The Responsive Classroom® is built around six key components that integrate teaching, learning, and caring into a daily program (Charney, 1997).   The six components include:

1. Morning Meeting:  A daily event that helps children build a sense of    community, while setting a positive tone for the day by giving them the motivation to meet the academic challenges that lie ahead.  They practice greetings, conversation, sharing and problem solving (Horsch, 1999).

2. Rules and logical consequences:  A classroom management tool used to instill habits of goodness in children.  Rules are positive statements that establish guidelines and expectations of classroom behavior. Logical consequences are nonpunitive responses to a studentís wrongdoing (Horsch, 1999).    These rules and consequences are modeled and role-played with the students.

3. Guided Discovery:  A process in which classroom materials or learning methods are presented to the class.  It is a careful and deliberate process that focuses on open-ended questions and tasks that will promote conceptual thinking.  It helps develop a childís sense of self-efficacy and helps the likelihood that they will use the materials and methods in unique and productive ways (Horsch, 1999).

4. Classroom Organization:  The organization of a classroom is designed to increase the childrenís independence.  The furniture should be arranged to create areas for students to work alone, with partners, in small groups, and as a whole group (Horsch, 1999).

5. Academic Choice:  The teacher regularly provides opportunities for students to make choices about their learning by choosing topics, methods and materials for study.  The students will plan the work, carry it out and then present their learning to the class (Horsch, 1999).

6. Assessment and Reporting to Parents:  Frequent and meaningful communication between teachers and parents leads to a better rapport and helps them both to understand how best to help the studentís academic learning and social development (Horsch, 1999).

These components help to frame instruction around shared values in our society such as honesty, fairness, and respect.  These values are then modeled and taught in the classroom, resulting in the development and strengthening of social skills in the students such as cooperation, responsibility, assertion, empathy, and self-control.  By integrating these six components into the classroom, it helps the teacher to create a respectful, caring learning environment that promotes both academic and social development (Horsch, 1999).

The Responsive Classroom® approach understands childrenís need to feel pleasure about their learning and their significance as members of the classroom.  Because of this, the goal is to create a learning environment where the children feel safe, valued, and respected thereby encouraging their natural desire to learn.  The emphasis on making each child feel like a valued member of the classroom will most likely increase the motivational levels in these children.  If the students feel that they are valued, they will have higher self-esteem and a higher sense of self worth.  Almost all motivational models assume that students who have a positive motivational orientation such as high self-efficacy, will try harder and persist longer at a task with an increase in performance (Pintrich, 1989).

2) Rules and Logical Consequences:
The teacher develops rules with the class and poses logical consequences to the students when a rule is not followed.  The purpose is to instill responsibility in studentsí for their actions. The teacher uses three guidelines when implementing logical consequences: they must be respectful to the student, be related or relevant to the action, and be realistic or reasonable. There are three types of logical consequences:

· Reparations: "You broke it. You fix it (Charney, 69, 1991)."  When a student has a problem or breaks something, he or she is encouraged to determine a way to fix the problem.
· Breach of contract and loss of trust: "You must forfeit your rights (Charney, 70, 1991)."  When a student does not follow a rule, they lose a privilege. For example, a student may lose the privilege of going to the bathroom by himself or herself because they were acting up in the hallway.
· Time out: This is a serious consequence that is used when a student needs time to think about his or her actions (Charney, 1991).

3) Guided Discovery:
Guided discovery is a teaching technique used to teach students the proper and responsible way to use materials in the classroom, to use a new learning process, or work in certain areas of the classroom (Charney, et al., 1997). Guided discovery includes the following steps: Introduction, Naming, Active and Participatory Modeling-Teacher and Students (a. generating ideas for uses, b. generating ideas for care), exploratory play, sharing work and ideas, clean up and care of materials, and extensions (Charney, et al., 1997).

4) Academic Choice:
Academic choice is a major component of the Responsive ClassroomÒ.  The purpose of Academic Choice is to give students the opportunity to take control of their own learning. Academic choice consists of a variety of tasks for students to choose from and is usually implemented for a thirty-forty minute period.  The choices can be structured in two ways, Single Content Academic Choice or Multi-Content Academic Choice.  In Single content Academic Choice, the students are given choices in one content area such as, Math.  In Multi-Content Academic Choice, the students have a choice in activities across the curriculum (Charney, et al., 1997).

5) Modeling:
Modeling is a teaching strategy that is used in the Responsive ClassroomÒ when a teacher expects to see a specific behavior.  Modeling shows the students exactly how to behave under a specific circumstance. There is little room for variations in the behavior (Charney, et al., 1997).

