This weekend I wrote a reflection for Chapter 4 of Whole
Brain Teaching for Challenging kids for WBT certification. This chapter, called Charting Progress,
discusses charting our own behavior as well as student’s behavior. Initially, I knew I would chart my own behavior
because I can be pretty sarcastic and stern.
However, I was not convinced I would use the system described in the
book for charting student behavior.
I happen to be thinking about K’s post about the Super
Improvers Wall and the work she did setting up goals with her students. K’s initiative to make the Super Improvers
Wall more authentic for her students inspired me to see the value of charting
student behavior described in chapter 4.
Like K, I will set up goals with my students. These goals will be based on 5
measurable behaviors (follows directions quickly, raises hand for permission to speak, stays on task, hands in neat work and applies practiced skills independently). I will also divide
my students into the same groups discussed in the book based on the frequency in
which each student demonstrates these measurable behaviors. I’m going to use the same rating system and
hopefully, this will indeed move each student up 1 group by years end.
But those are just the logistics. The truth is both K and I, with the guidance of WBT, are setting up
goals that go beyond academic ability.
As long as we keep our students motivated and provide them with
consistent feedback, our kids will also experience personal growth and pride. Moreover, this process will help to build both
character and resilience; two very important traits of lifelong learners.
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