Responsive Classroom: Influencing Students' Behavior in Learning Centers

This paper analyzes how the three points obtained from the Responsive Classroom website influences the students' behavior in learning centers.

Education leadership
Name
Professor
Institution
Date

The website used in the paper is www.responsiveclassroom.org (Links to an external site.)Links
to an external site. The aim of the paper was to identify three points which are relevant to the
content learned in the book. The website describes the responsive classroom. The paper analyses
how the three points obtained from the website influences the students' behavior in learning
centers (Baroody et al., 2014).
As indicated in the website responsive classroom shows an evidence-based approach that is
relevant to teaching and it focuses on ensuring there is academic engagement, improved positive
community, effective management, and develop awareness for learners. Also, the learning
resources and books we use in our studies tend to help middle school educators so as to create a
joyful learning community (Griggs et al., 2013). This provides room for students to develop
strong academic skills and other social skills which helps students to thrive when learning.
Different authors have argued differently on responsive research. There are independent
researches that show how responsive classroom is based on achievements in different subjects,
improved climate and availability of higher quality instruction in the school. Also, the responsive
classroom is based on the array of services and resources. In order to realize the array of services
and resources then different factors have to be concluded. The three valuable information from
the website is based on how the responsive classroom focuses on teaching effectiveness.
Some of the useful information from the website include;
The engaging academic pillar of the responsive classroom. This shows how adults create
learning tasks and at the same time provides the active an interactive atmosphere thus affecting
the behavior of students. In addition, the concept of the responsive classroom is also connected
to students' interest where we can access different capabilities (Hammer, Goldberg & Fargason,
2012).

The other information obtained from the website is the positive community as a key domain for
the responsive classroom (Wanless et al., 2013).The issue is that adults are in a position to instill
a sense of identity and a sense of direction. The issue is that adults are utilized as significant
individuals who are in a position to change the behavior of students' as learned in class.
Therefore the concepts ensure students in schools are in a position to take a risk and work with
safety especially.
In addition, the other information obtained from the resources explains the effective management
in the responsive classroom. The issue of effective management in learning indicates the overall
personal issue that discusses the entire climate in the education sector. Also through effective
management, the overall autonomy is controlled and students are encouraged to work towards
success and working.
Therefore to sum up the three information obtained from the website indicates how students'
behavior can be changed (Wanless et al., 2013).The main issue was the responsive classroom
which is based on academic engagement, increased awareness for learners and also development
procedures. Al these attributes help in changing the teaching environment. Therefore, the
concept clearly indicates how there are high expectations from the students who meet the criteria
outlined in the curriculum. Effective teaching will promote academic growth and social growth
to students thus influencing their behaviors. The content, therefore, provides a positive tone to
the choices made by students in the class.

References
Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. A., & Curby, T. W. (2014). The link between
responsive classroom training and student-teacher relationship quality in the fifth grade: a
study of fidelity of implementation. School Psychology Review, 43(1), 69-85.
Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013). The Responsive
Classroom approach and fifth grade students’ math and science anxiety and self-
efficacy. School Psychology Quarterly, 28(4), 360.
Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of
energy in a third grade classroom. Review of science, mathematics and ICT
education, 6(1), 51-72.
Wanless, S. B., Patton, C. L., Rimm-Kaufman, S. E., & Deutsch, N. L. (2013). Setting-level
influences on implementation of the Responsive Classroom approach. Prevention
Science, 14(1), 40-51.