6) Role-Playing:
Role-playing is a teaching strategy used in the Responsive ClassroomÒ to provide students with the opportunity to see various ways to behave in a situation. The role-play is based on the studentsí ideas for an appropriate behavior. This strategy is used when there are various ways to behave in a certain situation.  The students are active participants in the role-play (Charney, et al.1997).

7) Social Conference:
A social conference is a teaching strategy used with an individual student who is engaging in inappropriate conduct.  A social conference consists of the following steps.  First, the teacher and the student notice the problem.  Then, they name the problem and acknowledge there is a need to solve it.  The teacher tries to understand why the problem exists by asking questions.  The teacher and the student generate alternatives for appropriate behavior.  Last, the teacher and student establish an agreement to try one of the alternatives.  A social conference can take from 5 minutes, to a week, to a month (Charney, 1991).

8) Class Meetings:
A class meeting is a teaching strategy that is used for the whole class.  The meeting is used to generate discussion among the students and to develop their problem-solving abilities related to a problem in the class.  A class meeting will be called based on the needs of the classroom. During the meeting, the students discuss the problem, develop solutions for the problem, and generate a consequence to the problem (Charney 1991).

9) Clear Positives:
Clear positives are the reasons teachers give their students for doing something.  They help set a purpose for an activity or a rule.  This helps the students have a focus and an understanding of the expectations of the teacher (Charney, 1991).

10)  The 3rís:
  The 3rís in a Responsive ClassroomÒ stand for ìreinforcin, remindin, and redirectin (Charney, 19, 1991)î.  These techniques are used throughout the school year as part of the social curriculum (Charney, 1991).

· ìI notice the way you remembered to carry your scissors point down.î
· ìNick and Jimmy worked hard to solve a problem on their own this afternoonÖî
· ìI notice lots of different ways to draw trees.  I like that people have different ways to do things.î
(Charney, 23, 1991)

A Responsive ClassroomÒ teacher will remind students of an appropriate behavior they should be doing in a particular situation. The teacher uses the reminder to clarify or review if a student(s) understands the appropriate behavior and to give the student(s) time to think about what he/she should be doing at that specific time.  This gives the student(s) a chance to explain the correct behavior and to show or model for the class the correct behavior.  Here are a few examples:

· ìBefore we go to our next period, remind me what you will need to do.î
· ìWho remembers what you will need to get for writing? Show me.î
· ìJackie, I see you walking around the room.  Remind me, whatís your job right now?î (Charney, 23, 1991)

Redirection is used when a Responsive ClassroomÒ teacher notices a behavior that needs to be corrected.  The teacher redirects a student(s) back to the task they should be doing by naming the problem and then naming what the student(s) should be doing.  The teacher uses redirection to give the student(s) the control of correcting the behavior for himself/herself.  The language is very positive during redirection and focuses on what student should be doing. Here are some examples:

· ìI hear a lot of talking.  This is your time to get your folders.î
· ìI hear conversation about television programs.  What do you need to be thinking about now?î
· ìI want to hear quiet voicesÖî
(Charney, 23, 1991)

2) Modeling the correct behavior to use in specific situations.

The teacher will model behavior they expect to see in specific situations.  For example, the teacher will model the correct way to line up at the door, or the correct way to sharpen a pencil. The teacher will also model the correct way to role-play (Charney, Clayton, & Wood, 1997).  During Guided Discovery, the teacher will model the appropriate way to use a new material or section of the room. By modeling, the students will clearly see the teacherís expectations for specific situations.

3)  Facilitator of comments in the classroom.
The teacher makes comments and suggestions, but he/she does not directly tell students what they should be doing or saying.  The teacher allows the students the freedom to solve problems on their own, but provides the support and suggestions that the students need.  During Morning Meetings, Class Meetings, Social Conferences, Academic Choice, and other aspects of the school day, the teacher will carry the role of a facilitator.

4) Presents logical consequences to students.
In the classroom the teacher presents the student with a logical consequence if the student is not behaving correctly.  The consequence is a direct result of the action. If a student breaks or messes up something, the teacher will suggest ways to fix it as a logical consequence.  If a student breaks the trust between he/she and the teacher, then the studentís consequence will be the loss of a privilege.  If the student does something inappropriate, then the teacher will place him/her in time-out.

