1. Responsive Classroom Introduction August 31, 2010

2. Today’s Goals To familiarize you with Responsive Classroom language To familiarize you with Responsive Classroom language To help you understand why Responsive Classroom is the best for both staff and students To help you understand why Responsive Classroom is the best for both staff and students To give you tools to use starting day 1 as we all build our new Peter Hobart community To give you tools to use starting day 1 as we all build our new Peter Hobart community

3. The Signal The first thing taught to students! The first thing taught to students! You must be rigorous in your expectations for silence You must be rigorous in your expectations for silence Types of signal: Types of signal: Whistle (on playground) Whistle (on playground) Give me 5 – raise hand and wait for others to follow Give me 5 – raise hand and wait for others to follow Turn lights off Turn lights off Bell/chime Bell/chime Why to use a signal Why to use a signal Turn to a neighbor or tablemate and discuss what the benefits are of using a quiet signal Turn to a neighbor or tablemate and discuss what the benefits are of using a quiet signal

4. How to give the signal How to give the signal Give the verbal or visual cue along with showing “5” Give the verbal or visual cue along with showing “5” Hand raised in air, palm open Hand raised in air, palm open Wait until the entire class/group is quiet before proceeding Wait until the entire class/group is quiet before proceeding No further verbals cues should be given No further verbals cues should be given Students can also give “5” when the teacher is doing it too Students can also give “5” when the teacher is doing it too You can show students how to “show a neighbor” or “tap a friend” when signal is give in case everyone did not see and/or hear the signal You can show students how to “show a neighbor” or “tap a friend” when signal is give in case everyone did not see and/or hear the signal

5. Give Me Five 1 Eyes on speaker 1 Eyes on speaker 2 Mouths silent 2 Mouths silent 3 Be still 3 Be still 4 Hands free 4 Hands free 5 Listening 5 Listening

6. What to do when the signal isn’t working If it just one or two students, have them take a break If it just one or two students, have them take a break If it is more than one or two, stop giving the signal If it is more than one or two, stop giving the signal Ask “who can remind us what we need to do when the signal is given”? Ask “who can remind us what we need to do when the signal is given”? Ask someone to demonstrate Ask someone to demonstrate Practice as a class/group until they are able to quiet down in a respectable amount of time Practice as a class/group until they are able to quiet down in a respectable amount of time Encourage them to shave off how long it takes them to quiet down every time they practice Encourage them to shave off how long it takes them to quiet down every time they practice

7. What to do continued If there is general non-compliance from the large group have them sit down silently until self-control is gained If there is general non-compliance from the large group have them sit down silently until self-control is gained If students begin to move about when the signal/directions are being given, stop and give signal again If students begin to move about when the signal/directions are being given, stop and give signal again DO NOT USE VERBAL REDIRECTION DO NOT USE VERBAL REDIRECTION Make sure to let students know when they can move about again Make sure to let students know when they can move about again

8. Logical Consequences Loss of Privilege You break it, you fix it Take a break

9. Loss of privilege Take away the privilege that has been abused Take away the privilege that has been abused Ex: a student being unsafe with scissors cannot use the scissors for a short while Ex: a student being unsafe with scissors cannot use the scissors for a short while DO show faith that the student can learn the pro-social behavior DO show faith that the student can learn the pro-social behavior DO give the student another chance soon DO give the student another chance soon DO re-teach the use of material if necessary DO re-teach the use of material if necessary DO use a matter-of-fact voice and manner DO use a matter-of-fact voice and manner DON’T lecture, blame, or shame DON’T lecture, blame, or shame DON’T use sarcasm or criticism (simply describe the rule broken and the consequence) DON’T use sarcasm or criticism (simply describe the rule broken and the consequence)

10. Restitution- You break it, you fix it The student must somehow, with words or actions set things right The student must somehow, with words or actions set things right DO use apology of action (what can you (the student) do to repair the damage and show that you are sorry?) DO use apology of action (what can you (the student) do to repair the damage and show that you are sorry?) DON’T lecture, blame or shame DON’T lecture, blame or shame DON’T use sarcasm or criticism in words, tone, or body language DON’T use sarcasm or criticism in words, tone, or body language

11. Take a break Students take a short break from an activity or lesson to restore themselves to self-control so they can follow the rules Students take a short break from an activity or lesson to restore themselves to self-control so they can follow the rules DO have the take a break place in a spot visible to adult DO have the take a break place in a spot visible to adult DO practice during the first or second week of school DO practice during the first or second week of school DO have each child decide when to return to the group DO have each child decide when to return to the group DO be democratic, everyone practices take a break DO be democratic, everyone practices take a break DO use it for any rule violations DO use it for any rule violations DO establish a name that works for you (think time, take a break, thinking spot/chair, or have students name it) DO establish a name that works for you (think time, take a break, thinking spot/chair, or have students name it)

