Responsive Classroom Explanation Letter
September 2019
Dear Parents,
I want to let you know of an approach to teaching that I use. It is called the Responsive Classroom approach. It has been used successfully by elementary teachers in schools around the country for over twenty years to create learning environments where children thrive academically, socially, and emotionally.
The Responsive Classroom approach was developed by classroom teachers. It emphasizes teaching children to take care of themselves, each other, and the school environment so that everyone can learn at his/her best throughout the day. You will also see a strong emphasis on students setting goals for their learning and taking responsibility for reaching those goals.
Guiding Principles
Teaching Practices
The includes all of the following main parts. We will be using these Responsive Classroom approach our classroom this year.
Morning Meeting (see my separate letter)
Rules and Logical Consequences
After we have finished with Hopes and Dreams (goals), the teacher and children create class rules that will allow everyone to do his/her best learning. Once these rules are developed, they will be sent home to you. When children break the rules, there are clear and non-punitive consequences that help them learn from the mistake. The approach teaches responsibility and self-control. A “Deep Breath” area is also provided for minor lapses of self-control during class (e.g. calling out after a reminder has been given already.) This gives children time to reflect, regain self-control, and return to the group quickly when they are ready.
Guided Discovery
This is a structured way of introducing materials so that children become interested and motivated to explore different ways to use the materials (e.g. colored pencils, calculators, pattern blocks, snap cubes.)
Energizers
Short, fun, whole- group activities that can be used as brain breaks or embedded into lessons.
Classroom Organization
This involves arranging materials, furniture, and displays in ways that encourage learning, positive social interaction, and independence in children.
If you have any specific questions, please feel free to email me. I look forward to a productive and joyful year with your child!
Sincerely,
Beth Bell
Dear Parents,
I want to let you know of an approach to teaching that I use. It is called the Responsive Classroom approach. It has been used successfully by elementary teachers in schools around the country for over twenty years to create learning environments where children thrive academically, socially, and emotionally.
The Responsive Classroom approach was developed by classroom teachers. It emphasizes teaching children to take care of themselves, each other, and the school environment so that everyone can learn at his/her best throughout the day. You will also see a strong emphasis on students setting goals for their learning and taking responsibility for reaching those goals.
Guiding Principles
- Learning social skills is as important as learning academic skills.
- How children learn is as important as what they learn.
- Children gain knowledge most effectively through social interaction.
- To be successful academically and socially, children need to learn cooperation, assertion, responsibility, empathy, and self-control.
- Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.
- How the adults at school work together is as important as how skillful each individual teacher is: Lasting change begins with the adult community.
Teaching Practices
The includes all of the following main parts. We will be using these Responsive Classroom approach our classroom this year.
Morning Meeting (see my separate letter)
Rules and Logical Consequences
After we have finished with Hopes and Dreams (goals), the teacher and children create class rules that will allow everyone to do his/her best learning. Once these rules are developed, they will be sent home to you. When children break the rules, there are clear and non-punitive consequences that help them learn from the mistake. The approach teaches responsibility and self-control. A “Deep Breath” area is also provided for minor lapses of self-control during class (e.g. calling out after a reminder has been given already.) This gives children time to reflect, regain self-control, and return to the group quickly when they are ready.
Guided Discovery
This is a structured way of introducing materials so that children become interested and motivated to explore different ways to use the materials (e.g. colored pencils, calculators, pattern blocks, snap cubes.)
Energizers
Short, fun, whole- group activities that can be used as brain breaks or embedded into lessons.
Classroom Organization
This involves arranging materials, furniture, and displays in ways that encourage learning, positive social interaction, and independence in children.
If you have any specific questions, please feel free to email me. I look forward to a productive and joyful year with your child!
Sincerely,
Beth Bell
Morning Meeting Explanation Letter
September 2019
Dear Second Grade Families,
I would like to share with you how our class begins each day. It is called Morning Meeting, and it is a great way to build community, set a positive tone, increase excitement about learning, and improve academic and social skills.
Morning meeting takes about twenty minutes. We begin each meeting by greeting one another. The format varies from day to day. We might give a formal handshake one day and speak in Spanish another. We will learn some simple sign language, games, and greetings. In this way, each person is recognized daily.
After briefly pledging allegiance to the United States flag, we move into the next component: sharing. Usually one or two students share aloud something about themselves—a special event, something they have created, recent news, or a quick story. Each sharer then seeks “comments and questions” from the audience. This helps students learn to listen carefully, think about what they hear, formulate good questions, and learn from each other. I caution students not to turn sharing into “Bring and Brag.” The intent is to share our lives and ourselves; our belongings do not make us who we are.
Then, it is time for an activity. Through games, poems, songs, or academic fun, we come away smiling at one another. The short activity time helps the class feel united as a group, reinforces academic skills, and supports the children in learning to cooperate and solve problems.
Morning Meeting concludes with the reading of the News and Announcements from the board. This establishes expectations for the day and provides information. We practice reading strategies and skills, learn to edit and revise writing, and check out student responses to the morning “Cloud Activity.” (This is a quick written response from each child as they get settled into the day. Some examples follow: When will our first butterfly emerge? Write an equation that equals 20. Do you like rainy days?)
