In the Responsive Classroom, teachers pay close attention during the first six weeks of school to proactively set children up for success. They use the Responsive Classroom practices such as interactive modeling to teach and practice academic and social-emotional skills along with routines and procedures. They use their language effectively to reinforce, remind and redirect as students learn expectations and parameters of their behavior within the context of the classroom community. By the start of November, the positive classroom community is buzzing with productive and engaging academics that are effectively managed by the teacher who keeps their eye on developmentally appropriate practices.
“Knowing the children we teach is as important as knowing the content we teach” is a Continue reading
It has become my tradition to use the summer to recycle some past blogs that remain relevant in light of our challenging work in Social Studies. This blog first appeared in January of 2013, when I was writing for the Teaching American History Program.
My mother has always had handy any number of aphorisms that she would lay on us kids as we were growing up. Whatever the context, her repertoire of pithy pronouncements could be counted on to sum up the situation in a few words:
- “If you act as good as you look, you’ll be OK.” Translation: “You look very nice, sweetheart. Now behave yourself! If you don’t, I’ll hear about it and it won’t be pretty.”
- “There’s no time like the present.” Translation: “Stop watching the Mickey Mouse Club/Lassie/the Ed Sullivan Show on television and get your homework done, NOW! School is your responsibility and I expect you to take it seriously and do your best.”
- “Things will work out the way they’re meant to.” Translation: “There’s no use crying about things that we can’t control or change. Whatever happens, whether we like the way things have turned out or not, we’ll deal with it and we’ll be fine.”
- And, “The more things change, the more they stay the same.” Translation: “Just because it’s new doesn’t mean it’s better. When I was young, we didn’t have all of these electronic gadgets and we survived just fine. Why do we need a computer? I just don’t understand how it works. It seems awfully complicated and time-consuming way to just write a letter.”
A few years ago, I blogged about something near and dear to the hearts of many: sugar. The Journal of the American Medical Association (JAMA) had just released in early 2014 results of the first nationally representative study that examined diets high in sugar. The lead author from the U.S. Centers for Disease Control and Prevention called the results “sobering” and here’s why:
Previous studies have linked diets high in sugar with increased risks for non-fatal heart problems, and with obesity, which also can lead to heart trouble. But in the new study, obesity didn’t explain the link between sugary diets and death. That link was found even in normal-weight people who ate a lot of added sugar.
This was not good news for those of us who like to indulge our sweet tooth. And, unfortunately, the bad news does not end there….. Continue reading
Much like hosting a meal, coaching requires some planning, organization, and most importantly, flexibility! Although a prepared coach always enters a session with certain outcomes in mind, one never knows which direction the experience might go. Being able to stay focused and think quickly is vital; and if there are paper plates around, even better! Continue reading
The last few weeks of December can be challenging for students and teachers as they prepare for the holidays and put closure to 2015. Most of us will be taking a well-deserved rest from the classroom with the hope to return rejuvenated and ready to conquer what’s instore for us in 2016.
In the beginning of the school year, many Responsive Classroom teachers prepare children for success by planning for the first six weeks of school. Teachers use interactive modeling and responsive teacher language to Continue reading
Not surprisingly, the BIG emphasis this year in social studies is on inquiry using primary sources with students which involves teaching them skills and practices to analyze and evaluate those sources and use them as evidence in creating claims and arguments. The Social Studies Framework is based on the Inquiry Arc of the C3 Framework which is all about this process. The Frameworks themselves promote a balance of content and skill and the Toolkit Inquires are built on investigating sets of primary sources related to a compelling question. It’s the rainbow, folks! Continue reading