1. Creating Safe, Challenging, and Joyful Elementary Classrooms and Schools Responsive Classroom

2. What is Responsive Classroom? A way of teaching that emphasizes social, emotional, and academic growth in a strong and safe school community Continually refined to meet schools’ needs Consists of practical strategies for helping children build academic and social-emotional competencies day in and day out Increases student engagement and academic progress, along with fewer discipline problems Another way to present Character Education to students

3. Responsive Classroom Guiding Principles The social curriculum is as important as the academic curriculum. How children learn is as important as what children learn: Process and content go hand in hand. The greatest cognitive growth occurs through social interaction. To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control. These form the acronym CARES.

4. Knowing the children we teach—individually, culturally, and developmentally—is as important as knowing the content we teach. Knowing the families of the children we teach and working with them as partners is essential to children’s education. How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.

5. Outcomes Increase social skills and academic engagement Establishes positive classroom climate Increases learner investment and independence Decreases disruptive behaviors

6. Classroom Practices Morning Meeting Rule Creation Interactive Modeling Positive Teacher Language Logical Consequences Guided Discovery Academic Choice Classroom Organization Working with Families Collaborative Problem Solving

7. Morning Meeting Gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

8. Key Elements of the Morning Meeting Greeting Sharing Group Activity News and Announcements

9. Greeting Children greet each other by name, often including handshaking, clapping, singing, and other activities.

10. Sharing Students share some news of interest to the class and respond to each other, articulating their thoughts, feelings, and ideas in a positive manner.

11. Group Activity The whole class does a short activity together, building class cohesion through active participation.

12. News and Announcements Students develop language skills and learn about the events in the day ahead by reading and discussing a daily message posted for them.

13. Rule Creation Helping students create classroom rules that allow all class members to meet their learning goals

14. Teaching Positive Behavior Proactive Discipline Design curriculum and classroom around knowledge of children Teach positive behaviors - Modeling - Practice and coaching (teacher language) - Reflection Reactive Discipline Logical Consequences

15. Proactive Discipline: Rules Establish a calm and orderly classroom routine. Share hopes and dreams for the year. Generate rules together. Work with children to consolidate the rules into three to five general rules, stated in the positive. Invite children to write the rules on poster board and display in one or more prominent places. Make rules meaningful through discussion, modeling, and practice. Revisit the rules as needed throughout the year.

16. Interactive Modeling Teaching children to notice and internalize expected behaviors through a unique modeling technique

17. Positive Teacher Language Using words and tone to promote children’s active learning and self discipline Reinforcing Language: Naming strengths Reminding Language: Helping students remember expectations Redirecting Language: Giving clear, non-negotiable instructions

18. Reactive Discipline: Logical Consequences Reparation: “You broke it, you fix it” Loss of Privilege: “If you are not responsible, you lose a privilege” Positive Time-Out Responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

19. Guided Discovery Introducing materials using a format that encourages creativity and responsibility

20. Academic Choice Increasing student motivation by differentiating instruction and allowing students teacher-structured choices in their work

21. Classroom Organization Setting up the physical room in ways that encourage independence, cooperation, and productivity

22. Working with Families Hearing families’ insights and helping them understand the school’s teaching approaches

23. Collaborative Problem Solving Using conferencing, role playing, and other strategies to engage students in problem-solving

24. School wide Implementation After incorporating Responsive Classroom practices into classroom teaching, schools are often motivated to extend the principles of the approach to areas outside the classroom. They plan lunchroom and playground procedures, all school events, and other aspects of whole school life to ensure consistency in climate and expectations between the classroom and the larger school.

25. Research on Effectiveness Six key findings about children and teachers at schools using the approach: Children showed greater increases in reading and math test scores. Teachers felt more effective and more positive about teaching. Children had better social skills. Teachers offered more high-quality instruction. Children felt more positive about school. Teachers collaborated with each other more.

26. Ways to Learn about the Responsive Classroom Approach Professional Development One-Day overview Week-Long Institutes Follow-Up Consultation School wide Consultation Responsive Classroom Schools Conference Publications Books and DVDs offering practical information for teachers and administrators Free quarterly newsletter with articles written by teachers for teachers Website with hundreds of free articles on a wide range of education topics

27. To learn about these offerings, visit www.responsiveclassroom.orgwww.responsiveclassroom.org or call 800-360-6332.

28. “Without understanding and addressing the social context we are likely to simply keep changing the academic content over and over without seeing the desired result.” —Chip Wood “I’ve learned that children do break rules; it is a developmental fact, but deep inside each child is trying to be good… The key is giving the students the opportunity to learn self-control.” —Melissa McCarthy

29. “It is difficult to conceive of children developing high self-esteem and resilience if they do not possess self-control.” —Robert B. Brooks “Imagination is more important than knowledge.” —Albert Einstein “…learning is possible only after students’ social, emotional and physical needs have been met.” —CASEL “By separating emotion from logic and reason in the classroom, we've simplified school management and evaluation, but we've also then separated two sides of one coin—and lost something important in the process.” —Robert Sylvester

30. “One teaches best by listening and learns best by telling.” —Deborah Meier “Children not only need to know the isolated facts; they need to see connections that bridge the disciplines and discover how ideas are connected. Without a comprehension of larger patterns, we prepare our students not for wisdom but for a game of Trivial Pursuit.” —Ernest Boyer

31. “The Responsive Classroom approach provides prime evidence that social and emotional teaching strategies, when well constructed, lead to improved classroom behavior and academic growth.” --Roger Weissberg