Website Northeast Foundation for Children
"A Research-based Approach since the 1990s, the Responsive Classroom approach has been the focus of considerable research interest. Findings have associated the approach with higher student test scores, better social skills, and fewer problem behaviors. For teachers, findings show an increased sense of efficacy and more high-quality instruction."
Research on the Responsive Classroom
Approach
A 2004 study by the University of Virginia examined educational
outcomes at schools using the Responsive Classroom approach.
It found the following:
_ Children scored higher on reading and math tests.
_ Children had better social skills.
_ Teachers felt more effective and positive about teaching."
http://responsiveclassroom.org/pdf_files/rc_fact_sheet.pdf
Ten Classroom Practices:
1) Morning Meeting—
2) Rule Creation—
3) Interactive Modeling
4) Positive Teacher Language
5) Logical Consequences—
6) Guided Discovery
7) Academic Choice—increasing student
8)Classroom Organization
9) Collaborative Problem Solving—
10) Working with families
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ReplyDeleteThis is the first time I’ve been introduced to the Responsive Classroom, and it seems like a comprehensive classroom management plan that encompasses all the theories and best practices that we discuss in class. I think to create and successfully maintain the Responsive Classroom would require a lot of planning, a lot of self-assessment, and an extremely dedicated teacher.
ReplyDeleteI pulled out what I thought were the most important of the practices (or the ones to focus on first at least) as well as those that would be most difficult.
Most difficult:
1. Rule Creation – collaborative planning in general is a bit scary for me, not because students are incapable or immature but because they are not used to it; it may take a bit of time and building of trust for students to effectively engage in any type of collaborative planning.
2. Morning Meeting – this is something that I heard of in my first semester in the MAT program and I loved it! But after observing and seeing how much teachers have to do already in their 40 minute class periods, time would make morning meeting extremely difficult to plan for.
3. Guided Discovery – it is hard for me to wrap my head around this even though I understand the underlying principles and the theory behind guided discovery. I found a video on YouTube of a third grade teacher using guided discovery to teach a lesson on using the dictionary. Here is the link: http://www.youtube.com/watch?v=fmKykA77aJE
Most important:
1.Academic Choice – finding what motivates students is probably so difficult if you have a student in your classroom who is withdrawn, boisterous, or “disengaged”. Giving students the freedom to choose how to complete or present their work is a great way to maintain active involvement.
2.Classroom Organization – we have been speaking about this in class, and good classroom organization (physical environment and lesson management) could increase student clarity and minimize confusion to keep students on task.
3.Interactive Modeling – what better way to teacher proper social behavior? This practice is also supported by the work and theory of Albert Bandura who postulated that students often imitate the actions of their superiors as role model behavior (Crain, 2005).
Crain, W. (2005). Theories of development: Concepts and applications, 5th edition. Upper Saddle River, NJ: Prentice Hall.
I forgot to add my question...
ReplyDeleteWhat are some ways we could introduce collaborative planning to our students or methods to make them more comfortable with aiding in classroom and curriculum design?
To answer Brett's question, a step I will be using in the art classroom uses part of the morning meeting technique, as well as positive teacher language and logical consequences. At the beginning of class, students will need a "progress report," such as "This is where you are, and this is where I would like you to be by the end of class." I would list the steps necessary to complete the project and post where all could see. That way, they could have a jumping off point and know what was expected of them. I also believe that rule creation could possibly be the most important element of the responsive classroom. It will hold students accountable for their actions and their progress in learning, and feel like a more cooperative approach to implementing a discipline plan. Should there be differing amounts of leniency in behavioral policies depending on age/ grade levels being addressed?
ReplyDeleteIn response to Katie: I think the behavior policies should be a little more lenient as the students get older. As they start to mature they need to be able to handle more responsibility without being worried about all the policies of the school. As they go through grades I believe they should slowly be given more freedom.
ReplyDeleteThis is also my first look at a responsive classroom and I really like the idea of it. The rule creation reminds me of Glassers approach of being authoratative, democratic and collaborative. The more the students are involved in the process and will most likely follow the rules they have input on. Another thing about this learning I like is not only focusing on what students learn but how they learn. You can teach so much more once you find out how your students tick. That will also flow over to academic choice. Once you've found how to teach to your students, this will motivate them a little more to participate if they understand the material more. What are some ways of really getting families involved in student learning?
I think that a lot of the principles of this theory are used by teachers all the time, just not conjointly. Many teachers I know use the rule creation every year with their students. The use of classroom organization, academic choice, and working with families have been used for years by teachers to better connect with their students. I had freedom of academic choice when I was in school 15 years ago, so I do not feel as though these ideas are especially new, but that does not mean that they are not important for creating an effective classroom environment. These ideas are not necessarily new, but rather newly named and put together.
ReplyDeleteIn response to the Question: What are some ways of really getting families involved in student learning?
I think that if a teacher keeps their edline up to date and makes each individual class page uniqe and personal, the interaction between the teacher and the family can be increased by the greater knowledge the parent will have of what is going on in the classroom. The internet allows for a connectivity between teacher and parent that was not available before to the extent it is now.
