Responsive Classroom

Responsive Classroom is a research-based approach to K-8 teaching that focuses on the strong link between academic success and social-emotional learning (SEL).

This year, I got to learn the Responsive Classroom Approach during one of the whole school staff training. Teachers get to attend the training to implement or continue using the Responsive Classroom approach for the next school year.

First, I went, never heard of it… I think the approach has been impacting greatly on students and teachers at general education setting. Maybe, that’s why…

However, I find this very very interesting….the approach focuses so much on social and emotional development vs. academic success at school (especially general education setting). And, I went, “So do I.”

The book(manual) provides many different strategies, sample schedules for the first 6 weeks and guiding practices for the school to take and set as their guidelines. Teachers(Gen/Special Ed teachers) spent an hour discussing how we are going to implement some of the strategies as a whole school, and which strategies teachers can use immediately , etc.

After a long discussion, some of teaching practices that could be adapted in Responsive Classroom are:

At a morning meeting that happens each day, students are welcomed with a written message, greeting, news and announcements, sharing, and an activity.
Rules are clear, simple, positive, and generated with children. Student hopes and dreams guide rule creation. Logical consequences are a consistent approach to discipline.
Classroom organization promotes a caring environment and maximizes learning.
Academic choice invests children in their learning.
Teacher should encourage students to “take a break” within the classroom, not as a punishment, rather as a strategy for students to use when things(emotions) are escalating in moments.

More information – RC Info for Parents

Well…don’t I use all these strategies in my classroom already? This somehow reminded me of SCERTS model where they heavily focus on developing students’ social emotional competence prior to teaching actual skills-