5) Responsive to the studentsí needs.
A teacher in the Responsive ClassroomÒ observes and evaluates situations to determine if studentís needs are being met.  For example, students who have been working for a sustained period of time may be loud when they go to the bathroom.  The teacher will evaluate the situation and determine that it is not fair to impose a consequence on the students because it is difficult for them to remain quiet after they have been sitting for so long.  The teacher will be responsive by providing the students with a break so the studentsí need to move around will be met (Charney, 67, 1991).

6) ìStresses the deed, not the doerî (Charney, 165, 1991)
When the teacher gives praise, a compliment, criticism, or disapproval, he/she does not make generalizations.  Instead, he/she emphasizes specific actions of a student.  For example, instead of saying, ìYou are a considerate personî, the teacher would say, ìIt was a considerate idea to include new people in your game (Charney, 162, 1991).î  The teacher will also address the students in the first person singular, which makes the statement focus on how the speaker feels (Charney, 1991).

7)  Uses empowering language.
Teachers in a Responsive ClassroomÒ use language that is empowering to create success.  They use demands that are simple and short.  For example, a teacher will say, ìYou have five more minutes to complete your work (Charney, 153, 1991).î  The teacher makes the demands in the classroom appropriate, and follows through with the demands by action.  The teacher will not allow for behavior to continue when he/she has stated what they expect.  When a teacher says there will be no talking in the hall, then they will impose a consequence each time they see someone talking.  The students will be reminded twice for the appropriate behavior, but on the third reminder the teacher will elicit a consequence. As the teacher elicits the consequence, they speak directly to the student and do not allow for any negotiating to occur. This provides the students with an environment that is safe and consistent.  To achieve the appropriate behavior, the teacher will use words that encourage students to cooperate.  For example, instead of naming each misbehavior he/she observes, he/she will use a counting strategy as a warning for students to get themselves together (Charney, et al., 1997).

8) Give students academic choices.
The teacher gives students a certain amount of time to have academic choice in the school day.  During this time the teacher observes how the children are working, what their interests are, and guides the students as problems may arise.  As the students work, the teacher will interact with them and express their interest in what they are doing by asking questions (Charney, et al., 1997).

9) Asks Questions.
In a Responsive ClassroomÒ the teacher asks the students questions to help develop their problem solving skills.  The questions contain words such as ìwhyî, ìhowî, and ìshouldî.   This encourages the students to think for themselves.

 The components of the Responsive Classroom work in concert to promote both a social and an academic curriculum.  If we were to visit a school or individual class that was implementing the Responsive Classroom approach, we would see many aspects of the classroom environment, teacher language and student behaviors working together to create a positive learning environment.

The organization of the classroom is intended to maximize childrenís independence, while at the same time allowing for interaction with their peers. The furniture is arranged so distinct areas are available for different types of interactions. In the Responsive Classroom (RC), students work independently, with partners, in small groups and as a whole class (Horsch, Chen & Nelson, 2000). The classroom design reflects the various ways space is used by the teacher and students. The resulting classroom is a place where all feel welcome. The classroom environment is continually changing through the collaborative efforts of all in the classroom.

Another integral part of the Responsive Classroom ® which may have instructional implications is the display of student work and studentsí names. Student work covers the walls of the classroom, not commercially produced art. The student work is in various stages of completion; not all work on display is a finished product. Students will gain a sense of belonging by seeing their names in various parts of the classroom. Students may also be motivated to produce better work and to take pride in their accomplishments when they know their work will be displayed. One last aspect of classroom organization that will impact instruction is the materials available in the room. All materials and equipment are clearly labeled. Also all visible materials are available for student use. If materials are off limits they are stored out of sight.

Guided Discovery is an essential part of the Responsive Classroom® with clear implications for instruction. As described in the vocabulary section, Guided Discovery is a way to introduce a new learning process or to teach students the proper use of materials or space in the classroom. In the Guided Discovery process, students are introduced to the new item or idea and then have a chance to model the appropriate use of the materials. The Guided Discovery process is modeled by the teacher, practiced by the students, and will hopefully lead to independence in the use of classroom materials and supplies.

Another influence on instruction is the concept of Academic Choice. Students should be actively engaged in their learning on a daily basis. In the Responsive Classroom®, teachers may guide choices by providing broad academic goals, but students should have many ways of accomplishing those goals. While the students are working independently on their self-selected projects, teachers should be observing, interacting and asking questions. This allows the teacher to extend learning and to try and gain an understanding of childrenís thinking. Students have an opportunity to share their work in a whole group setting. The students may share completed work or works in progress.

Academic choice puts much of the responsibility for learning in the studentsí hands. Teachers will guide the development of projects, but the student does the actual planning, completion, and sharing. Allowing students choice teaches them independence, increases motivation, allows for differentiated instruction according to the level of the individual child, and teaches students the value in their own ideas and knowledge.

