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Responsive Classroom


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Positive behavior support system used in K-6 grades.

Published in: Education, Technology

Responsive Classroom

  1. 1. Responsive Classroom By Mary Whittle, Kelly McNab, and Ruth Demshick
  2. 2. In the Beginning… Stephen Elliot, study done in West Haven, CT 1991-92 1993-94 Stephen Elliot, study done in Washington, DC 1996-97 and 1997-98 Stephen Elliot, study done in Springfield, MA NEFC received sponsorship from DuBarry Foundation 1999 2001-02 and 2003-04 Sara Rimm-Kaufman, Social and Acedemic Learning Study 1981 4 teachers decided to start NEFC and emphasize social curriculum
  3. 3. Procedures and Techniques <ul><ul><li>The first six weeks of school is the most vital time of the school year in which a Responsive Classroom is implemented. </li></ul></ul><ul><ul><li>Elliott et al. (2001) said that, “Educators who choose to assess and intervene to improve students’ pro-social behaviors will find that it can pay academic achievement dividends for individual students while improving their own instructional environment” </li></ul></ul>
  4. 4. Procedures and Techniques <ul><li>C. A. R. E. S. </li></ul><ul><li>Approach in RC where 5 major clusters of social skills which are in the repertoire of socially competent individuals </li></ul><ul><li>C ooperation </li></ul><ul><li>A ssertion </li></ul><ul><li>R esponsibility </li></ul><ul><li>E mpathy </li></ul><ul><li>S elf-control </li></ul>
  5. 5. Procedures and Techniques
  6. 6. Procedures and Techniques
  7. 7. Procedures and Techniques <ul><li>Discrimination Training </li></ul><ul><li>According to Chapter 9 of our text, we have learned, that the concept formation of DT is to teach by presenting positive and negative examples. </li></ul><ul><li>Teachers want students to: obey rules, follow instructions, perform specific academic skills </li></ul><ul><li>A major part of teaching task </li></ul><ul><ul><li>Establishing specific times, places, instructions and other antecedent events as discriminative stimuli for student behaviors </li></ul></ul>First Six Weeks of School, Continued
  8. 8. Procedures and Techniques Sample antecedents to Problem Behavior <ul><li>Lack of functional vocabulary to communicate </li></ul><ul><li>Physical environment: for example noise, number of students </li></ul><ul><li>Meaningless repitition </li></ul><ul><li>Non-functional activity </li></ul><ul><li>Rate of physical prompting or verbalizations </li></ul>
  9. 9. Procedures and Techniques <ul><li>Antecedent Oriented </li></ul><ul><li>Proactive </li></ul><ul><li>Co-Created Rules and Consequences </li></ul><ul><li>Clear and Consistent </li></ul><ul><li>Developing Self control </li></ul><ul><li>Taking Responsibility for Actions </li></ul>Creating a Safe Learning Envrionment
  10. 10. Procedures and Techniques <ul><li>Social Curriculum </li></ul><ul><li>“ How ” Children Learn </li></ul><ul><li>Social Interaction </li></ul><ul><li>CARES </li></ul><ul><li>“ Knowing ” the children </li></ul><ul><li>“ Knowing ” the families </li></ul><ul><li>Implementing a Social Curriculum </li></ul>Principles of Responsive Classroom
  11. 11. Steps for Implementation Teaching Practices Of RC <ul><li>The Northeast Foundation for Children (2004) has stated specific teaching practices that have arisen from the seven principles of RC: </li></ul><ul><li>Morning Meetings </li></ul><ul><li>Rules and Logical Consequences </li></ul><ul><li>Classroom Organization </li></ul><ul><li>Guided Discovery </li></ul><ul><li>Academic Choice </li></ul><ul><li>Reaching out to Parents </li></ul>
  12. 12. Steps for Implementation <ul><li>Morning Meeting </li></ul><ul><li>“ Good Morning, _________, how are you today? </li></ul><ul><li>COMMUNITY BUILDING </li></ul><ul><li>Antecedent Oriented </li></ul>http:// =77ab95753b79935ced01
  13. 13. Steps for Implementation <ul><li>Rules and Logical Consequences </li></ul><ul><li>Classroom </li></ul><ul><li>+ Rules = Respect and Reason </li></ul><ul><li>Logic </li></ul><ul><li>+ Consequences = Responsibility </li></ul>
  14. 14. Example of Rules and Logical Consequences
  15. 15. Rules and Logical Consequences
  16. 16. Rules and Logical Consequences RC encourages that the teacher ignore the problem behaviors while reinforcing the appropriate behaviors. For example.. A student is running to the cafeteria. The teacher says please walk. When the student begins walking the teacher should immediately reinforce the student by saying “I like how you listened and followed the rules of our school.” Differential Reinforcement
  17. 17. Steps for Implementation <ul><li>Classroom Organization </li></ul><ul><li>Teachers- </li></ul><ul><li>Effectively organize classrooms </li></ul><ul><ul><li>create safe, warm and welcoming space </li></ul></ul><ul><ul><li>encourages social and academic excellence </li></ul></ul><ul><li>Arrange classrooms </li></ul><ul><ul><li>ways that promote students’ organization, cooperation and independence. </li></ul></ul><ul><li>Provide spaces </li></ul><ul><ul><li>children work independently and cooperatively. </li></ul></ul><ul><li>Students’ works displayed throughout the classroom </li></ul><ul><ul><li>students feel valued and respected </li></ul></ul>
  18. 18. Classroom Organization
