Creating a Warm Safe and Challenging Environment Responsive

Creating a Warm, Safe, and Challenging Environment

Responsive Classroom Creating a Warm, Safe, and Challenging Environment 1. Integrating the Social and Academic Curriculum 2. Building Community 3. Knowing Students: Individually, Culturally, and Developmentally

Main Components Morning Meeting Logical Consequences Teacher Language Interactive Modeling Rule Creation

Problem Romeo and Juliet have trouble sharing markers during highlighting time Can only use Greeting, Activity, and Morning pencils during Message that deals Meeting activity with cooperation Logical Consequences Interactive Modeling Model how to share materials Teacher Language Structured Discussion: “How can we follow the rule “be nice…” in this activity Rule Creation Reinforce before, Remind & Redirect during “Be nice to one another”

RC Teacher Role “…teachers hold authority even though they are part of the circle. ” - Solving Thorny Behavior Problems p. 276

RC Discipline Proactive • Interactive Modeling • Rule Creation • Teacher Language(Reinforce, Remind) Reactive • Teacher Language(Remind, Redirect) • Logical Consequences

Interactive Modeling Teaching Specific Behaviors Children need to be taught expectations: -Responding to signal for quiet -Lining up -Using the water fountain -Walking Down the hall -Carrying Scissors -Listening to a speaker -And many more(I have a suggested list if needed)

Interactive Modeling 3) Teacher asks students what they noticed 4) Volunteer student demonstrates behavior 5) Teacher asks students what they noticed 6) All students practice; Teacher uses reinforcing language Model again and again can 1) Teacher describes positive behavior to be Language: modeled “Who 1) Reminding show me…”demonstrates 2) Teacher behavior

Interactive Modeling 1. Responding to signal for quiet 2. Lining up 3. Using the water fountain 4. Walking Down the hall 5. Carrying Scissors 6. Listening to a speaker 7. Transitions in room 8. Bathroom procedure 9. Work Sharing

Teacher Language Overview “Time to finish cleaning up and get in line. 1 min to go” Be Direct “I see Josh has cleaned his table” “Remember to raise your hand to speak. ” Simple and Clear “Remember when we discussed. . ” “No, you may not use the materials in that closet” Firm when needed – “NO” “I’d rather you didn’t use the materials in that closet, okay? ”

Teacher Language 3 Types Reinforcing Reminding Redirecting

Teacher Language Reinforcing Positive Behavior Name concrete and specific behaviors - Instead of “Good Work” - Try “ You’re really catching on to reading large numbers” Focus on behavior, not approval -Instead of “I loved how you checked your answers before turning your work in” -Try “You really took your time and made sure to check your work before handing it in. ”

Teacher Language Reinforcing Positive Behavior Find positives to name in all students; not just those who excel - The point is to reinforce something good, so it’s not only for the best students Avoid naming individuals as examples

Rule Creation Teachers and Students share Hopes and Dreams Students name positive rules to accomplish Hopes and dreams 3 -5 simple rules are created Structured discussion by all teachers How will rules look like in each area?

Let’s Get Together RC @ HHAI Interactive modeling • General and Judaic Studies teachers split up common procedures Rule Creation • General and Judaic studies teachers do together • “Traveling rules”

Let’s go to the videotape

Energizers Time for a short break CLAP CROSS SIDE STOMP

“Please” Reminding Language -Based on previously established expectations -Interactive Modeling: “Who would like to show us what a respectful listener looks like? ” -Structured Discussion: “Our rules say ‘respect one another. ’ What can we do with our scissors during this activity to demonstrate that? ” “Thank you” Teacher Language -Question or statement -”What could you do if you have a question” -”Show me a safe way to do that” -May be proactive or reactive

Responding to Misbehavior Cues and Reminders: Teacher Language • Use first • Don’t overuse Logical Consequences Time out • “You break it; You fix it” • Loss of Privilege • To regain self control • Teacher needs to use for small things

