Responsive Classroom Approach

Video Research

Method: 3 year randomized control study with 24 elementary schools, 350 teachers, 2900 students

Results: (1) Improved academic achievement, (2) Improved student teacher interactions, (3) Higher quality instruction in mathematics

Theory Draws from many different theories

Interpersonal Neurobiology~Daniel Siegel

7 functions of the middle prefrontal region of the brain

Body regulation Attuned communication Emotional balance Planned and Flexible responses Empathy Self-knowing awareness Fear modulation

Development of middle prefrontal region

Relies on attuned parenting Attunement is, literally, being “in tune

with someone else's emotional states”. It's not a question of parental love but of the parent's ability to be present emotionally in such a way that the infant or child feels understood, accepted, and mirrored (Gabor Mate).

Attunement is a subtle process. It is deeply instinctive and is easily subverted when the parent is stressed, depressed, or distracted.

Development of middle prefrontal region Cont'd

Can be strengthened by practising mindful awareness

Attuning to one's own mind with:

Curiosity

Openness

Acceptance

Love

Implications of Interpersonal Neurobiology

Effective teachers should... be emotionally present and responsive teach children to reflect model and expect mindful behaviour

Effective Classroom Teacher

High warmth/responsiveness Patience, compassion, support,

differentiated instruction, cultural sensitivity

GOAL: Help students feel supported by creating a community

High control/demandingness Expect learning Expect good behaviour Collaborative goal setting (with follow-

up)GOAL: Help students develop self-control

First 6 Weeks of School

Establishing Routines and Expectations

The Importance of Classroom Management

“Children don't learn by being entertained. They learn by doing, and by finding success in the doing”

Creating a community (Interpersonal attunement)

Model, teach, and then expect: Knowledge of one another Turn taking Sharing Making room for others Inviting others to join Participating in groups Friendliness Cooperation Group problem-solving

Creating self-control(Intrapersonal attunement)

Model, teach, and then expect: Mindful movement (safe and purposeful) Mindfulness of noise Fair and safe conflict resolution Solid work habits Mindfulness during classroom routines Mindful use of classroom materials Care of classroom environment

Stage 1 (Whole-Class Learning): Model, Teach, and Expect

1) Select a routine/skill which will allow children to work with competence (Resource: Appendix E)

2) Explain the expectations for the routine/skill in: (a) positive, and (b) simple terms.

3) Model the expectations

4) Practice

5) Notice both positive and negative using encouraging, specific, and positive language

6) Practice and notice again until everyone has succeeded

7) Introduce routine in new settings and take the time to repeat steps 4-6.

Presentation Assignment

1.Describe key concept

2.Demonstrate how to apply key concept

3.Design a role play where classmates can practice the key concept

4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

Stage 1 (Whole class Learning):Example 1 – Safety signal

1)Select routine

2)Explain routine

3)Model

4)Practice

5)Notice

6)Repeat 4 & 5 until success!success!

7)Introduce in new settings

Presentation Assignment

1.Describe key concept

2.Demonstrate how to apply key concept

3.Design a role play where classmates can practice the key concept

4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

Role Play

In groups: In your groups, act out the role play scenario provided by following the steps described below:

1)Select routine

2)Explain routine

3)Model

4)Practice

5)Notice

6)Repeat 4 & 5 until success!success!

7)Introduce in new settings

Presentation Assignment

1.Describe key concept

2.Demonstrate how to apply key concept

3.Design a role play where classmates can practice the key concept

4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

Rubric for self-evaluation1 2 3 4

Describe routine Forgot info Included all important info. Did not always use positive or simple language

Included all important infoAlways used positive/Simple language

Was creative in finding ways to ensure that all students remembered routine

Model routine Just described routine

Forgot some steps when modeling

Remembered all steps when modeling and used class participation

Was creative in finding ways to ensure that students engaged in demonstration

Practice/Notice Failed to notice Noticed only positive or negative

Noticed both positive and negative. Language was not always encouraging, specific , and/or positive

Noticed both positive and negative and used encouraging, specific, and positive language

Repeat practice Stopped after first try when students were still making mistakes

Stopped practising when some students were still making mistakes

Practised until all students got it right the first time and then forgot about it.

Practised until all students got it right and then practised in new settings. Maintained teaching approach.

Presentation Assignment

1.Describe key concept

2.Demonstrate how to apply key concept

3.Design a role play where classmates can practice the key concept

4.Create a rubric whereby classmates can assess how effectively they applied the key concept.

Discussion

What came up in the role plays?

Questions? Controversies? Barriers? Creative ideas?

Reflections

Include:

1) The concepts from the readings (or lecture that you were hoping to apply

2) How you applied concepts in role play

3) Barriers to applying the concept

4) How you will overcome the barriers to applying concept

Other examples for routines/skills in Stage 1 (Whole

Class Learning) Class Exercise:

1) Circling up

2) Bathroom routine

3) Journal writing

4) Grade book posters

5) Morning meeting

6) Guided Discovery

In groups, you will read the outlined procedure and prepare to:

Describe important steps to class Demonstrate important steps to class

Presentations

Presentation rubric – What is important to include in your presentation?