WBT Book Club Chapter 22-The Agreement Bridge

The Agreement Bridge

Honestly, the Agreement Bridge is unlike any other counseling technique I have ever used, observed, or heard of.  In the past, I have dealt with several challenging students, and most “problem solving steps” offer short-lived solutions.  For the past 15 years, I have taught on a team with three other teachers.  One technique I have participated in is to meet with the individual student as a team.  We have had parent/teacher/student conferences, too.  Other strategies I have either used or heard of include the student meeting with the school counselor and creating behavior contracts.  In one instance, a student also frequently met with the administrator to discuss behavior and progress.  Looking at these strategies as a whole, they were all failed attempts at helping each challenging student.  In all honesty, I can’t say any of them worked.  Compared to the Agreement Bridge, attempts I have used and seen have only scratched the surface of dealing with a challenging behavior.  How sad is that?  I am really excited about having the Agreement Bridge as an option for dealing with challenging kids.  The key to the success of the Agreement Bridge is building a strong, positive relationship between the teacher and the challenging student.  Both the teacher and student learn personal facts about each other, and this lets the student know the teacher cares and is human, too.  Unlike the other techniques, the Agreement Bridge is like a game; each part can be played, as many times as you wish, and this is appealing to kids.  The “act-it-out” Swap part of the game board often brings laughter but also allows both participants to see the situation through the other person’s eyes.  I like it because it is personal and non-intimidating.  Students meet with the teacher one-on-one, and ultimately create specific, attainable goals, meeting frequently to discuss progress or play the game again.  This is, by far, the best counseling technique I have ever heard of.  I hope I don’t need it, but I’m certainly glad I have it as a tool.    

On a side note:  I’m proud of the fact I make it a goal of mine to “know” my students.  I learn their names within the first days of school, have them complete a student inventory about themselves during the first week, and have parents complete an assignment called, “Million Words or Less.”  Let’s face it, teachers rarely get to know their students, and who better to tell us than their parents.  Basically, the assignment says, “In a million words or less, tell me about your child.”  I never thought about using all of this information as a way to help counsel a challenging student, and I think the inventory and letter could come in very handy when using the Agreement Bridge with a student.

WBT Book Club-Chapter 21: The Bull's Eye Game

When comparing and contrasting the Bull’s Eye Game to methods I have used and observed when dealing with a challenging student, it does have several qualities that make it worth using when needed.  I teach sixth grade, and strategies that once worked in elementary school, do not work at the middle school level.  During my teaching career, I have taught several students that have refused to complete tasks.  They seem immune to any consequence.  In my opinion, nothing their teachers, including myself, ever did changed their behavior or encouraged them to participate and work for any good length of time.  I have seen students given desk checklists and behavior trackers, candy, stickers, and play money.  I have participated on teams where we discussed behavior with individual students and created behavior plans.  One time, a plan was even created for a student to give him individual “free time” at the end of the day if his behavior “tracker sheet” totaled X number of points per day.  Unfortunately, none of these methods were successful.  Taking into consideration the aforementioned failed plans, I enjoyed reading about the Bull’s Eye Game.  I have never tried this strategy, but I can see the bull’s eye target, itself, making a big statement to the entire class.  Just like playing an electronic game, students love to earn points, so it holds the “fun factor,” too.  

Compared to other methods, I see several important features of the Bull’s Eye Game that were missing in strategies I have previously tried and observed.  First, the child is involved in the assessment.  I like the fact that the student scores him/herself and compares that to what the teacher was thinking.  The closer their score is to the teachers, the more bull’s eye points they score.  Second, this strategy involves frequent student and teacher reflection.  By meeting with the student several times a day, they are really thinking about their actions and overall behavior.  Finally, the Bull’s Eye Game is goal specific.  Small, easily attainable goals are targeted, and the challenging student knows, specifically, what is expected in order to gain points.  In the long run, many small achievements would improve overall work ethic and behavior during class time.  

My only concern at the middle school level is with the stickers.  In my opinion, stickers will not motivate most 11 and 12 year olds.  This could be remedied, though, as our team could easily choose another incentive that would hold more value if necessary. 

