Nevertheless, I wanted to write a blog post about a book I've been reading. Now, I just got it a couple days ago, so I'm not too far in, but so far it has been amazing! I first learned (kind of, really more like discussed) of Whole Brain Teaching from another teacher. She is amazing, and that more than anything else, is what inspired me to actually read the book. Don't get me wrong, I love reading. I just enjoy reading fiction more than non-fiction; it has to be pretty intriguing for me to desire to read nonfiction. She is currently working on becoming Whole Brain Teaching Certified. Part of that process involves her creating a blog, with videos of her teaching. You can find her amazingness here: That'll Teach 'Em. You should check it out.
The basic premise is scientific. If you are using multiple parts of the brain at the same time (much of this involves making sure students are actively involved in learning and I'm not just talking to them-at least that is what I've gleaned so far). if their brain is occupied in several areas, they don't have the ability to think of creative things to do to be distractions, because they are completely and wholly engaged in learning~doesn't that sound like the dream?! What I like most of all (so far) is tat in addition to telling you what to do, it offers "scripts" on how to introduce it to the students. Not that I used the exact script, but it gave me an idea about what is important to tell them verses what is "for me to know".
So, I've only begun, but day one of implementing the 5 rules I saw a significant change in my "naughties". Beforehand, we had discussed the school rules: be respectful, responsible and ready to learn. We had talked about what each of those meant at the beginning of the year. By mid-year and after reading the "rules" section of Whole Brain Teaching, I realized my kiddos need precise rules as well as a couple broad ones. The precise ones are, "raise your hand to speak and get out of your seat" and "follow directions quickly". The others are, "make smart choices" and, "make your dear teacher happy". I love that it calls me dear :) These 'blanket statements' can cover anything from hurtful words to not sitting correctly on the rug.
I had multiple students who would get up and wonder around the classroom. Some in "the name of getting a pencil" whether they needed one or not and others just in avoidance of work. While I could tell them to sit down before, they were getting sneaky smart. They often were seated and working until another classmate needed assistance and I went to help them. The rules about raising your hand have always been in place, but having a poster to point to that specifically states the rule and a rule number to refer to worked wonders today in my classroom. Granted, it is only the first day, but I was so pleased to see them working and not getting up for useless things or to avoid work. I hope the "magic" continues.
I'm excited to continue to learn new ways to engage multiple parts of the brain and see how it works in a real-life classroom setting. The research behind it is astounding, I can only hope it proves true for my kiddos and helps me become a better teacher.
