QUESTION:

Can anyone tell me please, how the Responsive Classroom model dovetails with Dr. Marshall’s teachings? I think there are lots of connections and would like to explore them more.


RESPONSE:

The Responsive Classroom website explains:  ”At the heart of the Responsive Classroom approach are 10 classroom practices.”

Those that are either in common with DWS or disagree, follow:

MORNING MEETING – gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead

Morning meetings are suggested as a useful strategy in DWS as well.

RULE CREATION – helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals

Two points here:

1) DWS suggests that rules are counterproductive in relationships (between teachers and students) because they often encourage a perception of coercion. Dr. Marshall recommends that rules be replaced with procedures and expectations, or with the term “Responsibilities.” For detailed discussion of this topic, see the following article, titled “Rules vs. Expectations.”

 

2) One of the key points in DWS is that classroom management is the responsibility of the teacher. (Discipline, on the other hand, is the responsibility of the students.) As such, teachers hold the responsibility for creating classroom procedures. Students become involved in the learning part of the equation. They learn the procedures that have been established and taught by the teacher. They don’t create the procedures––they follow them. By following the procedures of the classroom, students automatically act on Level C, the level of acceptable classroom behavior. By choosing to follow the procedures––even when the teacher isn’t present––they can operate on higher Level D, the level of internal motivation and self-discipline.

POSITIVE TEACHER LANGUAGE – using words and tone as a tool to promote children’s active learning, sense of community, and self-discipline

This fits in well with DWS.

LOGICAL CONSEQUENCES – responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity

Although responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity, fits with the DWS philosophy, the idea that logical consequences are effective in achieving this goal does not. DWS offers the understanding that logical consequences are simply another form of punishment.

ACADEMIC CHOICE- increasing student learning by allowing students teacher-structured choices in their work

“Choice” is one of the three guiding principles behind DWS so this statement would tie in well with DWS. All people feel more motivation when they they have choices. In addition, they are also more likely to feel cooperative when they sense they have choices available to them.

DWS goes one step further though. Using the Hierarchy, teachers can give students the understanding that learning and quality-of-learning also involve choice. A teacher cannot decide how well a student learns; the choice is up to the student. If a student is interested in moving forward at the greatest speed or with the best results, he/she can consciously choose to take on the traits of a good or great student. It’s up to them. The teacher will support the efforts of the student, but the student must make the choice with regard to their own academic behavior. In my experience, an amazing thing happens when you make students aware of these choices in a non-coercive way. The students want to aim for the highest level. I find this one of the most exciting aspects of using the Hierarchy. I have the perfect tool for motivating my students––both my eager little grade ones and my older discouraged teenage students.

CLASSROOM ORGANIZATION – setting up the physical room in ways that encourage students’ independence, cooperation, and productivity

This would connect well to the DWS Teaching Model. It’s the teacher’s responsibility to manage and organize the structure of the classroom. Responsive Classroom has specific ideas that might be useful to a DWS teacher.

WORKING WITH FAMILIES – creating avenues for hearing parents’ insights and helping them understand the school’s teaching approaches

This proactive goal/strategy would also tie in very well with the DWS philosophy.

COLLABORATIVE PROBLEM SOLVING – using conferencing, role playing, and other strategies to resolve problems with students

This strategy also ties in nicely.

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Posted In: A. The Teaching Model
posted On: August 17, 2009: 9:25 am: By Kerry Weisner
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