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Responsive Classroom is a CASEL SELect Program!
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Responsive Classroom is a CASEL SELect Program!
Spring and Summer Professional Development Courses are Open for Registration!


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Menu 0
 * About
   * About RC
   * About SEL
   * Principles & Practices
   * Research
   * RC in Action
   * Build Connections
   * Work For RC
   * Center for Responsive Schools
 * Funding
 * Professional Development
   * On-Site Services
   * Four-day Courses
   * One-Day Workshops
   * Webinars
   * Credits & Certification
   * Cancellation Policy
   * FAQ
 * Educator Resources
   * Articles
     * All Topics
     * Classroom Management & Discipline
     * Engaging Academics
     * Energizers & Activities
     * Families
     * First Weeks of School
     * Middle School
     * Morning Meeting
     * Positive Community
     * Teacher Language
     * Whole School
   * Downloadables
   * Videos
   * Diversity, Equity and Inclusion
   * Learning Loss
   * Teacher Beliefs
   * COVID-19 Resources
 * Leadership Resources
   * Schoolwide Responsive Classroom
   * Kaleidoscope Observation Tool
   * Consultant Observation and Feedback Visit
   * Quick Coaching Guides
   * Professional Development
 * Bookstore
   * Shop
   * FAQ

 * Contact
 * Login
 * We Stand for Diversity, Inclusion, and Equity
 * Catalog

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PRINCIPLES & PRACTICES

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The Responsive Classroom approach to teaching is comprised of a set of
well-designed practices intended to create safe, joyful, and engaging classrooms
and school communities. The emphasis is on helping students develop their
academic, social, and emotional skills in a learning environment that is
developmentally responsive to their strengths and needs.



CORE BELIEF

In order to be successful in and out of school, students need to learn a set of
social and emotional competencies—cooperation, assertiveness, responsibility,
empathy, and self-control—and a set of academic competencies—academic mindset,
perseverance, learning strategies, and academic behaviors.


GUIDING PRINCIPLES

The Responsive Classroom approach is informed by the work of educational
theorists and the experiences of exemplary classroom teachers. Six principles
guide this approach:

 1. Teaching social and emotional skills is as important as teaching academic
    content.
 2. How we teach is as important as what we teach.
 3. Great cognitive growth occurs through social interaction.
 4. How we work together as adults to cre­ate a safe, joyful, and inclusive
    school environment is as important as our individual contribution or
    competence.
 5. What we know and believe about our students—individually, culturally,
    developmentally—informs our expec­tations, reactions, and attitudes about
    those students.
 6. Partnering with families—knowing them and valuing their contributions—is as
    important as knowing the children we teach.


CLASSROOM PRACTICES AND STRATEGIES

Responsive Classroom is an approach to teaching based on the belief that
integrating academic and social-emotional skills creates an environment where
students can do their best learning. The Responsive Classroom approach consists
of a set of practices and strategies that build academic and social-emotional
competencies. This approach works well with many other programs and can be
introduced gradually into a teacher’s practice.

These core classroom practices are the heart of the Responsive Classroom
approach:

SHARED PRACTICES (K–8) 



 * Interactive Modeling—An explicit practice for teaching procedures and
   routines (such as those for entering and exiting the room) as well as
   academic and social skills (such as engaging with the text or giving and
   accepting feedback).
 * Teacher Language—The intentional use of language to enable students to engage
   in their learning and develop the academic, social, and emotional skills they
   need to be successful in and out of school.
 * Logical Consequences—A non-punitive response to misbehavior that allows
   teachers to set clear limits and students to fix and learn from their
   mistakes while maintaining their dignity.
 * Interactive Learning Structures—Purposeful activities that give students
   opportunities to engage with content in active (hands-on) and interactive
   (social) ways.

ELEMENTARY PRACTICES (K–6) 



 * Morning Meeting—Everyone in the classroom gathers in a circle for twenty to
   thirty minutes at the beginning of each school day and proceeds through four
   sequential components: greeting, sharing, group activity, and morning
   message.
 * Establishing Rules—Teacher and students work together to name individual
   goals for the year and establish rules that will help everyone reach those
   goals.
 * Energizers—Short, playful, whole-group activities that are used as breaks in
   lessons.
 * Quiet Time—A brief, purposeful and relaxed time of transition that takes
   place after lunch and recess, before the rest of the school day continues.
 * Closing Circle—A five- to ten-minute gathering at the end of the day that
   promotes reflection and celebration through participation in a brief activity
   or two.

MIDDLE SCHOOL PRACTICES (5–8) 



 * Responsive Advisory Meeting—A practice with a set, predictable routine,
   organized around one of seven distinct purposes, that offers a solid
   framework for building meaningful connections and developing respectful and
   trusting relationships while meeting students’ developmental needs. The
   meetings have four sequential components: arrival welcome, announcements,
   acknowledgments, and activity.
 * Investing Students in the Rules—A process facilitated by the teacher that is
   composed of four steps: setting SMART goals, connecting the goals to rules,
   connecting the rules to concrete behaviors, and making the rules come alive.
 * Brain Breaks—Short breaks in whole-class lessons that give students a chance
   to move and interact, used to increase focus, motivation, learning, and
   memory.
 * Active Teaching—A strategy for delivering curriculum content where the
   teacher presents, explains, illustrates, and demonstrates content in a way
   that enables students to meet a learning objective. The three phases of
   active teaching are Teach and Model, Student Collaboration, and Facilitate
   Reflection.
 * Student Practice—A process that follows active teaching where students
   explore and practice, under the teacher’s guidance, the content and skills
   taught during a lesson. This gives the teacher the opportunity to identify
   and correct students’ thinking before they practice further on their own.
 * Small Group Learning—A structured way for students to work together on a
   specific learning goal, assignment, or project that
   is organized by the teacher.

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