So anyway, I have not done the scoreboard. I tried it for a while, but couldn't think of good rewards. So that's fallen by the wayside. I discovered WBT two weeks after school started, so I am learning as I go.
I am planning to incorporate the Super Improvers Wall next week. I finally finished the board (the kids have been asking me about it all week, so i've gotten their attention.) I hope it works! I really, really do. I need to find a way to motivate my kids.
I did a rock theme which I stole borrowed from this awesome site- http://wolfelicious.blogspot.com/2012/08/my-super-improvers-wall.html. I hope she doesn't mind. I must say, I'm pretty excited about how mine turned out.
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There are ten levels. Every kid starts out with a gold star (fan). When I see them improving on something (it could be anything from making a 100 on a spelling test to raising their hand before talking) they get a sticker. Ten stickers-move to next level and get a purple star and so on... I like the idea of setting individual goals for my students. They're all so different but everyone can improve on something.
3 comments:
I love scoreboard- it might be one of my favorite parts! I tried to do it each day but the kids were not all that motivated. I use the score board and keep it at a 4+/- difference. AT the end of the week we take 3 minute to do a reward (they have chosen children's zumba, pretty much everyday. I planned on doing a post on this last week but- you know life! I am holing accountability to have that post up this week though!
I to and just exploring and hope to get my super improvers wall up by the end of the week. Cheers to empowering our kiddos!
My first comment! Yay, someone is reading this. I was beginning to wonder... So you keep score all week long? I let them dance to songs on youtube for a reward and they liked that but it got a little too crazy for me. Maybe I'll try the scoreboard again. The super improver wall is starting to work, I think. I've got a couple of kids practicing their reading at home that didn't before.
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