NEFC, Inc. Welcome to the Responsive Classroom ® Strategies to Use at Home Sheri Halagan Responsive Classroom Certified Trainer

What is Responsive Classroom? The Responsive Classroom approach to teaching and learning fosters safe, challenging, and joyful learning environments. This approach brings together academic and social-emotional learning throughout the day.

Guiding Principles 1.Social curriculum = academic curriculum 2.How children learn = what they learn 3.Great cognitive growth occurs through social interaction 4.School success requires specific social and emotional skills 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

Responsive Classroom Teaching Practices (p. 4) Morning Meeting Creating Rules Interactive Modeling Teacher Language Logical Consequences Academic Choice Interactive Learning Structures Energizers Classroom Organization Working with Families Collaborative Problem- Solving

Belonging, Significance and Fun What comes to mind when you think about these three words? – Belonging – Significance – Fun

I See You, I See Everything… Reinforcing Language: Noticing what children do right Name the positives… *Specific – name the behavior *Convey faith in children’s abilities – support effort *Positive – “Show me what you will…” *Focus on action *Be brief *Build on strengths Most of the time, we should use this type of language

Examples of Reinforcing Language I noticed… I see… You remembered… You decided to _______. What was your thinking there? Remember when you ____? Today you did it without any reminders! Lots of good _____going on here. How would Reinforcing Language support a child’s sense of belonging, significance and fun

Interactive Modeling Sets routines and expectations Show children what you expect They say what they notice you doing They practice what they saw you do Again, they say what they noticed Established a visual and verbal support of expectations Reminders give children time to pause and visualize the expectations that have been set before taking action.

I See You, I See Everything… Reminding Language:  Follow clearly established expectations –KEY- interactive modeling!!  Stated as a question or statement  Proactive/Reactive  Prompt us to do the remembering ourselves  Leads to self-control and intrinsic motivation  Tells the child we know they can do it  Watch for follow-through****

Examples of Reminding Language Think about how we.. Remind me how we…. Show me how… What should you be doing right now… Safety rules. What can you do that will help? How would Reinforcing Language support a child’s sense of belonging, significance and fun

I See You, I See Everything… Redirecting Language: o Used when behavior has gone off track o Preserve child’s dignity and sense of belonging in group o Be direct and specific o Be brief o Redirections are statements, not ?’s o Follow through after redirecting****

Examples of Redirecting Language Clean up your area Sit at another table where you can pay attention Stop. Eyes on me. Use a quiet voice Put that away now. Use kind words. Dinner rules.

Final Thoughts on Positive Language Words can shape identities of who kids are and who they might become Words help others understand how they think, work and play Our words and tone of voice play a critical role in establishing a place of safety and trust Words can guide children to extend their relationships with others

Resources want-positive-behavior-use-positive-language - article on Positive Language want-positive-behavior-use-positive-language The Power of our Words - Paula Denton