I have a question for those using jGR. It’s really just a reflection question because each of us do this work differently. Here it is:
Can cCWB obviate the need to use jGR?
For me, when I circle “Juan dances” for the entire class period, always using the verb in every single thing I say, I find that I don’t need jGR much if at all. The kids are focused and the need for jGR as a way to reinforce behavior is gone because, in fact, the kids are all focused because they all understand when I only target one verb per class.
One verb per class. Just wanted to say that again.
This supports the thought that Susie taught me years ago – that the reason they stare at us or act out is because they don’t understand us. Ergo, we slow down to a ridiculous rate and they understand.
Diane mentioned this point about ten days ago and stated the use of jGR as then evolving away from being a classroom management tool up to one of truly assessing in terms of proficiency and the three modes.
I’m just making sure we have it on the radar this year. cCWB is an interesting theme for us this year.