SIW FIRST UP!

The power of the SIW continues to reveal itself in my classroom.  This week a student made it onto the Alpha level - the first level - of the wall.  Although I've blurred his face for security purposes, you can see the ear-to-ear grin he's sporting says he thinks it's pretty special accomplishment.

His achievement earned him a 10-finger woo from the class as well and visibly inspired others.  As Franklin posed for his photo I could hear other students counting how far they had to go to get to that first level...not far for several as they only had one or two paws to earn.  Others, with fewer paws to their credit could be seen to buckle down and work with renewed focus and managed to earn a paw for their efforts.  It's also been wonderful to hear students remind each other that comparing how many paws you have with those of a neighbor is pretty useless.  As one student reminded another "Don't forget, you only have to beat yourself, not me."

Not only was it great to have the first student make it onto the wall it was especially gratifying that it was one of my students who struggles with his academics.  Just as the story of the two students points out, it's important that learners who don't often have academic success be able to be acknowledged for their strengths and abilities.  (BTW...what looks like other white cards in the pockets are actually glares. Although, before the end of the day, a second student had made it onto the wall.)

Striking a balance in the awarding of paws is the key, I think.  It's not easy to earn a paw but it's not rocket science either.  Still, only a few earn a paw each day. I'm pleased to report, however, that each day more and more of the class becomes more committed to striving for one.  (I'm reviewing the WBT archived lesson on SIW and the segment on the funny photo as a means to keep interest and effort up. Perhaps I'll introduce the funny photo along about the Gamma//third level.)

As SIW gains its sea-legs in my classroom the Scoreboard and Mind Soccer remain powerful tools as well.  It's one thing to remind my learners that I'm the coach and it's my way or the highway but, the loss of precious Mind Soccer time during a game due to quibbling or failing to give positive trash talk to the opposing team is even stronger inducement to stay focused.  In our last session I saw far more players coming to the 'field' with their notebooks, far greater use of resources around the room -  word wall, posters, etc.,  and far more team consultation.  (During lessons a reminder that good note taking and review will be useful for Mind Soccer often elicits greater concentration and effort.)

You've just got to love the levels of WBT classroom management portfolio.  A year's worth of effective tools at teachers' disposal that are designed to be responsive to the range of learners likely to be found in those seats.  I'm also going back to review the recent lesson on the "Guff Counter".  Not yet sure that I'll introduce this one fully before the end of the year but, I've done a bit of 'bread-crumb' dropping with this one, too.  While it's true that my students rarely complain out loud, as one student did so recently about one of my instructions I simply mentioned "That sounds like guff to me."  I've used it a couple more times and the sounds of "Uh, oh." around the room lets me know students understand its not a good thing.  Even if I don't engage the Guff Counter this year, I know my 4th grade WBT counterparts will appreciate that I've primed the management pump for them by introducing the idea to the third graders they'll be receiving this coming August.

On that note, the sounds of "Class, class" is spreading around our building and working in school-wide gatherings even with those students whose teachers I know aren't using WBT in their individual classrooms as yet.  Yeah...WBT is powerful stuff.