still linking up with Tara from 4th Grade Frolics for Monday Made It. Tara had a guest blogger yesterday: Courtney from Ramona Recommends. She wrote about some really great Made-Its. You should definitely check it out! I especially love her Monday Made It #4. She made a really cute pencil notepad. What a cute beginning of the year gift to new teachers!

I didn't have a chance to post a Monday Made It yesterday, but when I saw something amazing at Target last night, I knew I could combine Monday and Tuesday. Thus, Monday Made It with a Whole Brain Teaching Tuesday Twist is happening.

Up first:

A beautiful Whole Brain Teaching Scoreboard! AH! I'm so excited!

All you need for this project is a ruler, yard stick, or other straightedge, the chalkboard (from Target in the dry erase supplies aisle---I did not find it in the new school supplies section), and neon dry erase markers or fun colored chalk. The chalk board comes with a chalk marker and a hook to keep it attached, so maybe I won't lose it?

I found these neon dry erase markers in the dry erase aisle at Target as well. They don't really wipe off of this chalkboard like they would on a white dry erase board, but they work. They show up well and won't wipe off easily, so they were perfect for the lines and writing I didn't want to wipe off everyday.

For the tally marks, I'll use the chalk marker that came with the board. It comes off easily when wiped off, so it will work for great for the points that will be erased every afternoon. And of course the handy-dandy clip on the top holds it very nicely.

So, you might be asking, "What is this scoreboard for? How are you going to use it? How are the points awarded? What is a 'Mighty Groan' and 'Oh Yeah!'"

Well, now that you have enjoyed Monday Made It, welcome to Whole Brain Teaching Tuesday!

The Whole Brain Teaching Scoreboard is a motivational tool to help students pay better attention and to buy in more to the WBT system.

One one side of the board is a frowny face and "Mighty Groan" and on the other side has a smiley face and "Oh Yeah" (or "Mighty Oh Yeah," I just didn't have room to write "mighty" all nice and pretty).

When students follow a procedure correctly, you give them a point on the smiley side. But it doesn't end there. You give them "a one second party." I typically tell my kiddos to give me an "Oh yeah!" They give me a powerful "Oh yeah!" and pump their fist in the air. Then, we are moving and grooving again with the lesson. It's just one second, y'all, and they can get out a little energy and loudness in the process. It's fabulous, people!

However, we all know that students don't always follow the procedures we set in place to a T, so we have the frowny side. Were your students too loud getting into line? Did your students not follow the "Class/Yes" procedure? Give them a point under the frowny face, and ask them for a "Mighty Grown." They loudly groan while you put the point on the board.

Typically, I give my students a chance to redeem themselves by asking them to try the procedure again. If they do it well the second time, they get a smiley point and a one second party.

When using the scoreboard, you do want to keep the amount of smiley points and frowny points within 3 points of each other. You don't want your students to become accustomed to receiving either kind of points too much. If they get used to getting all smiley faces, they will start to slack off on their procedure following abilities. On the other hand, if they get too used to receiving frowny faces, they will become resentful, and not want to please their teacher.

I used the scoreboard for only a short time at the beginning of last year as I was introducing my procedures. I struggled finding a place to keep the scoreboard so that it was easily accessible, but also visible. After my students became proficient with my procedures, I kind of let it go. I wish I hadn't done that, but that's what happened. 

I'm hoping that having this amazingly beautiful scoreboard in a particular place (and still moveable if necessary), that I will use this consistently throughout the year. 

Just one more picture of this beauty! EEEKKK! I'm so excited!

For more information about the Scoreboard or Whole Brain Teaching in general, click here.

WBT Tuesday…The Rules!

5 rules

5 SIMPLE rules

That's it! And I have to say, I love these rules! You want to know what they are….

Here you go:

I mean, really, could it get any simpler?

These rules are short and easy to remember, but if you know anything about Whole Brain Teaching, you can't just say the rules, you have to use gestures. Remember the more parts of the brain you use, the more likely you are to remember it.

Each morning (especially at the beginning of the year and when I have a sub), we say the rules. But in all reality, they aren't just saying the rules. When we go over the rules, we are using at least 5 parts of the brain to make the memory of the rule. Have you ever heard a song that triggered a memory? What about smelled something that made you remember your grandmother's house? Or maybe you've said something and realized that your mom used to say that? That is because there is no one place to store memories in the brain. Memories are stored in many parts of the brain. When you heard that song, it triggered a memory in the auditory part of your brain called Wernicke's area. When you smelled something and remembered your grandmother's house, you pulled up an emotional response to that smell in your limbic system. When you realized just how much you've started sounding like your mom, you've pulled a memory located in Broca's area (verbalization). Look at all those places in you brain that you've stored memories!!!! Shouldn't students be able to store memories of lessons all over their brain?????? Of course!

Now back to the rules. Like I said above, when reciting the rules, students use at least 5 parts of their brain.

First is the auditory (Wenicke's area); they are hearing the rule when it is said. Second is verbal (Broca's area); they are saying the rule. Third is emotion in your voice (limbic system); they are hearing and verbalizing the emotional tone of voice you are (so don't be a robot). Fourth is visual (visual cortex); they are seeing the gesture for the rule. Fifth is movement (motor cortex); they are using a gesture to remind them. Now you have three places in the brain to keep a memory about these rules…the more places in the brain to store a memory, the more likely you (or students) are to remember.

So, what are the gestures?

Move your had forward quickly like a fish swimming through water.

For the "raise your hand" part, you simply raise your hand in the air. Then, for the "permission to speak" part, you move your hand beside your face and make a talking motion.

Again, for the "raise your hand" part, you just raise your hand. Then, for the "permission to leave your seat" part, you make a little walking man with your pointer and middle fingers.

Use your two pointer fingers to tap your brain as you say each word.

Use your pointer fingers and thumbs on both hands to make a L-shape to "frame" your face, bob your head back and forth, and of course smile really big!

There you have it, folks! Simple, easy-peasy (lemon squeasy) classroom rules!

My favorite thing about these rules is that there are NO LOOPHOLES! 

Didn't do what the teacher said----breaks Rules #1, #4, and #5

Pulled a classmate's hair----breaks Rules #4 and #5

Did not ask permission to leave an area----breaks Rules #3, #4, and #5

Are you getting the gist that everything breaks Rules #4 and #5! I tell my kiddos that if they aren't making smart choices (following Rule #4), then they aren't keeping their dear teacher happy (Rule #5). And you know five year olds all want their dear teacher to be happy and proud of them! 

If you need or want any more information about WBT or the Rules, you can go to the Whole Brain Teaching website, or comment below and I will help with whatever I can.