1. Responsive Classroom Approach Video Research  Method: 3 year randomized control study with 24 elementary schools, 350 teachers, 2900 students  Results: (1) Improved academic achievement, (2) Improved student teacher interactions, (3) Higher quality instruction in mathematics Theory  Draws from many different theories

2. Interpersonal Neurobiology ~Daniel Siegel 7 functions of the middle prefrontal region of the brain  Body regulation  Attuned communication  Emotional balance  Planned and Flexible responses  Empathy  Self-knowing awareness  Fear modulation

3. Development of middle prefrontal region Relies on attuned parenting  Attunement is, literally, being “in tune with someone else's emotional states”. It's not a question of parental love but of the parent's ability to be present emotionally in such a way that the infant or child feels understood, accepted, and mirrored (Gabor Mate).  Attunement is a subtle process. It is deeply instinctive and is easily subverted when the parent is stressed, depressed, or distracted.

4. Development of middle prefrontal region Cont'd Can be strengthened by practising mindful awareness Attuning to one's own mind with: C uriosity O penness A cceptance L ove

5. Implications of Interpersonal Neurobiology Effective teachers should...  be emotionally present and responsive  teach children to reflect  model and expect mindful behaviour

6. Effective Classroom Teacher High warmth/responsiveness  Patience, compassion, support, differentiated instruction, cultural sensitivity GOAL: Help students feel supported by creating a community High control/demandingness  Expect learning  Expect good behaviour  Collaborative goal setting (with follow- up) GOAL: Help students develop self-control

7. First 6 Weeks of School Establishing Routines and Expectations

8. The Importance of Classroom Management “Children don't learn by being entertained. They learn by doing, and by finding success in the doing”

9. Creating a community (Interpersonal attunement) Model, teach, and then expect:  Knowledge of one another  Turn taking  Sharing  Making room for others  Inviting others to join  Participating in groups  Friendliness  Cooperation  Group problem-solving

10. Creating self-control (Intrapersonal attunement) Model, teach, and then expect:  Mindful movement (safe and purposeful)  Mindfulness of noise  Fair and safe conflict resolution  Solid work habits  Mindfulness during classroom routines  Mindful use of classroom materials  Care of classroom environment

11. Stage 1 (Whole-Class Learning): Model, Teach, and Expect 1) Select a routine/skill which will allow children to work with competence (Resource: Appendix E) 2) Explain the expectations for the routine/skill in: (a) positive, and (b) simple terms. 3) Model the expectations 4) Practice 5) Notice both positive and negative using encouraging, specific, and positive language 6) Practice and notice again until everyone has succeeded 7) Introduce routine in new settings and take the time to repeat steps 4-6.

12. Presentation Assignment 1.Describe key concept 2.Demonstrate how to apply key concept 3.Design a role play where classmates can practice the key concept 4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

13. Stage 1 (Whole class Learning): Example 1 – Safety signal 1)Select routine 2)Explain routine 3)Model 4)Practice 5)Notice success! 6)Repeat 4 & 5 until success! 7)Introduce in new settings

14. Presentation Assignment 1.Describe key concept 2.Demonstrate how to apply key concept 3.Design a role play where classmates can practice the key concept 4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

15. Role Play In groups: In your groups, act out the role play scenario provided by following the steps described below: 1)Select routine 2)Explain routine 3)Model 4)Practice 5)Notice success! 6)Repeat 4 & 5 until success! 7)Introduce in new settings

16. Presentation Assignment 1.Describe key concept 2.Demonstrate how to apply key concept 3.Design a role play where classmates can practice the key concept 4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

17. Rubric for self-evaluation 1234 Describe routineForgot infoIncluded all important info. Did not always use positive or simple language Included all important info Always used positive/ Simple language Was creative in finding ways to ensure that all students remembered routine Model routineJust described routine Forgot some steps when modeling Remembered all steps when modeling and used class participation Was creative in finding ways to ensure that students engaged in demonstration Practice/NoticeFailed to noticeNoticed only positive or negative Noticed both positive and negative. Language was not always encouraging, specific, and/or positive Noticed both positive and negative and used encouraging, specific, and positive language Repeat practiceStopped after first try when students were still making mistakes Stopped practising when some students were still making mistakes Practised until all students got it right the first time and then forgot about it. Practised until all students got it right and then practised in new settings. Maintained teaching approach.

18. Presentation Assignment 1.Describe key concept 2.Demonstrate how to apply key concept 3.Design a role play where classmates can practice the key concept 4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

19. Discussion What came up in the role plays?  Questions?  Controversies?  Barriers?  Creative ideas?

20. Reflections Include: 1)The concepts from the readings (or lecture that you were hoping to apply 2)How you applied concepts in role play 3)Barriers to applying the concept 4)How you will overcome the barriers to applying concept

21. Other examples for routines/skills in Stage 1 (Whole Class Learning) Class Exercise: 1)Circling up 2)Bathroom routine 3)Journal writing 4)Grade book posters 5)Morning meeting 6)Guided Discovery In groups, you will read the outlined procedure and prepare to: Describe important steps to class Demonstrate important steps to class

22. Presentations Presentation rubric – What is important to include in your presentation?