Chapter 26-29
Throughout the last two years of teaching, using the WBT
methods, I have found so many resources and teaching changes that have made my
students achieve at high levels. It is AMAZING how much my teaching has
changed. With that said, here are four of the ways I have utilized these
program in my own classroom, or plan to implement, to create an environment
which is engaging for all involved!
In Chapter 26, we learn when students are put in charge of
the class attentions calls they become more confident in the classroom. I love
how you can choose students each day, or few days that are the Rule Caller,
Class, Yes, or Switch announcer. As students are chosen for these roles, they
gain confidence and self-worth. I would like to expand how often I use this
strategy in the coming years. I go through times where I use it for a few days
or not at all.
In Chapter 27, we review the ‘BIG SEVEN’. Each component of
the Big 7 contributes to the structure of WBT. The formation of the class
rules, scoreboard, attention getters, and much more create the foundation
needed for a high energy, high learning environment. Students engage in
learning in an interactive way. I would like to continue to work within the Guff
Counter area since I have a few students that I think this would benefit from a
positive response from their classmates.
Chapter 28 gave great resources to the research study
conducted using Whole Brain Teaching. I plan to use this chapter to explain my
rationale to other teachers, administrators, and parents when explaining why
WBT works so well. The ability to show how Direct Instruction and Collaborative
Learning come together in these programs is amazing. When you can positively
reinforce behaviors, amplify attention, and increase memory retention in every
subject of the day, students achieve to high levels.
Having data (as seen in Chapter 29) to share and show
evidence of efficacy is necessary when proving how a program works. The
research time invested in the WBT practices proves that this model increases
student learning and teacher effectiveness.
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