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responsive classroom teacher language pdf

To listen is to maintain our attention until the speaker is clearly done and to try to understand what the speaker said before formulating a response.When we listen to students like this, we model respectful interaction in a community of learners. But if we stick to it—and model thoughtful pausing by waiting a few seconds ourselves to respond to students’ comments—we’ll set a pace for the entire classroom that will soon feel natural. Few have followed the entire explanation.Children understand more when we speak less. Classroom expectations such as “treat each other with respect” and “be a responsible learner” will be most meaningful to children if we help them picture and practice what those expectations look like in different situations.Focusing on action also means naming the desired behavior rather than saying something about the child’s character or attitude when we want a student to change. %PDF-1.6 %���� “When you go out to recess … The Underlying all of these strategies are five general guidelines.When we say what we mean and use a kind and straightforward tone, children learn that they can trust us. To a student who has trouble focusing during writing time, I say matter-of-factly, “What will help you think of good ideas for your story and concentrate on writing them down?” The student might then respond, “I can look at our ideas chart” or “I can find a quiet place to write, away from my friends.”I am not advocating that we always avoid using abstract terms such as “respectful” and “responsible.” However, when we do use these terms, it’s important to associate the words with concrete actions.
Clearly, positive language is a powerful teaching tool.

h�bbd```b``N��WA$C�d�"�&�����0{�����U~��f��I63X��f)S�%H2Ʊ�ՀIF���3)�Ʉc@��&�k��20I�?ӏ� ��� “I like the way May and Justine are paying attention,” I would cheerfully announce while impatiently eyeing Dave and Marta fooling around in the corner.When this strategy worked, it was because the children mimicked the desired behavior in order to win praise from me. And even though the other students laughed, they too might feel less trusting of the teacher, no longer seeing her as a protector but as someone who has the potential to use words in a hurtful way. 0 The result is that the classroom becomes a richer place of collaboration, with students actively helping each other learn and grow. “You finished cleanup in less than five minutes today!” or “You’re trying lots of different ideas for solving that problem. %%EOF All rights reserved. . To Dave and Marta in the example above, I’d say, “It’s time to listen.” To call the children to a meeting, I rang a chime to gain their attention, then said firmly and calmly, “Come to the meeting rug and take a seat.” The change in behavior was remarkable.Sarcasm, another form of indirect language, is also common in the classroom. By holding May and Justine up as positive examples, I’m implying that the other children are less commendable. That means eyes on the speaker and hands in laps.”Sometimes it’s effective to prompt students to name the concrete behaviors themselves. That takes persistence,” a teacher says warmly without gushing. in Relation to the Responsive Classroom Approach. Responsive Classroom foundational ideas, see practices in action, and investigate Responsive Classroom approaches to discipline. It shows him how he can work at his best.It’s difficult for children to follow long strings of words. Calmly, the teacher rings a chime, a well-rehearsed signal for attention. �UH�i�ԕ�g�,�|�Jc�4��8��ͽth��Sq��3�ih7V$ע,���T���d�����a؈�q���$�h X�$�A�ҍ��k�z����%}t����5o�m�t� �;���{�xW؜ �DƱs���ء�Y�P��6��� O�c��&缣�
Building a strong classroom community, interactive modeling, teacher language and more are all powerful components of Responsive Classroom. What would help you do that?” or “Your job today is to record five observations of our crickets. Across all of these areas, language is a tool that helps teachers articulate a vision, convey faith that students can Let’s get started.” The children’s focus shifts and the lesson begins.A few simple words guided the children to a place where they could learn at their best.Teacher language—what we say to students and how we say it—is one of the most powerful teaching tools. Silence allows children to think, rehearse what to say, and sometimes to gather the courage to speak at all.We can see the benefit of silence if, after asking a question, we pause for three to five seconds before taking responses from students. Moreover, this kind of language can be damaging to children’s relationships.

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