Teach-OK

 One of WBT's most POWERFUL classroom strategies...the Teach-OK...how can you use it with in your classroom?

I've been working on lesson plans for the rest of the year, and one main focus in my planning is the implementation of the Teach-OK. I look at this as the magic component of WBT. It's this piece that does so many things to take a lesson to the next level. I've made a list of my "Top Ten Teach-OK Things to Remember". OK, so I only have six so far. So really it's a Top 6 list. But Top 10 just sounds cooler.

Check out the great posters from Stephanie at
3rd Grade Thoughts!

1. Introduce "Mirror" first. Get your students used to mirroring your gestures. Show them exactly how to move their hands, and explain exactly why those movements work (they help to show the meaning of the words). If we want students to eventually be able to come up with their own gestures they need practice with somebody else's gestures first. Students need to get over their fear that "everybody is watching me." What can help them get over this, and start to feel comfortable gesturing with purpose, is to be given the tools to be successful right from the start. The stages of Teach-OK are: start with mirror, move to repeat Teach-OK (where students simply repeat everything that was said exactly as the teacher said it), then move to summarizing, then move to critical thinking.

2. Use "Switch" after each level above when students have reached their comfort level. For example, get students comfortable repeating exactly what you said with gestures, then use "switch"so they get used to doing it on their own. Then, once they are comfortable summarizing content using the Teach-OK, have them summarize using Switch. For me, the Teach-OK helps to teach students how to talk. Switch teaches students how to listen. The talking part needs to come first, because you can't learn to listen if now one knows what to say!  Switch takes the students out of their comfort zone, and makes them a little more exposed. This is wonderful practice for those students that have a big fear of public speaking. It's still public speaking, but only to one person in a room where lots o other people are talking at the same time.

3. Introduce specific,key, critical thinking gestures. The gesture for the because-clapper and the example popper are two great brain toys to use in the Teach-Ok. Make these gestures the Go-To gestures for critical thinking. If students can give a reason and an example of a fact then they really do understand it. Introducing these two simple gestures gives students a "bag of tricks" to pull from when they are expected to do some critical thinking about a topic.

4. Give enough time for students to say everything they can possibly think of, and then give them a little bit more time. Students should continue the Teach-Ok until the class is called back with the Class-Yes. Practice from the start to repeat over and over until called back with the Class-Yes.This habit really needs to be formed before the summarizing and critical thinking steps take place. If this is a habit, then students will continue trying to think of new ways to say the same fact, of new examples to give,or new reasons. This is exactly what you want! Get them to exhaust their brains, and then give them more time to think of even more.  The key is to find the perfect balance, because if you give them too much time you may have some discipline issues (which of course you would fix the scoreboard).

5. Praise, prompt and leave. As the Teach-Ok is happening, do not stand in the front of the room watching. Scan the room looking for gestures. Head right to that pair of students that aren't using gestures appropriately. Usually in my class there's always one student that looks like he's having a seizure or something - spastic gestures just for fun - he thinks I won't notice his gestures don't really mean anything :)Whoever you see first, use this time to quickly walk by and praise them for something they are doing well, prompt them to make certain improvements, and then leave them alone to adjust their own behavior.

6. Include some super silly Teach-Ok's! A great way for a lesson to start is to have the class Teach-Ok  all about how excited they are to learn about (fill in the blank with your topic). Yes,middle schoolers will giggle and roll their eyes at you. But they will all be rolling their eyes on task -and 100% on task behavior is what makes teacher heaven!

Teach-OK, Because Clapper, and Example Popper

School has been in session for almost a month now, and my students are back into the groove of being back in school. We have made it through our first unit, had our first test, and I am getting to know each of my students much better. I LOVE it when I get to this place...the place where I know all of my students names (100+), their quirks, personalities, and what makes them each individuals. This is always a focus for me at the start of the year. I never think I do a good enough job at this, and am always trying to do better.

This year, with the introduction of Teach-OK, I feel like I am getting to know each of them so much better. Giving them SO many opportunities in a class to talk and share with partners gives me more of a chance to assess each student and learn more about them as individuals. I get more chances to hear each student talk and interact with a partner, which gives me more of a time to hear what they have to say! So simple, it's genius.

The basic idea of Teach-OK is to give your students short bursts of information (with gestures if possible), and then they teach their partner this information. Both partners fo a full turn toward each other, both partners talk and gesture at the same time. This means that every student is saying the information, hearing the information, and moving their body to reflect the information. Three areas of the brain are stimulated, therefore making retention of information and long-term memory more possible.

My students have mastered the Teach-OK, and are starting to include some critical thinking components into their Teach-OK like the because (clapper) and example popper. Students use the because clapper to give a reason or an explanation for something. When they say because they clap. So silly, but the sound and movement help students remember to give a reason. Its lso a great way to tie new concepts to prior knowledge and give an opportunity for critical thinking. After the because clapper statement, students will use an example popper. The student touches the top of their head and moves thir hand up quickly as if an example has popped right out of their brain. The student says ""For example...", and gives an example of the idea from the because clapper.  Again, super simple, super brilliant. Here's an example...Rule #1, follow directions quickly, is important because (clapper) we need to do things quickly so we can get everything one. For example, if we don't follow directions quickly we won't have very much time in class to work on our homework.

These are the elements that allow student personalities and prior knowledge to shine through. I've learned so much about mu students in a short amount of time by listening to the kinds of reasons they have and the kinds of examples they come up with.

Not only does it allow me to assess their understanding, it helps me to get to know them as individuals. Teacher Heaven.

My next step it to begin having students give the Class-Yes and have the class mirror their because clapper and example popper. I haven't attempted this yet...it's on the list for next week.

Wib on Wibbiteers!