Integrating the Responsive Classroom Approach to Renew Your PBIS Framework
Summary
There should be no reservation that what educators believe, know, and can do powerfully impacts student learning. Positive behavior is a requisite for school success. Building healthy relationships and teaching concrete practices for ensuring a high-quality education for ALL children is critical to effective PBIS implementation. As educators and policymakers begin to recognize the truth of these statements, schools and districts are increasingly turning to two growing educational movements— Responsive Classroom and Positive Behavioral Interventions and Supports (PBIS)—to learn strategies for teaching positive student behavior.
Responsive Classroom works because it addresses this belief-knowledge-action triad. It shifts teachers’ beliefs about children and learning, equips them with new knowledge and skills, and encourages them to transform their teaching by putting their new beliefs and knowledge into action. Schools that adopt Responsive Classroom can use the PBIS framework to ensure systematic decision-making, and meet the PBIS goal of supporting positive behavior in all students.
The Responsive Classroom approach is grounded on the foundational idea that the four areas of teaching—engaging academics, positive community, effective management, and developmental awareness—are interrelated and are all crucial to student success. The Responsive Classroom approach gives teachers practical tools and strategies for raising their competence in all four areas. The result is that teachers are not just improving student behavior but constantly creating an optimal learning environment that promotes students’ overall school success.
The Responsive Classroom approach and PBIS are a perfect pair to help schools and district recharge and renew their current culture and climate.
They both hold as a central tenet the use of respectful, nonpunitive strategies for teaching students positive behaviors and practices for teaching positive behaviors and promoting optimal student learning, which is essential to a comprehensive schoolwide discipline system.
Integrating the Responsive Classroom Approach to Renew Your PBIS Framework
There should be no reservation that what educators believe, know, and can do powerfully impacts student learning. Positive behavior is a requisite for school success. Building healthy relationships and teaching concrete practices for ensuring a high-quality education for ALL children is critical to effective PBIS implementation. As educators and policymakers begin to recognize the truth of these statements, schools and districts are increasingly turning to two growing educational movements— Responsive Classroom and Positive Behavioral Interventions and Supports (PBIS)—to learn strategies for teaching positive student behavior.
Responsive Classroom works because it addresses this belief-knowledge-action triad. It shifts teachers’ beliefs about children and learning, equips them with new knowledge and skills, and encourages them to transform their teaching by putting their new beliefs and knowledge into action. Schools that adopt Responsive Classroom can use the PBIS framework to ensure systematic decision-making, and meet the PBIS goal of supporting positive behavior in all students.
The Responsive Classroom approach is grounded on the foundational idea that the four areas of teaching—engaging academics, positive community, effective management, and developmental awareness—are interrelated and are all crucial to student success. The Responsive Classroom approach gives teachers practical tools and strategies for raising their competence in all four areas. The result is that teachers are not just improving student behavior but constantly creating an optimal learning environment that promotes students’ overall school success.
The Responsive Classroom approach and PBIS are a perfect pair to help schools and district recharge and renew their current culture and climate.
They both hold as a central tenet the use of respectful, nonpunitive strategies for teaching students positive behaviors and practices for teaching positive behaviors and promoting optimal student learning, which is essential to a comprehensive schoolwide discipline system.