Question: In what ways can teachers make the morning meeting work in their classrooms? For example, would allowing a different student each day to lead the meetings allow for better participation by their classmates?
I like the concepts that are presented in this article, but like Brett said I feel that implementing these techniques would require a lot of dedication. I believe it would be a less involved process if the whole school was implementing, as opposed to going at it alone. I believe that these techniques would be best suited by block scheduling since they can consume a good chunk of class time.
ReplyDeleteWhen I did a little research about RC on the internet I was not surprised to see that Vygotsky was an inspiration. Vygotsky believed that children learn best through interaction with others. His concept of zones of proximal development led to what is now called scaffolding, where teachers or peers offer support to the students to help them reach a level that was not attainable on their own (Crain, 2005). The ten classroom practices also reminded me of the idea of "tools" that Vygotsky proposed. He claimed that we all have a set of "tools" to help us master our own behavior (Crain, 2005).
Question: I thought Devon made a good point about some of these ideas not being all that new. Can you recall any experiences that you had in your own educational career that modeled the responsive classroom?
Crain, W. (2005). Theories of development: Concepts and applications, 5th edition. Upper Saddle River, NJ: Prentice Hall.
Origins (N.D.) Info Packet: The Responsive Classroom® Approach. Retrieved from: http://www.originsonline.org/includes/files/InfoPacketRC.pdf on 31 May 2010.
Although the article stated it was about elementary classrooms, I believe there are practices for responsive classrooms that are important in the secondary classrooms also.
ReplyDeleteOne practice that is important in the secondary setting is to increase student motivation. It is our jobs as educators to get the students involved and make them a part of the learning experience. This can be done through project-based learning as well as using differentiated instruction.
Question: Thinking back to your days as a student or even in your observations, what were some of the successful strategies used to motivate student involvement, and why do you think these strategies were successful?
I agree with the other comments posted about these strategies taking a lot of time that may not necessarily be available and dedication. These methods seem to really be beneficial to the students to develop independence and responsibility.
ReplyDeleteI also particularly like the idea of morning meetings. In response to Devon's question I agree that a different student leading the meeting each time is a good idea. This would allow for students to be involved and they would need to know the information and issues in order to lead the meeting. This would also develop leader and speeking skills. Here is the link to a website that discusses morning meetings of the responsive classroom further. It is done by a teacher who studied the Responsive Classroom and has applied it to the classroom. http://www.mrsgoldsclass.com/MorningMeeting4Teachers.htm
One of the areas talked about in this article is classroom organization and setting it up to encourage
independence, cooperation, and productivity. In what ways can this be done in your classroom?
Devon,
ReplyDeleteI think the morning meeting is possible (although difficult to incorporate) if it is brief and focused. In other words, my department here at the college used to try the morning meeting as a time to share information with one another. It was supposed to last 15 minutes and sometimes turned into an hour (!) mostly because people took it as an opportunity to complain or "throw their two cents in" and that isn't all that productive. Even if we lay down ground rules for students (as in the ultimate purpose of the meeting) it may still lean that way sometimes.
I think teachers need to be GREAT discussion mediators to make the morning meeting work, especially at the secondary level where students are extremely social. In the beginning, the teacher can lead the meeting, then when students prove they can handle it, you could take turns letting students lead the meeting.
I am really interested in this topic, and there is a TON of literature out there on the morning meetings. Some of what I've found is very concise and practical. Here are some I'm interested in locating:
Morning Meeting Messages: K-6: 180 Sample Charts from Three Classrooms by Rosalea Fisher, Eric Henry, and Deborah Porter, 2006
Morning Meeting, Afternoon Wrap-up: How To Motivate Kids, Teach To Their Strengths, And Meet Your State's Standards by Donna Whyte, 2004
Quick Tips! Morning Meeting by Joan Novelli, 2004
Melissa,
ReplyDeleteThis is an idea that I got from my classroom observation, particularly a way to encourage independence...
In both of the classes I observe, there is a "materials" area that students do not have to ask to use. This area includes pencils, notebook paper, tissues, antibacterial wipes, a bellringer/objective binder, highlighters, the pencil sharpener, and any specific materials for that day or week (worksheets, study guides, make-up work).
Students know that the materials they need from that area are available regardless of what is going on in the classroom. Teacher 2 has posted as part of her rules, "You do not have to ask permission to get or use items from the front table." I love this idea, and, in fact, Teacher 2 told a girl the other day (when she asked for a tissue), "You know you don't have to ask, just get one when you need it."
I always thought it was archaic anyway for students (especially at the secondary level) to ask to move from their seat when the request is so reasonable - making them seem like prisoners is inhumane.
The responsive classroom seems to incorporate many of Montessori's principles in its approach to a democratic environment. Creating an atmosphere that centers around guided discovery during the Absorbent Stage would increase understanding. Also, students would benefit from the social interaction during the Acquisition of Cultural and Symbolic Thinking stage. Ultimately, students will feel greater responsibility to affect their own education as they move into the Time of Transformation. I am just being introduced to the Responsive Classroom but feel it could work to ensure student performance and motivation. From a parental standpoint, I want to encourage any practice that prepares my children to be responsible, independent adults and may be able to implement some of thesesuggestions at home as well.
ReplyDelete