The End of the School Year Responsive Classroom® Principals Meeting – June 1, 2010 The End of the School Year Responsive Classroom® Principals Meeting.

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  • The End of the School Year Responsive Classroom Principals Meeting June 1, 2010Presented by: Patrick Shaw OCM BOCESCertified Trainer from The Northeast Foundation for Children

  • What do these words mean to you?BELONGINGSIGNIFICANCEFUNAdler Maslow - Dreikurs

  • Sense ofBELONGINGWe all need to:

    Feel knownFeel like were part of a groupFeel cared forKnow were missed when were not there

  • Sense ofSIGNIFICANCEWe all need to:

    Be known for our abilities, skills, and knowledge we bring to the groupFeel we are a valued contributorFeel we are needed for our care-giving and appreciation of othersFeel we are capable of learning and solving problems

  • Sense ofFUNWe all need to:

    Be engaged and interested in what we doEnjoy meeting appropriate degrees of challengeRecognize that fun is not a frill. It leads to social interaction, which leads to the greatest cognitive growth

  • The Last Six Weeks of SchoolSense of accomplishment

    An affirmation of strong community involvement and bonding-a sense of belonging to a group

  • The Last Six Weeks of SchoolAn opportunity to reflect upon and affirm their own learning process Knowing themselves as learners

    Here is where I/we began and this is where I/we are nowThis is what was easy for me to do. This is what is hard for me to do.This is enjoyable work for me. This is work that I dont really like doing

  • The Last Six Weeks of SchoolA satisfaction and an appreciation for the experience of working hard at learning something. Hard work can be a positive experience

    An overall sense of pride in oneself, ones class and ones school

  • The Last Six Weeks of SchoolA recognition of the fun and excitement in learning

    An opportunity to feel ownership of their individual and group learning- empowerment

    An opportunity to use this years reflection as a guide to thinking about next years work goal setting by a reflective learner

  • Elements of aResponsive Classroom School Morning Meeting Rule Creation Interactive Modeling Positive Teacher Language Logical Consequences Guided Discovery Academic Choice Classroom Organization Working with Families Collaborative Problem SolvingOptimal StudentLearningClassroomPracticesAdultCommunity Strong, Focused Leadership Shared Vision and Planning Common Beliefs and Behaviors Shared Professional Development Adult Community Building Aligned Policies, Practices, and Procedures Resource Allocation All-School Activities Family and Community Involvement Physical EnvironmentSchool-widePractices

  • The Social Skills ofC . A . R . E . S .CooperationAssertionResponsibilityEmpathySelf-Control

  • Social and Academic Learning Research 2001-2004

  • Social and Academic Learning Study on the Responsive Classroom Approach, 2001-2004 (p. 8)Finding 1: Children showed greater increases in reading and math test scores

    Finding 2: Teachers felt more effective and more positive about teaching

    Finding 3: Children had better social skills

  • Social and Academic Learning Study on the Responsive Classroom Approach, 2001-2004 (p. 13-14)Finding 4: Teachers offered more high-quality instruction

    Finding 5: Children felt more positive about school

    Finding 6: Teachers collaborated with each other more

  • 7 Guiding Principles ofTHE RESPONSIVE CLASSROOM

  • Responsive ClassroomGuiding Principle #1The Social Curriculum is as Important as the Academic CurriculumThe balanced integration of the two is essential to social and academic growth. It requires teachers who are skilled and knowledgeable and who are given support for their attention to the complementary sides of learning.

  • Responsive ClassroomGuiding Principle #2How Children Learn is as Important as What they LearnThe key is in the balance between content and process. Knowledge cannot be attained if the instructional process is too laissez-faire or too constrictive. Teacher-Directed learning and student-initiated learning are both important. Inquiry-based learning needs to be balanced with more didactic approaches.

  • Responsive ClassroomGuiding Principle #3The Greatest Cognitive Growth Occurs Through Social InteractionSocial interaction does not provide the only cognitive growth. Children are learning when they are reading a book, taking a test, or completing a worksheet on their own. But children are learning the most when they are engaged with each other. It is important, therefore, for teachers to know what children are doing and talking about in order to facilitate cooperative learning most productively. Cooperative Learning = Marzanos 9 Instructional Strategies that Works

  • Responsive ClassroomGuiding Principle #4There is a Specific set of Social Skills that Children need to Learn and Practice in order to be successful academically and Socially.These social skills can be remembered by the simple acronym CARES. They are

    CooperationAssertionResponsibilityEmpathySelf-Control

  • Responsive ClassroomGuiding Principle #5Knowing the Children we teach is as Important as Knowing the Content we TeachThe better we know children individually, culturally, and developmentally, the more they will learn. The scientific and academic discipline of the teaching profession is child development.

  • Responsive ClassroomGuiding Principle #6Knowing the Families of the Children we teach is as Important as knowing the Children.Family involvement is essential to childrens education. Imagine, at parent conferences before the first day of school each year, every teacher in America asking parents, What would you like your child to learn in school this year? and all parents relating their Hopes and Dreams for their children.

  • Responsive ClassroomGuiding Principle #7How the Adults at school work together is as important as our Individual CompetenceMeaningful and lasting change for the better in our schools requires good working relationships. Children are always watching the adult for the model.

  • Responsive ClassroomTeaching Practices (p. 3)Morning MeetingCreating RulesInteractive ModelingTeacher LanguageLogical Consequences

    Guided DiscoveryAcademic ChoiceClassroom OrganizationWorking w/ FamiliesCollaborative Problem-Solving

  • Outcomes of Responsive Classroom Teaching Practices (p.1)Improved social skills and increased academic engagementPositive Classroom ClimateGreater learner investment and independenceFewer disruptive behaviors

  • QUESTIONS or Comments?

    pshaw@ocmboces.org

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