Responsive+Classroom

RC Resources

www.originsonline.com web search keywords: children's songs and games, children's changs, camp games, children's movements activiteis

www.kididdles.com www.songsforteachign.com/movement.htm www.cmnonline.org/index.htm

4 Mistaken Goals of Behavior - when kids have given up on Belonging, Significance and Fun

Revenge Power (control) Perceived disability (e.g. the whiner who doesn't have the tools) (link to Peter Johnston & resiliency) Undue Attention

Setting Limits in the Classroom kids are aggressie researchers - they will test and test and test to find out the limits consequences are the walls that set the boundaries that keep kids safe

Ask yourself - what basic needs are the aggressive researchers trying to meet?

Effective consequences have three characteristics - relatedness, realistice (immediacy, duration, clean slates) and respectful (consistency, duration, respect)

Interactive Modeling Planning Sheet

Describe a positive behavior you will model. Collect ideas from students (optional) Demonstrate the behavior (What will you do?) As students what they noticed about the behavior you demonstrated. (What questions will you ask? What do you want to be sure children understand?) sk student volunteers to demonstrate the same behavior. (How will you set this up? What will you say?) Repeat step four. Students practice; you observe and coach. (How will you prepare the students to use this appropriate behavior during the school day? How iwll they know your expectations?)

copyright NEFC

Guided Discovery Planning Guide

For each of the following steps, write down what you will do and say. 1. Introduction and Naming What open-ended questions can you ask? If you are introducing a familiar material, how will you get children to look at the material in a naew way and notice new things? What vocabulary do you want to emphasize or introduce?

2. Generating and Modeling Ideas How will you help children generate ideas and model behaviors needed for: use of material for learning care of material during exploration and experimentation

3. Exploration and Experimentation How will you facilitate chldren's exploration of the material? Where will the exploration happen? What behaviors do you want to reinforce?

4. Sharing of Exploratory Work How will you facilitate children's sharing of their work and ideas? What focus will you provide?

5. Clean Up and Care of Materials How will you help children think through and practice clean-up and care of materials? What do children need to know? What behaviors will you model?

copyright NEFC

Problem-Solvign Conference Planning Guide

Pre-conference steps What is the problem? What might be the reason(s) hebind this behavior? What needs might the child be trying to meet (belonging, significance, fun)?

Write down what you will say for each of the following steps: 1. establishign what the teacher and student notice Notice what is going well (specific, observable behaviors) Notice problem areas (specific, observable behaviors: avoiding judgment, interpretation or labeling) Invite teh child's observations What will you do if the child disagrees with your observations?

2. Naming the problem and the need to solve it Describe ways in which the problem affects social and/or academic learning (when you...then...) State desired, positive outcome ("I want you to be able to...") What will you do if the child refuses to work on the problem?

3. Understanding the cause of the problem Ask " Could it be?" type questions.

4. Generating alternatives List possible solutions to the problem that you or the child might siggest

5. Choosing one strategy to try Describe a plan for checking in and monitoring progress

copyright NEFC

Teacher Language

Reinforcing Language - Proactive Specific, descriptive and reflective

I notice that you... Tell me about your... You did it! that is correct... Who agrees with that answer? You were able to _ __and now (state result). You were able to__ _. How do you feel about that? You were able to ___. What strategies did you use to accomplish that?

Reminding Language - Proactive and Reactive Encourages planning and reflecting

Remind us how to... Who remembers... Think about last time - what worked and what did we say we wanted to change? Who can show us... Tell me how you are going to ... What strategies did you sue to solve the problem?

Redirecting Language - Reactive Directive, names the ideal, invokes different sources of authority

You have been late three times. What will you do differently to be on time tomorrow? You need to ... Our rules say... We agreed to ... Show me a better way to do/say that.

All language is descriptive and stresses the deed not the doer.