Responsive Classroom Introduction August 31, 2010.
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Transcript of Responsive Classroom Introduction August 31, 2010.
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Responsive Classroom IntroductionAugust 31, 2010
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Today’s Goals
To familiarize you with Responsive Classroom language
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
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The Signal
The first thing taught to students!
You must be rigorous in your expectations for silence
Types of signal: Whistle (on playground) Give me 5 – raise hand and wait for others to follow Turn lights off Bell/chime
Why to use a signal Turn to a neighbor or tablemate and discuss what the
benefits are of using a quiet signal
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How to give the signal
Give the verbal or visual cue along with showing “5” Hand raised in air, palm open
Wait until the entire class/group is quiet before proceeding No further verbals cues should be given
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
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Give Me Five
1 Eyes on speaker
2 Mouths silent
3 Be still
4 Hands free
5 Listening
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What to do when the signal isn’t working
If it just one or two students, have them take a break
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 someone to demonstrate 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
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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 students begin to move about when the signal/directions are being given, stop and give signal again DO NOT USE VERBAL REDIRECTION
Make sure to let students know when they can move about again
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Logical Consequences
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Loss of privilege
Take away the privilege that has been abused 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 give the student another chance soon
DO re-teach the use of material if necessary
DO use a matter-of-fact voice and manner
DON’T lecture, blame, or shame
DON’T use sarcasm or criticism (simply describe the rule broken and the consequence)
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Restitution- You break it, you fix it
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?)
DON’T lecture, blame or shame
DON’T use sarcasm or criticism in words, tone, or body language
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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
DO have the take a break place in a spot visible to adult
DO practice during the first or second week of school
DO have each child decide when to return to the group
DO be democratic, everyone practices take a break
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)
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Take a break continued
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 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 sarcasm or anger when telling someone to take a break
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Logical Consequences
Everyone makes mistakes. What is your recovery plan?
Your plan should be: Relevant- related to the issue Realistic- do-able and productive Respectful- without sarcasm or
blaming/shaming
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Practicing Logical Consequences
Student comes to you in tears because another student was making fun of them… What would be the logical consequence?
Take a break Loss of privilege You break it, you fix it
How could students do that?
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Practicing Logical Consequences
A student “pretend cuts” another students hair with their scissors during an art project What would be the logical consequence?
Take a break Loss of privilege You break it, you fix it
What would that look like?
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Practicing Logical Consequences
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?
Take a break Loss of privilege You break it, you fix it
Where is the break spot? What would it look like?
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When to use each logical consequence
Loss of privilege Take a break You break it, you fix it
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Teacher Language
Telling vs. Asking
Judging vs. Describing
Reactive vs. Proactive
Teachers speak to students proactively to help create conditions for success and reactively when things begin to fall apart
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Proactive Language
Reminding Language Reinforcing 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?
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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..
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Interacting with challenging children
Treat children fairly by treating them differently 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; Things for which others might receive consequences
View children with the journey view Who you are now is not who you will become We are looking for progress not perfection
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Interacting with challenging children
Avoid Power Struggles 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? 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.
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Interacting with challenging children
An ounce of prevention is worth a pound of cure! Read the warning signs and be proactive Sweat the small stuff- address ALL
misbehaviors Kids need to move every twenty minutes Play games to relieve tension and practice
social skills
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Week 3 (or so)
We will be holding a Constitutional Convention Students will bring classroom essential
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 Assemblies Hallway Bathroom Lunchroom/recess
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Thank you!
We appreciate you being here today!
We look forward to starting the year off with a bang!
Use what you can, ask questions, and practice!
We will have a follow up meeting before winter break!