Responsive Classroom IntroductionAugust 31, 2010

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

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

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

Give Me Five

1 Eyes on speaker

2 Mouths silent

3 Be still

4 Hands free

5 Listening

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

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

Logical Consequences

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)

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

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)

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

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

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?

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?

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?

When to use each logical consequence

Loss of privilege Take a break You break it, you fix it

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

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?

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..

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

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.

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

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

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!