RESPONSIVE CLASSROOM DISCIPLINE MODEL

Response to Intervention, Responsive Classroom, Smart Discipline

Many of us would agree that discipline is a subject that is surrounded by much controversy. School systems across the country struggle with the “ best way or right way” to discipline, as they utilize best practices from the latest research. Teachers' child development training coupled with years of school experience adds up to a system of many differences.

Needless to say our view of “best practices” effects how we handle individual situations in our classrooms which may not fit with the way you discipline at home. These different styles of disciplining can cause student confusion and leave you bewildered. Needless to say “School Discipline” has been at the center of many discussions from the local to the federal level. One familiar federal initiative “No Child Left Behind, ” is requiring schools to adopt a consistent and uniform way of addressing the behavioral needs of all students by July 2010. A uniformed system of addressing both the academic and behavioral needs of all students is often referred to as “ Response to Intervention.”

After reviewing the latest research on positive behavioral supports, the Libby School has been piloting a model which all teachers are currently using in their classrooms. Every classroom is using a method called Responsive Classroom based on Ruth Charney's Book, Teaching Children to Care. All of the students have experienced the basic elements of this model since the beginning of school.

So what exactly is Responsive Classroom? This model views discipline as an opportunity to learn, which means that a social curriculum is an integral part of every classroom. While teaching discipline, we are focusing on empathy and structure. Empathy helps us understand the child and structure allows us to set the guidelines and limits that all children need. This focus is critical in accomplishing the basic goals of helping children develop self control and a sense of community. The benefit to using this model helps teachers hold a shared view, speak a common language, and use a standard set of tools.

How does it work? Teachers and students began in September developing the classroom guide, practicing procedures, and creating structure together. During the first six weeks, this system was practiced, modeled, and reviewed in every classroom. As we move into the second half of the school year, students now receive one reminder, are redirected once, and then a logical consequence follows. Students understand that the consequence will help them learn why the behavior is inappropriate.

The component of community is built through morning and class meetings. Morning meetings are held first thing and help establish the tone for the day. The basic elements include a greeting, sharing, news and announcements, and an activity. Class meetings are used to help students develop a solution to any problem that occurs in their school community.

The basic tools include positive reinforcement, modeling, reparation/fix what has been broken, think time somewhere in the classroom, and a loss of a privilege. Teachers have also aligned expectations in common areas like the cafeteria, hallways, and playgrounds where responsibilities are shared. Aggressive behavior is an automatic referral to the office, is used only when a child is unsafe, and has a consistent format. This guide is available and can be reviewed in our student handbook and online. We find that when a child is referred to the office for aggressive behavior help from parents is needed. A meeting to review the problem and to develop an action plan has proven successful. Sometimes parents and teachers decide at the meeting that students need additional support and a small group intervention may be recommended. This intervention may or may not be out of the classroom and might be delivered by support staff. If a student continues to be unsuccessful, an individual intervention would be our next recommended step. A referral to evaluate a student's individual needs would be requested if progress is not seen after small group and individual interventions.

This leveled system of interventions allows us to help our students in a very systematic way helping all students meet with school success. Our school discipline system can be complimented at home by a program called Smart Discipline. You can learn more about any of these programs by going to www.smartdiscipline.com ,www.responsiveclassroom.org , or contacting the school and asking for the principal, assistant principal or the guidance department at extension 198.