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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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Presentation Transcript
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
  • Make sure to let students know when they can move about again
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?
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
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!