Responsive classroom
Responsive classroom
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Pros
Pros
As the most established program (40+ years), it is by far the most comprehensive
Strengthens teacher's lesson planning and classroom management skills
Empowers students and helps them develop critical thinking and problem-solving skills
Cons
Cons
As a comprehensive (and complicated) program, it requires absolute buy-in from the entire school staff
Proper training can be rather expensive and extensive
framework
framework
This CASEL-based, SELect program for teaching and discipline focuses on engaging academics, building a positive community, using effective management, and encouraging development awareness.
The 8 Teacher Belief Domains
CL: Conditions for Learning
ET: Conditions for Effective Teaching
GD: Goal of Discipline
GS: Goodness of Student Intentions
NL: Nature of Learning
PE: Purpose of Education
RL: Role of SEL in Learning
SC: Roles of School and Classroom Environment
training
training
There is an abundance of professional development options, from four-day seminars (expensive) to one-day workshops for teachers, administrators, and other school staff. Onsite, whole-school professional development and consultation is available, which may be cost-effective, but also quite expensive.
RCI and RCII trainings are highly recommended for schools new to Responsive Classroom.
Free or inexpensive webinars, blogs, and other online resources are available for both educators and administrators.
research
research
In a significant research study conducted by the University of Virginia's Curry School of Education, researchers found that using Responsive Classroom strategies correlated with the following gains:
Improved Student Achievement in reading and math (with greater effect from low-achieving students)
Improved Teacher-Student Interactions by integrating Morning Meeting and Academic Choice.
Higher Quality of Instruction in Mathematics
In a Cost-Benefit analysis study from Columbia University, they found that the measurable benefits far outweighed any associated costs with implementing Responsive Classroom.
"These belief domains are a set of principles and values that teachers hold true regarding students, the classroom, educational concepts, and discipline. This belief system guides and informs their thoughts and behaviors and forms the basis for decision-making for all aspects of their work in schools."
"These belief domains are a set of principles and values that teachers hold true regarding students, the classroom, educational concepts, and discipline. This belief system guides and informs their thoughts and behaviors and forms the basis for decision-making for all aspects of their work in schools."
- Responsive Classroom
- Responsive Classroom
Additional reading and deeper research analysis
Additional reading and deeper research analysis
Additional Reading
Additional Reading
Responsive School Discipline: Essentials for Elementary School Leaders by Chip Wood and Babs Freeman-Loftis
The Joyful Classroom: Practical Ways to Engage and Challenge Students K-6 by Responsive Classroom
Yardsticks: Child and Adolescent Development Ages 4-14 by Chip Wood and the Center for Responsive Schools, Inc.
Make Learning Meaningful: How to Leverage the Brain's Natural Learning Cycle in K-8 Classrooms by Kristen Vincent
... and many more grade and class specific books at the Responsive Classroom Store
Responsive Classroom Research
Responsive Classroom Research
The Responsive Classroom website features a collection of research reports, although tracing their references is not always easy. Peer-reviewed status is clearly evident.
Rimm-Kaufman, S. (2006). Social and Academic Learning Study on the Contribution of the Responsive Classroom® Approach. Retrieved from https://www.responsiveclassroom.org/wp-content/uploads/2019/02/sals_booklet_rc.pdf;
Summary: Measurable growth in math/reading, teachers felt more effective and positive, stronger teacher-student relationships; Quasi-experimental, 6 self-selected schools/teachers (3 control, 3 intervention), 3 yearsRimm-Kaufman, S. E., Larsen, R., Curby, T., Baroody, A., Merritt, E., Abry, T., Ko, M. & Thomas, J. (2012, September). Efficacy of the Responsive Classroom Approach: Results from a three year, longitudinal randomized controlled trial. Society for Research in Educational Effectiveness, Washington, D.C. https://doi.org/10.3102/0002831214523821
Summary: Improved math and reading achievement at intervention schools;24 schools (control and intervention), 2,904 students, 2nd-5th grade, 3-year studyBaroody, A., Rimm-Kaufman, S., Larsen, R., & Curby, T. (2014). The link between Responsive Classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation, School Psychology Review, 43(1), 69-85 https://doi.org/10.1080/02796015.2014.12087455
Summary: Increased training increased use of program, indirectly improving closeness between teachers and students; 63 teachers, 387 students, 20 schools, 5th gradeOttmar, E. R., Rimm-Kaufman, S, E, Berry, R. Q. & Larsen, R. A. (2013). The Responsive Classroom Approach increases the use of standards-based mathematics teaching practices. Retrieved from https://www.responsiveclassroom.org/wp-content/uploads/2019/02/castl_rc_mathematics.pdf
Summary: Teachers who incorporated RC provided higher quality mathematical instruction, and students scored better on math tests; 24 schools (13 intervention, 11 control), 88 teachers, 1,533 students, 3rd grade, 3-year study
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