Teacher Language Redirecting Language Giving Clear Non-Negotiable Instruction When? - Student is doing something dangerous - Student is too off track What? 1. Be direct and Specific - “David, hands in your lap” 2. Names desired behavior -Instead of: “Do you want me to take those toys away? ” -Try: “Put those toys away” 3. Keep it brief -”Books closed. Eyes and ears on me. ” 4. Set firm limits and take action if not followed -Time out or other Logical Consequence

LOGICAL CONSEQUENCES My struggle with 4 th grade

LOGICAL CONSEQUENCES Punishment Intention Logical Consequences To ensure compliance by using To help children recognize external controls that make the effects of their actions child feel ashamed or bad in and develop internal controls other ways Underlying belief Children will do better only because they fear punishment and will seek to avoid it Children want to do better and can do better with reflection and practice Teacher’s approach and tone Reacts automatically with little thought; voice is angry and punitive Gathers more information before reacting; voice is calm and matter-of- fact Nature of Consequence Not related to behavior or damage done; not reasonable for child to do Related to the behavior; reasonable for the child to do The child is the problem The damage done, not the child is the problem Message to the child

LOGICAL CONSEQUENCES The 3 R’s

LOGICAL CONSEQUENCES 1 • Decide together how far to read 2 • Each says 1 thing about passage(summary, insight, etc. . ) 3 • Continue until end of article

LOGICAL CONSEQUENCES Scenario #1 Miranda shared her favorite doll during Morning Meeting. When she asked for questions and Comments, the teacher raised her hand Miranda called on her. "You've taken such care with dressing your doll, Miranda. The clothes go together really nicely, " she commended. "Thank you, " Miranda said and then called on Anise said, "Dolls are for babies. I cant believe you still play with dolls!" Teacher. Response The teacher looked at Anise and said, “Take a break. ” Anise went to a chair placed away from the meeting circle and the students’ desks. The chair was labeled, “Take a break. ”

LOGICAL CONSEQUENCES Scenario #2 Brian returns to his desk after taking a bathroom break to find his math paper gone. He immediately begins to complain, "My paper's gone. " "What can you do about that, Brian? " asks the teacher. Brian carefully looks all around his desk for the math paper while Andy, who sits next to him , watches and grins. Finally, Andy smirks and says, "Why don't you look in the trash can? That's where all the other garbage is!" Brian looks and finds his work in the trash. "You put it there!" he accuses Andy. Teacher. Response “Andy, you need to take the page you threw in the trash and copy it over on a clean piece of paper for Brian, ” the teacher tells Andy.

LOGICAL CONSEQUENCES Scenario #3 Students were playing on the playground at recess. When their teacher gave the signal for them to line up to come in, most of the group lined up quickly. Three children ignored the signal and continued to play. The teacher warmly said to those who were in line, "You lined up really quickly today! I can tell you were really listening for the signal. Go on in and get your reading books. " What would you do to the 3 children who ignored the signal? Teacher. Response As the children walked into the building, the teacher rounded up the three stragglers and spoke to them. “Seems like you’re having a hard time stopping your play to line up when I give the signal, ” she said calmly. “For the next couple of days, you will play only near a teacher so we can make sure you are ready to come in when it’s time. ”

LOGICAL CONSEQUENCES Scenario #4 Students are working on projects using crayons. Liza picks up a crayon and begins to make random marks on Thomas's project. Thomas shrieks, "Stop it!" and pushes Liza's hand away. The teacher quickly walks over to the pair. "Liza, put the crayon down, " he says, and Liza slowly puts the crayon on the table. He then asks, "Thomas, how can you let Liza know in a respectful way that you don't like it when she colors on your paper? " "Stop it. I don't like it when you color on my paper, " Thomas responds. How would you deal with Liza? Teacher. Response “Liza, that messed up Thomas’s work when you colored on it, ” the teacher then says. “It needs to get fixed somehow. Thomas, would you rather have Liza help you make a new drawing or just do your clean up job for you so that you’ll have time to make a new drawing on your own? ”

First Six Weeks of School Create a climate and tone of warmth and safety Teach schedule and routines of the school day and our expectations for behavior in each of them Introduce students to the physical environment and materials of the classroom and the school, and teach students how to use and care for them Generate excitement and enthusiasm for this year’s curriculum

Thank you for listening