Responsive classroom introduction
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Responsive Classroom Introduction. August 31, 2010. 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

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Responsive classroom introduction

Responsive Classroom Introduction

August 31, 2010


Today s goals

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


The signal

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


How to give the signal

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


Give me five

Give Me Five

  • 1 Eyes on speaker

  • 2 Mouths silent

  • 3 Be still

  • 4 Hands free

  • 5 Listening


What to do when the signal isn t working

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


What to do continued

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


Logical consequences

Logical Consequences


Loss of privilege

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)


Restitution you break it you fix it

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


Take a break

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)


Take a break continued

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


Logical consequences1

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


Practicing logical consequences

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?


Practicing logical consequences1

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?


Practicing logical consequences2

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?


When to use each logical consequence

When to use each logical consequence


Teacher language

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


Proactive language

Proactive Language


Reactive language

Reactive Language


Interacting with challenging children

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


  • Interacting with challenging children1

    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.


    Interacting with challenging children2

    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


    Week 3 or so

    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


    Thank you

    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!


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