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Responsive Classroom

 

The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. We believe that how children learn is as important as what they learn, and that academic success is inextricably tied to building social-emotional competencies. 

Guiding Principles of the Responsive Classroom Approach

  • · The social curriculum is as important as the academic curriculum.
  • · How children learn is as important as what children learn.
  • · The greatest cognitive growth occurs through positive, social interaction.
  • · There is a set of social skills that children need in order to be successful academically and socially
  • Cooperation, Assertion, Responsibility, Empathy, and Self-control (CARES).
  • 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 adults at school work together is as important as our individual competence.

Our Goals:

  • · For all students to demonstrate acceptable behavior and to be able to interact with each other and members of the adult community in a positive way.
  • · For all students to achieve their highest academic potential.

Essential Components of Responsive Classroom

  • · Classroom Organization
  • · Morning Meeting
  • · Rule Creation and Logical Consequences
  • · Interactive Modeling
  • · Academic Choice
  • · Guided Discovery
  • · Positive Teacher Language
  • · Working with Families

Classroom Practices

  • · Classroom Organization
  • · Morning Meeting
  • · Rule Creation and Logical Consequences
  • · Interactive Modeling
  • · Academic Choice
  • · Guided Discovery
  • · Positive Teacher Language
  • · Working with Families

CARES

·  C ooperation

·  A ssertion

·  R esponsibility

· E mpathy

· S elf-Control

Positive Approach to Discipline

  • · Classroom and School-wide Rules 
  • · Classroom and School-wide Signals (Thumbs Up; Chimes for large gatherings; whistles for recess)
  • · Logical Consequences
  • · Respectful
  • · Relevant
  • · Related
  •  3 Kinds of Logical Consequences
  • · “You break it, you fix it”
  • · Loss of privilege
  • · Time Out—Thinking Time (Time out in the classroom; Buddy Teacher; Reflection Room)