Responsive Classroom Introduction

1. Responsive Classroom Introduction August 31, 2010

2. 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

3. 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

4. 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

5. Give Me Five • 1 Eyes on speaker • 2 Mouths silent • 3 Be still • 4 Hands free • 5 Listening

6. 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

7. 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

8. Logical Consequences

9. 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)

10. 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

11. 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)

12. 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

13. 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

14. 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?

15. 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?

16. 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?

17. When to use each logical consequence

18. 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

19. Proactive Language

20. Reactive Language

21. 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

22. 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.

23. 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

24. 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

25. 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!