Character Education Course [PDF]

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Character Education & Beloved Rascals! A Free 10 Week WBT Online Course



Chris “Coach B” Biffle



Lessons Week 1: Introduction Week 2: Glorious Kindness Monday Week 3: Leadership Tuesday Week 4: Courage Wednesday Week 5: Invincible Grit Thursday Week 6: Creativity Friday Week 7: Character Education Writing Week 8: Character Education Math Week 9: Character Education Reading Week 10: 25 Games for Beloved Rascals



Copyright 2016: Chris Biffle: no part of this online course may be offered for sale or distributed on the Internet without the written permission of Chris Biffle.



Week 1



Introduction



Since the days of Plato, philosophers and educators have designed Character Education programs. Plato believed the key virtues that should center a school system were Wisdom, Courage, Temperance and Justice. Aristotle believed the essence of Virtue was Moderation; we should choose the middle path between too much and too little. Christian philosophers took four moral virtues from the Greeks: Prudence, Justice, Temperance, and Courage. St. Paul added three theological virtues, Faith, Hope, and Love. In Whole Brain Teaching, we have selected Five Virtues appropriate to the modern world: Glorious Kindness, Leadership, Courage, Invincible Grit, and Creativity. We chose these virtues for these reasons. First, they establish a moral foundation for a classroom society. Second, students can apply these values to life outside school. Finally, most crucially, we found our set of Five Virtues can be easily translated into entertaining activities … not mere slogans. Kids learn the most when they have the most fun learning. We believe the best way to teach moral behavior is through Character Education games.



In this week’s lesson, we show how the Five Virtues can be added to our classroom rules. Next, we introduce an all-purpose Virtue Game that teaches critical thinking and powerful writing skills. In weeks 2-6, we describe how each day of the week highlights a different value. — Glorious Kindness Monday — Leadership Tuesday — Courage Wednesday — Invincible Grit Thursday — Creativity Friday In weeks 7-9, you will discover Virtue games for math, writing and reading. Week 10 contains 25 Character Education entertainments designed for Beloved Rascals, challenging kids.



Important! Explain to your kids that Kindness truly is Glorious. A dictator could have the skills of Leadership, Courage, Invincible Grit and Creativity … but, of course, without Glorious Kindness he remains a terrible person. Kindness is by far the most important of our Character Education values … because only Kindness transforms the mere talents of Leadership, Courage, Invincible Grit and Creativity into Golden Virtues.



Our Character Education program begins with a set of Five Virtues: a substantial addition to our famous Classroom Rules!



WBT New Rules 1. Follow directions quickly. 2. Raise your hand for permission to speak. 3. Raise your hand for permission to leave your seat. 4. Make smart choices: Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 5. Keep your dear teacher happy! Diamond Rule: Keep your eyes on the target, please!



The Virtue Gestures — Glorious Kindness (hold out your hands) — Leadership (waggle one finger over our head) — Courage (flex your muscles) — Infinite Grit (tap your heart) — Creativity (draw an invisible picture in the air)



Click here for demonstration of the rule gestures by Heidi Martin, WBT staff member.



A word about Invincible Grit Grit is the determination to improve, no matter the obstacle.



Invincible Grit is the unconquerable determination to improve, no matter the obstacle.



We don’t want to teach virtue as a “unit.” We want to



infuse virtue education into all academic subjects!!!



Dede BlueBird



Here’s how to turn the Five Virtues into THE VIRTUE GAME to develop students’ writing and critical thinking skills!



THE VIRTUE GAME



Glorious Kindness I am kind when I ______. I am kind when I ______ and ______. I am kind when I _____, ______, and _______. Complete the above orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



THE VIRTUE GAME



Leadership I show leadership when I ______. I show leadership when I ______ and ______. I show leadership when I _____, ______, and _______. Complete the above orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



THE VIRTUE GAME



Courage I show courage when I ______. I show courage when I ______ and ______. I show courage when I _____, ______, and _______. Complete the above orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



THE VIRTUE GAME Infinite Grit I have Infinite Grit when I ______. I have Infinite Grit when I ______ and ______. I have Infinite Grit when I _____, ______, and _______. Complete the above orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



THE VIRTUE GAME Creativity I have Creativity when I ______. I have Creativity when I ______ and ______. I have Creativity when I _____, ______, and _______.



Complete the above orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



Here’s ascending levels of THE VIRTUE GAME … powerful lessons in critical thinking, topic sentences, paragraph, and essay construction!!!!



Biffy BlueBird



Explain that in the following game: — Green blanks should be completed like a student two grades higher. — Blue blanks should be completed like a student three grades higher. — Red blanks should be completed like a student five grades higher!



+2 Grades



+3 Grades



+5 Grades



Complete the following orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



Glorious Kindness I am kind when I ______. Sentence about the green blank.



+2 Grades



Complete the following orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



Glorious Kindness I am kind when I ______ and when I _______. Sentence about the green blank. Sentence about the blue blank.



+2 Grades



+3 Grades



Complete the following orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



Glorious Kindness I am kind when I ______, ____, and ______. Sentence about the green blank. Sentence about the blue blank. Sentence about the red blank. +2 Grades



+3 Grades



+5 Grades



Complete the following orally with a partner, or in solo writing. Continue working until your teacher provides a new assignment.



Glorious Kindness I am kind when I ______, ____, and ______. Paragraph about the green blank. Paragraph about the blue blank. Paragraph about the red blank.



+2 Grades



+3 Grades



+5 Grades



Use the same sequence with the other four virtues: Leadership, Courage, Invincible Grit, and Creativity.



1. To sum up, we’ve added Five Virtues to our Rules: Glorious Kindness, Leadership, Courage, Invincible Grit, and Creativity. 2. Virtue Education should be infused into academic instruction. 3. The Virtue Game teaches critical thinking, writing, and core concepts of Moral Behavior!!



Kids don’t learn virtues by hearing about them … they learn by rehearsing virtuous conduct … discover how in the following lessons.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week One Goal In your first week, introducing Character Education to your class, rehearse several times a day, the Classroom Rules with the Five Virtues. Play the Virtue Game with the Glorious Kindness theme described earlier. Have fun!



Week 2 Glorious Kindness Monday



Before we talk about how to teach Glorious Kindness every Monday, let’s review the NEW WBT rules!



Whole Brain Teaching’s New Rules 1. Follow directions quickly. 2. Raise your hand for permission to speak. 3. Raise your hand for permission to leave your seat. 4. Make smart choices: -- Glorious Kindness: gesture (extend one hand then the other) -- Leadership: gesture (raise one finger over your head) -- Courage: gesture (flex your muscles) -- Invincible Grit: gesture (tap your heart) -- Creativity: gesture (draw an imaginary picture) 5. Keep your dear teacher happy! Diamond Rule: Keep your eyes on the target, please!



Okay ... next step ...



the Virtue Calendar!



Virtues Glorious Kindness Monday Leadership Tuesday Courageous Wednesday Invincible Grit Thursday Creativity Friday Put this list on the board



Virtues Glorious Kindness Monday Leadership Tuesday Courageous Wednesday Invincible Grit Thursday Creativity Friday Put a star beside Virtue of the Day



Virtues Glorious Kindness Monday Leadership Tuesday Courageous Wednesday Invincible Grit Thursday Creativity Friday Important! Explain that you want to see all the virtues every day ... but with a special focus on Virtue of the Day!



Kindness Monday LESSON PLAN DEFINITION: Kindess defeats Selfishness. 1. There are three ways to demonstrate Glorious Kindness: speaking KINDLY, acting KINDLY, wearing a happy, KINDLY expression. 2. Tell your neighbors what a KIND person would say in this classroom. 3. Tell your neighbors what a KIND PERSON would do in this classroom. 4. Show your neighbors a happy, KINDLY face. 5. (For CRITICAL THINKING) Tell your neighbors WHY a KIND PERSON would follow Rule 1 (2, 3, 4, 5, Diamond Rule). (After 2-5 above, call on kids to share with the class.)



Monday Teacher selects one every Monday



Tells a story about a Kind person she/he has known. Shows a newspaper story that features Kindess or Selfishness



Describes a movie or video that featured a Kind or Selfish person.



Monday Teacher asks for student suggestions (teacher prompts if necessary)



Sample Suggestions 1. Be polite 2. Let others go first. 3. Praise other students.



The easiest way to teach Glorious Kindness, is to begin with a simple, often repeated, lesson on manners. When you appreciate your students’ attention, hard work, manners, engagement, say “Thank you!” Hold out one hand, palm up, when you say “Thank” and the other hand, palm up, when saying “you.” Students reply, imitating your two part gesture, “You’re” (one hand held toward you), “welcome!” (the other hand held toward you).



To make the “Thank you, you’re welcome!” strategy powerfully engaging, vary -- your tone of voice, but keep it sweet. -- the speed of your response -- your facial expression, small to big smile -- proximity to students, close to one group, then another



Glorious Kindness Summary 1. Every Monday, focus on Glorious Kindness, placing a star beside Kindness on your virtue list. 2. Post a list of teacher and student suggestions of Kind actions for that day. 3. Use the Please/Thank you routine frequently. 4. Emphasize that you want to see the other virtues as well: Leadership, Courage, Invincible Grit, and Creativity.



Five Glorious Kindness Games for Beloved Rascals



… using Wild Jack as an example!



Kindness 1/ PRACTICE SESSIONS: Hold one on one, short, training sessions with Jack in the Kindness pattern described earlier, “Thank you!” “You’re welcome!” Explain that you need his help in teaching Kindness to other kids. You say, holding our your hands, “Thank you” and Jack replies, extending his hands back to you, “You’re welcome.” “Thank you for helping me.” “You’re welcome.” “Thank you for paying close attention.” “You’re welcome.” When class resumes, you and Jack demonstrate the Kindness routine.



