Responsive Classroom Approach Responsive Classroom Sampler Presented by: Andrew Moral

Responsive Classroom Responsive Classroom ApproachApproach

Responsive Classroom Sampler Presented by: Andrew Moral

Responsive Classroom

Goals for today’s workshop:

• Become familiar with the RC approach

• Develop understanding of proactive discipline strategies: Teacher Language, Interactive Modeling, and Morning Meeting

• Identify resources to further develop understanding of RC approach


Agenda• Morning Meeting

• Introduction to Responsive Classroom approach

• 7 Guiding Principles of RC

• Three R’s Teacher Language

• Interactive Modeling demonstration & application

• Closing Circle


Morning Meeting

• Greeting:

– Just Like Me!

• Sharing:

– A favorite movie…

• Activity:

– Hands up


Hands UpHands up / /

For 2013 / /

Gonna name / /

Some _____ / / (Categories such as rivers, states, animals, etc.)

One apiece / /

No repeats / /

No hesitation / /

No duplication / /

Starting with ____ / /

_________ / /


MessageDear Teachers,

I am excited to join you this evening and look at some Responsive Classroom practices with you. What is one RC practice you have heard about or currently use in your teaching practice?

I hope you leave tonight with some ideas you can implement right away in your teaching assignment! Let’s have a great evening together!!

- Andy


Introduction to Responsive Classroom

* What is the Responsive Classroom approach? (9 minutes)

* What does it look like in a school?

(12 minutes)

What professional development services are available?

(5 minutes)


Guiding Principles of RC

1. Social curriculum = academic curriculum2. How children learn = what they learn3. Greatest cognitive growth occurs through social

interaction4. CARES5. Knowing the children = knowing the content6. Knowing families is essential to children’s education7. How adults work together = individual competence



Teaching Practices

• Morning Meeting

• Creating Rules

• Interactive Modeling

• Teacher Language

• Logical Consequences

• Closing Circles

• Guided Discovery

• Academic Choice

• Classroom Organization

• Working with Families

• Collaborative Problem-Solving


Oliver TwistOliver twist, twist, twist (hands on hip and twist body)

Can’t do this, this, this (Tap right foot and shake forefinger)

Touch his head, head, head (Touch head with hands)

Touch his nose, nose, nose (Touch nose with hands)

Touch his ears, ears, ears (Touch ears with hands)

Touch his toes, toes, toes (Touch toes with hands)

Characteristics of Teacher Language

• Clear, simple, direct

• Genuine and respectful

• Specific

• Focused on actions, not character

• Descriptive—Avoids personal judgment

• Shows faith in children’s abilities & potential


Common Reinforcing Language Pitfalls

• Voice-overs

• Thank you

• Overly sentimental talk

• Naming individuals as examples

• Describing behaviors that aren’t yet occurring


Common Reminding Language Pitfalls

• Sarcasm or Teasing

• Thanking or Praising

• Not watching for Follow-Through


Three R’s of Teacher Language

Reinforcing Reminding Redirecting

When to use

Teacher notices positive effort

•Before activity begins •First sign of misbehavior

Students clearly off-course

Examples I notice…

I see that…

How will you…?

Remind us…

It’s time to…

You need to…


3 R’s of Teacher Language


Strategies that can Help in Language Change

- Listen to yourself (or have a colleague/students listen for something)

- Post replacement words/phrases

- Focus on one phrase at a time

- Keep it simple


Teacher Language Resources

The Power of Our Words

Teacher Language Sheets

Word Cards

Teacher Language Self-Reflection


What is Interactive Modeling?

• Technique for teaching procedures, skills, and routines that the teacher expects to be done one, and only one way.

• Shows students exactly how to do what we expect.

• Active learning that includes:– Modeling

– Observing

– Responding

– Coaching


Research that supports Interactive Modeling

• E. Jensen (2005):

– Recommends that teachers actively engage students, provide them, with interesting practice or repetition to learn skills

• A. Bandura (1977):

– Supports the idea that humans (and children) develop behaviors when they pay attention to a model, can retain and imitate what they see, and receive feedback about their behavior

• R.J. Marzano (2007):

– Summarizes research on effective teaching practices, including the power of stopping during demonstrations to ask students for their observations or when practicing a procedural skill


Why Interactive Modeling Works

• Students learn why the routine or skill is important.

• Students create a clear image of what’s expected.

• Students do the noticing.

• Students have the chance to practice and gain expertise.

• Students receive immediate feedback.


Interactive Modeling can be used to teach:

• Routines

• Transitions

• Supplies

• Academic Skills

• Social Skills


Steps for Interactive Modeling

1. Describe a positive behavior.

2. Demonstrate the behavior.

3. Ask students what they noticed.

4. Volunteers demonstrate the behavior.

5. Repeat step 3.

6. Students practice—teacher observes & coaches.

7. Provide Feedback


Video Clips of I.M. Lessons

• How to choose a partner

• How to go to timeout

• How to sit in a circle

• How to use scissors safely


Possible I.M. Lessons

• Classroom Routines- – Responding to signal for quiet, where/how to sit, showing what active listening

looks like, signaling a desire to speak during a discussion, chatting with a partner, what to do if you need help, independent work time routines

• Transitions-– Putting/taking materials away/out, reading/interacting with the Morning Message,

handling homework, signing up for lunch

• Working with supplies:– Math manipulatives, Journeys small group readers, colored pencils, scissors, etc.

• Academic/Social Skills-– Ask questions, partner chat, head one’s paper, fill out/check an answer, take

notes, etc.

• See the book Interactive Modeling: A Powerful Technique for Teaching Children by: Margaret Wilson


Planning Guide for Interactive Modeling Lessons

• Consider:– Why is this behavior or skill important?– What’s the learning goal for students- what do you want them to

be able to do as a result of the lesson?– How will you introduce the lesson?– What exactly will you model?– What details do you want students to notice?– How will you coach students as they practice? What things might

go wrong and how will you respond if they do?– What materials or additional support (if any) do you need?– How will you follow up with this lesson?

• Interactive Modeling Planning Sheet



My Bonny

My Bonny lies over the ocean.

My Bonny lies over the sea.

My Bonny lies over the ocean,

So bring back my Bonny to me.

Bring back, bring back,

Oh bring back my Bonny to me, to me.

Bring back, bring back,

Oh bring back my Bonny to me.


Closing Circle

What is something you learned tonight that youwant to take back to your own classroom?


Responsive ClassroomResources

Center for Responsive Schools Website

Responsive Classroom Youtube Channel

Andrew Moral: [email protected]

Documents

Responsive Classroom Approach Responsive Classroom Sampler Presented by: Andrew Moral