Morning Meeting- The morning meeting is an essential part of the day

in an elementary school classroom. It gives the teacher and students a

chance to gather and communicate. It also allows the teacher to learn
more about their students and what is happening in their lives. The
morning meeting is also a time to practice classroom routines like
weather and calendar or celebrate things like birthdays. This is also an
important time to incorporate certain content area skills. Reading and
math activities are frequently used in morning meetings. You can also
use this time to talk about the learning targets for the day or address
any questions or concerns your students might have.

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 Rule Creation- Creating classroom rules with your students is essential
to maintain a functioning classroom. The teacher needs to use their
student's hopes and dreams to create guidelines for the classroom that
addresses the needs of all of the students in the class. When the
classroom decides upon appropriate rules together, as well as logical
consequences, then they will be more likely to adapt to them and
respect what is asked of them. Creating rules together gives the
students a feeling of choice and control and helps to build classroom
community.

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Interactive Modeling- Modeling appropriate behaviors is very
important in a Responsive Classroom. Students need to be shown what
is appropriate and how to react in a variety of situations. The teacher
modeling these behaviors allows for the students to see what it should
look like and understand why these behaviors are necessary. This is also
a good time for teachers to discuss with their students when and why
certain behaviors are appropriate and when they might not be.

https://www.youtube.com/playlist?list=PL7E8FBA22F8C10AA7

Why Interactive Modeling Works

• Students learn why the routine or skill is
important.
• Students create a clear image of what's
expected.
• Students do the noticing.
• Students have the chance to practice and gain
expertise.
• Students receive immediate feedback.

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 Positive Teacher Language- It is essential that the teacher uses positive
teacher talk to create classroom community. If a teacher uses negative
words or phrases this can lead to less trust and respect in the
classroom. Students that constantly get negative feedback from their
teachers tend to feel defeated and not want to try in class. A teacher
that uses their voice as a tool can better manage the classroom and
gain the respect of their students. Using words and tone is a great way
to emphasize what the students are learning and keep them engaged.

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 Logical Consequences- These are necessary in a Responsive Classroom
to teach children responsibility for their actions. Logical consequences
provide a way for teachers to show students why certain behaviors are
not appropriate and what will happen if they act out. Time outs and
take a break are ways for students to sit out until they decide they can
responsibly join the group. This is an opportunity for the teacher to
discuss the student's actions with them and help them to identify what
they can do to prevent this from happening in the future.

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Guided Discovery- Guided discovery is a way for teachers to explore
new materials and stations with their students. This allows for students
to think about what the materials could be used for and decide how to
use them appropriately. The students are introduced to these things
slowly, so that they have time to understand what each item/station is
for. When teachers utilize guided discovery, the students learn to
appreciate the materials and know how to use them appropriately and
respectfu I ly.
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Academic Choice- Allowing students to have some choice in their
learning or activities throughout the day promotes student
responsibility and engagement. When students are allowed to choose
what they are going to do or how they are going to learn, it becomes
more important to them and they are more anxious to participate.
Academic choice should still include relevant learning for the students
and be structured around the lesson. This also promotes the idea of
independence and autonomy.

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Classroom Organization- The way teachers set up a classroom can
greatly affect how students learn. Classrooms need to be set up so that
students can easily collaborate with each other and so the teacher can
see what is happening at all times. There should be a space for
gathering on the floor and a conferencing table. There should also be
stations around the room and materials that are easily accessed by
students. Colors, pictures, anchor charts, student work, and classroom
rules should all be posted around the room. Student areas like cubbies
should be labeled for the students use to help promote independence.
When a classroom is set up for collaboration, it allows students to
develop social skills and learn from their peers.
 Working with Families- Teachers should develop positive relationships
, with parents right away. When a teacher takes the time to get to know
the families of their students, this shows the parents that the teacher
has their child's best interests in mind and leads them to respect the
teacher. Teacher and family collaboration helps maximize the students
learning potential and gives the family a say about how/what their
student is learning. Teachers that make families feel part of their child's
learning process will tend to have better success with family
involvement.
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 Collaborative Problem Solving- The teacher needs to allow for the
students to become problem-solvers. If a situation arises that needs to
be resolved, the teacher should work with the students to come up
with the best fit solution. This allows for the students to use real-world
skills and come up with answers to everyday problems that they may
face. Allowing students to collaborate to problem-solve creates a
positive classroom community and leads to mutual respect in the
classroom. Multiple strategies should be used when using collaborative
problem solving.
The Wheel of Choice:
A Problem-Solving Program

Dofino the Problem

What is the problem and why is it happening?

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