This year, Carroll School has made a significant investment in training educators in the Responsive Classroom approach.

Imagine stepping into a classroom where every student feels seen, valued, and ready to learn—academically, socially, and emotionally. This is the foundation of Responsive Classroom, an approach that Carroll School educators employ to build community and foster student success by intertwining social-emotional learning with academic instruction.

“Kids need to feel emotionally ready before they can feel academically ready,” says Katelyn Murphy, a third-grade teacher and Responsive Classroom teacher lead at Carroll’s Lower School. This concept is particularly important at Carroll, where many students arrive each year having faced challenges in previous school environments. This model helps foster a sense of belonging, giving students the confidence to take academic risks and build relationships with teachers and peers.

One of the most visible aspects of this approach is the Morning Meeting (a daily activity across grade levels that sets a positive tone for the day). “It’s a structured time for students to greet each other, share thoughts, and engage in an activity that brings the class together,” explains Marissa Williams, a sixth-grade teacher. “The routine helps students feel grounded. When they know what to expect, they can focus on learning.”

The approach incorporates strategies like Interactive Modeling, where teachers  demonstrate expectations rather than simply explaining them. “Whether it’s learning how to get scissors from a supply bin or collaborating on a group project,” Murphy says, “students are actively engaged in practicing classroom agreements on a daily basis.”

At the middle school level, Responsive Classroom techniques help bridge the gap between structure and independence. Nicole Jones, an eighth-grade teacher and the middle school’s Responsive Classroom teacher lead, emphasizes the approach’s role in behavior management. “It’s about helping students be more reflective. Instead of simply saying, ‘That’s disruptive,’ we ask, ‘Why was that disruptive? How did it impact your classmates?’” This self-awareness encourages students to take ownership of their actions and encourages accountability.

Another key component is building trust through the approach. “Trust allows students to take risks,” Williams says. Whether it’s participating in a class discussion or admitting they’re struggling with a concept, students need to feel safe before they can engage fully. “Challenge by Choice” is one strategy that gives students agency—if they’re hesitant to participate in an activity, they’re encouraged to try, but not forced. Over time, even the most reserved students find themselves stepping outside their comfort zones.

The benefits extend beyond the student-teacher dynamic, impacting the entire school culture.

Through educator training, we create a common language and shared practices. Students know what to expect, no matter which teacher they’re with.

Nicole Jones Middle School Responsive Classroom Teacher Lead

As Carroll continues to deepen its commitment to Responsive Classroom, educators see its long-term impact on students’ confidence, collaboration, and willingness to engage.

Ultimately, we’re not just teaching content,we’re teaching kids how to be part of a community—how to listen, how to problem-solve, how to support each other. That’s what makes the real difference.

Katelyn Murphy Lower School Responsive Classroom Teacher Lead

Read the full issue here: Carroll Connection 2025-2026