Kindness 2/ CHOOSE A PARTNER: Ask Jack if he would like to choose someone in class to be his Kindness partner. He choses Maria. Say, “If I see you quickly responding to the Kindness routine, perhaps we can arrange a 10 minute reseating of you with Maria before long to see how this works.” Of course, you check with Maria to see if she is agreeable. Keep your reward promises short (10 minutes) and the implementation of the reward indefinite (someday).



Kindness 3/ STAR CARD: Give Jack a 3x5 card decorated with stars. Say, “Whenever you do something Kind, including respond to the Kindness routine, give yourself a tally mark on the Star Card. When you do something Extra Kind for someone in class, put their name on the card and give yourself two tally marks. I’ll look at your card after class each day. If we both see ongoing Glorious Kindness improvement, then you will earn a star on the Super Improver Team.” Discuss with Jack, examples of Extra Kind actions. If he wishes, Jack can put the names of kids on his Star Card that he’s planning to target with Glorious Kindness.



Kindness 4/ SECRET SIGN: Tell Jack you would be happy to be his Kindness Coach. Arrange a Secret Sign between the two of you, raising eyebrows, crossing fingers, tapping the temple, whatever. When the two of you exchange the Secret Sign, you are reminding each other to be Kind with kids in class.



Kindness 5/ SECRET KINDNESS NINJA: Tell Jack that you’d like his help in spreading Kindness around the classroom. Explain that smiling at people is one of the simplest and most powerful ways of being Kind. Ask him to become a Secret Kindness Ninja and make a list of his Smiling Targets. As practice, the two of you will exchange Secret Smiles during the day. When you both judge he is ready, Jack will report his experiences to you before leaving for home.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Two Goal In your second week,introducing Character Education to your class, rehearse the Classroom Rules with the Five Virtues, several times a day. Show kids which Virtues will eventually be the focus of each day of the week. Play the Thank-you, You’re Welcome game frequently. If necessary, experiment with one of the Beloved Rascal Kindness Games.



Week 3 Leadership Tuesday



Leadership Tuesday LESSON PLAN



DEFINITION: Leadership defeats Apathy. Apathy is not caring. 1. There are three ways to demonstrate LEADERSHIP: speaking as a LEADER, acting as a LEADER, wearing a LEADER’S happy expression. 2. Tell your neighbors what LEADERS would say in this classroom. 3. Tell your neighbors what LEADERS would do in this classroom. 4. Show your neighbors a happy, leadership face. 5. (For CRITICAL THINKING) Tell your neighbors WHY a LEADER wou follow Rule 1 (2, 3, 4, 5, Diamond Rule). (After 2-5 above, call on kids to share with the class.)



Tuesday Teacher selects one every Tuesday



Tells a story about a Leader she/he has known. Shows a newspaper story that features Leadership or Apathy



Describes a movie or video that featured a Leader or an apathetic person.



Tuesday Teacher asks for student leadership suggestions (prompting if necessary).



Sample Suggestions 1. Respect others. 2. Help everyone, not just your friends. 3. Be encouraging to anyone who needs encouragement.



I’ve never been a fan of discussion! Even on the liveliest days, only a few students participate. Instead, pick a discussion topic and say, “tell your neighbor what you think!” Then, every kid is involved.



The simplest way to encourage LEADERSHIP is to tell kids that Leaders in your class behave like mature kids



two grades higher!



Level 1



1st grade



Here is how Leadership Tuesday fits into your Scoreboard.



5th grade



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Level 1



1st grade



Mark a Smiley as students generally or individually hit their the goals.



5th grade



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Level 1



1st grade



Mark a Frowny as students, NOT individuals, miss their the goals.



5th grade



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Level 1



1st grade



We never mark a Frowny for the misbehavior of one kid!



5th grade



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Here is how Leadership Tuesday fits into your Super Improver Team!



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Award individual kids Super Improver Stars or Star Lines when you see dramatic improvement!



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



Here’s how the display looks after weeks of improvement!



Goals 1. Leadership: +2 Grades 2. Leadership: speak respectfully



All day, frequently review the Leadership Goals!



Emphasize that you want to see all five virtues every day … but Tuesday’s focus is Leadership. You don’t want your kids being good one day … and then acting inappropriately another … you want consistent virtuous behavior!!



Leadership Summary 1. Every Tuesday, focus on Leadership, placing a star beside Leadership on your virtue list. 2. Post a list of teacher and student Leadership suggestions for that day. 3. Model, and have students model, two grades higher leadership behavior. 4. Emphasize that you want to see the other virtues as well: Glorious Kindness, Courage, Invincible Grit, and Creativity.



Five Leadership Games for Beloved Rascals



… using Wild Jack as an example!



Leadership 1/ TIMER: In a one on one session, review with Jack that Leadership involves behaving like a mature student, two grades older. You’ve certainly made this point, repeatedly, in class. Say, “Mature kids open their books with amazing speed … without tearing pages, of course! I’ll say ‘Geography 15! You say, Geography 15 three times, opening your book to page 15 as quickly as possible.” Time Jack several times. Encourage quick, but not crazed, book opening. If Jack wishes, when class reconvenes he can demonstrate his Leadership in wondrous book opening. As the year unfolds, use this same solo practice routine for lining up (by himself), getting out paper and pencil, putting materials away, etc. Of course, if you have several Jacks and Jackies, have them briefly practice at recess, or some other occasion, when other children will not be a distraction.



Leadership 2/ CALL OUTS: Pick some kids daily to be Call Out Leaders (COL). When you point at a COL, she/he sings out, like a mature, two grades older student, “Class!’ Everyone responds, “Yes!” while folding their hands. This provides COLS with a thrilling, if momentary, Power Experience. No child can resist a Power Experience. Ask Jack what goal he should set, to become a COL. Talk with him until you both agree on a reasonable goal. Then, check with him daily.



Leadership 3/ LINE LEADER: Who knows why, but kids love to be the first person in line. Probably because our brains are wired to be Alphas, leaders of the pack. Every morning write one of the class rules, including the Character Education values, as Line Leader goal on the board. Before first recess, pick out the student who has improved the most since the previous day, in meeting that goal. This lucky kid gets to be Line Leader for the Day! After Jack sees the delight of this reward, talk to him one on one. Show him a list of the five behaviors you’d like to see him improve. Each should be tied to one of the class rules. Ask him to pick the easiest behavior to polish. Tell him that when you see improvement, he’s got a chance of being Line Leader.



Leadership 4/ BIG IMPORTANT POINT: Make a sign, suspended from the ceiling, with a down pointing arrow. Label the display: Big Important Point. Stand under the sign when you’ve got something incredibly important to announce. Disruptive kids adore attention … that’s why they are such a handful. They will do anything to get into the spotlight. Occasionally, write out your Big Important Point and let a student improving in leadership, read the note, under the down pointing arrow. One on one, give Jack a “note announcement card.” Say, “I’ll write down a word or two on the note announcement card, each day when I see you improving in (insert a simple, clear behavior, like Rule 2, raising your hand for permission to speak). When I have completed the note, you’ll win the right to read it under the Big Important Point.”



Leadership 5/ LEADERSHIP LOTTERY: Decorate a shoebox and label it Leaders! When you see students exercising leadership skills as listed on the whiteboard, write their name on a card and drop it in the box. Kids’ names can be dropped in the box multiple times. Every Friday, pick a few cards from the box. The winners of Leadership Lottery are next week’s leaders; meet with them daily to practice key WBT skills. In essence, you are training weekly leaders to be WBT Student Teachers. Every Friday, pick a new set of Leaders and give every nominated kid his/her cards to proudly take home to their parents. Thus, the Leader! box is filled during the week, and emptied every Friday. So the selection isn’t entirely random, one before you draw from the box, pick one or two kids, on your own, who are Sure Things. They have been such marvelously improving leaders that they are guaranteed a spot on the next week’s leadership team. Talk to Jack occasionally about what it would for his name to be dropped in the box (many times!) … and what would he have to do to become a Sure Thing. When he responds, as he probably will, “I don’t know” create a list of goals centered abound the class rules.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Three Goal In your third week introducing Character Education to your class, continue to rehearse the Classroom Rules with the Five Virtues, several times a day. Show kids which Virtues will eventually be the focus of each day of the week. On Monday, emphasize the Thank you-You’re welcome game. On Tuesday, focus on Leadership as described earlier. On Wednesday through Thursday, continue to emphasize Glorious Kindness and Leadership.



Week 4 Courage Wednesday



Courage Wednesday LESSON PLAN DEFINITION: Courage defeats Fear. 1. There are two ways to demonstrate Courage: speak Courageously, act Courageously. 2. Tell your neighbors what a Courageous student would say in this classroom. 3. Tell your neighbors what a Courageous student would do in this classroom. 4. (For CRITICAL THINKING) Tell your neighbors examples of Fearful words and actions you have seen. 5. Tell your neighbors examples of Courageous words and actions you have seen. (After 2-5 above, call on kids to share with the class.)



Wednesday Teacher selects one every Wed



Tells a story about a courageous person she/he has known. Shows a newspaper story that features courage or fear.



Describes a movie or video that featured a courageous or fearful person.



Teacher asks for student suggestions (teacher prompts if necessary)



Wednesday Sample Suggestions 1. Ignore bullies. 2. Don’t be afraid to ask for help. 3. Bravely take responsibility for your actions. 4. Fearlessly admit mistakes.



The easiest, most useful way to teach Courage is to help students overcome their HUGE FEAR of public speaking!



Public Speaking Courage Step 1: Individual kids stand QUICKLY when you point at them.



Public Speaking Courage Step 2: Standing, they exclaim “Class!” [Pause] “Mirror Words”.



Public Speaking Courage Step 3: They use Mirror Words gestures to count to three.



Public Speaking Courage Step 4: [Eventually] They use Mirror Words gestures to repeat a point you made in a lesson.



