Effect of responsive classroom approach on caring and respectful behaviors of children

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Kendall Dawn Koontz (Creator)
Institution
The University of North Carolina Wilmington (UNCW )
Web Site: http://library.uncw.edu/

Abstract: Responsive Classroom (RC) approach to teaching is a specific type of character education program that incorporates a social curriculum. While many character education programs are “tagged onto” traditional academic curricula, RC places equal emphasis on enhancing social skills and enhancing academic skills. Responsive Classroom approach aims to teach children important values such as treating others with respect and care, taking responsibility for one’s own actions, and self-control. With high percentages of divorce and broken homes, crime rates on the rise, bullying, school shootings, and other social catastrophes taking place daily, proponents of the RC approach suggests that RC curricula offers teachers and administrators the opportunity to impact young lives by embracing the role of social educator. This study aimed to describe and better understand the Responsive Classroom approach at a public elementary school in Connecticut. The overarching question that guided the research was: Does the RC approach promote caring and respectful behaviors among children? Through interviews, observations, and document analysis findings suggest that the social skills of children at that particular school exemplified caring and respectful behaviors. Implications of this study propose that the Responsive Classroom approach has a positive impact on the social skills and behaviors of students in RC schools.

Additional Information

Publication
Thesis
A Thesis Submitted to the University of North Carolina at Wilmington in Partial Fulfillment Of the Requirements for the Degree of Master of Education
Language: English
Date: 2009
Keywords
Classroom management, School discipline, Teacher-student relationships
Subjects
School discipline
Classroom management
Teacher-student relationships