Responsive Teaching: A Narrative Analysis of Three Teachers' Process and Practice (original) (raw)
Related papers
The Journal of Invitational Theory and Practice, 2010
Good teachers have always known how important it is to establish positive working relationships with their students. In recent years, researchers have provided a deeper understanding of the essential dynamics of supportive classroom interactions Many of these studies have focused on what successful teachers do to create nurturing classroom climates (Strahan, Smith, McElrath, & Toole, 2001; Strahan & Layell, 2006; Strahan, Cope, Hundley, & Faircloth, 2005). Research has shown that reluctant students make academic progress when they experience responsive teaching. Case studies have documented the importance of "responsive teaching" characterized by ongoing personal support, candid feedback, and dialogue regarding academic and personal choices (Strahan, 2008, p. 8). As described further in the methodology section, to analyze the dynamics of teacher responsiveness from a student's point of view, we crafted this case study with a seventh grade student as she responded to in...
Abstract This research paper gives a deep definition of Responsive Teaching (RT) and the areas it encompasses. In fact, it gives some characteristics for this methodology and why learners would succeed in this type of class setting. Also, it describes the culturally relevant pedagogy as similar to the concept of RT. The later part of this paper also identifies some examples from Igoa’s book and makes connections between stages of the situation of immigrant children and how she applies RT in the classroom. Then there is a comparison of how I would apply the concept of RT in a real setting when I begin teaching. Finally, a reflection is given at the end to conclude.
Relational knowing and responsive instruction
2017
Teachers make innumerable decisions in their classrooms, taking into account students' readiness for a particular topic, their cultural background, and their learning profile. However, the teacher's role-taking care of high numbers of individual students along with the classroom as a whole-can be stressful and discouraging. The current educational conversation leads teachers toward seeing students as test scores as opposed to individual human beings. I would argue that excellent teachers know their students-knowing that goes beyond grades from the previous year. I also argue for high quality, responsive teaching-teaching that acknowledges the needs of individuals and requires teachers to respond in some effective way. This project was a qualitative case study (Dyson & Genishi, 2005) of one fifth-grade classroom teacher as she strove to be responsive to her students. It documented how the relationships she built with her students affected and were affected by her responsive teaching. iii ACKNOWLEDGEMENTS I would like to thank the following individuals for their enormous roles in the construction of this piece of work: • My family, the inspiration for everything I do. • My advisor, dissertation chair, and mentor, Karla J. Möller, who has been able to shift my thinking in the most incredible ways over the course of four and a half years. • My teacher education professor and committee member, Marilyn J. Parsons, who has shaped me as a researcher, instructor, critical thinker, and human being. • My philosophy professor and committee member, Christopher Higgins, without whom I would never have found my theoretical grounding, and who introduced me to unique ways of viewing the research and writing process. • The Director of Teacher Education and my committee member, Sarah J. McCarthey, who would ask me simple but profound questions, ones I would think about for months. • My students, who constantly remind me that teaching and learning is far more complex than some would have us believe.
Social and Academic Learning Study on the Contribution of the Responsive Classroom�� Approach
Charlottesville, VA: University of Virginia, Curry School of Education and Center for Advanced Study of Teaching and Learning. Retrieved July, 2006
Study Design One of the major strengths of the Social and Academic Learning Study is that we used a longi tudinal design���one in which we studied children and teachers over several complete school years. Built into the Responsive Classroom approach is the recognition that social and academic skills typi cally improve only over time as children are given many opportunities to learn and practice these skills. A longitudinal design, therefore, is the best way for researchers to fully and accurately evaluate the way in which Responsive ...
The Responsive Classroom (RC) approach is an instructional delivery and social-emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classroom environments that are conducive to learning. This study examines the extent to which RC training predicts close student-teacher relationships, as well as negative relationships. Sixty-three fifth-grade teachers and 387 students in 20 schools participated in this study. Schools in the study were randomly assigned to the treatment (RC) or a waitlist control. Observers rated teachers' use of RC practices, and teachers reported their use of RC practices and relationship quality with each child. RC training did not directly predict close or conflictual student-teacher relationships; however, an indirect effect was noted. Training in the RC approach increased teachers' use of RC practices, which in turn related to increased closeness. No indirect effect emerged when predicting conflict. Findings suggest that, with sufficient dosage and adherence, RC practices are one way of boosting close student-teacher relationships.
The Responsive Reading Teacher
Australian Journal of Teacher Education, 2013
This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers' mindsets towards the needs of 21 st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers' skills in questioning, listening, noticing, and responding to children, as well as explicit teaching and assessing reading for learning in primary school settings. The difficulty lies not so much in developing new ideas as in escaping from the old ones (John Maynard Keynes)
American Educational Research Journal, 2014
Purpose: The purpose of this paper is to describe the main findings from an IES-funded randomized controlled trial (RCT) of the RC approach, a social and emotional learning intervention designed to improve the capacity of teachers to create caring, well-organized classroom environments to support social and academic learning. Three questions were addressed using a longitudinal design. First, what is the impact of the RC approach on student achievement over three years? Second, to what degree does teachers' fidelity of ...