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The End of the School Year The End of the School Year Responsive Classroom® Responsive Classroom®
Principals Meeting – June 1, Principals Meeting – June 1, 20102010
The End of the School Year The End of the School Year Responsive Classroom® Responsive Classroom®
Principals Meeting – June 1, Principals Meeting – June 1, 20102010
Presented by: Patrick Shaw – OCM Presented by: Patrick Shaw – OCM BOCESBOCES
Certified Trainer from The Northeast Foundation for Certified Trainer from The Northeast Foundation for ChildrenChildren
What do these words mean to you?
• BELONGING
• SIGNIFICANCE
• FUN• Adler – Maslow - Dreikurs
Sense ofBELONGING
We all need to:
• Feel known• Feel like we’re part of a group• Feel cared for• Know we’re missed when we’re
not there
Sense ofSIGNIFICANCE
We all need to:
• Be known for our abilities, skills, and knowledge we bring to the group
• Feel we are a valued contributor• Feel we are needed for our care-giving
and appreciation of others• Feel we are capable of learning and
solving problems
Sense ofFUN
We all need to:
• Be engaged and interested in what we do
• Enjoy meeting appropriate degrees of challenge
• Recognize that fun is not a frill. It leads to social interaction, which leads to the greatest cognitive growth
The Last Six Weeks of School
• Sense of accomplishment
• An affirmation of strong community involvement and bonding-a sense of belonging to a group
The Last Six Weeks of School
• An opportunity to reflect upon and affirm their own learning process – “Knowing” themselves as learners
– Here is where I/we began and this is where I/we are now
– This is what was easy for me to do. This is what is hard for me to do.
– This is enjoyable work for me. This is work that I don’t really like doing
The Last Six Weeks of School
• A satisfaction and an appreciation for the experience of working hard at learning something. Hard work can be a positive experience
• An overall sense of pride in oneself, one’s class and one’s school
The Last Six Weeks of School
• A recognition of the fun and excitement in learning
• An opportunity to feel ownership of their individual and group learning- empowerment
• An opportunity to use this year’s reflection as a guide to thinking about next year’s work – goal setting by a reflective learner
Elements of aResponsive Classroom
School
• Morning Meeting• Rule Creation• Interactive Modeling• Positive Teacher Language• Logical Consequences• Guided Discovery• Academic Choice• Classroom Organization• Working with Families• Collaborative Problem Solving
Optimal StudentLearning
ClassroomPractices
AdultCommunit
y• Strong, Focused Leadership• Shared Vision and Planning• Common Beliefs and Behaviors• Shared Professional Development• Adult Community Building
• Aligned Policies,• Practices, and Procedures• Resource Allocation• All-School Activities• Family and Community Involvement• Physical Environment
School-widePractices
The Social Skills ofC . A . R . E . S .
•Cooperation•Assertion•Responsibility•Empathy•Self-Control
Social and Academic Social and Academic Learning Research Learning Research
2001-20042001-2004
Social and Academic Social and Academic Learning Research Learning Research
2001-20042001-2004
Social and Academic Learning Study on the Responsive Classroom
Approach, 2001-2004 (p. 8)
• Finding 1: Children showed greater increases in reading and math test scores
• Finding 2: Teachers felt more effective and more positive about teaching
• Finding 3: Children had better social skills
Social and Academic Learning Study on the Responsive Classroom
Approach, 2001-2004 (p. 13-14)
• Finding 4: Teachers offered more high-quality instruction
• Finding 5: Children felt more positive about school
• Finding 6: Teachers collaborated with each other more
7 Guiding Principles of7 Guiding Principles ofTHE RESPONSIVE THE RESPONSIVE
CLASSROOMCLASSROOM
7 Guiding Principles of7 Guiding Principles ofTHE RESPONSIVE THE RESPONSIVE
CLASSROOMCLASSROOM
Responsive ClassroomGuiding Principle #1
The Social Curriculum is as Important as the Academic
Curriculum
The balanced integration of the two is essential to social and academic growth. It requires
teachers who are skilled and knowledgeable and who are given support for their attention to the
complementary sides of learning.
Responsive ClassroomGuiding Principle #2
How Children Learn is as Important as What
they LearnThe key is in the balance between content and process.
Knowledge cannot be attained if the instructional process is too laissez-faire or too constrictive.
Teacher-Directed learning and student-initiated learning are both important. Inquiry-based learning
needs to be balanced with more didactic approaches.
Responsive ClassroomGuiding Principle #3
The Greatest Cognitive Growth Occurs Through
Social Interaction
Social interaction does not provide the only cognitive growth. Children are learning when they are reading a book, taking a test, or
completing a worksheet on their own. But children are learning the most when they are engaged with each other. It is important,
therefore, for teachers to know what children are doing and talking about in order to facilitate cooperative learning most productively.
Cooperative Learning = Marzano’s 9 Instructional Strategies that Works
Responsive ClassroomGuiding Principle #4
There is a Specific set of Social Skills that Children need to Learn and
Practice in order to be successful academically and Socially.
These social skills can be remembered by the simple acronym CARES. They are
CooperationAssertion
ResponsibilityEmpathy
Self-Control
Responsive ClassroomGuiding Principle #5
Knowing the Children we teach is as Important as Knowing
the Content we Teach
The better we know children individually, culturally, and developmentally, the more
they will learn. The scientific and academic discipline of the teaching profession is child
development.
Responsive ClassroomGuiding Principle #6
Knowing the Families of the Children we teach is as
Important as knowing the Children.
Family involvement is essential to children’s education. Imagine, at parent conferences before the first day of school each year, every teacher in
America asking parents, “What would you like your child to learn in school this year?” and all parents relating their Hopes and Dreams for their children.
Responsive ClassroomGuiding Principle #7
How the Adults at school work together is as important as our Individual Competence
Meaningful and lasting change for the better in our schools requires good working relationships. Children are
always watching the adult for the model.
Responsive ClassroomTeaching Practices (p.
3)
• Morning Meeting• Creating Rules• Interactive Modeling• Teacher Language• Logical
Consequences
• Guided Discovery• Academic Choice• Classroom
Organization• Working w/ Families• Collaborative
Problem-Solving
Outcomes of Responsive Classroom
Teaching Practices (p.1)
• Improved social skills and increased academic engagement
• Positive Classroom Climate• Greater learner investment and
independence• Fewer disruptive behaviors
QUESTIONS or QUESTIONS or Comments?Comments?
[email protected]@ocmboces.org
QUESTIONS or QUESTIONS or Comments?Comments?
[email protected]@ocmboces.org