eésponsive | RULES GROW FROM OuR HoPEs& DREAMS by Marlynn K. Clayton and Chip Wood ‘The rues in the Responsive ass00m ‘hould grow dey rom the hopes [hl dress of students and encbe “Hopes and dress provide the tins ‘motivation for tadentst carer hen {atve, others and the enone in Seay that enconage each atdent © [Ertchand grow te proces oft ings iterpreing and practicing les {Eves students he oppor once Enneof the ete! complenes they ‘rl dal wih trouphout he ives Generating rules ith ent not few ides for many teachers Hoveeves, {nvolvng sven ns process that npn ch he nnenemet of pean (tame cn bes poweral avenue oe tng acarngdisroor community ‘doough eral vestnent Somets, us begin sa long ist of ‘epatves "Dos run Dos Me Dont [harp pel wile the teacher salle ing. Bont eatin cass” Therules goon ‘emember them Children often assume that tends ta specifier against sncton theyre nee to yi "Feacher ‘ity Tels ply Power anges atthescence ble auyWinter 1985 ok 7.No2 ipet ging tough a conscious process Srahthidren at he begining ofeach Jeon toc aset of imple res which [uid all skoalbekavor Each dss ‘forte on thee tov es wich ate 1+ Positive guiding deze behavior father han probing negate Tehawor + Global serving ar brosd guidelines focallypes of stuatons + Constantly examined and inte preteens and teacher to Bropecte stantons (CREATING THE RULES CCenting asroom rls ie an important (ao in the it day acho THe proces seston of colsboraton and Etvwectedent tobecone sony Invested in sles and expectations Before the iat ay of das teachers endo fet their wm goals and ‘Teas for te coming yeat= vat ey Swantimast forthe chen in the ls (Sr Thoe gals help provide supe, ‘Site snd ingpcnon forthe yes In kindergarten and ist grade, tou of the room sparta questions about some ‘ofthe ats tat il e ging on ‘uring te yar Jus enough appt re iplayed to give he cre eas, 24Rutes: etna fom get ‘tno mere tan the teacher willbe intodcing daring the Sat week ‘lock are ita sign, “Opening Soon"; the patng eel without pants or sper yet sampling of took inthe [brayra coupe of manipulatives onthe ‘manipulasivebel: ayer, penis and ‘Barkers onthe art ehll- Aer each ‘our the das mest share some eas ‘Shout what might happenin he oom. ‘Aber he das generates some ens Shout thir casroom thetencher en {some peronal an ane hen ead the clas toward an essental question “One hope tut Ihave that you willbe shot doshethings you mt wast do Inecool this ear. You haverany Won" der sdeas What tat you mort ope todo lauhool ie yurr Tne {encerthen rds ech eis hope, ‘Actart migh incude: + Leon hopesto beable olin on the (uti Snber «+ Mary hopes tobe ale pay i the + Jeremy hopececan havea end icy take to three day to share ‘verge’ apes mang sure that ‘Sreryne istered and recognized fora {pes hope Ther may be reviewed sth game suchas id doing» speak hope and ay Fides phot ofthe ‘il we When teacher and students hopes have sSenowdged the ass ready cone ‘Ser rae wich eet and “ius ad asa com uni. For olde cudren (grader 45 2nd) ‘ho are more fame with rules and tines he proces he same but the ‘st bulletin board ght engi he ‘aul of homework sngnment on Tivol goals The galscanbe = shared na mowing, withthe teacher inputas wal and then alae Spay, 2s hey wore in Ekzabeth Baker’ 5 pace asin Washington, DC under {Beheading "Great peations” Carey planned meetings can help 2 SSissmove fom dream and gous fale whic ap those dreams come {Due The clas olaboratesto fore rules ‘whic protest and promote the (ream For older aren, a meting tran bein with attement ket “ese are our hopes ardour dreams, wrist you suppose are he us we rl nod in ou Gaseonm in de 0 Shs conenenter "make ts hopet pope a Slee poral Gite ve from mF ee jand goals essai ssiganento nie MRO which Sesetsntiae socio Tse = raat. eee come) Sina tetera. tt tue. 99 Soe ‘ethteverone wil fe good and safe in school that every (ne wl each thet hopes ad hat (reryone wil bes thing worker” ‘scsson cones on what means forpeopetofee! “good” and sae” and ‘wha thincng worker “efit bulletin board days “Our {fetlnporant Hopes and Dreams Thar Year” Zach c's words are di payed in Del wring accompanied Eptach c's drawing ahowing he “Tne Responsive Classroom ‘st espace are nese always xpreend nese, descrbing things {hit shouldst happen "Dea Bah owt hit Dow interrupe” After isting ‘MVof thee, the encher works wth he ‘aso combine ruler on sear subjects {sto general er which are stated pos tively. Tiss not an esy proces a tray take conical ine modeling ed prac “Il we are not gag to fight what ae we ging to do when we tant oreaiveconiet™ He00a60NEFC 