Responsive Classroom is an approach to classroom management that cultivates community building and acceptance of others. During my first year of teaching, I participated in a week-long professional development where I learned the foundations of this approach to classroom management, as well as was able to glean valuable resources and ideas from other professional educators. I have implemented this learning into my own classroom. Each morning we participate in a class "Morning Meeting", which consists of four elements: a greeting, a shared message, a sharing opportunity, and an activity. My students have developed real-life skills such as how to properly greet each other, as well as how to listen and share ideas with others. Additionally, through the activity portion of this meeting, students are challenged to work together to solve tasks and participate in team-building challenges that develop leadership and communication skills. This time of day also offers up time to address social-emotional needs within the classroom. As a result of the switch to remote learning for brief periods of time, this portion of our day allowed for students to reconnect with their classmates, as well as still feel welcomed despite no longer being in the classroom.
Responsive Classroom goes beyond a morning meeting, it challenges me as an educator to give real, specific feedback, rather than simply saying, "Great job!" It also allows me to spend time at the beginning of the school year to establish routines through active modeling and create a classroom climate that is inclusive, such as through our "Hopes and Dreams" activity. This activity allows students to share what they hope and dream the school year will bring. This not only allows me as a teacher to get to know my students better, but creates commonalities among students which sparks conversations and friendships.
Responsive Classroom goes beyond a morning meeting, it challenges me as an educator to give real, specific feedback, rather than simply saying, "Great job!" It also allows me to spend time at the beginning of the school year to establish routines through active modeling and create a classroom climate that is inclusive, such as through our "Hopes and Dreams" activity. This activity allows students to share what they hope and dream the school year will bring. This not only allows me as a teacher to get to know my students better, but creates commonalities among students which sparks conversations and friendships.