WBT Book Club-Chapter 20: The Independents

Thinking back to my middle school years, I can really remember two or three students that I would have called rebels.  All three were female, and they fed on the torture of others.  They were what I would call “part of the rough crowd” and what WBT calls a “clique of students.”  Growing up in a small community, unfortunately, meant you were in small classes, too.  I rode the bus with these girls, ate lunch at the same time as them, and was in all of their classes.  They fed off of each other, and their behavior carried over into the classroom.  If only my teachers had been wise to the ways of Whole Brain Teaching!  Independents Scoreboard Level Five would definitely have worked like a charm with them.  I know the rest of the class would have been grateful not to be punished for the girls’ actions, and these girls would have quickly learned the importance of separating themselves from situations that were getting them into trouble.  One mean-spirited rebel, who loved harassing others, led this group of girls.  Together, they preyed on weaker, more timid students, like me.  The Independent level would have played one student against the others, because when one misbehaved, they would have all gotten into trouble.  This would have, most certainly, evaporated the clique.  My friends and I would have bonded more and supported the teacher wholeheartedly.  I remember one time, in seventh grade, when the whole class was punished and not allowed to go outside because of these girls.  This would never have happened with “The Independents!”

WBT Book Club-Chapter 19: The Guff Counter

Mr. S-

We just wanted to let you know that our Classroom Management System is in full swing.  You had inquired about our team’s Super Improvers Team (Level 2 of our Scoreboard), and we want you to be reminded that it is the best strategy we have implemented for encouraging individual student improvement and success.  We wanted you to be aware we have also introduced a new class management technique, the Guff Counter (Scoreboard Level 4).  We have had several students back talk and be disrespectful lately, and the Guff Counter is specifically designed to eliminate this.  We know, as you have stated many times, “Student success relies heavily on keeping their E-tanks (emotional tanks) full.  It is difficult to keep E-tanks full when others are disrespectful during class, and with months of school left, we felt it was time to add this classroom management strategy.  

Here’s how the Guff Counter works:  We have added a row, called Guff, to each of our classroom scoreboards.  When we see disrespectful behavior, either toward us or other students (eye rolling, back talk, groaning, etc.), we will verbally say, “That sounds like guff to me, where's my marker?"  This will cue the class to raise their hand with a "stopping gesture" while firmly responding, “Please stop!”  This effective classroom management strategy unites the class behind the teachers and the team because it does not allow disrespectful behavior to be tolerated.  This quickly shows the guffer that they are all alone and not supported by their classmates.  During the introduction/practice session, students lost one point for each disrespectful word/gesture, but in reality, they will never lose points for individual guff.  Students do not want to lose points and will always stand behind the teacher's leadership.  They can, however, earn points for uniting together when they say, “Please stop!”  

“No one may interrupt instruction and learning” is one of our team expectations, and we can’t afford to allow rebel students to win a classroom struggle.  Nor is it our goal for any one student to be hurt or upset.  The Guff Counter is an effective classroom management technique because it allows us to correct the behavior as a class so we can quickly continue with learning.  

Thank you for supporting our team’s Whole Brain Teaching efforts.  We just thought we should let you know about our current steps toward making our team stronger and more proficient.  

None of us is stronger than all of us!

Respectfully yours,

Team Canterbury Castle

WBT Book Club Chapters 17-18: Practice Cards

Dear Parents/Guardians,

We hope this team letter finds you and your scholar enjoying a wonderful sixth grade year.  It is hard to believe we have finished the first semester and a much needed winter break.  As you might well remember, we introduced our team’s classroom management system during our back to school open house.  We briefly discussed we would be practicing how to follow team rules, routines, and procedures.  You may also remember us mentioning after we have had adequate time to practice our rules there might be some students who still need more practice.  We would like to briefly introduce how our “Practice Cards” will be used.  

As you may recall, Team Canterbury Castle has five rules that govern our classrooms.  We practice these rules often, and they help keep our kingdom on track and running smoothly!  However, occasionally, students may need extra rule practice.  Practice Cards are just that--Practice!  They are not punishment.  Cards come in three colors: white, purple, and green.

White:  If your child requires more practice following a classroom rule, they will be given a white card.  Students will not receive more than two white cards per day.  At the end of seventh period (M-Th) and at the beginning of Fun Friday (F), he/she will spend 2 minutes practicing the rule.  They will also bring a note home to inform you which rule was practiced.  We respectfully request your child spend time practicing at home, too.  Please sign and return the note.  

Purple:  Purple cards cancel out white cards.  If a child receives a white card for not following a rule, and then, later during class, they demonstrate following the rule, they would get a purple card.  Practicing the rule and a note home would not be necessary.  In fact, the team might send home a “Knight Note” praising him/her for following the rule.

Green Cards:  Sometimes, a student might be given time to practice a rule during class.  If so, a green card will be given.  The rule needing practice will be written on the green card, and each time your scholar follows the rule, they will place a tally mark on the card.  With enough tally marks, students can be rewarded with a purple practice card and even a “Knight Note” home.     