Public Speaking Courage Summary Step 1: Individual kids stand QUICKLY when you point at them. Step 2: Standing, they exclaim “Class!” [Pause] “Mirror Words” Step 3: They use Mirror Words gestures to count to three. Step 4: [Eventually] they use Mirror Words gestures to repeat a point you just in a lesson. -- SCAFFOLD THESE STEPS! In lower grades, spend a day at each step. In upper grades, move more quickly ... upper and lower grades, repeat steps as necessary.



Summary 1. Every Wednesday, focus on Courage, placing a star beside Courage on your virtue list. 2. Create a list of teacher and student suggestions of courageous actions for that day. 3. Frequently model, and have students demonstrate, the courageous use of Class-Yes and Mirror Words when addressing the class. 4. Emphasize that you want to see the other virtues as well: Glorious Kindness, Leadership, Invincible Grit, and Creativity.



Five Courage Games for Beloved Rascals



… using Wild Jack as an example!



Courage 1/ SUPERHERO/SUPER VILLAIN: Explain to your class in general and Jack in particular, that Courage can be used for good or ill, wisely or foolishly. A policeman could be courageous while confronting a drug deal, who is courageously resisting arrest. Frequently, generate discussion on the right and wrong way to be courageous, in the world and at school. You can make this distinction between benevolent and wicked courage clearer to Jack with a dear to his heart example. Jack, like many Beloved Rascals, is obsessed with Super Heros … probably becomes he feels so powerless, overwhelmed by life at home, or his own mysterious inability to control his outbursts. On on one, talk to Jack about his favorite Superheroes … and the Super Villains Jack would love to defeat. Role play with Jack. You take the role of the Super Hero or Villian. Talk to Jack about his classroom behavior … give him good Super Hero Advice or Horrible Villain Advice. Then, switch roles. You are Jack, he is the Hero or Villain of his choice. Use these interchanges as short counseling sessions for Jack to begin to understand, in his own terms, what are the proper and improper uses of Courage in class. If nothing else, you and your Beloved Rascal will draw closer, discussing characters that fascinate him.



Courage 2/ COURAGE BRACELETS: Buy ten or so gold colored, plastic bracelets … or any other easy to award adornment. Hand out the bracelets during the day, when you see students improve in the confidence, volume, and/or the creativity of their public speaking skills (as described earlier). So that you don’t have to buy hundreds of Courage Bracelets, kids turn in their awards at the end of each day … but you take their picture with bracelets prominently displayed. Once a week, or so, email the pictures to the parents, or give kids a paper copy. Jack, like most Beloved Rascals, has plenty of Courage. Public speaking is his forte. Ask him to model confident voice and demeanor to the class. In effect, the more Jack publicly demonstrates his skills, the more self controlled and positive goal directed, he becomes. Occasionally, Jack and others, might earn two gold bracelets!!! Oh!



Courage 3/ DETAIL ADDER: As difficult as it is for most students to speak to their classmates, it’s even harder, more courageous, for them to make extended responses. When students add one or more sentences to their views in writing or speaking, we call these sentences Detail Adders. A Detail Adder supplies additional information. Our gesture for Detail Adders is pointing forefingers at each other and rolling them … as if to say, “tell me more!” If Jack is bold, and many Beloved Rascals are, give him advanced Detail Adder instruction. One on one, ask him simple questions, give Jack the Detail Adder gesture, coach him in how to add information to his response. You’ll be putting Jack’s bold courage to good use … for himself and the instruction of his peers.



Courage 4/ TRUE CONFESSIONS: What you want is for students to tell you when they are lost … when they need a review of a previous point, or entire lesson! Confessing ignorance takes substantial Courage for an adult, even more so for a child. To address this problem, show kids a “go over that again” gesture, a one finger head scratch. Students don’t have to say a word …just visually confess they’re lost. Jack is often lost. When you sense your students need a review, occasionally pick Jack as the spokesperson for the Confused. Say, “Jack, I think some of your friends need a review. Please show us the ‘go over it again,’ gesture.’” The beauty of this technique is that Jack doesn’t have to do anything but Courageously scratch his head. As he does, Wild Jack is right where you want him … inside your system.



Courage 5/ TRUE COURAGE: We demonstrate praiseworthy Courage when we do what we fear, for the good of others. If you are not afraid of saving a child from drowning, you should be praised for Courage … but even more so, if you have had a lifelong fear of water. Talk to Jack one on one. (One on one chats about anything are wonderful relationship builders with your Beloved Rascals.) Ask Jack about his favorite and least favorite subjects. Eventually, point out to him that, generally, he likes subjects where he excels, doesn’t like subjects where he’s lost. Point out to him that even talking about our weaknesses, takes considerable Courage. Praise him for simply describing why some classroom activities are fearful … and offer advice about how he can move forward.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Four Goal In your fourth week introducing Character Education to your class, continue to rehearse the Classroom Rules with the Five Virtues, several times a day. Show kids which Virtues will eventually be the focus of each day of the week. On Monday, emphasize the Thank you-You’re welcome game. On Tuesday, focus on Leadership behaving like students two grades older. On Wednesday, begin to teach kids how to courageously address the class as described earlier. On Thursday and Friday continue to emphasize Glorious Kindness, Leadership, and Courage.



Week 5 Invincible Grit Thursday



Gritty Thursday LESSON PLAN DEFINITION: “Invincible” means “can’t be defeated.” Grit means “never quitting.” If you have Invincible Grit you can’t be defeated because you never quit. Invincible Grit defeats Discouragement. 1. There are two ways to demonstrate Invincible Grit: Gritty speaking, Gritty actions. 2. Tell your neighbors what a student with Invincible Grit would say in this classroom. 3. Tell your neighbors what a student with Invincible Grit would do in this classroom. 4. (For CRITICAL THINKING) Tell your neighbors examples of Discouraged words and actions you have seen. 5. Tell your neighbors examples of Gritty words and actions you have seen. (After 2-5 above, call on kids to share with the class.)



Thursday Teacher selects one every Thurs



Tells a story about a Gritty or easily discouraged person she/he has known. Shows a newspaper story that features Grit or Discouragement.



Describes a movie or video that featured a Gritty or Discouraged person.



Thursday Teacher asks for student suggestions (teacher prompts if necessary)



Sample Suggestions 1. Don’t say, “I can’t.” 2. Keep trying on math problems. 3. Help others who are discouraged.



The easiest way to teach Invincible Grit is to use a pair of dice …



As soon as you bring out the dice, every kid PAYS INTENSE ATTENTION?



Why?



Scientists have discovered that the brain produces the most dopamine, our pleasure chemical, when it anticipates …



UNCERTAIN REWARD! We love games because they are pure UNCERTAIN REWARD!



Let’s hurry on to groundbreaking Uncertain Reward research from Dr. Paul Howard Jones of the University of Bristol.



1st experiment: Predictable Reward: A monkey receives a drip of honey whenever a triangle appears on the screen. Every triangle produces a spike in the monkey’s dopamine.



dopamine



2nd experiment: Random Reward: The monkey receives a drip of honey occasionally … sometimes from the appearance of the triangle, sometimes from the square, sometimes from the circle. Random reward.… Every honey drip produces a dopamine spike.



dopamine



3rd experiment: Uncertain Reward: The monkey receives a drip of honey occasionally … but only from the triangle. Uncertain reward … Dopamine rises in anticipation … and then spikes higher on the honey drip!



dopamine



Conclusion: Every game of chance, and every game is a game of chance, produces dopamine spikes because of Uncertain Reward. We love games BECAUSE WE DON’T KNOW IF WE WILL WIN!



We shoot the basketball, we roll the monopoly dice, we move the chess piece. Oh! What will happen! Games are Uncertainly Rewarding … and that’s why we’re addicted to game playing … because we are addicted to dopamine released by Uncertain Reward!!!



So, when you pull out the dice, your students’ brains start to get jacked up with dopamine … what’s going to happen? Uncertain Reward!!



Invincible Grit Step 1: Tell kids they are going to play Invincible Grit. Show them a pair of big foam dice. Put the numbers below on the board and circle 7. 2 3 4 5 6 7 8 9 10 11 12



Step 2: Begin a demanding exercise. extended reading, tough word problems, whatever. Explain that when you see the whole class intensely focused for a period of time (say, 10 minutes) displaying Invincible Grit …You will roll the dice. If 7 comes up, the whole class gets 2 points. When they have amassed 10 points over several days, they win a 30 second dance party!



Step 3: If 7 doesn’t come up, the class pats their heart, and cheers, “We’ve got Grit! We don’t Quit!”



Step 4: As days unfold, talk about the importance of defeating Discouragement in real life situations. When playing Invincible Grit, kids learn to happily engage in a challenging activity even though the odds are against them. Invincible Grit teaches a positive response to failure … a crucial life lesson.



Why does this game work? Because rolling the dice in Invincible Grit involves Uncertain Reward … which produces dopamine … the brain’s pleasure chemical. In fact, even losing and “winning” the right to cheer “We’ve got Grit! We don’t Quit!” is a dopamine producing Uncertain Reward!



Infinite Grit Summary Step 1: 2-12 are written on the board. Foam dice are displayed. Step 2: Kids engage in a difficult task; when they display Invincible Grit, determination to continue, the dice are rolled. If 7 comes up they win a point (10 needed) toward a 30 second dance party.* Step 3: If 7 is not rolled, kids exclaim, “We’ve got Grit! We don’t Quit!” Step 4: Examples of Invincible Grit are discussed during the week. * Don’t let the kids win too often… about one time in three … keep them Uncertain about whether or not they get to play Uncertainly Rewarding Invincible Grit!



In life, the odds are stacked against our kids. One of the most important lessons to learn is to not be crushed by failure. People who have Invincible Grit cannot be defeated!



Summary 1. Every Thursday, focus on Invincible Grit, placing a star beside Invincible Grit on your virtue list. 2. Create a list of teacher and student suggestions of Gritty actions for that day. 3. Frequently model, and have students demonstrate, Gritty attitudes that overcome discouragement. 4. Near the end of the day, play Invincible Grit. 4. Emphasize that you want to see the other virtues as well: Glorious Kindness, Leadership, Courage, and Creativity.



