Capstone/Dissertation Title

Effective redirecting language in a Responsive Classroom setting


Fall 9-21-2015



Degree Name


Primary Advisor/Dissertation Chair

Marcia Rockwood

Secondary Advisor/Reader One

Mary Spohr

Peer-Reviewer/Reader Two

Jit Kundan


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.


Charter Schools, Classroom Management, Motivation, Reflective Practice

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