· Balance between academic and social learning: The RC approach is not a fragmented discipline or classroom management style that is easily separated from or that intrudes on academic instruction. ìIt is based on a philosophy about teaching and learning that focuses on creating a balance between academic and social learning in the classrooms (Walther-Thomas & Brownell, 1999).î In fact, in RC classrooms the social curriculum is just as important as the academic curriculum.  Teachers actively instruct students in the development of positive social abilities and attitudes, which in turn leads to academic growth.

· Teaches life skills: The RC approach teaches respect, communication skills, and conflict resolution. Many classroom management plans focus on punishment and rewards which are temporary solutions at best with little carry over later in a studentís life. In contrast, teachers in the RC foster essential social capacities: cooperation, assertion, responsibility, empathy and self-control (CARES) (Walther-Thomas & Brownell, 1999). As one student at Greenfield Center School put it ìI think Iíd be a really different person if I hadnít come here. Iím a better person. Iíve learned things like conflict resolution. This school not only teaches you academic stuff; it also teaches you how to be a good person in the world (Terry, 2000).î

· It works: Research studies conducted by Dr. Stephen Elliot of the University of Wisconsin have shown positive results in classrooms where the RC approach is implemented. One study showed that students involved in the RC approach demonstrated higher levels of social skills and fewer problem behaviors than those with no experience with the RC. Another study demonstrated that students whose classrooms promoted social skill development scored better on measures of academic functioning (higher standardized test scores). Finally, a study tracking students over the course of four years indicated that students exposed to RC practices demonstrated above average academic growth (Retrieved August 26, 2000 from the World Wide Web: http://www.responsiveclassroom.org).

· Components may be used in isolation: The various components of the RC approach can be used separately from one another or gradually phased in over time. Most classroom teachers find the morning meeting to be the most essential component and one that is very easily introduced. This aspect of the RC and others such as guided discovery can be used in your classroom even if the entire school is not implementing the entire program or has yet to receive training.

· Age Range for implementation: Experience has shown that elementary and preschool teachers have an easier time implementing the RC approach. The division of classes into short periods in middle and high school does not make it easy to use this management plan. An additional concern for teachers of older students is the need to cover a lot of curricular material in a short time (Walther-Thomas & Brownell 1999).

· Training required: The founders of the RC believe that in order to properly implement the program you must attend training sessions sponsored by the Northeast Foundation for Children. These workshops are not free and are the only way to get The Responsive Classroom®: Guidelines and The Responsive Classroom®: Advanced Guidelines. These books detail the implementation of the approach but cannot be bought separate from a workshop.

· Best if implemented school wide: Due to the overarching nature of this management style it would be hard to implement on a class-by-class basis. The social curriculum would have to be valued by the school as a whole in order for a cross-section of teachers to participate in training and implementation of the RC philosophies and practices.

Teacher: Now, class who can remember, what is the first thing we do with our letters when we are making words?
Student 1 (Arden): We put them in our making words folder.
Teacher: Yes, they need to be placed in your folder and not scattered all over your tables. Can you show me what we do with the letters once they are in our folders?
* Teacher walks around to observe what students are doing with their letters.
Teacher: Way to go, Lori. I see that you have put your letters in alphabetical order and that is always the first thing we do when we are making words.
Now, the first word is a two letter word, it is the opposite of yes. (pause) Use your letters to spell the word no.
* Lori is playing with her letters, while Arden has spelled the word no.
Teacher: Lori, I notice you are playing with your letters; I want to see you spell the word no with your letters.
*Lori stops playing and spells the word no.
Teacher: This is the word no, n, o. Class spell the word with me, n, o, no.
Now, I want you to add a consonant to spell the word not. Not.
*  Teacher walks around to observe what students are doing with their letters.
Lori is spelling her word, while Arden is trying to talk to her.
Teacher: Lori, I like the way you are working hard and trying to spell the word not.
* Arden stops talking and spells the word not.  The lesson continues and itís time to wrap it up.
Teacher: Who remembers what we do with our letters at the end of the lesson?
Thank-you Lori, for remembering to raise your hand.

Student 2 (Lori): (raises her hand) We sort our letters in the middle of the table. We put the aís all together and the tís all together, like that.
Arden: (raises her hand) Then someone comes and picks up the folders and someone else picks up the letters.
Teacher: Yes that is exactly right and Lori, what should you be doing if you are not picking up the letters?
Lori: You should be sitting in your seat and helping by passing the letters to the right people and being quiet.