2g “The goal isto involve everyone ina proces which ete eto ive rales. ‘Fre language wl vary from cas 0 dis bar asso rae cover hee ere categoner + Respect youre 1 Respect others. + Respect our environment ‘Anexample froma ith grade sis ‘ie take cre four roo We belp (hchother We uke ca of oamelves™ ‘The rules may then be ope toa large nd bent pooer a! loplaye? ong withetch cle ssgnatae of green Creating and tng pot ‘he gal rule doe guarantee at ‘Sten rat understand them or are ‘Bietofolow them. Adon eps seen MODELING. ‘THE RULES Cas dlacason about eles are che flac fo sat always eereing bck to {pe tnalidual end conmanty hopes fe dee, “How wil we kere of ureter the cimberso at kors hope wl cometrue™” However, tang to Gren ot noush. Tis (ey bnpstant for chien inal grades {bgt tances to practe folowing and [bvrpeting the ues ough acon ach classroom ara may ned tention, ‘ach “How wil we ake care of Your ‘Sisson when we ar fs ie he ‘Nock are” or How wil you help ot fer ae inthe Key ean? ot vat wight been, sing ngs {oisy toothers who swoon with posttest able Ineach tuto, cen act out ant then practi. Concete ‘ramples and role pang make he fe come ave so up cdren condones} Fatwwinter 1998understand how actions bud Ssndthers nthe as ‘SUPPORTING THE RULES ‘Once the rule ar posted and cl ‘renhavehad achancete discus sd practice the, the rules become tuidelinesfortbehavior inal type of Saation By paying attention othe smal pose ‘ve behaviors, re encourage ‘reat continue bldg hose lle By paying tension tthe Sal negative behaviors, we atch ‘ose behaviors before «cd is out ‘ot conta seared, and threatened We fos nthe Ra —Renoreng enining and Radicing efor cous cons ing Tngunge tat nts ad pros Gres postive hain enforcing become sab aes Tethlangunge and sore cs ap ale ecpnne snd ondnue tbe pottc cr saaer] or hat yousre sang wh ownys“Sroonee ht you ped Bean tthe computer tha nor {Se Thnkyous Sarak Tapprecate he {2S hatyou ned up gilt we tied pout Iw seo Bed ep Teisorcement a gven ely oe {nlien ther sn dng abet em cevsing tem o mabe oes bnave Sproat rb ose language Teslaagement nich arson tie elves oppo on ‘ung tpi (whch oases one Ea tauh ewan chlrento work tntehving wea enc ‘Sas conneid wi he pate btar= (Sead tor atechers oer poe ending forse on he aches Nitin thdaren or ples ‘enbering and emcing posit [Sinn Tay ae asedtorementer Sern thenceveand to maiean \Rierpretaon wish gover te specie hoon muchas“, how me ow ‘retake cr ur alt upp wen Weedone” on“ heresoeore who ‘Shvnind oe wit tmaneten! ‘ibe my hand nthe dso dieing conti tfc be esbut slows fort megpton ot [Repretion w meagein “dont retin youre aang gies bat! oie your Redvectng stamens might incude "You ned to go bck to {hedge ofthe playground and walk to {he dor span” of “Anon, you ned © 1 your wing without ang nom" [RULES SUPPORT HOFES & DREAMS ‘Rules in the Responsive Classroom are Iogla postive urgrowth of he ‘Seam and gels of tadents and ach (a They allow chen tof safe (het ecesry hs to arnt help nd cespes ether and to ae fr tet lenmingeneironenent ‘Becruse the rule at global ater than arrow at pec dren become ‘ied at interpreting gudeies ater ‘han becoming rested to heer of {hela The teachers emphasis on he proces of creating rules provides 2 EiSig eference point hroughou the {year Teachers cn direct al Sehavior {Te ceroom seu toward what rey cul wants achieving hopes and ‘Gene © Maryn K Clg Chip Wd are mon the codes of Nos. Foundation fr Caden, Both carey feiptocary ct he moka Consling Tatchrs Dis Fevoratenacoremerin et, From Teaching Children to Care Crating rls with chien ‘portant part ofthe woof ist ‘Sra fact. The rae the carom ono te yr Theve ound ren ve ae rpc alert apa that scene api th fos aes, ‘hare bonrel an mary ra a se frstion 1 aot wont ry rae ete eeycton. Fant heb eneage ‘soe nig ond dson. ‘Sra tat ee ot ese thy ge cee permis ba hey hp scott com nyt dey ond 1 the Grefel Cover Sh te "do Rae” poe wing Seolcthicor pine, Weal our orate i cern oft rae ach cl on and old fd to tong le rset rts. ‘nmi endcalare) We pen ‘ithe Golden Rae he eH (Tecres hw oe ant best eck (tere hw ene! eas oat The Golden leone 8 yer “hes you pts rt ter a 0 ttre ac” Ica nar ie of ering, ut ees feel obeenchie partiaer (hon nd eet fr ceo toad the Tie Glen Rae nrc end red daring he it ses of hal Clr pat tite om. ovo and pot tin he Fo: tt goers ys Tepe nt by ssi sone Tliteandcappled neni ey ‘Sion ofignence ren. ‘edeprlynel o rpre cilree (Desa quis ogo ‘ony rhea and sete CGragurcs ofthe cos. Te (Con Rae proteome! or Sra free pope eg (etek oer ys toa uth. Chsrney ‘The Responsive Cassroom