Responsive Classroom News from OCM BOCES Instructional Support

Responsive Classroom© is a research- & evidence-based approach to elementary education that leads to greater teacher effectiveness, higher student achievement, & improved school climate.

November 2016

Patrick Patrick Shaw
Staff Development Specialist
Curriculum, Instruction & Assessment – OCM BOCES
Certified Trainer for the Responsive Classroom through the Northeast Foundation for Children (NEFC-Turners Falls, MA)
Also trainer for Project-Based Learning & Standard Based Planning


Group Shot

The Fall Institute for the Responsive Classroom Course was held at the NEW 7 Valleys New Tech School in Cortland.  This space is perfect for the engaging academics of the course because its moveable furniture lends itself to the active and interactive learning that takes place during this course.  The newest graduates of RCC are from Southern Cayuga, McGraw, ESM, Tully and OCM BOCES are in attendance.

The next session of RCC this fall will be held at the Jeff-Lewis BOCES in Watertown.  This session is now filled and CLOSED.

The Responsive Classroom Advanced Course is coming in December here in Syracuse.  This will be the RCAC: Effective Management Course.  The Advanced course is a 2-day module focusing on the one domain: Effective Management.   See the link below to enroll.

The OCM BOCES Winter Session of RCC is now filled and closed.  You will need to start registering for the Spring session on MLP.

Upcoming Responsive Classroom Training in CNY!

The 2016-2017 School year is planned and ready to go for upcoming regional trainings that are included in service for the 23 OCM BOCES component districts but Non-Component Districts are also invited to join us!

RCC = Responsive Classroom Course
RCAC = Responsive Classroom Advanced Course which is done in two 2-day modules.

Online Reading

Patrick’s Newest OCM-RC Blog:
Public Discipline Models Must Go!

Public Discipline Image

This blog follows my own journey Pre and Post my own Responsive Classroom journey and is a heartfelt reflection on my own use of discipline Models that we now know are not good for kids!  Please take a moment to read and share!

“In a Responsive Classroom, we believe that “discipline” should be associated with the positive (acts of learning) rather than the negative (punishing). We believe we need to set children in our classroom up for success by providing direct instruction and guided practice in pro-social and academic skills. We use many proactive strategies such as interactive modeling, role-play, morning meeting, positive teacher language, democratic rule creation, interactive learning structures, guided discoveries, academic choice, energizers, closing circles, and others.   These teaching practices develop positive learning communities that are developmentally responsive and effectively managed so that engaging academics can flourish.  Responsive Classroom teachers spend a majority of their time and energy in the proactive side of discipline. (Being proactive is one of the habits of highly effective people, according to author Steven Covey). When we respond to misbehavior and are reactive in our discipline we use strategies that foster children to get back on track, stop the behavior and restore a safe learning environment. The approach believes that we as humans all want to belong, to be significant and be engaged in what we are doing. We need to experience intrinsic motivation rather than the extrinsic motivation (rewards and punishments) to make pro-social choices in life. Responsive Classroom Discipline and Public Discipline Systems…”

Continue Reading this Blog - CLICK HERE

Why Wait?

November 22, 2010 – Center for Responsive Schools Blog

Here is a great archived blog from my friend and colleague Margaret Berry Wilson.  I thought I would share this with you because it speaks to the November Teacher.  Take a read.  This addresses what Michael Grinder would say the start of the seasonal ebb and flow of behavior.  This is a seasonal time when we may need to move back to more “pilot” rather than “flight attendant”. 

“Oddly enough, I have been thinking a lot about New Year’s resolutions lately. Specifically, I think about how I can’t wait for January so I can start getting back into a healthful eating and exercising routine. Of course, I could start working on those things now, but it’s November. Pretty soon it will be Thanksgiving, and I’ll overeat that whole weekend. Then, the December holiday season will begin, bringing its own round of eating and scheduling challenges, so what’s the point?

Well, the point is that I’ll have ten extra pounds to deal with by the time January rolls around! So, instead of waiting, I’m going to try to reinstate and follow the routines I started last January rather than waiting two more months. (That is, I will start as soon as I finish the last few pieces of Halloween candy . . .)

Why Wait Image

All joking aside, the same logic applies to classroom routines and behavior expectations. For many teachers at this time of year, routines—lining up, responding to signals for quiet, transitions—are not going as smoothly as they were when the school year was fresh. Back then, we were paying a lot of attention to routines—we practiced, we reinforced, we practiced some more. But, as with my healthful eating/exercising, once the year gets going, most of us become less attentive, and usually, the results show. The results: students take an increasingly loose approach to meeting expectations, teachers feel frustrated, and it takes quite a bit longer to get from point A to point B.

Sure, we could wait until January to start afresh. After all, things will be a little more chaotic this month and next—there are school holidays, plus more assemblies and out of the ordinary events, and students may have obligations outside of school that leave them tired or distracted. Why bother?

We should bother because these things matter. Taking longer on nonacademic aspects of the day cheats students of learning time. Feeling frustrated with our classes makes us less effective teachers. Lack of certainty about routines and clarity about expectations makes students feel unsafe, and can lead them to test limits. Why wait until things get worse?

Why not revisit routines now? You will feel better, and your class will too. In my next few posts, I’ll give ideas for reteaching routines and keeping them crisp once you get them back to where you want them.

Margaret Berry Wilson is the author of several books, including: The Language of Learning, Doing Science in Morning Meeting (co-authored with Lara Webb), Interactive Modeling, and Teasing, Tattling, Defiance & More.” (CRS Website, 2010)

Self-Assessment and Goal Setting Go Hand-In-Hand

Center for Responsive Schools – Oct. 2016

Self AssessmentWhat are the benefits of self-assessment?

When built into daily schoolwork, goal-focused self-assessment fosters academic achievement by helping students:


The NEWEST Books Released by the
Center for Responsive Schools


Exciting new book for our Special Area Teacher!!!
CLICK to Learn More or Purchase


New book for Middle School Teachers!
CLICK to Learn More or Purchase


CLICK for Information & Purchase

“As middle schoolers begin the transition into young adulthood, they have a strong developmental need for learning that’s both active (hands-on, experiential) and interactive (social, collaborative). When we meet that need, students are more likely to behave in positive ways and engage more deeply with academics. But how can we build such dynamic learning into the short periods and packed curriculum typical in most middle schools? Motivators—interactive learning structures—are one excellent way…”

READ More...Click here


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Please Join The Social Network!!!

OCM-RC Facebook Group!

FB IconThe OCM BOCES Responsive Classroom Blackboard site has been taken down, but a new more ACTIVE and INTERACTIVE group has been added to Facebook!!!   It is my hope the use of the “Closed” OCM-RC Facebook group, will allow former participants a virtual community where ideas can be shared and interactions with each other can continue.  To request access to the group please search OCM-RC

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© 2016 OCM BOCES Instructional Support. For more information, please contact Patrick Shaw