Welcome to kindergarten! I am looking forward to
starting a new school year with the fresh faces of excited learners.
The growth of kindergartners from September to June is amazing. The
academic gains children make are truly remarkable. Besides that,
children this age are getting more independent and learning how to have
positive interactions with both their peers and adults. Learning how
to act appropriately within the classroom community is something that
is essential for a safe and productive school environment.
The
Responsive Classroom (RC) is an approach to teaching and learning that
fosters safe, challenging and joyful classrooms and schools. Developed
by classroom teachers, it consists of practical strategies for bringing
together social and academic learning throughout the school day. The
Responsive Classroom approach helps create learning environments where
children thrive socially, academically and emotionally. I use RC in my
kindergarten classroom because these methods contribute to a safe and
welcoming school community.
Children learn how to better
monitor their behavior using the Responsive Classroom approach. The
ultimate goal of discipline is that children will be in control of
their own behavior and act in an ethical manner. This skill comes like
that of responsibility. In order to be in control of yourself, you
must have many opportunities to truly practice the skills that are
involved. The opportunities need to come in small increments that are
manageable and will lead to success.
In being proactive,
teachers make sure children understand what is expected and give many
opportunities to practice before their students are expected to do so
on their own. The reward for ethical behavior is intrinsic—the good,
proud feeling inside that we experience after having done the “right thing”.
However, there will be times when problems arise and children may need
redirection. Using Responsive Classroom methods, children learn about
logical consequences and strategies for managing their own behavior.
When a child is off-task or disruptive, he or she will be asked to “Take a Break”
in the classroom. This is not meant as a punishment. It is simply an
opportunity for the child to reflect on his or her behavior, regain
self-control and then rejoin the group. A child may take several of
these short breaks (5 minutes or less) during the day, either directed
by the teacher or (eventually) as a personal choice to regain control.
The goal is that the child is able to refocus before joining the group
again.
Usually the “Take a Break” technique is used less as the
year progresses and children better understand classroom expectations.
However, every child will likely need to “Take a Break” at some point,
so don’t be alarmed if your child tells you that this has happened at
school.
If a student continues to disrupt the class or refuses to follow directions he or she will be directed to the “Buddy Room.”
Usually the “Buddy Room” is the next closest available classroom. The
“Buddy Room” helps a child who needs a short separation from his or her
classmates in order to think about how to fix the problem, refocus and
get back on track. A child will spend about 10 minutes in a “Buddy
Room” before the teacher meets with him or her for a brief behavior
conference. The child’s teacher decides when the child is ready to
leave the “Buddy Room” and return to the classroom.
If a child
continues to disrupt after visiting the “Buddy Room” I will notify his
or her parents. I will call the child’s parent(s) or send an e-mail or
written note home describing the behavior issue. I will inform parents
if there are further consequences at school for the misbehavior.
Parents will be asked to sign any notes sent home so that I know that
mom and/or dad have discussed the behavior incident with their child.
The principal will be informed of any serious issues, such as behaviors
that are dangerous or that involve obvious injury to another person, in
which case an appropriate consequence will be given. There is rarely a
need to use these measures, but I want you to know the progression of
procedures that are used for behavior management.
Ultimately, all children want to be good and want to do well. I look forward to working with each child as we build a community of learners where everyone develops socially, academically and emotionally. We are a Responsive Classroom!
- Mary Simmons
If you want to learn
more about Responsive Classroom, visit the website
www.originsonline.org or click on the link below.
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