Responsive Classroom Approach 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

Responsive Classroom Agenda Morning Meeting Introduction to Responsive Classroom approach 7 Guiding Principles of RC Three R’s Teacher Language Interactive Modeling demonstration & application Closing Circle

Responsive Classroom Morning Meeting Greeting: –Just Like Me! Sharing: –A favorite movie… Activity: –Hands up

Responsive Classroom Hands Up Hands up / / For 2013 / / Gonna name / / Some _____ / / (Categories such as rivers, states, animals, etc.) One apiece / / No repeats / / No hesitation / / No duplication / / Starting with ____ / / _________ / /

Responsive Classroom Message Dear 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

Responsive Classroom 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)

Responsive Classroom Guiding Principles of RC 1.Social curriculum = academic curriculum 2.How children learn = what they learn 3.Greatest cognitive growth occurs through social interaction 4.CARES 5.Knowing the children = knowing the content 6.Knowing families is essential to children’s education 7.How adults work together = individual competence

Responsive Classroom

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

Responsive Classroom Oliver Twist Oliver 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 Responsive Classroom

Common Reinforcing Language Pitfalls Voice-overs Thank you Overly sentimental talk Naming individuals as examples Describing behaviors that aren’t yet occurring Responsive Classroom

Common Reminding Language Pitfalls Sarcasm or Teasing Thanking or Praising Not watching for Follow-Through Responsive Classroom

Three R’s of Teacher Language ReinforcingRemindingRedirecting 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… Responsive Classroom

3 R’s of Teacher Language Responsive Classroom

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 Responsive Classroom

Teacher Language Resources The Power of Our Words Teacher Language Sheets Word Cards Teacher Language Self-Reflection Responsive Classroom

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 Responsive Classroom

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 Responsive Classroom

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. Responsive Classroom

Interactive Modeling can be used to teach: Routines Transitions Supplies Academic Skills Social Skills Responsive Classroom

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 Responsive Classroom

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 Responsive Classroom

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 Responsive Classroom

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 Responsive Classroom

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.

Responsive Classroom Closing Circle What is something you learned tonight that you want to take back to your own classroom?

Responsive Classroom Responsive Classroom Resources Center for Responsive Schools WebsiteWebsite Responsive Classroom Youtube ChannelYoutube Channel Andrew Moral: