What is “Responsive

Classroom”?
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Agenda

1. Morning 2. Whole brain

Meeting teaching
a. Greeting a. Class - class/ yes-yes
b. Sharing b. Score Board
c. Activity c. Mirror Words
d. Morning Message d. Teach/ 0k
e. Questions?
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Jobs

1. Writer from each table

2. Reader from each table
3. 2 Writers for the whole group
4. Time keeper
5. Helper
6. Attention class-class yes-yes
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Morning Meeting Benefits

✘ provides a sense of trust
✘ allows all students to feel important
✘ encourages respectful learning
✘ helps regulate emotions
✘ boosts empathy and teamwork
✘ separates home from school and prepares students for the day's events
✘ supports all aspects of learning—academic, emotional, and social
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Greeting !
✘ Is for students and teachers to greet each other every
day.
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Sharing
✘ Each student has the opportunity to share a tidbit
about themselves
✘ Let’s brainstorm ideas on what the students can
share
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Activity
✘ Group activity that every student joins and works on
together. Activities should encourage collaboration
and reinforce social and/or academic skills.
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Activity
Turn and talk in your table and write as many
activities as you can think of in 5 minutes!!!!

✘ https://www.literacymn.org/sites/default/files/gamesacti
vitiesbook_0.pdf
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Morning
Message
✘ Prepare students for the day ahead. Agenda,
Birthdays, schedule etc.
Today is Tuesday November 12th, 2019

Good morning my amazing fourth graders!!

Are you excited to start the new English
lesson? I know I am!!!
Do you know what is the difference
between figurative and literal language????

Let’s have a wonderful day!

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Let’s review some concepts

Morning Meeting
Greeting
Is for students and teachers to
greet each other every day.
Sharing
Each student has the opportunity
to share a tidbit about themselves
Activity
IGroup activity that every
student joins and works on
together. Activities should
encourage collaboration and
reinforce social and/or academic
skills.

Morning Message
Prepare students for the day
ahead. Agenda, Birthdays,
schedule etc.
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Questions???
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Don’t be scared...
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Agenda
1. Activity

2. Whole brain 3. Power of Words

teaching a. Reinforcing
b. Redirecting
a. Class - class/ yes-yes
b. Score Board
c. Mirror Words
d. Teach/ 0k
e. Questions?
1. Whole Brain Teaching
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1. Whole Brain Teaching
I am sooo excited!!!!
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Class - Class / Yes-yes

✘ Variations are fun!!!!!

✘ Try them first !!!!
✘ Ask students to create new ones!!!
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Score board

✘ Fun game
✘ Teacher vs Student
✘ Make the scorekeeper happy you get a point on the
smile part and you celebrate
✘ If you don’t make me happy , I give a point in the
frown side and we groan
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Examples!!!!!.
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Mirror/ Mirror Words

✘ Use index cards

✘ Try power points/ google slides with bullets
✘ Make students create the mirror words
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negative
expressing no
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expensive
costing a lot of money
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Teach - ok

✘ Walk around to see if they are on task

✘ Try different options ( student A- student B)
✘ Ask students to come up to the front of the class and
give it a try!!!
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Let’s review some concepts

Whole Brain Teaching

1. Class - Class / Yes-yes

2. Score board
3. Mirror/ Mirror Words
4. Teach - ok
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Questions???
2. Power of Words
Reinforcing
Reminding
Redirecting
 Reinforcing 34

1. Build on their strengths, not their weaknesses.

2. It highlights students’ skills, positive efforts and attitudes, and

quality work

3. It can take time to shift your language to focus more on what

students are doing well than on what they need to improve.
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Avoid holding one student up as an example for others. The

student held up may feel triumphant, but the others are likely
to feel devalued or criticized.
EXAMPLE:

Instead of: “Notice how Glenda used four sources for her research project. Let’s see
all of you do that.”

Try: To Glenda privately: “You used at least three sources as we learned to do. That
makes your research credible.”
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Name concrete and specific behaviors. Rather than saying a

global “Good job!” or “Nice work,” tell students what they
specifically did well so they know what to keep doing and
build upon.

EXAMPLE:

● Instead of: “Your spelling shows progress.”

● Try: “You remembered to change the ‘y’ to ‘i’ when adding ‘ed.’
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De-emphasize your personal approval. Emphasize what the

student did. Otherwise, students may focus more on pleasing
you than on improving their skills.

EXAMPLE:

● Instead of: “I’m so pleased with the way you added key details to your main point.”
● Try: “You added key details to your main point. That helps your audience understand
and be persuaded.”
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Find positives to reinforce in all students. Every child has

strengths. Over time, every child should feel that we see and
appreciate their positive actions and attitudes.
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Redirecting

A third grade class is working on an art project. Macy

waves her scissors in the air, the point coming perilously
close to a tablemate’s face.

Turn and talk what would you tell the student

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Redirecting language

Lets teachers provide wise external control to

keep children safe and productive when their
self-control is failing them.
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Be direct and specific.
Need to hear exactly what you want them to do differently.
● Instead of: “Casey, you need to work harder.”
● Try: “Casey, put your watch away and continue with your
assignment right now.”
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Say what to do, instead of what not to do.
Saying what not to do may sound like a complaint or an attack on
students’ character, and many students may miss what we’re wanting
them to do. Naming the desired behavior is clear and respectful of
children.
● Instead of: “Class, stop wasting everyone’s time.”
● Try: “Freeze. Everyone return to your seat with your folder. Then
we’ll start.”
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State a redirection as a statement, not a question.

A question gives the illusion of choice and can confuse children. It’s
more respectful to calmly give a statement that tells children exactly
what we want them to do.
Instead of: “Anna, could you refocus on your math?”
Try: “Anna, refocus on your math.”
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Follow up with action if necessary. Watch to see if the student follows your redirection. If
not, give a clearer redirection or take action that helps her return to positive behavior.

● Instead of: Redirecting Anna and then turning away immediately to tend to something
else
● Try: Directing Anna to move to a seat close to you (if sitting near classmates seemed to
be pulling her off task).
or
Directing Anna to “take a break” (take a positive time-out) in a place away from the
action so she can regain her focus.
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Resources

✘ https://www.literacymn.org/sites/default/files/gamesactiviti
esbook_0.pdf

✘ https://www.responsiveclassroom.org/educator-resources/
✘ https://wholebrainteaching.com/