SEL
The Responsive Classroom approach
Given the present fi ndings, it is worth
What we know
The Responsive Classroom Effi cacy Study
asking: What supports need to be present is a large scale randomized controlled trial
in order for teachers to use the RC Teachers who use Responsive Classroom that is currently being conducted by a team
approach? Like many social and emotional practices: of independent evaluators at the University of
learning interventions, teachers have an
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feel more effective at handling Virginia. This longitudinal study examines the
easier time implementing the practices discipline issues and hold more effectiveness of RC practices on teacher quality
when they feel well-supported by the positive attitudes toward teaching; and student achievement outcomes. Results
administrators and principals in their
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have students who feel more positive will be available in 2012. Given that policy
district, and when teachers perceive that toward their teachers, classmates, and makers and educators are increasingly seeking
all the adults in the school environment learning; defi nitive evidence for the effectiveness
offer consistency in their interactions
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enhance children’s academic learning, of interventions, the use of such rigorous
with students. as measured by standardized math methods and experiment design is imperative.
and reading tests. Further information about the Responsive
Current Research on the Responsive Classroom can be found at www.responsive
Classroom approach The fi ndings reported here are based on classroom.org.
The RC approach offers principles and a quasi-experimental study, meaning that
practices that are consistent with well- there is a need for a more rigorous test of the About the author
grounded theory and research in education effectiveness of the Responsive Classroom Sara E. Rimm-Kaufman is an Associate
and developmental psychology. Further, approach. In other words, research up to Professor of Education at the Curry School
existing research offers promising and positive this point suggests the contribution of the of Education at the University of Virginia.
fi ndings. Recent trends in education science Responsive Classroom approach, but does She directs the University of Virginia Social
point to the importance of both the quality not allow us to make causal inferences about Development Laboratory and the doctoral
and quantity of evidence for establishing the the effect of the Responsive Classroom program in Educational Psychology– Applied
credibility of interventions used in schools. approach. Developmental Science.
Guiding principles of the Responsive Classroom approach
Further reading
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The social curriculum is as important as the academic curriculum. Brock LL, Nishida TK, Chiong C, Grimm
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How children learn is as important as what they learn: Process and content go hand in hand. KJ, & Rimm-Kaufman SE (2008),
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The greatest cognitive growth occurs through social interaction. Children’s Perceptions of the Classroom
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To be successful academically and socially, children need a set of social skills: Environment and Social and Academic
cooperation, assertion, responsibility, empathy, and self-control. Performance: A Longitudinal Analysis
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Knowing the children we teach – individually, culturally, and developmentally – is as of the Contribution of the Responsive
important as knowing the content we teach. Classroom
®
Approach. Journal of School
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Knowing the families of the children we teach and working with them as partners is Psychology, 46, 129 –149.
essential to children’s education.
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How the adults at school work together is as important as their individual competence:
Rimm-Kaufman SE (2006), Social
Lasting change begins with the adult community.
and Academic Learning Study on
Taken from www.responsiveclassroom.org
the Contribution of the Responsive
Classroom Approach. Turner Falls, MA:
Examples of Responsive Classroom practices Northeast Foundation for Children. www.
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Morning Meeting – Gathering as a whole class each morning to greet one another, share
responsiveclassroom.org/pdf_fi; les/
news, and warm up for the day ahead.
sals_booklet_rc.pdf
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Rule Creation – Helping students create classroom rules to ensure an environment that Rimm-Kaufman SE, Fan X, Chiu YI, & You W
allows all class members to meet their learning goals. (2007), The Contribution of the Responsive
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Interactive Modeling – Teaching children to notice and internalize expected behaviors Classroom Approach on Children’s
through modeling techniques. Academic Achievement: Results from a
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Positive Teacher Language – Using words and tone as a tool to promote children’s active Three Year Longitudinal Study. Journal of
learning, sense of community, and self-discipline. School Psychology, 45, 401–421.
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Logical Consequences – Responding to misbehavior in a way that allows children to fi x
and learn from their mistakes while preserving their dignity.
Rimm-Kaufman SE, & Sawyer BE (2004),
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Guided Discovery – Introducing classroom materials using a format that encourages
Primary-grade Teachers’ Self-effi cacy
independence, creativity, and responsibility.
Beliefs, Attitudes Toward Teaching, and
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Academic Choice – Increasing student learning by allowing students teacher-structured
Discipline and Teaching Practice Priorities
choices in their work.
in Relation to the Responsive Classroom
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Classroom Organization – Setting up the physical room in ways that encourage students’
Approach. Elementary School Journal,
independence, cooperation, and productivity.
104(4), 321 –341.
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Working with Families – Creating avenues for hearing parents’ insights and helping them
Sawyer BE, & Rimm-Kaufman SE (2007),
understand the school’s teaching approaches.
Teacher Collaboration in the Context of the
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Collaborative Problem Solving – Using conferencing, role playing, and other strategies to
Responsive Classroom Approach. Teachers
resolve problems with students.
and Teaching: Theory and Practice, 13(3),
Taken from www.responsiveclassroom.org
211 –245.
Figure 1
winter 2010 Better: Evidence-based Education 11
Better(US)Win10 pp10-11 Choosing.indd 11 23/2/10 17:00:41
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