12. Take a break continued DON’T let small things go DON’T let small things go DON’T use it only for certain students- positive take a break is for everyone, or it doesn’t work DON’T use it only for certain students- positive take a break is for everyone, or it doesn’t work DON’T give more than one reminder before having student take a break DON’T give more than one reminder before having student take a break DON’T use the hall as a break place, the student should be visible to the adult in charge DON’T use the hall as a break place, the student should be visible to the adult in charge DON’T use sarcasm or anger when telling someone to take a break DON’T use sarcasm or anger when telling someone to take a break

13. Logical Consequences Everyone makes mistakes. What is your recovery plan? Everyone makes mistakes. What is your recovery plan? Your plan should be: Your plan should be: Relevant- related to the issue Relevant- related to the issue Realistic- do-able and productive Realistic- do-able and productive Respectful- without sarcasm or blaming/shaming Respectful- without sarcasm or blaming/shaming

14. Practicing Logical Consequences Student comes to you in tears because another student was making fun of them… Student comes to you in tears because another student was making fun of them… What would be the logical consequence? What would be the logical consequence? Take a break Take a break Loss of privilege Loss of privilege You break it, you fix it You break it, you fix it How could students do that? How could students do that?

15. Practicing Logical Consequences A student “pretend cuts” another students hair with their scissors during an art project A student “pretend cuts” another students hair with their scissors during an art project What would be the logical consequence? What would be the logical consequence? Take a break Take a break Loss of privilege Loss of privilege You break it, you fix it You break it, you fix it What would that look like? What would that look like?

16. Practicing Logical Consequences A student enters a room with excess energy, their voice is too loud and their body is too busy… A student enters a room with excess energy, their voice is too loud and their body is too busy… What would be the logical consequence? What would be the logical consequence? Take a break Take a break Loss of privilege Loss of privilege You break it, you fix it You break it, you fix it Where is the break spot? What would it look like? Where is the break spot? What would it look like?

17. When to use each logical consequence Loss of privilegeTake a breakYou break it, you fix it

18. Teacher Language Telling vs. Asking Telling vs. Asking Judging vs. Describing Judging vs. Describing Reactive vs. Proactive Reactive vs. Proactive Teachers speak to students proactively to help create conditions for success and reactively when things begin to fall apart Teachers speak to students proactively to help create conditions for success and reactively when things begin to fall apart

19. Proactive Language Reminding LanguageReinforcing Language * Remind me how to…* I noticed that… * Show me how to…* What did you notice… * I hear talking, this is quiet time.* Tell me about… * What will you do next?* That worked. We did it just like we practiced. * Who remembers how that will look/sound? * You all came in and got right to work, now we can get started. * Think about where you need to sit to give me your best attention All of you helped our ____ by ____ * What did you notice?

20. Reactive Language Redirecting Language * The rules of the game say… * That looks dangerous, show me a safer way. * We agreed to be respectful, how is that respectful? * Our classroom rules state..

21. Interacting with challenging children Treat children fairly by treating them differently Treat children fairly by treating them differently Find ways to fill individual needs (fun, significance, belonging, power) Find ways to fill individual needs (fun, significance, belonging, power) What things or how often are you willing to let things go without a consequence; What things or how often are you willing to let things go without a consequence; Things for which others might receive consequences Things for which others might receive consequences View children with the journey view View children with the journey view Who you are now is not who you will become Who you are now is not who you will become We are looking for progress not perfection We are looking for progress not perfection

22. Interacting with challenging children Avoid Power Struggles Avoid Power Struggles Let the routine be the boss- establish clear routines and enforce them Let the routine be the boss- establish clear routines and enforce them Use check in- What did I ask you to do? Were my directions clear? What were the directions? Use check in- What did I ask you to do? Were my directions clear? What were the directions? Restate your verbal message and state the alternative or consequence. You need to move to your seat or take a break. Restate your verbal message and state the alternative or consequence. You need to move to your seat or take a break. Use the cut-off technique. We are done talking about this. Use the cut-off technique. We are done talking about this.

23. Interacting with challenging children An ounce of prevention is worth a pound of cure! An ounce of prevention is worth a pound of cure! Read the warning signs and be proactive Read the warning signs and be proactive Sweat the small stuff- address ALL misbehaviors Sweat the small stuff- address ALL misbehaviors Kids need to move every twenty minutes Kids need to move every twenty minutes Play games to relieve tension and practice social skills Play games to relieve tension and practice social skills

24. Week 3 (or so) We will be holding a Constitutional Convention We will be holding a Constitutional Convention Students will bring classroom essential agreements Students will bring classroom essential agreements They will help pair down and co-create building wide agreements They will help pair down and co-create building wide agreements We will establish what they look like, sound like and feel like for each area We will establish what they look like, sound like and feel like for each area Assemblies Assemblies Hallway Hallway Bathroom Bathroom Lunchroom/recess Lunchroom/recess

25. Thank you! We appreciate you being here today! We appreciate you being here today! We look forward to starting the year off with a bang! We look forward to starting the year off with a bang! Use what you can, ask questions, and practice! Use what you can, ask questions, and practice! We will have a follow up meeting before winter break! We will have a follow up meeting before winter break!