Five Invincible Grit Games for Beloved Rascals



… using Wild Jack as an example!



Invincible Grit 1/ HIGH ROLLERS: There are two potent privileges associated with the Invincible Grit game described earlier: picking the lucky number and rolling the dice. Other rewards, less obvious, may be added. Some Lucky Ducky might earn the role of Dice Talker. The Dice Talker speaks encouragingly to the dice, before the Dice Roller rolls. “Come on little dice we need a 7!” The One Shot/Two Shot Caller can determine if the dice are rolled one, or two, at a time. The thrill of rolling Two At A Time, if the coveted number is 7, is that no matter what comes up on the first roll … 1-6 … a win is still possible with the second roll. As the year unfolds, you can add to the entertainment of Invincible Grit by picking a Do-Over number or a Double Lucky. A Do-Over is a number selected in advance that earns a second roll. Gee! A Double Lucky is a number selected in advance that is a second winning combination. Golly. Look at the rewards available to Jack, in the mechanics of Invincible Grit: Dice Roller, Number Picker, Dice Talker, One Shot/Two Shot Caller, Do-Over Selector, Double Lucky Chooser. Distribute these small rewards occasionally to Jack and his Jack-like companions.



Invincible Grit 2/ BLIND HAPPINESS: Odds are that your Jack, like so many other Jacks, suffers enormously from discouragement. Life at home is hard. Life at school is hard. Giving up comes naturally. Invincible, never give up, Grit is hard to come by. You need a way to frequently see what is going on inside your Beloved Rascal. Whenever you wish, ask your kids to shut their eyes. Say, “Lift one hand to show me how your feel. Keep your hand low if you aren’t feeling too happy. Lift your hand high if your are feeling very happy.” Observe the results. Then, say, “Keep that hand up. Now show me with your other hand how determined you are to give yourself a great day. Low hand, you feel discouraged. Hand really high, you’ve got Invincible Grit. You’re determined to not let your mood ruin your day.” Observe Jack’s reaction and talk to him as necessary.



Invincible Grit 3/ GRIT CHECKER: Similar to the show of hands suggested in the previous strategy, try the Energy Checker when students are engaged in a challenging task. Say, “I don’t want to disturb, but when you hear me quietly say, ‘Check’ lift one hand to show much your level of Invincible Grit. A hand straight up, way high in the air, shows you have lots of determination. A lower hand, means you aren’t feeling quite so much energy.” Then, occasionally call out “Check!” Note Jack’s response and privately counsel him as necessary.



Invincible Grit 4/ UNFORGETTABLE STORY TELLERS: Your students’ parents and community are full of Invincible Grit experts. Everyone, especially grandparents, has stories about serving difficulties with unconquerable determination. The older the expert, odds are, the higher the obstacles they overcame. However difficult America’s current hardships, no challenge compares to life in the Depression. There is a good chance Jack, or someone in his family, can be prevailed upon to visit class and talk about when Life Was Really Hard. If you can convince one of Jack’s relatives to come in and share, thank your lucky stars. Bonding with Wild Jack’s family is one of the best ways to help your Beloved Rascal.



Invincible Grit 5/ DOUBLE SELF PORTRAITS: Art, as you know, can be powerfully therapeutic. Unfortunately, many kids can stand their perceived lack of drawing skills. Say the following, “I want you all to draw a portrait of what you feel like when you are really discouraged with some part of our class. If you’d like, simply make a rough sketch and label it with the thoughts and feelings that go through your head, when you are working on a hard assignment. We will draw for (insert time). If you finish one picture, please re-draw it more neatly, or start another.” At the end of the drawing period, ask them to draw another picture of how they feel when they are full of Invincible Grit. Observe Jack’s pictures and use them, in one on one sessions, to help him talk about his negative … and positive .. .moods.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Five Goal In your fifth week introducing Character Education to your class, continue to rehearse the Classroom Rules with the Five Virtues, several times a day. Show kids which Virtues will eventually be the focus of each day of the week. On Monday, emphasize the Thank you-You’re welcome game. On Tuesday, focus on Leadership, behaving like students two grades older. On Wednesday, continue to teach kids how to courageously address the class On Thursday, introduce kids to the wonders of Invincible Grit. On Friday, emphasize Glorious Kindness, Leadership, Courage … with a special focus on Invincible Grit.



Week 6 Creativity Friday



Creativity Friday LESSON PLAN DEFINITION: Creativity is making new things. Creativity defeats Boredom. 1. There are two ways to demonstrate Creativity: Creative speaking, Creative actions. 2. Tell your neighbors what a Creative student would say in this classroom. 3. Tell your neighbors what a Creative student would do in this classroom. 4. (For CRITICAL THINKING) Tell your neighbors examples of feeling bored. 5. Tell your neighbors examples of when you are Creative. (After 2-5 above, call on kids to share with the class.)



Friday Teacher selects one every Friday



Tells a story about a Creative person she/he has known. Shows a newspaper story that features Creativity



Describes a movie or video that showed Creativity.



Teacher asks for student suggestions (teacher prompts if necessary)



Friday Sample Suggestions 1. Write Creatively 2. Solve problems Creatively. 3. Draw Creatively.



One easy way to teach Creativity is to simply use Magic Mirror. You talk without gestures. The kids say your words AND creatively invent their own gestures. This develops their visual and motor memory … two crucial brain areas.



However, our highest goal is academic creativity, developing students’ intellectual skills. So, we invented the Academic Rainbow Word Wall! Kids need to practice words like “fact” and “opinion” more than typical vocabulary words like “astute” and “glimmer.”



Academic Rainbow Word Wall! Color code your vocabulary words in terms of their “grade level,” that is, their difficulty. As kids talk to their neighbors, encourage them to Creatively use Rainbow Words!



+2 Grades +3 Grades +4 Grades



SAMPLE Kindergarten ACADEMIC RAINBOW WORD WALL



2nd Grade 3rd Grade 5th Grade Compare Fact Analyze Contrast Opinion Characteristic



Color coding indicates the difficulty of a word. Assign a term that you want to see kids creatively use when they are teaching each other one of your lessons. Later, let them choose from one list … still later, let them choose from any list.



SAMPLE 1st GRADE ACADEMIC RAINBOW WORD WALL



3rd Grade Compare Contrast Connect



4th Grade Fact Opinion Evidence



6th Grade Analyze Characteristic Cause



For first graders, simply add another word to each list.



SAMPLE 2nd GRADE ACADEMIC RAINBOW WORD WALL



4th Grade Compare Contrast Connect Main Idea Conclusion



5th Grade Fact Opinion Evidence Purpose Prove



7th Grade Cause Effect Analyze Characteristic Infer



Use same list for 3rd-12th … but mark colors two, three, and five grades higher as appropriate.



Definitions



+2 Grades COMPARE: show how two things are alike CONTRAST: show how two things are different CONNECT: connect two things to your feelings MAIN IDEA: what something is all about CONCLUSION: the end of something



Gestures



+2 Grades COMPARE: lace fingers together CONTRAST: bump fists together CONNECT: link two fingers together MAIN IDEA: Draw big circle on palm, the “main idea” is what something is all about CONCLUSION: wave your hands as if you’re an umpire signaling “safe!”



Definitions



+3 Grades FACT: what is true OPINION: what you believe is true, but don’t know for sure EVIDENCE: information that shows a statement is true PURPOSE: the goal, what you are trying to do PROVE: showing your evidence supports your conclusion



Gestures



+3 Grades FACT: pound fist in palm OPINION: scratch head EVIDENCE: tap an imaginary cell phone as if looking for information on the Internet PURPOSE: point finger straight ahead PROVE: Keep pounding fist in palm because you have to keep using facts to show you are right



Definitions



+5 Grades CAUSE: what starts a change EFFECT: what continues a change ANALYZE: to look at something carefully CHARACTERISTIC: a part of a whole INFER: to use what you know, to try to prove what you don’t know



Gestures



+5 Grades CAUSE: Swing right hand, the cause, toward left hand EFFECT: Swing left hand away, the effect,of being hit by the cause, the right hand ANALYZE: hold a magnifying glass to your eye CHARACTERISTIC: grab your little finger, it is one “characteristic” of your hand INFER: hold two fists apart; the right fist is what you know; the left is what you’re trying to prove



Looking Back Use Magic Mirror, for any lesson, to develop students’ ability to represent your lessons with creative gestures.



Looking Back Use the Academic Rainbow Word Wall, to develop students’ ability to creatively paraphrase your lessons with key academic vocabulary.



Virtue Calendar Summary Glorious Kindness Monday: Teach Glorious Kindness by frequently saying “Thank you!”and your students reply, “You’re welcome!” Leadership Tuesday: Teach Leadership by asking kids to perform like students two grades higher. Courage Wednesday: Teach Courage by showing students how to address the class with Mirror Words. Invincible Grit Thursday: Teach Invincible Grit by playing the dice game … with odds stacked against winning. Creative Friday: Teach Creativity with Magic Mirror and the Academic Rainbow Word Wall!



MONDAY Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity



TUESDAY



THURSDAY Glorious Kindness Leadership Courage



Creative Friday!!



INVINCIBLE GRIT Creativity



Glorious Kindness LEADERSHIP Courage Invincible Grit Creativity



WEDNESDAY Glorious Kindness, Leadership, COURAGE, Invincible Grit, Creativity



Summary 1. Every Friday, focus on Creativity, placing a star beside Creativity on your virtue list. 2. Create a list of teacher and student suggestions of Creative actions for that day. 3. Frequently model, and have students demonstrate, the Creative use of Academic vocabulary. 4. Emphasize that you want to see the other virtues as well: Glorious Kindness, Leadership, Courage, and Invincible Grit.



In the next three weeks we demonstrate how to incorporate Character Education into Writing, Math, and Reading.



Five Creativity Games for Beloved Rascals



… using Wild Jack as an example!



