Responsive Classroom has published some of their training videos on the internet. Below are a couple examples of how the classroom should be structured:
An overview of the importance of teacher language in the classroom:
http://www.youtube.com/watch?v=v8eL_qCi6xU&feature=related
Using Reinforcing Language in the Classroom:
http://www.youtube.com/watch?v=OIZn8DqofAE&NR=1
The very important Morning Meeting:
http://www.youtube.com/watch?v=HxMgxzSr8pQ&feature=related
What is the purpose of the program?
This program seeks to develop a classroom that focuses on teaching a social curriculum to the students along with an academic curriculum. Through the Responsive Classroom program, the goal is to create a more connected classroom in which students care about one another and create a safe welcoming environment where learning can easily take place.
Is this program intended for school-wide use, one classroom, or for an individual student?
This program is implemented in each classroom, but is intended for school-wide use. Like other programs, when a school is operating on the same page, then students are going to benefit from its consistency from one year to the next. Therefore, it is more successful if the entire school is using this program. However, it is up to each classroom teacher to put the program into use in his/her classroom.
What are the salient elements of the program?
The program is based on 7 guiding principles to help teachers develop classrooms that thrive socially, emotionally, and academically. These principles are taken from their website:
The social curriculum is as important as the academic curriculum.
How children learn is as important as what they learn: Process and content go hand in hand.
The greatest cognitive growth occurs through social interaction.
To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy, and self-control.
Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.
Knowing the families of the children we teach and working with them as partners is essential to children's education.
How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.
With these principles in mind, teachers establish ten classroom practices that help develop and ensure a safe classroom environment. These practices are taken from their website:
Morning Meeting - gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead
Rule Creation - helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals
Interactive Modeling - teaching children to notice and internalize expected behaviors through a unique modeling technique
Positive Teacher Language - using words and tone as a tool to promote children's active learning, sense of community, and self-discipline
Logical Consequences - responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity
Guided Discovery - introducing classroom materials using a format that encourages independence, creativity, and responsibility
Academic Choice - increasing student learning by allowing students teacher-structured choices in their work
Classroom Organization - setting up the physical room in ways that encourage students' independence, cooperation, and productivity
Working with Families - creating avenues for hearing parents' insights and helping them understand the school's teaching approaches
Collaborative Problem Solving - using conferencing, role playing, and other strategies to resolve problems with students
How is the program implemented? Is special training required for implementation?
The program is implemented in each classroom by the classroom teacher. Important practices are set in place in the first months of the school year. Once these routines are developed, students begin to take over the practices and run them themselves. For example, the Morning Meeting is often run by the teacher during the first few months; however, as students learn the routine and know what is expected of them, then they often take over the morning meeting.
Special training is not required for implementation; however, it is helpful. There are several books and instructional videos available to teachers who are looking to implement this program in their classrooms. If the entire school is using this program, then there should be some type of teacher training session on the Responsive Classroom so that teachers are knowledgeable in the program and consistent from one year to the next.
What is the research base supporting this program? (Describe briefly)
The Responsive Classroom Program has been used in schools since 1981. Since then, several studies have been done to measure the affects of this program. Overall, the studies have proven that students who had a social curriculum more frequently showed academic success as compared to those students who had no social curriculum. See the references below for some of this research.
What do you see as strengths of the program?
This program really focuses on developing the student as a person. It is very important because the school environment is where students learn to interact with their peers. If they learn to interact in a well-intentioned, caring way, then they will continue these practices as they grow older. With increased social curriculum and development at an early age, students will hopefully make the right decisions as they are faced with more difficult choices later in their education.
It is important to remember that a student in your class is a child, one who you have the ability to teach many different things. So, while academics are so very important, so are social skills. The program is set up to really encourage a caring environment where everybody is working together as a team. When that is achieved, then academic success will relate.
What do you see as drawbacks?
The Responsive Classroom program certainly relies on the teacher(s) to run the program. While all of these plans and strategies really seem great written down on paper, at the end of the day it is the teachers' job to run her classroom. A teacher who might not feel comfortable in focusing on the social curriculum or who is struggling with other areas may feel that it is too difficult to also manage the environment of the classroom.
While that could be a drawback, hopefully teachers would see the importance of social curriculum and make an effort to learn the program and the recommended strategies to help his/her teaching and classroom develop.
What steps would need to be taken to present this program to a school for consideration or to implement this program in an existing situation?
A school or teacher would have to commit to this program, then research the program or become trained in Responsive Classroom techniques. It would be best to start the Responsive Classroom at the beginning of the school year so that students are aware of the routines and expectations from the start of the school year.
What are potential obstacles to schools 'buying into' this program, and what would you recommend to reduce or avoid these obstacles?
Some schools may not want to buy into this program if they do not have teachers they feel can manage it. Some schools may think that social curriculum is not part of the teacher's job and that the only focus of the classroom should be on the academic curriculum. To avoid these obstacles, I think the research should be presented to the principal who is making the ruling decision and the importance of social curriculum should be stressed.
What is the cost of the program and where can it be purchased?
The program books can be bought on-line from amazon.com ranging from $10 and up. There are several different books in the series, including books on the "First Six Weeks of School" as well as "The Morning Meeting" book.
One-day workshops cost $179 from the Northeast Foundation for Kids, Inc.
Week-long Institutes are also available as well as in-school sessions if the school wants to train all of its teachers in this program.
References:
"Responsive Classroom". Northeast Foundation for Children, Inc. 18 Oct 2009. http://www.responsiveclassroom.org/about/aboutrc.html
Rimm-Kaufman S, Fan X, Chiu Y, You W. The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study. Journal of School Psychology [serial on the Internet]. (2007, Aug), [cited October 18, 2009]; 45(4): 401-421. Available from: Academic Search Premier.
Viadero D. Ed. Dept. to Finance Study Of 'Responsive Classroom'. Education Week [serial on the Internet]. (2007, Sep 12), [cited October 18, 2009]; 27(3): 4. Available from: Academic Search Premier.