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Responsive Classroom

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Becky Wanless

on 20 January 2018

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Transcript of Responsive Classroom

What is Responsive Classroom?
Morning Message
Morning Meeting
Course Registration Details
The First 6 Weeks of School
Move to grade level groups-K-2, 3-4, 5-6

Read: 1st day of school Goals and Overview for All Grades AND your grade level pages

Reflect: On post-it or piece of paper, jot down - 3 big ideas/trends, 2 thoughts and comments, and 1 question

Report: As a group, on chart paper create a poster that answers these questions:
What do the students need to know/do/learn on the first day of school?
What are some "new" ideas I might try on the first day of school this year?
What did I read that made me wonder?
Yardsticks by Chip Wood
Developmental Curriculum
Example Birthday Graph
7 Key Principles

1. The social and emotional curriculum is as important as the academic curriculum.
2. How children learn is as important as what they learn.
3. Great cognitive growth occurs through social interaction.
4. To be successful academically and socially, children need to learn a set of social and emotional skills that include cooperation, assertiveness, responsibility, empathy, and self-control.
5. Knowing the children we teach—individually, culturally, and developmentally—is as important as knowing the content we teach.
6. Knowing the families of the children we teach is as important as knowing the children we teach.
7. How we, the adults at school, work together is as important as our individual competence: Lasting change begins with the adult community.
Responsive Classroom
Key Practices
Collaborative Thinking Time!
Responsive Classroom
Creating a respectful, joy-filled classroom
Dear Educators,

Welcome to day 1 of creating a respectful and joy-filled classroom! Today we will explore the basics of Responsive Classroom, think about the first day of school, and look at developmental expectations related to our students. We are excited about the learning ahead.

Take a moment to find a seat, turn your cell phone to vibrate or off, and get your materials ready for the day. We will begin at 8:15.


Becky and Kelley
What is your favorite or funniest teacher moment?

We will share during Morning Meeting.
Jot down 1 "ah-ha" and 1 "I'm wondering more about..."
Morning Meeting—gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

Rule Creation—helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals

Interactive Modeling—teaching children to notice and internalize expected behaviors through a unique modeling technique
Positive Teacher Language—using words and tone as a tool to promote children's active learning, sense of community, and self-discipline

Logical Consequences—responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

Guided Discovery—introducing classroom materials using a format that encourages independence, creativity, and responsibility

Academic Choice—increasing student learning by allowing students teacher-structured choices in their work

Classroom Organization—setting up the physical room in ways that encourage students’ independence, cooperation, and productivity

Working with Families—creating avenues for hearing parents' insights and helping them understand the school's teaching approaches

Collaborative Problem Solving—using conferencing, role playing, and other strategies to resolve problems with students
Collaborative Thinking Time!
In a group of 3, summarize your initial thoughts about each guiding principle. Write down 1-2 thoughts on each guiding principle poster. Be prepared to discuss your thinking.
Goals for the 1st 6 weeks...

1. Create a climate of warmth, inclusion, and safety

2. Teach classroom routines and behavior expectations

3. Help students get to know and care for the classroom and school environment
Read, Reflect, Report
Lunch- 45 minutes

Quiet Time- 15 minutes
Choices: Explore RC books and resources, Relax/rest, Take care of "business"
Get into grade level groups
Using the book, "Yardsticks," find the age level(s) of the students in your class/grade level/learning environment. Together, read the developmental characteristics of such students.
Share with your age/grade level group how this information is helpful when thinking about your students, curriculum, and classroom set-up.
Energizer: The Fidget Family


1. Take a piece of paper. Each paper has a character (Ma, Pa, Billy, Tommy, Bridget, Baby, Grandma, Grandpa, Old Mol, Old Dol, cat, dog, canary, wagon, house, road, tree, gate, purse). Multiple people might have the same role.

2. We will read the story aloud. When you hear your part, stand up, twirl around once and sit back down. When the phrase Fidget Family is said everyone stands up, twirls around once and sits back down.

Once upon a time, there was a family called the Fidget Family. There were lots of people in this family. There were Ma Fidget, Pa Fidget, Billy Fidget, Tommy Fidget, Bridget Fidget, and Baby Fidget. They had several pets. They has a cat, a dog, a canary, and two horses named Old Mol and Old Dol. Through the gate, past a tree, and down the road in another house lived Grandma and Grandpa Fidget. One day, the whole Fidget Family decided to go visit Grandma and Grandpa Fidget at their house through the gate, past a tree, and down the road. Billy wanted to bring the cat, Tommy wanted to bring the dog, and Bridget wanted to bring the canary, but Pa Fidget said no. The baby cried. So they loaded up the wagon, hitched up Old Mol and Old Dol, and headed out through the gate, past the tree, and down the road to Grandma and Grandpa Fidget’s house. They had just passed the tree when Ma Fidget realized she’d left her purse back at the house. Baby Fidget cried. So, the whole Fidget Family turned the wagon around back up the road, past the tree, and through the gate. They finally found Ma Fidget’s purse back at the house. Before they left, Billy asked if he could bring the cat, Tommy wanted to bring the dog, and Bridget wanted to bring the canary, but Pa Fidget said no. The baby started chewing on Ma Fidget’s purse. Then, the whole family got back into the wagon being pulled by Old Mol and Old Dol. They rode out through the gate, past a tree, and down the road to Grandma and Grandpa Fidget’s house. They had a wonderful time, and the whole Fidget family lived happily ever after!
In preparation for tomorrow...
1. Bring your laptop
2. Bring your $60 for the course
3. Read weeks 1-3 in The First 6 Weeks of School; be prepared to discuss.
Hello Educators,