Creativity 1/ SOCKLESS HAND PUPPETS: If Jack is a Lone Wolf, as many Jack’s are, then when the other kids are teaching their neighbors, ask Jack to hold up two hands, his Sockless Hand Puppets. One hand can, creatively, teach the other your lessons. Tell Jack that if he does a good job, then he can transform his hands into any Super Hero, or movie character, he wishes. Oh! Listen to Batman, with true Batman creativity, teach Robin about reducing fractions! If other kids want to share in Jack’s privileges, well and good. Let Jack show his Leadership skills in Kindly and Courageously showing his classmates how to become Sockless Hand Puppeteers.



Creativity 2/ MONSTER TRUCK FIST: Show Jack that you have written invisible numbers, 1-10, on his desk top. Anytime in class, use the good teaching technique of summarizing important points. “My first point was … My second point was … “ and so forth. As you summarize, Jack makes a fist and creatively “drives” his Monster Truck from one number to the next, repeating your lesson as he goes. If other kids ask to play Monster Trucks (or any other vehicle, including Magic Pony!), then ask Jack to demonstrate his skills. Your dream comes true. Your Beloved Rascal is leading other students in on-task behavior!!



Creativity 3/ SECRET CHALLENGES: Pick Jack’s easiest to improve, negative behavior, for example, distracting himself by playing with his shoelaces. Outside of class, say, “Jack, sometime today I’m going to whisper a Secret Challenge in your ear. Today, the Secret Challenge will be not playing with your shoelaces. If I see you doing a good job with this Challenge, I will have everyone cheer for you before recess.” Keep your payoffs intrinsic, a class cheer, writing the student’s name in gold letters on the board, a commendation to take home. Jack should be rewarded with public recognition for good behavior, not with a carmel or a weird pencil with hair sprouting from the eraser. As the year unfolds, give Jack, and other Rascals, harder Secret Challenges … but make the tasks specific not nebulous. Specific: keep your head of the desk, don’t touch Berto, capitalize the first word of every sentence. Nebulous: be nice, don’t shout, behave yourself.



Creativity 4/ CREATIVE GLORIOUS KINDNESS: Take Jack aside and say you need his input. You want to think up some new creative, new ways kids could express Glorious Kindness in class. Say, “What are some Kind words or Kind actions that you can think of, that we could suggest to the class?” In other words, you’re giong to use Jack as your Lesson Planning Resource! Help him make a list, talk about which items on the list would be easiest or most difficult to implement. Involve Jack, and other Rascals, in presenting the creative, new Glorious Kindness initiative to the class. Later, solicit Jack’s advice for creative ways to implement Leadership, Courage, Invincible Grit, and of course Creativity. Say, “Jack, what are some Creative new ways we could be creative?”



Creativity 5/ NINJA SPY: In a one on one with Jack and other Beloved Rascals say, “Today at (insert time) we are going to work on students teaching each other with Creative gestures. As carefully as a Ninja, so that no one knows, peek around the classroom. See who is being the most creative. Then, tell me who you selected. We will give them a merry cheer as their reward.” What you are doing is putting Jack, and his companions, onto your leadership team. When Beloved Rascals are your teaching assistants, you’ve entered the outskirts of Teaching Heaven.



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Six Goal Congratulations! In your sixth week introducing Character Education, you’re finally ready to roll out the weekly program! Monday: Glorious Kindness Tuesday: Leadership Wednesday: Courage Thursday: Invincible Grit Friday: Creativity Play any of the Beloved Rascal games you think necessary.



Week 7 Character Education Writing



Here’s how to turn the Five Virtues into a game that develops students’ writing and critical thinking skills!



100 Character Education Writing Games! Critical thinking, topic sentences, paragraph construction, essay organization, and moral behavior IN ONLY FIVE SLIDES!!!!



1. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 2. Pick a Skill! neatness, spelling, adjectives, vocabulary 3. Fill in the blanks below as many times as possible.



I show ____ when I ______.



+2 Grades



1. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 2. Pick a Skill! neatness, spelling, adjectives, vocabulary 3. Fill in the blanks below as many times as possible.



I show ____ when I ______. Sentence about the green blank.



+2 Grades



1. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 2. Pick a Skill! neatness, spelling, adjectives, vocabulary 3. Fill in the blanks below as many times as possible.



I show ______ when I ______ and when I _______. Sentence about the green blank. Sentence about the blue blank.



+2 Grades



+3 Grades



1. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 2. Pick a Skill! neatness, spelling, adjectives, vocabulary 3. Fill in the blanks below as many times as possible.



I show _____ when I ______, _____ and ______. Sentence about the green blank. Sentence about the blue blank. Sentence about the red blank.



+2 Grades



+3 Grades



+5 Grades



1. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 2. Pick a Skill! neatness, spelling, adjectives, vocabulary 3. Fill in the blanks below as many times as possible.



I show _____ when I ______, _____ and ______. Paragraph about the green blank. Paragraph about the blue blank. Paragraph about the red blank.



+2 Grades



+3 Grades



+5 Grades



5 Virtues x 4 Skills x 5 writing frames = 100 writing games!! A TOTALLY FREE ALL YEAR Character Education Composition Curriculum!



Summary 1. To sum up, in the New WBT we’ve added five virtues to our Rules: Glorious Kindness, Leadership, Courage, Invincible Grit and Creativity. 2. Character Education should be infused into academic instruction. 3. Character Education Writing teaches composition skills, critical thinking and core concepts of Moral Behavior!!



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Seven Goal More Congratulations! In your seventh week introducing Character Education, focus on one virtue each day. Monday: Glorious Kindness Tuesday: Leadership Wednesday: Courage Thursday: Invincible Grit Friday: Creativity Introduce components of Character Education Writing. Continue to experiment, as necessary, with the Beloved Rascal games.



Week 8 Character Education Math



How do we infuse Character Education into Math instruction?



Pick a set of math facts, or let students create their own. Then apply virtue tasks. ____ ( ,



, X , /) _____ is



____ because ___________. For example, ____________ ________________________.



1 Pick a math operation! addition, subtraction, multiplication, division 2. Glorious Kindness: use “please,” “thank you,” and “you’re welcome” when orally filling in blanks with a neighbor.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________.



Glorious Kindness



1 Pick a math operation! addition, subtraction, multiplication, division 2. Glorious Kindness: use “please,” “thank you,” and “you’re welcome” when orally filling in blanks with a neighbor.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________. Samples: Please help me with this problem. Thank you for helping me. Could I please do the next problem? Thank you for letting me go next.



1 Pick a math operation! addition, subtraction, multiplication, division 2. Glorious Kindness: use “please,” “thank you,” and “you’re welcome” when orally filling in blanks with a neighbor.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________. Golden Always Manners: Always say “Please” when asking for something. Always say “Thank you” when receiving something. Always say “You’re welcome!” when you hear “Thank you!”



1 Pick a math operation! addition, subtraction, multiplication, division 2. Leadership (+2 grades): use big gestures, like a student two grades older, when filling in the following with a neighbor.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________.



LEADERSHIP



1 Pick a math operation! addition, subtraction, multiplication, division 2. Courage (Public Speaking): work with a neighbor using Class-Yes and Mirror Words to prepare to lead the class in filling in the blanks.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________.



COURAGE



1 Pick a math operation! addition, subtraction, multiplication, division 2. Invincible Grit: play the Invincible Grit dice game to try to win a 30 second dance party.



____ ( , , X , /) _____ is ____ because ___________. For example, ____________ ________________________.



INVINCIBLE GRIT



Invincible Grit Dice Game Put the numbers below on the board. Students write out the answers to the math problems for x minutes (start with two times grade level ... so second graders would write for four minutes). If you see everyone working hard, then let the most improved student pick a number ... and roll the dice. If the number comes up, everyone wins a 30 second dance party. If not, they exclaim, while tapping their heart, “We’ve got Grit! We don’t quit!” Students learn to celebrate effort, not success!



2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12



1 Pick a math operation! addition, subtraction, multiplication, division 2. Creativity (Writing): Write a letter to your pet, explaining the answer using examples your pet would love.



____ ( ,



, X , /) _____ is



____ because ___________.



CREATIVITY



Dear Jack Dog: Let me explain why 7 + 5 = 12. Let’s say you have seven bones. You are so happy. I give you five more bones. You are even happier! This means that you have 12 bones in all. Let me make it even easier. Look at my drawing below … and count the bones!



7 bones 5 bones 12 bones!



But how do students show the “because” in their answers … they use Chocolate Math, what else???



To play Chocolate Math, give every student a laminated collection of chocolate squares. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 51 61 71 81 91



42 52 62 72 82 92



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



4



Show that 4+3=7 For addition facts, students mark each number and read the result. Note that students are not repeating the answer by rote but graphically proving it.



3



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 51 61 71 81 91



42 52 62 72 82 92



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



7



Show that 7-3=4 A similar procedure is followed for subtraction. Students can use arrows, or mark directly on the numbers.



-3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 51 61 71 81 91



42 52 62 72 82 92



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



Show that 7 x 3 = 21 Solution: Make 7 groups of 3. For clarity, use alternate colors.



1 X 11 X 21 X 31



X X 2 X 3 X 4 X 5 X 6 X 7 X 8 X 9 10 12 X 13 X 14 X 15 X 16 X 17 X 18 X 19 X 20 X 22 23 24 25 26 27 28 29 30



41 51 61 71 81 91



42 52 62 72 82 92



32 33 34 35 36 37 38 39 40 43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



Show that 21/7= 3 Solution: Divide 21 into 3 equal parts, count the number of units in each part.



1 X 11 X X 21



X 2 12 X 22



X 3 13 X 23



X 4 X 5 X 6 X 7 14 X 15 X 16 X 17 X 24 25 26 27



X 8 18 X 28



X 9 19 X 29



X 10 20 X 30



31 32 33 34 35 36 37 38 39 40 41 51 61 71 81 91



42 52 62 72 82 92



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



Show that 9 x 4= 36 Solution: Make 9 groups of 4 or 4 groups of 9. Encourage students to explore alternate solutions.



