Effective redirecting language in a Responsive Classroom setting
Term
Fall 9-21-2015
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Marcia Rockwood
Secondary Advisor/Reader One
Mary Spohr
Peer-Reviewer/Reader Two
Jit Kundan
Abstract
The research question addressed is, How does teacher language, tone, and body language change student behavior through a redirection in a Responsive Classroom? This project looks closely at the language, tone, and body language a teacher uses in a Responsive Classroom to redirect student behavior. The research takes place in four classrooms from grades kindergarten through fifth grade in an urban charter school. The research question looked closely at how language creates power, community, meaning, and behaviors. The author found that redirecting language that is firm, clear, and free from teacher emotions is typically most effective in positively changing student behavior. This capstone research project addresses Responsive Classroom, teacher language, redirecting language, and the affect teacher language has on a classroom community and on individual students.
Keywords
Charter Schools, Classroom Management, Motivation, Reflective Practice
Recommended Citation
Jedinak, Blair Nicole, "Effective redirecting language in a Responsive Classroom setting" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 234.
https://digitalcommons.hamline.edu/hse_all/234