We are the FMS Knights of Canterbury Castle and dedicated to learning.  We value your parental support and understand that one key to student success is your involvement.  None of us is stronger than all of us!  Please help us help your scholar be true to the spirit of the rules.

Please feel free to contact us if you have further questions.

Respectfully yours,

Team Canterbury Castle

WBT Book Club Chapter 16: Improving State Test Scores with the Super Improvers Team

As an educator, I am always looking for ways to improve my standardized test scores. I found several strengths in Chapter 16 that I can use with my history students. Practice is key! Students need daily practice questions, and this chapter outlined a way to help students practice the most basic to more complex strategies as the year progresses. The strategies are connected to the Super Improvers Team, which is definitely a strength. Stars can and should be awarded to students for getting questions correct and for proving their work. This is, most certainly, a plus in my book because I am always looking for opportunities to award stars. WBT test taking strategies are focused around the ‘fun factor.’ Just saying the words, “Doofus, Trickster, and Smarty” make learning fun. Finally, these strategies are specific and visible. Prove It, double underlining, and labeling provide detailed directions and expectations to students and a quick way for the teacher to assess student comprehension. On the flip side, I am concerned my middle school students will get bored with the Prove It strategy. My middle school and its feeder schools implemented a similar version of Prove It years ago. I know students as young as second grade using this strategy. I fear my students will become bored by the repetition. Plus, if my whole team uses these strategies, will students become uninterested because of frequent exposure? Hmmm? This is definitely a concern and a possible weakness. I did enjoy the chapter and definitely plan on putting ‘Doofus, Trickster, and Smarty’ into daily student practice.

BT Book Club Chapter 15: Super Improvers Team

WBTs Super Improvers Team strengths, most certainly, outweigh its weaknesses! Here are my top four strengths:

1. The Super Improvers Team is individualized. Children race against themselves as they work for stars. By removing the ‘competition among peers,’ students are highly motivated to break personal records. All students, no matter their ability or age, love setting and breaking personal records. 

2. It’s visible and color coded. I love the simple, yet brilliant fact, that the SIT is visible to everyone. When individual stars and levels are added, students receive immediate feedback, personal gratification, and success. Now, who doesn’t want to see themselves move up the ranks? All kids, no matter their ability, love to do well, and they love for others to know they are making progress. Everyone has areas they can improve in, but the challenging students will quickly advance because they have many areas for improvement. 

3. The Super Improvers Team has levels! There’s something mysterious about ‘levels.’ Even adults love a good game with levels. The SIT has 10+ levels, so there’s no end to the ability to progress. I loved the WBT book idea of taking photographs at various intervals with the finale of level ten students making it to the ‘forever photo wall of fame.’ SIT levels appeal to all learners.

4. The SIT is versatile. There are an infinite number of ways to award stars. Following classroom rules and procedures, correcting disruptive behaviors, improving handwriting and writing skills, completing homework, showing leadership, helping, and participating are only a few of the reasons for awarding stars. Teachers can even set ‘team goals. And, if you run out of ideas, teachers can ask their students to help. As WBT veteran, Kate Bowski suggests, your students can suggest and nominate their classmates for Super Improver stars. The possibilities are endless.

It was difficult to identify SIT weaknesses, but if I am completely honest, I was able to identify a one concern. As a middle school teacher, I only see each class 50 minutes per day. In the spring of 2013, I started my own SIT, and with the content that must be taught within one class period, I found it difficult to award stars. On a positive note, the SIT brought attention to the importance of ‘noticing the good’ in my students. Near the end of school, one student suggested many good ideas for awarding stars. I think consistency is key, and the more I reflect on the SIT, the more ideas I will have for awarding stars and promoting it with my students. This year, I am excited because my sixth grade team will be implementing WBT together. This will make all the difference when concerns arise. Four brains will be better than one!

The Super Improvers Team is a highly effective tool for helping extremely challenging students. I have seen, first hand, the usefulness of the wall with difficult, hard to reach students. These children crave attention, and unfortunately, it is usually negative. The SIT visibly rewards these students for positive behavior, one goal at a time.

Personal Note: I am currently using the Super Improvers Team at home with my 8 year old son. He loves the wall, and I have seen improvement in his behavior. He’s not a bad kid, but the wall has encouraged his kindness toward his younger brother and his helpfulness around the house. He loves the fact that I will not take stars away for poor decisions or behavior. He loves the stickers and the levels. It has been fun to work with at home this summer.