1 X 11 X X 21



X 2 12 X X 22 X 32 X 31



X 3 13 X X 23 X 33



X 4 14 X X 24 X 34



X 5 15 X X 25 X 35



X 6 16 X X 26 X 36



X 7 17 X X 27



41 51 61 71 81 91



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



42 52 62 72 82 92



X 8 18 X X 28



X 9 19 X X 29



X 10 20 X X 30



37 38 39 40 48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



Show that 3/4= 75/100 Solution: Divide 100 into 4 equal parts; mark off 3 of the 4 parts.



X 1 11 X X 21



X 2 12 X X 22



X 3 13 X X 23



X 4 14 X X 24



X 5 15 X X 25



X 6 16 X X 26



X 7 17 X X 27



X 8 18 X X 28



X 9 19 X X 29



X X 10 20 X X 30



31 37 38 40 X 32 X 33 X 34 X 35 X 36 X X X 39 X X 41 X 42 X 43 X X 52 X 53 X 51 61 X 62 X 63 X 71 X 72 X 73 X 81 82 83 91 92 93



44 X 45 X 46 X X 55 X 56 X 54 64 X 65 X 66 X 74 X 75 X 76 84 85 86 94 95 96



47 X 48 X 49 X X 58 X 59 X 57 67 X 68 X 69 X 77 78 79 87 88 89 97 98 99



50 X X 60 70 X 80 90 100



6 of 8 parts or 3 of 4 parts 6/8 3/4 Show that 6/8 = 3/4 Solution: Show equivalent fractions in a whole with 8 parts.



X X X X X X X X X X



X X X X



X X



Mary has 40 oranges. She gives 1/2 of the oranges to Sam. Then, she gives 1/5 of the oranges she has left to Dede. How many oranges remain? 40 oranges red = 1/2 of 40 blue = 1/5 of 20 yellow = 16 left



Use Chocolate Math with Character Education Math! 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 51 61 71 81 91



42 52 62 72 82 92



43 53 63 73 83 93



44 54 64 74 84 94



45 55 65 75 85 95



46 56 66 76 86 96



47 57 67 77 87 97



48 58 68 78 88 98



49 59 69 79 89 99



50 60 70 80 90 100



5 Virtues x 4 math operations x 100s of Math Facts = A Gazillion math games!! A TOTALLY FREE ALL YEAR Character Education Mathematics Curriculum!



But! But! But! How can we incorporate Character Education into math word problems???



Look at the following, amazing, Virtue Math story problems on the theme of Glorious Kindness created by Whole Brain Teachers. Each one contains lessons on: — Glorious Kindness — Real world math — Social awareness — Geography — Critical thinking — Topic sentences — Paragraph construction



Books for Africa: a simple name for an organization with a simple mission. We collect, sort, ship, and distribute books to students of all ages in Africa. Our goal is to end the book famine in Africa. Math Problem: After learning about Glorious Kindness and how it defeats selfishness, the class wanted to help other kids. So they decided to collect books for children in Africa. January’s goal was to collect 450 books. So far the class had collected 229 books. How many more books do they need to collect to reach their goal? Show your work below. Critical Thinking We should send books to poor students because __________, _________, and __________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Rhonda Arlt



Food Bank: A food bank provides a service of collecting and storing food. The food is then given to families in need. Problem Tyler wanted to help families in need by giving food to the Kansas Food Bank in Wichita, Kansas. On the first day, he collected 23 cans of food. On the second day, he collected 18 cans. On the third day, he collected 25 cans. How many cans of food did Tyler kindly donate to the food bank? Critical Thinking Setting up a successful food back would involve _______, _______, and _______. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Rhonda Arlt



Pajamas:    night clothes consisting of loose-fitting trousers and jacket   Drive:  a united effort to accomplish some specific purpose, especially to raise money for a charity Problem: Every year in December, the students at Valley View Elementary in Lancaster, California participate in a Pajama Drive to donate new pajamas to children in need. This year, they donated 187 pairs of pajamas. Last year, they donated 159 pairs. How many more pairs of pajamas did they donate this year than last year?



Critical Thinking Students participate in pajama drives because __________, __________, and _________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Nancy Stoltenberg



The Las Vegas Rescue Mission: an organization started in 1970 by a pastor and a group of six businessmen who had a calling to help those who were hungry and homeless. Today, besides a kitchen that serves two meals a day, there is emergency and long-term housing for men, women, and families with children. There is also a thrift store and a playground for the children. Problem: The students in Mrs. Lanz’s class wanted to help others, so they decided to take part in a food drive for the Las Vegas Rescue Mission. There are 20 students in her class. If each student in her class brought in two cans a day for five days, how many cans of food would her students have collected at the end of the five days?



Critical Thinking Three actions I can take to help the homeless are ________, _________, and _________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Joyce Ray




 Book Drive: The students at West Elementary are collecting children’s books to give to students who do not have books to read at home. These books will help students improve their reading skills by practicing at home.



Math Problem: Bryce and Matthew are twins in Mrs. Byl’s kindergarten class. Bryce went through his books and found 4 books he wanted to donate to the book drive. Matthew went through his books and found 5 books he wanted to give. How many books did Bryce and Matthew give to the book drive? Draw a picture and a number sentence to show your answer.



Critical Thinking We should donate books to poor students because _________, _________, and ________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Stacy Byl




 Earth Day:  Celebrated on April 22nd of each year.  It is a day set aside to remember the importance of taking care of our planet.  People all over the world take part in special projects to help keep the earth clean and beautiful.  Some examples of Earth Day projects are planting trees, recycling, and picking up trash.   Problem:  Aaron’s class decided to help celebrate Earth Day by picking up trash around their neighborhood.  There are 20 students is his class.  If each student picked up ten pieces of trash, how many pieces of trash would the whole class have picked up?



Critical Thinking It is important to help people in need because ___________, __________, and __________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Joyce Ray




 Tradition: The handing down of a culture's beliefs and customs from parents to children over many years. In Mexico, one tradition is to make tamales during a holiday. Tamale: A Mexican dish of seasoned meat wrapped in cornmeal dough and steamed or baked in corn husks. Problem: Maria, who is from Mexico, helped her mother make tamales as a tradition for gifts. Maria kindly made 6 tamales for her friends. She also generously made her neighbors 10 tamales. How many tamales did Maria kindly give as a tradition?



Critical Thinking It is important to help people in need because ___________, __________, and __________. One or more sentences about the green blank. One or more sentences about the blue blank. One or more sentences about the red blank. One or more concluding sentences.



contributor: Stephanie Meder



Every area of instruction should have Character Education themes … because our highest goal is not to raise good students but virtuous citizens.



Summary 1. To sum up, in the New WBT we’ve added five virtues to our Rules: Glorious Kindness, Leadership, Courage, Invincible Grit and Creativity. 2. Character Education should be infused into academic instruction. 4. Character Education Math teaches math skills, reading, writing, critical thinking, and core concepts of Moral Behavior!!



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Eight Goal Even More Congratulations! In your seventh week introducing Character Education, focus on one virtue each day. Monday: Glorious Kindness Tuesday: Leadership Wednesday: Courage Thursday: Invincible Grit Friday: Creativity Introduce components of Character Education Writing and Math. Continue to experiment, as necessary, with the Beloved Rascal games.



Week 9 Character Education Reading



So how do we infuse Character Education into Reading?



1200 Character Education Reading Games! Critical thinking, topic sentences, paragraph construction, and moral behavior IN ONLY TEN SLIDES!!!!



1200 Character Education Reading Games! Start by focusing on the five virtues Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity



1 Pick a character! 2. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (virtue) ______ when _______________________.



1 Pick a character! 2. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (virtue) ______ when _______________________. One more sentence.



+2 Grades



1 Pick a character! 2. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (virtue) ______ when _______________________. One more sentence. One more sentence.



+2 Grades



+3 Grades



1 Pick a character! 2. Pick a virtue! Glorious Kindness, Leadership, Courage, Invincible Grit, Creativity 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (virtue) ______ when _______________________. One more sentence. One more sentence. Many more sentences!



+2 Grades



+3 Grades



+5 Grades



1200 Character Education Reading Games! Then, focus on five vices Selfishness, Apathy, Fear, Discouragement, Laziness.



1 Pick a character! 2. Pick a vice! Selfishness, Apathy, Fear, Discouragement, Laziness 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (vice) ______ when _______________________.



1 Pick a character! 2. Pick a vice! Selfishness, Apathy, Fear, Discouragement, Laziness 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (vice) ______ when _______________________. One more sentence.



+2 Grades



1 Pick a character! 2. Pick a vice! Selfishness, Apathy, Fear, Discouragement, Laziness 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (vice) ______ when _______________________. One more sentence. One more sentence.



+2 Grades



+3 Grades



1 Pick a character! 2. Pick a vice! Selfishness, Apathy, Fear, Discouragement, Laziness 3. Pick a Skill: neatness, spelling, adjectives, vocabulary 4. Fill in the blanks below as many times as possible.



(Character name) _______ shows (vice) ______ when _______________________. One more sentence. One more sentence. Many more sentences!



+2 Grades



+3 Grades



+5 Grades



5 virtues x 5 vices x 4 skills x 4 writing frames x 3 characters = 1200 reading/writing games!! A TOTALLY FREE ALL YEAR Character Education Reading Curriculum!



Summary 1. To sum up, in the New WBT we’ve added five virtues to our Rules: Glorious Kindness, Leadership, Courage, Invincible Grit and Creativity. 2. Each virtue has a related vice: Selfishness, Apathy, Fear, Discouragement, Laziness 3. Character Education should be infused into academic instruction. 4. Character Education Reading teaches reading, writing, critical thinking, and core concepts of Moral Behavior!!



