Date post: | 21-Dec-2014 |
Category: |
Education |
Upload: | ruthdemshick |
View: | 9,550 times |
Download: | 0 times |
Responsive ClassroomBy Mary Whittle, Kelly
McNab, and Ruth Demshick
In the Beginning…
Stephen Elliot, study done in West Haven, CT
1991-92
1993-94 Stephen Elliot, study done in Washington, DC
1996-97 and 1997-98
Stephen Elliot, study done in Springfield, MA
NEFC received sponsorship from DuBarry Foundation
1999
2001-02 and 2003-04 Sara Rimm-Kaufman, Social and
Acedemic Learning Study
1981 4 teachers decided to start NEFC and emphasize social curriculum
Procedures and Techniques
The first six weeks of school is the most vital time of the school year in which a Responsive Classroom is implemented.
Elliott et al. (2001) said that, “Educators who choose to assess and intervene to improve students’ pro-social behaviors will find that it can pay academic achievement dividends for individual students while improving their own instructional environment”
Procedures and Techniques
C. A. R. E. S.Approach in RC
where 5 major clusters of social skills which are in the repertoire of
socially competent individuals
•C ooperation
•A ssertion
•R esponsibility
•E mpathy
•S elf-control
Procedures and Techniques
Procedures and Techniques
Procedures and Techniques
Discrimination TrainingAccording to Chapter 9 of our text, we have
learned, that the concept formation of DT is to teach by presenting positive and negative examples.
• Teachers want students to: obey rules, follow instructions, perform specific academic skills
• A major part of teaching task• Establishing specific times, places,
instructions and other antecedent events as discriminative stimuli for student behaviors
First Six Weeks of School, Continued
Procedures and Techniques
Sample antecedents to Problem Behavior
•Lack of functional vocabulary to communicate
•Physical environment: for example noise, number of students
•Meaningless repitition
•Non-functional activity
•Rate of physical prompting or verbalizations
Procedures and Techniques
Antecedent Oriented• Proactive• Co-Created Rules and Consequences• Clear and Consistent• Developing Self control • Taking Responsibility for Actions
Creating a Safe Learning Envrionment
Procedures and Techniques
Social Curriculum“How” Children Learn
Social InteractionCARES
“Knowing” the children “Knowing” the families
Implementing a Social Curriculum
Principles of Responsive Classroom
Steps for ImplementationTeaching Practices Of RC
• The Northeast Foundation for Children (2004) has stated specific teaching practices that have arisen from the seven principles of RC:
• Morning Meetings • Rules and Logical Consequences• Classroom Organization• Guided Discovery• Academic Choice• Reaching out to Parents
Steps for Implementation
Morning Meeting
1. “ Good Morning, _________, how are you today?
2. COMMUNITY BUILDING3. Antecedent Oriented
http://www.teachertube.com/view_video.php?viewkey=77ab95753b79935ced01
Steps for Implementation
Rules and Logical Consequences
Classroom + Rules = Respect and Reason
Logic + Consequences = Responsibility
Example of Rules and Logical Consequences
Rules and Logical Consequences
Rules and Logical Consequences
RC encourages that the teacher ignore the problem behaviors while reinforcing the appropriate behaviors.
For example..
A student is running to the cafeteria. The teacher says please walk.
When the student begins walking the teacher should immediately reinforce the student by saying “I like how you listened and followed the rules of our school.”
Differential Reinforcement
Steps for Implementation
Classroom OrganizationTeachers-• Effectively organize classrooms
• create safe, warm and welcoming space • encourages social and academic excellence
• Arrange classrooms • ways that promote students’ organization, cooperation and
independence.
• Provide spaces• children work independently and cooperatively.
• Students’ works displayed throughout the classroom• students feel valued and respected
Classroom Organization
Steps for Implementation
Guided Discovery1. Encourage2. Encourage3. Encourage
4. Teacher Language (antecedent oriented)
For example: Instead of “Quit goofing off!” How about, “ Thumbs up to show me your ready”
For Example: In closure, the teacher asks one student to model a careful cleanup of the materials, suggesting that the other students also model appropriate behavior in the cleanup task.
Teacher Language
Steps for Implementation
Academic Choice
REFLECTION Mistakes
Develop Interests
Options
Opportunities
Academic Choice
Steps for Implementation
REACH OUT TO PARENTS
“Knowing the Families”Encourage communication
Inviting parents to be a part of the school community
Encourage collaboration Include parents in goal setting
http://www.teachertube.com/view_video.php?viewkey=ab9aeca583fd0bb0e1c6
Advantages
Children: • Increase in reading and math test scores• Better social skills among classmates
– Sense of community – Behavioral improvements
• More positive attitudes about school
Teachers:• Feeling more effective and positive about teaching
experience– Attitudes of teachers using this curriculum have also
changed • Some offer more high-quality instruction • Teachers collaborated with their peers more.
Disadvantages
• Teachers – If not trained well…
• If teachers are not trained ahead of time or well informed about the program…
– If the right attitude is not displayed during these lessons… • What will happen during this time?
• Classroom Setting – If classroom is messy/cluttered, program will not
be effective because of display of work aspect
Tying in to Applied Behavioral Analysis
• Behaviorists focus is on the “present environmental conditions maintaining behavior and on establishing and verifying functional relations between such conditions and behaviors” (pg. 16)
• Instructional Procedures: prompts (thumbs up, show me your ready), modeling, fading (singing a song to humming)
• Two Principles of ABA:– Behavior is largely a product of its immediate environment– Behavior is shaped better by positive (reinforcement) than
negative (punitive) consequences
URL
http://www.responsiveclassroom.org/
• Start of slides that are already used in RC Show
Northeast Foundation for Children
Emphasizing: Social
EmotionalAcademics
Safe School Community
Goal: Optimal Student Learning
Success in School Settings
“Survey Says….”
Greater increases in reading and math scores
Teachers more frequently engaged in and placed higher value on collaboration
Children had increased pro-social skills and increased trust for school, peers and teachers
Increased confidence led to effective teaching and stronger relationships with students
Definition – Responsive Classroom
• Emphasizes Importance of Social and Academic Learning
Academic CurriculumFocuses on knowledge of educational
material
Social CurriculumFocuses on knowledge of positive
behaviors and relationship
Scenarios
• Who knows…• How can I help you?• I see that…• I notice…• I see you… • You need to…• Who can tell me…• Show me…• Remind me…
• Teachers model desired words and behaviors
Definition
• Charney (2002) said, “It is about teaching children to care.”
• Classroom Management• Nurturing• Respectful• Full of Learning
Strategies for Teacher Language
• Make yourself listen to your words• Tape record yourself in the classroom• Have a colleague record your words and phrases• Focus on one phrase at a time• Ask children to help• Replace inappropriate words right at the moment• Think before you speak• Agree with colleagues to work on changing the same
word or phrase• Post replacement words on classroom walls• Use signals instead of words to get children’s attention• Use more open-ended questioning as a way to interact
with children