Every day Morning Meeting lets children know that school is a safe and fun place where everyone’s feelings and ideas are important. We would love to have you visit Morning Meeting later in the year. It is a powerful way to start your day!
Sincerely,
Beth Bell
Dear Second Grade Families,
I would like to share with you how our class begins each day. It is called Morning Meeting, and it is a great way to build community, set a positive tone, increase excitement about learning, and improve academic and social skills.
Morning meeting takes about twenty minutes. We begin each meeting by greeting one another. The format varies from day to day. We might give a formal handshake one day and speak in Spanish another. We will learn some simple sign language, games, and greetings. In this way, each person is recognized daily.
After briefly pledging allegiance to the United States flag, we move into the next component: sharing. Usually one or two students share aloud something about themselves—a special event, something they have created, recent news, or a quick story. Each sharer then seeks “comments and questions” from the audience. This helps students learn to listen carefully, think about what they hear, formulate good questions, and learn from each other. I caution students not to turn sharing into “Bring and Brag.” The intent is to share our lives and ourselves; our belongings do not make us who we are.
Then, it is time for an activity. Through games, poems, songs, or academic fun, we come away smiling at one another. The short activity time helps the class feel united as a group, reinforces academic skills, and supports the children in learning to cooperate and solve problems.
Morning Meeting concludes with the reading of the News and Announcements from the board. This establishes expectations for the day and provides information. We practice reading strategies and skills, learn to edit and revise writing, and check out student responses to the morning “Cloud Activity.” (This is a quick written response from each child as they get settled into the day. Some examples follow: When will our first butterfly emerge? Write an equation that equals 20. Do you like rainy days?)
Every day Morning Meeting lets children know that school is a safe and fun place where everyone’s feelings and ideas are important. We would love to have you visit Morning Meeting later in the year. It is a powerful way to start your day!
Sincerely,
Beth Bell
Conflict Resolution Letter
Dear Families,
This month we will begin to introduce the steps in our Conflict Resolution program. We call this process an “I to I.” Using picture books like Yoon and the Jade Bracelet and Chrysanthemum, the children are learning to take the perspective of the character and to use an “I feel” statement. Eventually, we will learn the steps in the process, practice with partners using a variety of pretend situations, and then use the process as needed. Here are some things your child will learn in solving conflicts:
The children, once comfortable with the process, often initiate conversation and work through the conflict themselves. However, they know that a teacher is always available to monitor and assist when needed. (It might need to be delayed a bit if it happened at the very end of recess, but the meeting will take place.) Your child simply needs to ask if he/she wishes for a teacher to be present. I am attaching a copy of the “I feel” statement for reference. Many parents in past years have hung it in a visible place in their homes and actually used it at home, too.
Remember, conflicts are a natural part of life. We will do our best to help your child navigate these situations as they arise. The best way to assist us in doing so is to regularly remind your child that if someone is being unkind and your child has used his/her words (e.g. “Stop chasing me. I am not playing tag anymore.” This should be done in a firm, assertive tone.) and is not respected, come and get the teacher for help THAT day. When they wait to tell a parent at home that night and do not tell a teacher in the moment, it can make it more difficult to sort out the details the next day or days later. The sooner the teachers are aware, the better. Every child has a right to feel safe and respected.
In Partnership,
Beth Bell
This month we will begin to introduce the steps in our Conflict Resolution program. We call this process an “I to I.” Using picture books like Yoon and the Jade Bracelet and Chrysanthemum, the children are learning to take the perspective of the character and to use an “I feel” statement. Eventually, we will learn the steps in the process, practice with partners using a variety of pretend situations, and then use the process as needed. Here are some things your child will learn in solving conflicts:
- Always calm down first. We will chart ways to calm ourselves down. When someone is still angry or sad, he/she might need time to calm down to speak about it reasonably. Respect the other person’s need to have a little time to do so.
The person who is hurt says, “I feel______________when you (name the problem) because
- The children end the process by shaking hands and saying, “Peace.”
The children, once comfortable with the process, often initiate conversation and work through the conflict themselves. However, they know that a teacher is always available to monitor and assist when needed. (It might need to be delayed a bit if it happened at the very end of recess, but the meeting will take place.) Your child simply needs to ask if he/she wishes for a teacher to be present. I am attaching a copy of the “I feel” statement for reference. Many parents in past years have hung it in a visible place in their homes and actually used it at home, too.
Remember, conflicts are a natural part of life. We will do our best to help your child navigate these situations as they arise. The best way to assist us in doing so is to regularly remind your child that if someone is being unkind and your child has used his/her words (e.g. “Stop chasing me. I am not playing tag anymore.” This should be done in a firm, assertive tone.) and is not respected, come and get the teacher for help THAT day. When they wait to tell a parent at home that night and do not tell a teacher in the moment, it can make it more difficult to sort out the details the next day or days later. The sooner the teachers are aware, the better. Every child has a right to feel safe and respected.
In Partnership,
Beth Bell
Template for Using an "I Statement" for Conflict Resolution
Use an “I” Statement
I feel _____________________________
when you __________________________
because ___________________________.
I want you to __________________.
Thank you.
I feel _____________________________
when you __________________________
because ___________________________.
I want you to __________________.
Thank you.