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Nine Goal More and More Congratulations! In your ninth week introducing Character Education, focus on one virtue each day. Monday: Glorious Kindness Tuesday: Leadership Wednesday: Courage Thursday: Invincible Grit Friday: Creativity Introduce components of Character Education Writing, Math, and Reading. Continue to experiment, as necessary, with the Beloved Rascal games.



Week 10 Beloved Rascals



Twenty-five Strategies In April, 2016, WBT conducted an unprecedented survey on student behavior. Nationwide, over 1,600 educators responded. A shocking 80% agreed that teaching disruptive students was our nation’s primary education challenge, not low test scores or any other problem. On the following pages, we will repeat the 25 games that you can use in our Character Education program to reform your Beloved Rascals. As always, our representative Rascal is Wild Jack.



Five Glorious Kindness Games for Beloved Rascals



… using Wild Jack as an example!



Kindness 1/ PRACTICE SESSIONS: Hold one on one, short, training sessions with Jack in the Kindness pattern described earlier, “Thank you!” “You’re welcome!” Explain that you need his help in teaching Kindness to other kids. You say, holding our your hands, “Thank you” and Jack replies, extending his hands back to you, “You’re welcome.” “Thank you for helping me.” “You’re welcome.” “Thank you for paying close attention.” “You’re welcome.” When class resumes, you and Jack demonstrate the Kindness routine.



cKindness 2/ CHOOSE A PARTNER: Ask Jack if he would like to choose someone in class to be his Kindness partner. He choses Maria. Say, “If I see you quickly responding to the Kindness routine, perhaps we can arrange a 15 minute reseating of you with Maria before long to see how this works.” Of course, you check with Maria to see if she is agreeable. Keep your reward promises short (15 minutes) and the implementation of the reward indefinite (someday).



Kindness 3/ STAR CARD: Give Jack a 3x5 card decorated with stars. Say, “Whenever you do something Kind, including respond to the Kindness routine, give yourself a tally mark on the Star Card. When you do something Extra Kind for someone in class, put their name on the card and give yourself two tally marks. I’ll look at your card after class each day. If we both see ongoing Kindness improvement, then you will earn a star on the Super Improver Team.” Discuss with Jack, examples of Extra Kind actions. If he wishes, Jack can put the names of kids he’s planning to dose with Glorious Kindness on his Star Card.



Kindness 4/ SECRET SIGN: Tell Jack you would be happy to be his Kindness Coach. Arrange a Secret Sign between the two of you, raising eyebrows, crossing fingers, tapping the temple, whatever. When the two of you exchange the Secret Sign, you are reminding each other to be Kind with other kids in the class.



Kindness 5/ SECRET KINDNESS NINJA: Tell Jack that you’d like his help in spreading Glorious Kindness around the classroom. Explain that smiling at people is one of the simplest and most powerful ways of being Kind. Ask him to become a Secret Kindness Ninja and make a list of his Smiling Targets. As practice, the two of you will exchange Secret Smiles during the day. When you both judge he is ready, he will report his experiences to you daily.



Five Leadership Games for Beloved Rascals



… using Wild Jack as an example!



Leadership 1/ TIMER: In a one on one session, review with Jack that Leadership involves behaving like a mature student, two grades older. You’ve certainly made this point, repeatedly, in class. Say, “Mature kids open their books with amazing speed … without tearing pages, of course! I’ll say ‘Geography 15! You say, Geography 15 three times, opening your book to page 15 as quickly as possible.” Time Jack several times. Encourage quick, but not crazed, book opening. If Jack wishes, when class reconvenes he can demonstrate his Leadership in wondrous book opening. As the year unfolds, use this same solo practice routine for lining up (by himself), getting out paper and pencil, putting materials away, etc. Of course, if you have several Jacks and Jackies, have them briefly practice at recess, or some other occasion, when other children will not be a distraction.



Leadership 2/ CALL OUTS: Pick some kids daily to be Call Out Leaders (COL). When you point at a COL, she/he sings out, like a mature, two grades older student, “Class!’ Everyone responds, “Yes!” while folding their hands. This provides COLS with a thrilling, if momentary, Power Experience. No child can resist a Power Experience. Ask Jack what goal he should set, to become a COL. Talk with him until you both agree on a reasonable goal. Then, check with him daily.



Leadership 3/ LINE LEADER: Who knows why, but kids love to be the first person in line. Probably because our brains are wired to be Alphas, leaders of the pack. Every morning write one of the class rules, including the Character Education values, as Line Leader goal on the board. Before first recess, pick out the student who has improved the most since the previous day, in meeting that goal. This lucky kid gets to be Line Leader for the Day! After Jack sees the delight of this reward, talk to him one on one. Show him a list of the five behaviors you’d like to see him improve. Each should be tied to one of the class rules. Ask him to pick the easiest behavior to polish. Tell him that when you see improvement, he’s got a chance of being Line Leader.



Leadership 4/ BIG IMPORTANT POINT: Make a sign, suspended from the ceiling, with a down pointing arrow. Label the display: Big Important Point. Stand under the sign when you’ve got something incredibly important to announce. Disruptive kids adore attention … that’s why they are such a handful. They will do anything to get into the spotlight. Occasionally, write out your Big Important Point and let a student improving in leadership, read the note, under the down pointing arrow. One on one, give Jack a “note announcement card.” Say, “I’ll write down a word or two on the note announcement card, each day when I see you improving in (insert a simple, clear behavior, like Rule 2, raising your hand for permission to speak). When I have completed the note, you’ll win the right to read it under the Big Important Point.”



Leadership 5/ LEADERSHIP LOTTERY: Decorate a shoebox and label it Leaders! When you see students exercising leadership skills as listed on the whiteboard, write their name on a card and drop it in the box. Kids’ names can be dropped in the box multiple times. Every Friday, pick a few cards from the box. The winners of Leadership Lottery are next week’s leaders; meet with them daily to practice key WBT skills. In essence, you are training weekly leaders to be WBT Student Teachers. Every Friday, pick a new set of Leaders and give every nominated kid his/her cards to proudly take home to their parents. Thus, the Leader! box is filled during the week, and emptied every Friday. So the selection isn’t entirely random, one before you draw from the box, pick one or two kids, on your own, who are Sure Things. They have been such marvelously improving leaders that they are guaranteed a spot on the next week’s leadership team. Talk to Jack occasionally about what it would for his name to be dropped in the box (many times!) … and what would he have to do to become a Sure Thing. When he responds, as he probably will, “I don’t know” create a list of goals centered abound the class rules.



Five Courage Games for Beloved Rascals



… using Wild Jack as an example!



Courage 1/ SUPERHERO/SUPER VILLAIN: Explain to your class in general and Jack in particular, that Courage can be used for good or ill, wisely or foolishly. A policeman could be courageous while confronting a drug deal, who is courageously resisting arrest. Frequently, generate discussion on the right and wrong way to be courageous, in the world and at school. You can make this distinction between benevolent and wicked courage clearer to Jack with a dear to his heart example. Jack, like many Beloved Rascals, is obsessed with Super Heros … probably becomes he feels so powerless, overwhelmed by life at home, or his own mysterious inability to control his outbursts. On on one, talk to Jack about his favorite Superheroes … and the Super Villains Jack would love to defeat. Role play with Jack. You take the role of the Super Hero or Villian. Talk to Jack about his classroom behavior … give him good Super Hero Advice or Horrible Villain Advice. Then, switch roles. You are Jack, he is the Hero or Villain of his choice. Use these interchanges as short counseling sessions for Jack to begin to understand, in his own terms, what are the proper and improper uses of Courage in class. If nothing else, you and your Beloved Rascal will draw closer, discussing characters that fascinate him.



Courage 2/ COURAGE BRACELETS: Buy ten or so gold colored, plastic bracelets … or any other easy to award adornment. Hand out the bracelets during the day, when you see students improve in the confidence, volume, and/or creativity of their public speaking skills (as described earlier). So that you don’t have to buy hundreds of Courage Bracelets, kids turn in their awards at the end of each day … but you take their picture with bracelets prominently displayed. Once a week, or so, email the pictures to the parents, or give kids a paper copy. Jack, like most Beloved Rascals, has plenty of Courage. Public speaking is his forte. Ask him to model confident voice and demeanor to the class. In effect, the more Jack publicly demonstrates his skills, the more self controlled and positive goal directed, he becomes. Occasionally, Jack and others, might earn two gold bracelets!!! Oh!



Courage 3/ DETAIL ADDER: As difficult as it is for most students to speak to their classmates, it’s even harder, more courageous, for them to make extended responses. When students add one or more sentences to their views in writing or speaking, we call these sentences Detail Adders. A Detail Adder supplies additional information. Our gesture for Detail Adders is pointing forefingers at each other and rolling them … as if to say, “tell me more!” If Jack is bold, and many Beloved Rascals are, give him advanced Detail Adder instruction. One on one, ask him simple questions, give Jack the Detail Adder gesture, coach him in how to add information to his response. You’ll be putting Jack’s bold courage to good use … for himself and the instruction of his peers.



Courage 4/ TRUE CONFESSIONS: What you want is for students to tell you when they are lost … when they need a review of a previous point, or entire lesson! Confessing ignorance takes substantial Courage for an adult, even more so for a child. To address this problem, show kids a “go over that again” gesture, a one finger head scratch. Students don’t have to say a word …just visually confess they’re lost. Jack is often lost. When you sense your students need a review, occasionally pick Jack as the spokesperson for the Confused. Say, “Jack, I think some of your friends need a review. Please show us the ‘go over it again,’ gesture.’” The beauty of this technique is that Jack doesn’t have to do anything but Courageously scratch his head. As he does, Wild Jack is right where you want him … inside your system.



