Issue link: http://educator.cta.org/i/994766
their tablemates of how they envision the characters. "I love using Whole Brain Teaching," says Williams, a teacher for six years who taught special education prior to this school year, which has given her oodles of patience. "It's a form of learning where your rational side and your creative side come together. ere's no behavior issues in my class because students are always moving and talking with each other. ey don't have time to goof off." Teacher of the Year Williams has been so successful with this teaching m etho d that sh e was re cently nam ed El em entar y Teacher of the Year by Fresno Unified School District. Williams believes that using "kid-friendly language," repetition, gestures and body language, and letting students talk to peers about subject matter — all com- ponents of WBT — allows them to remember what they have learned. "It worked for me in preparing to teach adults, too," she adds. "I started teaching professional development a few months ago, and saying things over and over and using gestures made me feel more prepared to present, and the adults were engaged in using the gestures." While WBT has not been validated by contemporary brain research, many educators say its methods are ef fective, and some scientists think the techniques have value. " The brain learns when things are surprising and interesting," said Daphna Shohamy, neuroscientist at Columbia University, in a 2015 PBS report. "So keep- ing things a little bit noisy and a little bit different is actually really beneficial for learning in many different ways." WBT is at times boisterous, but it is not anarchy. ere are rules that must be followed, says Williams, a Fresno Teachers Association member. She and students chant and pantomime these rules at the beginning of class in a way that, if possible, makes rules fun. (See sidebar.) Having students spend a few minutes familiarizing themselves with classroom expectations each day saves time in the long run, says Williams, because transi- tions between subjects and activities happen smoothly and quickly ; students are given positive reinforcement instead of scolding, which improves morale; and they can let off steam. WBT also recognizes emotion. If students do well, it's time for a "One-Second Party " and kids say "Oh yeah!" instantaneously with gusto. If students are not following the WBT rules, it's time for a "Mighty Groan" where they put their shoulders up to their ears and groan "ahhh" dramatically. Like many who practice WBT, Williams keeps a score- board that rewards students for appropriate behavior. ere are no actual prizes; instead, students evolve to "higher levels" on the scoreboard, much like what hap- pens in video games, where soaring to a higher level becomes its own reward. Maximized " It's the coolest thing ever. It makes learning joyful. What can be better than that?" — Carlanda Williams, Fresno Teachers Association 17 J U N E / J U L Y 2 018 Students practice what they're learning using gestures, chants and more with their tablemates.