Where to even begin? Day one was better than I could have ever imagined! The morning went so smoothly and so quickly. It all started with "Class Yes". From the smiles on my students' faces, I knew that they were hooked. Rule one was a lot of fun, especially when I tied it into the scoreboard. My favorite part of the morning, however, was the "3-peats". What a great management tool! If you are not familiar with them, this is how they work: First. make a list of all of the class transitions that you want to happen quickly and smoothly, and then come up with a code word/words for each one. Here is the list that I taught my students today:
Transition Code Word/s
Getting out pencils Pencils Out
Getting out a folder (insert folder's color) folder
Putting pencils away Pencils away
Standing behind desks Bodies and chairs
Lining up Line
Going to the meeting area Meeting area
Sitting down at desks Seats
Putting a folder away Folders away
Next, teach your students that when you say the code word, they repeat that word three times as they are following the procedures that you taught for the direction. It is amazing how quickly things happen! To speed things up, even more, I added: "Beat the Clock" to the bottom of my scoreboard for line and folders. Whenever I said the code word, I started counting. I then recorded on the bottom of the scoreboard the number of seconds it took for my students to accomplish the task. By the end of the day, we were lined up in a straight quiet line in under six seconds. Wow! Let's all give a ten-finger Wooh for 3-peats.
I saved the best part of the day for last. It was oral writing with the Brainies and red/green writing all tied together. I began with a question. I asked the students what the best part of their day was. I then had them put their heads down to think of an answer. To assist them I posted the following sentence frame on the board: The best part about today was ________________. When students could complete that sentence in their minds they gave me a thumbs up. I then had them share their sentence with their partners using "Teach-Okay". It was at this time that I introduced "Tag Team Switch". (When one student finishes his sentence, he high fives his partner and says, "Tag team. The partner then shares his sentence.") I then called the class back together with "Class Yes" and introduced them to the following Brainies: capital and end mark. Next, I had students share their same sentences again using the techniques I just described, but they had to include the Brainies. After that, I taught students our procedures for sharing with the whole class. They absolutely loved saying "Class" and hearing the response "yes" when it was their turn to share. Most students remembered the Brainies when sharing, but for those who didn't, we just gave them a "You're still cool." Then they would try again, but this time using the Brainies. Next, I introduced the "Because Clapper". In my plans I had written that I would introduce "Adders", but I decided to wait for them. The "Because Clapper," just seemed to fit better. I used the same procedures as above, but this time the students had to add onto their sentences a reason why what they chose was the best part about today. Finally, I introduced them to red/green writing. (I give a detailed description of what this is in a previous post.) I asked the students to write the sentences that they had been sharing orally. I can honestly say that I have never had such great sentences from a class on the first day of school. Even though I was only marking for neatness, not one student in the class forgot his capital or period. Keep in mind that I am the inclusion room, so the majority of my students have entered my room significantly below grade level. Here is something else I did as I was walking around. (This was not part of my red/green writing, but I couldn't resist.) When I saw that a student had capitalized a word incorrectly - as we know many students will - I would simply point to the word and say, "Did we use a capital Brainy on this word?" Most would say no and immediately make the letter lowercase. Others would say no and just look at me. I would then ask, "If we didn't use a capital Brainie, why did you capitalize the word?" They immediately made the correction. I seem to be using this word a lot today, but I will just say it again, "Amazing!"
In conclusion, (Wow, I just used another Brainie! I can't wait to teach this one to my students.) WBT rocks! Teaching has never been so much fun! I can't wait to go back tomorrow. Oh, I almost forgot. An added bonus is that this is the first time since I have been a classroom teacher that I have not had a raw throat on the first day of school. Another reason to not talk so much!
Transition Code Word/s
Getting out pencils Pencils Out
Getting out a folder (insert folder's color) folder
Putting pencils away Pencils away
Standing behind desks Bodies and chairs
Lining up Line
Going to the meeting area Meeting area
Sitting down at desks Seats
Putting a folder away Folders away
Next, teach your students that when you say the code word, they repeat that word three times as they are following the procedures that you taught for the direction. It is amazing how quickly things happen! To speed things up, even more, I added: "Beat the Clock" to the bottom of my scoreboard for line and folders. Whenever I said the code word, I started counting. I then recorded on the bottom of the scoreboard the number of seconds it took for my students to accomplish the task. By the end of the day, we were lined up in a straight quiet line in under six seconds. Wow! Let's all give a ten-finger Wooh for 3-peats.
I saved the best part of the day for last. It was oral writing with the Brainies and red/green writing all tied together. I began with a question. I asked the students what the best part of their day was. I then had them put their heads down to think of an answer. To assist them I posted the following sentence frame on the board: The best part about today was ________________. When students could complete that sentence in their minds they gave me a thumbs up. I then had them share their sentence with their partners using "Teach-Okay". It was at this time that I introduced "Tag Team Switch". (When one student finishes his sentence, he high fives his partner and says, "Tag team. The partner then shares his sentence.") I then called the class back together with "Class Yes" and introduced them to the following Brainies: capital and end mark. Next, I had students share their same sentences again using the techniques I just described, but they had to include the Brainies. After that, I taught students our procedures for sharing with the whole class. They absolutely loved saying "Class" and hearing the response "yes" when it was their turn to share. Most students remembered the Brainies when sharing, but for those who didn't, we just gave them a "You're still cool." Then they would try again, but this time using the Brainies. Next, I introduced the "Because Clapper". In my plans I had written that I would introduce "Adders", but I decided to wait for them. The "Because Clapper," just seemed to fit better. I used the same procedures as above, but this time the students had to add onto their sentences a reason why what they chose was the best part about today. Finally, I introduced them to red/green writing. (I give a detailed description of what this is in a previous post.) I asked the students to write the sentences that they had been sharing orally. I can honestly say that I have never had such great sentences from a class on the first day of school. Even though I was only marking for neatness, not one student in the class forgot his capital or period. Keep in mind that I am the inclusion room, so the majority of my students have entered my room significantly below grade level. Here is something else I did as I was walking around. (This was not part of my red/green writing, but I couldn't resist.) When I saw that a student had capitalized a word incorrectly - as we know many students will - I would simply point to the word and say, "Did we use a capital Brainy on this word?" Most would say no and immediately make the letter lowercase. Others would say no and just look at me. I would then ask, "If we didn't use a capital Brainie, why did you capitalize the word?" They immediately made the correction. I seem to be using this word a lot today, but I will just say it again, "Amazing!"
In conclusion, (Wow, I just used another Brainie! I can't wait to teach this one to my students.) WBT rocks! Teaching has never been so much fun! I can't wait to go back tomorrow. Oh, I almost forgot. An added bonus is that this is the first time since I have been a classroom teacher that I have not had a raw throat on the first day of school. Another reason to not talk so much!