Courage 5/ TRUE COURAGE: We demonstrate praiseworthy Courage when we do what we fear, for the good of others. If you are not afraid of saving a child from drowning, you should be praised for Courage … but even more so, if you have had a lifelong fear of water. Talk to Jack one on one. (One on one chats about almost anything are wonderful relationship builders with your Beloved Rascals.) Ask Jack about his favorite and least favorite subjects. Eventually, point out to him that, generally, he likes subjects where he excels, doesn’t like subjects where he’s lost. Point out to him that even talking about our weaknesses, takes considerable Courage. Praise him for simply describing why some classroom activities are fearful … and offer advice about how he can move forward.



Five Invincible Grit Games for Beloved Rascals



… using Wild Jack as an example!



Invincible Grit 1/ HIGH ROLLERS: There are two potent privileges associated with the Invincible Grit game described earlier: picking the lucky number and rolling the dice. Other rewards, less obvious, may be added. Some Lucky Ducky might earn the role of Dice Talker. The Dice Talker speaks encouragingly to the dice, before the Dice Roller rolls. “Come on little dice we need a 7!” The One Shot/Two Shot Caller can determine if the dice are rolled one, or two, at a time. The thrill of rolling Two At A Time, if the coveted number is 7, is that no matter what comes up on the first roll … 1-6 … a win is still possible with the second roll. As the year unfolds, you can add to the entertainment of Invincible Grit by picking a Do-Over number or a Double Lucky. A Do-Over is a number selected in advance that earns a second roll. Gee! A Double Lucky is a number selected in advance that is a second winning combination. Golly. Look at the rewards available to Jack, in the mechanics of Invincible Grit: Dice Roller, Number Picker, Dice Talker, One Shot/Two Shot Caller, Do-Over Selector, Double Lucky Chooser. Distribute these small rewards occasionally to Jack and his Jack-like companions.



Invincible Grit 2/ BLIND HAPPINESS: Odds are that your Jack, like so many other Jacks, suffers enormously from discouragement. Life at home is hard. Life at school is hard. Giving up comes naturally. Invincible, never give up, Grit is hard to come by. You need a way to frequently see what is going on inside your Beloved Rascal. Whenever you wish, ask your kids to shut their eyes. Say, “Lift one hand to show me how your feel. Keep your hand low if you aren’t feeling too happy. Lift your hand high if your are feeling very happy.” Observe the results. Then, say, “Keep that hand up. Now show me with your other hand how determined you are to give yourself a great day. Low hand, you feel discouraged. Hand really high, you’ve got Invincible Grit. You’re determined to not let your mood ruin your day.” Observe Jack’s reaction and talk to him as necessary.



Invincible Grit 3/ GRIT CHECKER: Similar to the show of hands suggested in the previous strategy, try the Energy Checker when students are engaged in a challenging task. Say, “I don’t want to disturb, but when you hear me quietly say, ‘Check’ lift one hand to show much your level of Invincible Grit. A hand straight up, way high in the air, shows you have lots of determination. A lower hand, means you aren’t feeling quite so much energy.” Then, occasionally call out “Check!” Note Jack’s response and privately counsel him as necessary.



Invincible Grit 4/ UNFORGETTABLE STORY TELLERS: Your students’ parents and community are full of Invincible Grit experts. Everyone, especially grandparents, has stories about serving difficulties with unconquerable determination. The older the expert, odds are, the higher the obstacles they overcame. However difficult America’s current hardships, no challenge compares to life in the Depression. There is a good chance Jack, or someone in his family, can be prevailed upon to visit class and talk about when Life Was Really Hard. If you can convince one of Jack’s relatives to come in and share, thank your lucky stars. Bonding with Wild Jack’s family is one of the best ways to help your Beloved Rascal.



Invincible Grit 5/ DOUBLE SELF PORTRAITS: Art, as you know, can be powerfully therapeutic. Unfortunately, many kids can stand their perceived lack of drawing skills. Say the following, “I want you all to draw a portrait of what you feel like when you are really discouraged with some part of our class. If you’d like, simply make a rough sketch and label it with the thoughts and feelings that go through your head, when you are working on a hard assignment. We will draw for (insert time). If you finish one picture, please re-draw it more neatly, or start another.” At the end of the drawing period, ask them to draw another picture of how they feel when they are full of Invincible Grit. Observe Jack’s pictures and use them, in one on one sessions, to help him talk about his negative … and positive .. .moods.



Five Creativity Games for Beloved Rascals



… using Wild Jack as an example!



Creativity 1/ SOCKLESS HAND PUPPETS: If Jack is a Lone Wolf, as many Jack’s are, then when the other kids are teaching their neighbors, ask Jack to hold up two hands, his Sockless Hand Puppets. One hand can, creatively, teach the other your lessons. Tell Jack that if he does a good job, then he can transform his hands into any Super Hero, or movie character, he wishes. Oh! Listen to Batman, with true Batman creativity, teach Robin about reducing fractions! If other kids want to share in Jack’s privileges, well and good. Let Jack show his Leadership skills in Kindly and Courageously showing his classmates how to become Sockless Hand Puppeteers.



Creativity 2/ MONSTER TRUCK FIST: Show Jack that you have written invisible numbers, 1-10, on his desk top. Anytime in class, use the good teaching technique of summarizing important points. “My first point was … My second point was … “ and so forth. As you summarize, Jack makes a fist and creatively “drives” his Monster Truck from one number to the next, repeating your lesson as he goes. If other kids ask to play Monster Trucks (or any other vehicle, including Magic Pony!), then ask Jack to demonstrate his skills. Your dream comes true. Your Beloved Rascal is leading other students in on-task behavior!!



Creativity 3/ SECRET CHALLENGES: Pick Jack’s easiest to improve, negative behavior, for example, distracting himself by playing with his shoelaces. Outside of class, say, “Jack, sometime today I’m going to whisper a Secret Challenge in your ear. Today, the Secret Challenge will be not playing with your shoelaces. If I see you doing a good job with this Challenge, I will have everyone cheer for you before recess.” Keep your payoffs intrinsic, a class cheer, writing the student’s name in gold letters on the board, a commendation to take home. Jack should be rewarded with public recognition for good behavior, not with a carmel or a weird pencil with hair sprouting from the eraser. As the year unfolds, give Jack, and other Rascals, harder Secret Challenges … but make the tasks specific not nebulous. Specific: keep your head of the desk, don’t touch Berto, capitalize the first word of every sentence. Nebulous: be nice, don’t shout, behave yourself.



Creativity 4/ CREATIVE Glorious Kindness: Take Jack aside and say you need his input. You want to think up some new creative, new ways kids could express Glorious Kindness in class. Say, “What are some Kind words or Kind actions that you can think of, that we could suggest to the class?” In other words, you’re gong to use Jack as your Lesson Planning Resource! Help him make a list, talk about which items on the list would be easiest or most difficult to implement. Involve Jack, and other Rascals, in presenting the creative, new Glorious Kindness initiative to the class. Later, solicit Jack’s advice for creative ways to implement Leadership, Courage, Invincible Grit, and of course Creative. Say, “Jack, what are some Creative new ways we could be creative?”



Creativity 5/ NINJA SPY: In a one on one with Jack and other Beloved Rascals say, “Today at (insert time) we are going to work on students teaching each other with Creative gestures. As carefully as a Ninja, so that no one knows, peek around the classroom. See who is being the most creative. Then, tell me who you selected. We will give them a merry cheer as their reward.” What you are doing is putting Jack, and his companions, onto your leadership team. When Beloved Rascals are your teaching assistants, you’ve entered the outskirts of Teaching Heaven.



Summary Our approach to Character Education, as you’ve seen, is to create a set of virtue nourishing games. The general strategy is to focus on one Virtue each day; — Monday Glorious Kindness — Tuesday Leadership — Wednesday Courage — Thursday Invincible Grit — Friday Creativity We’ve also suggested ways the Five Virtues can be incorporated into critical thinking, writing, math, and reading. Finally, we adapted our Character Education strategies to the needs of Beloved Rascals. We’d love to hear from you. Email [email protected]



On Twitter and Periscope Chris Biffle, Director @ChrisBiffle



Jasselle Cirino: Third Grade @JasselleCirino



Andrea Schindler: CoFounder: Kindergarten @WBTlittlerocket



Chris Rekstad: Cofounder: 4th grade @wbtchrisrekstad



Nancy Stoltenberg: Second Grade @NancyStoltenberg Kate Bowski: Third Grade @KateBowski



Sarah Meador: Secondary @MeadorScience Andre Deshotel: Secondary @WBTandre Jeff Battle: Secondary @Jeff_Battle



1.    WholeBrainTeaching.com  (our  main  website) 2.    Youtube.com/ChrisBif>le  (a  collection  of  90+  WBT  classroom  videos) 3.    Facebook/Whole-­‐Brain-­‐Teaching   4.    Facebook/wbtkindercerti>ication   5.    Facebook/wbt-­‐1st-­‐grade-­‐certi>ication   6.    Facebook/wbt-­‐2nd-­‐grade-­‐certi>ication   7.    Facebook/wbt-­‐3rd-­‐grade-­‐certi>ication   8.    Facebook/wbt-­‐4th-­‐grade-­‐certi>ication   9.    Facebook/wbt-­‐5th-­‐grade-­‐certi>ication   10.    Facebook/wbtMiddleSchoolCerti>ication   11.    Facebook/wbt-­‐High-­‐School-­‐Certi>ication   12.    WBTBookClub.blogspot.com  (begin  your  quest  for  WBT  certi>ication  here) 13.    Manual:    “Whole  Brain  Teaching  for  Challenging  Kids”  Amazon.com,  http://goo.gl/ NSLOQ 14. Manual: “Whole Brain Teaching: 122 Amazing Games!” amazon.com http://goo.gl/ l6STbc    



Week Ten Goal Hurrah! In your tenth week introducing Character Education, focus on one virtue each day. Monday: Glorious Kindness Tuesday: Leadership Wednesday: Courage Thursday: Invincible Grit Friday: Creativity Introduce components of Character Education Writing, Math, and Reading. Reform your Beloved Rascals with one or more of the 25 entertainments described in this week’s lesson.