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The End of the School Year Responsive Classroom® Principals Meeting – June 1, 2010 The End of the School Year Responsive Classroom® Principals Meeting.

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Presentation on theme: "The End of the School Year Responsive Classroom® Principals Meeting – June 1, 2010 The End of the School Year Responsive Classroom® Principals Meeting."— Presentation transcript:

1 The End of the School Year Responsive Classroom® Principals Meeting – June 1, 2010 The End of the School Year Responsive Classroom® Principals Meeting – June 1, 2010 Presented by: Patrick Shaw – OCM BOCES Certified Trainer from The Northeast Foundation for Children

2 What do these words mean to you? BELONGING SIGNIFICANCE FUN Adler – Maslow - Dreikurs

3 Sense of BELONGING 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

4 Sense of SIGNIFICANCE 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

5 Sense of FUN 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

6 The Last Six Weeks of School Sense of accomplishment An affirmation of strong community involvement and bonding-a sense of belonging to a group

7 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

8 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

9 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

10 Elements of a Responsive 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 Student Learning Classroom Practices Adult Community 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-wide Practices

11 The Social Skills of C. A. R. E. S. Cooperation Assertion Responsibility Empathy Self-Control

12 Social and Academic Learning Research 2001-2004

13 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

14 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

15 7 Guiding Principles of THE RESPONSIVE CLASSROOM

16 Responsive Classroom Guiding 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.

17 Responsive Classroom Guiding Principle #2 How Children Learn is as Important as What they Learn The 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.

18 Responsive Classroom Guiding 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

19 Responsive Classroom Guiding 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 Cooperation Assertion Responsibility Empathy Self-Control

20 Responsive Classroom Guiding 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.

21 Responsive Classroom Guiding 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.

22 Responsive Classroom Guiding 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.

23 Responsive Classroom Teaching 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

24 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

25 QUESTIONS or Comments? pshaw@ocmboces.org


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