Findings showed that teachers who reported using more Responsive Classroom (RC) practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.
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Tag Archives: 4b
Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools
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This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.
Fostering School, Family, and Community Involvement
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This guidebook provides an overview of the nature and scope of collaboration, explores barriers to effectively working together, and discusses the processes of establishing and sustaining the work. It also reviews the importance of using data, issues related to sharing information, and examples of collaborative efforts from around the country.
Goodbye, Authoritarian Discipline: Gain Staff Buy-In
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Bluestein, J. (2012). Goodbye, Authoritarian Discipline: Gain Staff Buy-In. Education World.
Staff buy-in is essential for policies and procedures to be consistently implemented across the school. This short article provides key strategies to gain staff buy-in for building a positive school climate. Strategies such as maintaining administrator visibility, valuing teacher input, building teacher autonomy, and supporting rewards-orientated practices are suggested.
Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior
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This free online article presents guidelines for increasing teachers’ effective use of praise and opportunities for students to respond (OTR) as a preventative measure for reducing problem behavior and increasing appropriate behavior in urban classroom settings.
School Climate Research Summary
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This report suggests that “[s]chool climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.” This research brief reviews current trends in school climate and provides suggestions to improve conditions for safety, learning, teaching, and relationships.
Cultivating Caring Learning Communities Toolkit
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In order for an atmosphere of trust and respect to be pervasive, it must be cultivated in the classroom. This resource guide provides classroom activities to support positive social and emotional growth in order to improve teaching and learning conditions. Suggestions are made to increase parental involvement in improving the school climate.
The Behavior Home Page
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Meers, D. T., The Behavior Home Page. Kentucky Department of Education.
Based on the three-tiered universal, targeted, and intensive model for school-wide behavior management, this menu provides a variety of suggestions for inventions based on level of implementation.
Six Classroom Management Tips Every Teacher Can Use
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Foley, D. 6 Classroom Management Tips Every Teacher Can Use. National Education Association.
School-wide safety depends on consistent and effective classroom management. This article provides six strategies for establishing consistent and effective classroom management such as allowing students to choose seats and establishing consequences for misbehavior.
How We Treat One Another in School
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San Antonio D. M. & Salzfass E. A. (2007). How We Treat One Another in School. ASCD.
The article explains the traumatic effects of bullying on school climate. The article provides suggestions for teachers and administrators to mitigate bullying using proactive strategies such as hallway monitoring and relationship building. Recommendations are made for a school-wide approach to bullying prevention.