"Given that emotions and relationships strongly influence learning—and that these are byproducts of how students are treated at school, as well as at home and in their communities—a positive school climate is at the core of a successful educational experience."

–Linda Darling-Hammond and Channa M. Cook-Harvey (Learning Policy Institute)

Through independent research, I have been using various elements of the Responsive Classroom approach for the past 20 years. It has had a powerful impact on the social-emotional learning and academic growth of my students, which I believe are intertwined when thinking of the whole child.

The training I received in progressive education during my graduate studies at Bank Street College, as well as my teaching experience at the Dalton School and three District 2 schools in New York City, have led me to understand the importance of the Responsive Classroom approach. It has truly become the foundation of my classroom community.  The Responsive Classroom course I took this past fall was the first time I formally studied the Responsive Classroom approach with other educators. I found it to be a transformative professional development experience because it provided meaningful discourse with many educators that have a similar approach to this authentic, child-centered teaching philosophy, as well as providing me with practical ideas I could immediately apply in my classroom.

Social Emotional

Culturally Responsive Teaching