Responsive Classroom In Action


Schoolwide Rules


The 3 Rs

  • Respect yourself
  • Respect others
  • Respect your environment






Teacher Expectations

  • Use chime to get students' attention
  • Model hand signal
  • Use the microphone
  • Set a positive tone
  • Use a "take a break" table when necessary
  • Designate tray collectors for grades 1-4

Student Expectations

  • Walk in quietly and calmly
  • Sit at assigned table and remain seated
  • Get condiments before sitting down
  • Use inside voices
  • Raise your hand if you need something
  • Use bathroom pass
  • Use your manners
  • Clean up after yourself






Teacher Expectations

  • Review 3 Rs
  • PE teachers to review use of equipment
  • Monitor assigned area
  • Spread out to various areas
  • Teaching kids to resolve conflicts
  • Teacher should respond to conflict (talk later, separate, take break)
  • Develop consistent rules for games

Student Expectations

  • Everybody can play
  • Follow safety rules
  • Share
  • Clean up
  • Use teamwork
  • Show good sportsmanship






Teacher Expectations

  • Greet students at arrival
  • Travel as a class
  • Model expectations
  • Stop as needed to reassess
  • Keep your eyes on the students
  • Teach students the importance of all parts of the line

Student Expectations

  • Stay in line
  • Walk in a single file
  • Stay silent/quiet
  • Walk quietly
  • Show body control (hands to self/personal space)




Bus Line


Teacher Expectations

  • Be on time, teacher without a class arrive at 3:20
  • Actively move around to monitor students
  • Use chime to signal quiet
  • For large buses, start a 2nd line
  • Keep students silent until 3 buses are called
  • List duty in sub plans
  • Teachers may play a game after 3 buses leave

Student Expectations

  • Walk in quietly
  • Face forward
  • Stay in bus line
  • Sit quietly or read a book
  • Silent until 3 buses are called
  • No toys




Interactive Modeling


Why Interactive Modeling Works

  • Students learn why the routine skill is important.
  • Students create a clear image of what's expected.
  • Students do the noticing.
  • Students have the chance to practice and gain expertise.
  • Students receive immediate feedback.

Reinforcing Language


Some of you...

Many of you...

What can we do to make _________even better?

What did you do to help that to happen?

What helped  you do that?

I noticed...

I see...

I heard...

What made you decide to do that?

Which of these things were you really successful with today?

How does that feel?





Reminding Language


What will you need to do so you can be ready for ________ quickly?

What can you do to make _______ feel safe and friendly?

What could you do if you have a question?

______, What do you need to be doing right now?

How do we plan to take care of _______?

Show me how _______.

What are you going to do when ____________?

What will it look like/sound like/feel like when ______?

How will you let the speaker know that you are listening?

How can we make sure everyone feels included?

What can you do if you have an idea to share, but someone else is speaking?




Redirecting Language


Use quiet voices.

Pick up the _______.

Share the _________.

Tell your feet to hold still.

You have one minute to finish clean-up.

It's time to ______.

when you have _____, we'll begin.

Sit at another table where you can pay attention to your work.

Stop. Wait to hear the directions.

We'll begin when _______.