  19. 19. Steps for Implementation <ul><li>Guided Discovery </li></ul><ul><li>Encourage </li></ul><ul><li>Encourage </li></ul><ul><li>Encourage </li></ul><ul><li>Teacher Language (antecedent oriented) </li></ul><ul><li>For example: Instead of “Quit goofing off!” How about, “ Thumbs up to show me your ready” </li></ul>For Example: In closure, the teacher asks one student to model a careful cleanup of the materials, suggesting that the other students also model appropriate behavior in the cleanup task.
  20. 20. Teacher Language
  21. 21. Steps for Implementation <ul><li>Academic Choice </li></ul><ul><li>REFLECTION </li></ul><ul><li>Mistakes </li></ul><ul><li>Develop Interests </li></ul><ul><li>Options </li></ul><ul><li>Opportunities </li></ul>
  22. 22. Academic Choice
  23. 23. Steps for Implementation <ul><li>REACH OUT TO PARENTS </li></ul><ul><li>“ Knowing the Families” </li></ul><ul><li>Encourage communication </li></ul><ul><li>Inviting parents to be a part of the school community </li></ul><ul><li>Encourage collaboration </li></ul><ul><li>Include parents in goal setting </li></ul>
  24. 24. http:// =ab9aeca583fd0bb0e1c6
  25. 25. Advantages <ul><ul><li>Children: </li></ul></ul><ul><ul><ul><li>Increase in reading and math test scores </li></ul></ul></ul><ul><ul><ul><li>Better social skills among classmates </li></ul></ul></ul><ul><ul><ul><ul><li>Sense of community </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Behavioral improvements </li></ul></ul></ul></ul><ul><ul><ul><li>More positive attitudes about school </li></ul></ul></ul><ul><ul><li>Teachers: </li></ul></ul><ul><ul><ul><li>Feeling more effective and positive about teaching experience </li></ul></ul></ul><ul><ul><ul><ul><li>Attitudes of teachers using this curriculum have also changed </li></ul></ul></ul></ul><ul><ul><ul><li>Some offer more high-quality instruction </li></ul></ul></ul><ul><ul><ul><li>Teachers collaborated with their peers more. </li></ul></ul></ul>
  26. 26. Disadvantages <ul><li>Teachers </li></ul><ul><ul><li>If not trained well… </li></ul></ul><ul><ul><ul><li>If teachers are not trained ahead of time or well informed about the program… </li></ul></ul></ul><ul><ul><li>If the right attitude is not displayed during these lessons… </li></ul></ul><ul><ul><ul><li>What will happen during this time? </li></ul></ul></ul><ul><li>Classroom Setting </li></ul><ul><ul><li>If classroom is messy/cluttered, program will not be effective because of display of work aspect </li></ul></ul>
  27. 27. Tying in to Applied Behavioral Analysis <ul><li>Behaviorists focus is on the “present environmental conditions maintaining behavior and on establishing and verifying functional relations between such conditions and behaviors” (pg. 16) </li></ul><ul><li>Instructional Procedures: prompts (thumbs up, show me your ready), modeling, fading (singing a song to humming) </li></ul><ul><li>Two Principles of ABA: </li></ul><ul><ul><li>Behavior is largely a product of its immediate environment </li></ul></ul><ul><ul><li>Behavior is shaped better by positive (reinforcement) than negative (punitive) consequences </li></ul></ul>
  28. 28. URL <ul><li>http:// / </li></ul>
  29. 29. <ul><li>Start of slides that are already used in RC Show </li></ul>
  30. 30. Northeast Foundation for Children <ul><li>Emphasizing: </li></ul><ul><li>Social </li></ul><ul><li>Emotional </li></ul><ul><li>Academics </li></ul><ul><li>Safe School Community </li></ul>Goal: Optimal Student Learning
  31. 31. Success in School Settings “ Survey Says….” Greater increases in reading and math scores Teachers more frequently engaged in and placed higher value on collaboration Children had increased pro-social skills and increased trust for school, peers and teachers Increased confidence led to effective teaching and stronger relationships with students
  32. 32. Definition – Responsive Classroom <ul><li>Emphasizes Importance of </li></ul><ul><li>Social and Academic Learning </li></ul><ul><li>Academic Curriculum </li></ul><ul><li>Focuses on knowledge of educational material </li></ul><ul><li>Social Curriculum </li></ul><ul><li>Focuses on knowledge of positive behaviors and relationship </li></ul>
  33. 33. Scenarios <ul><li>Who knows… </li></ul><ul><li>How can I help you? </li></ul><ul><li>I see that… </li></ul><ul><li>I notice… </li></ul><ul><li>I see you…  </li></ul><ul><li>You need to… </li></ul><ul><li>Who can tell me… </li></ul><ul><li>Show me… </li></ul><ul><li>Remind me… </li></ul><ul><li>Teachers model desired words and behaviors </li></ul>
  34. 34. Definition <ul><li>Charney (2002) said, “It is about teaching children to care.” </li></ul><ul><li>Classroom Management </li></ul><ul><ul><li>Nurturing </li></ul></ul><ul><ul><li>Respectful </li></ul></ul><ul><ul><li>Full of Learning </li></ul></ul>
  35. 35. Strategies for Teacher Language <ul><li>Make yourself listen to your words </li></ul><ul><li>Tape record yourself in the classroom </li></ul><ul><li>Have a colleague record your words and phrases </li></ul><ul><li>Focus on one phrase at a time </li></ul><ul><li>Ask children to help </li></ul><ul><li>Replace inappropriate words right at the moment </li></ul><ul><li>Think before you speak </li></ul><ul><li>Agree with colleagues to work on changing the same word or phrase </li></ul><ul><li>Post replacement words on classroom walls </li></ul><ul><li>Use signals instead of words to get children’s attention </li></ul><ul><li>Use more open-ended questioning as a way to interact with children </li></ul>