Welcome back! We had such great conversations yesterday and we cannot wait to see what today has in store for us! Today we will dive into the Rules in Schools book and look at how to set up rules in our classrooms along with school-wide expectations for staff and students.

We will also explore weeks 1-3 and weeks 4-6 in The First 6 Weeks of School book. At the end of our time together we hope you will feel great about starting another school year!

Take a few moments to get situated, we will start our morning meeting at 8:15.


Becky and Kelley
Morning Meeting
Greeting: Mix and Mingle

Share: Partner share- Today I am looking forward to...

Activity: What's the change?

Morning Message: Discuss and Clarify
Self Reflection

Think about the current way rules are set up in your classroom/school.
What goes into the rule creation process? Who is involved?

Rules in Schools
Count off by 3, get with your number group
Group 1= Week 1
Group 2= Week 2
Group 3= Week 3
Using a piece of paper and markers, create a poster that outlines the highlights of each week.
Weeks 4-6
Responding to Misbehavior
Individual or Group Work
Using your laptop, create at least 3 morning meetings that you can use during the first 6 weeks of school.
Each morning meeting should include:
Sample Message
Morning Meeting
Greeting: Around the circle
Share your name and the grade/content area you will teach this year

Share: What is your funniest teacher moment?

Activity: The Big Wind Blows

Morning Message
Today's Schedule

8:00- Arrival
8:15- Morning Meeting
8:45-11:30- Learning
11:30-12:15- LUNCH
12:15-12:30- Quiet Time
12:30-3:00- Learning
3:00-3:30- Wrap up
Student ID: Your SSN

Course Details:
Dept. EW
Course #50553
Section .02
1 Credit
Instructor Kelley Schubert

Fill in...
Today's date (8/3/15)
Preferred phone number
Birth date
Goals of Creating Rules
Process of Rule Creation
Focus to Notice
Get into groups of 3
Watch the Naming Goals/Hopes and Dreams video
Each group will focus on 1 part of the video
Write down the big ideas related to your section
Discuss with your group and be prepared to share with the whole group
1. Articulating learning goals
2. Generating Rules
3. Framing rules in the positive
4. Condensing the list to a few global rules
Count off by 4
Read the rule creation process (pages 27-34)
As a group, write down 1-2 big ideas related to each concept. We will rotate after a few minutes.
Collaborative Thinking Time!
1. Establish guidelines and expectations for positive behavior

2. Create a sense of order and safety (physical and psychological)

3. Teaching children the purpose of rules by connecting the rules to learning goals
Grade Level Groups
With your grade level colleagues, read the creating rules section in the book.
Fill out the first section of the paper by yourself.
As a group, fill out the second section of the paper.
Be prepared to share your thoughts with the whole group.
What does it look like?

What does it sound like?
People to People
Lunch- 45 minutes

Quiet Time- 15 minutes

Choices: Explore RC books and resources, Relax/rest, Take care of "business"
The First Six Weeks of School
The "final" weeks...
Weeks 4-6 Jigsaw Reading
Group 1: Flow of the day
Group 2: Teaching Academics
Group 3: Teaching Discipline
Be prepared to discuss!
Basics of Responding to Misbehavior
Logical Consequences
Behavior conferences/Behavior plans

Responding to Misbehavior
Purposes and Reflections
1. Maintain a safe and orderly classroom
2. Help students recognize and fix their mistakes
3. Help students develop internal control of their behavior
Read and Report
With a partner, read "Responding to Misbehavior"
With a post it note, mark any new learnings.
We will share as a group!
Punishment VS Logical Consequences
Behavior plans/contracts
Tricky behaviors

Logical Consequences
Grade Level Chapters
Break off into groups of 2 or 3
Read chapter 4- Grades K-2
Read chapter 5- Grades 3-5
Jot down 3 big ideas, 2 thoughts/comments, 1 lingering question
Closing Circle
Allows children to celebrate accomplishments
Gives children a change to reflect on learning
Helps children gain a sense of belonging
5-10 minutes
Closing Circle Choices
Sing a song
Think about an accomplishment
Set a goal for the following day
Play a game
Send a friendly good-bye around the circle
Full transcript