Experiential Learning at its Best

On a Thursday in November, Susanna Mellor’s first-grade class was seated in a circle, ready to begin their morning meeting. That day, they started with a pinky greeting: everyone hooked fingers, forming a chain, and then Susanna turned to one of the students next to her. “Good morning, Thomas,” she began. The salutation passed around the circle, ending with a hearty, full-group welcome: “Good morning!”


Morning meeting is one of several practices recommended by Responsive Classroom, a student-centered approach to social and emotional learning (SEL) and effective classroom management. Lower School Principal Jij de Jesus explained that the division started utilizing Responsive Classroom in 2016 as a way to support Rowland Hall’s long-standing commitment to SEL, which is associated with higher academic achievement, improved teacher-student interactions, and higher-quality instruction.

Responsive Classroom gives teachers the tools to create truly joyful, safe, and inclusive classrooms. More importantly, it gives students more responsibility and ownership in the process of building a community of kindness, respect, and learning.—Lower School Principal Jij de Jesus

“Responsive Classroom gives teachers the tools to create truly joyful, safe, and inclusive classrooms that help our students thrive,” he said. “More importantly, it gives students more responsibility and ownership in the process of building a community of kindness, respect, and learning with their classmates.”

Morning meeting achieves this by engaging young learners in a welcoming atmosphere at the start of each school day. In addition to an inclusive greeting, the meeting includes a moment of sharing, a group activity, and a daily message. Whatever the day’s focus, teachers use the meeting to make sure each child is recognized and participating in the class.

“Responsive Classroom practices help build confidence and ease anxiety by fostering a sense of belonging and significance,” Susanna said. And, she added, as the school year progresses, its rewards multiply. “When they listen to each other, students feel that they matter. I see new friendships begin to bud, classmates work comfortably and easily together, and students take risks as they share ideas in class discussions.”

The Responsive Classroom Approach

Responsive Classroom, first developed by the Center for Responsive Schools in 1981, creates safe, nurturing learning environments through four key domains: engaging academics, positive community, effective management, and developmentally responsive teaching. Because Rowland Hall is focused on integrating SEL into our academic and co-curricular programs (we formally added it to goal 1 of our Strategic Plan in November 2018), incorporating Responsive Classroom into the Lower School curriculum was a logical choice. And it has made a difference.

“It's given our teachers more clarity and alignment when they consider how best to support students, structure learning activities, and promote positive behavior expectations,” Jij said. “Students, in turn, experience more consistency and are clear on why their actions matter for their own learning and for the learning of others.”

Rowland Hall is focused on integrating social and emotional learning into our academic and co-curricular programs; we even formally added it to goal 1 of our Strategic Plan in November 2018.

To drive student success, Responsive Classroom also emphasizes interactive modeling to teach the skills, strategies, and procedures that help kids thrive at school.

“Interactive modeling has made my classroom a more calm, efficient, and productive learning environment,” Susanna said. “When students watch and comment on what I do as I role-play a procedure, they actively deduce the steps by verbalizing them and listening to peers do the same. As a result, they have a firm and clear understanding when it comes time for them to begin the task at hand.”

Integrating Responsive Classroom into Established Practices

Responsive Classroom has helped Rowland Hall refocus many classroom practices toward the school’s overarching SEL goals. One example occurs at the beginning of each school year: developing classroom agreements. Unlike traditional lists of rules, classroom agreements are created in partnership, giving teachers and students buy-in on how their classrooms will run. While the agreements have been a part of the Lower School for many years, Responsive Classroom added another layer to the process.

“Using the Responsive Classroom approach has allowed my students to delve deeper into the process of exploring their own hopes and dreams, and how we can work as a group to help each other achieve our goals,” Susanna said. She explained that students become engaged, thoughtful, and passionate as they determine what will help them do things like learn how to read, try harder math problems, or even score soccer goals. “I notice students putting much more thought and reflection into this process, making it more meaningful and effective,” she said.

Collaborating on classroom agreements also makes it more likely that children will follow, and reference, those agreements during the school year.

“Students refer back to these agreements when obstacles arise and really demonstrate ownership of them,” said Susanna. “For example, when having a class discussion about erasers being damaged intentionally, several children commented, ‘That’s not following our agreement. We said we’d take care of our materials this year so that we could become better writers.’”

Classroom agreements are referenced regularly by instructors too. In Susanna’s morning meeting, for instance, students are asked which agreements they want to focus on and what actions they can take to make sure those agreements are honored. One student reminded classmates that they can meet their goal to keep calm in the classroom by walking; another observed that they can fulfill the agreement to try harder math problems by listening respectfully during instruction.

Using Responsive Classroom in New Ways

Responsive Classroom also inspires new methods to empower students. This fall, the Lower School used the foundation of classroom agreements in a new way: to create school-wide Winged Lion Agreements.

On September 6, 17 student delegates from grades one through five—one from each class—gathered in the McCarthey Campus parlor for the first-ever student constitutional convention. Delegates shared their classes’ newly developed classroom agreements with the group before beginning a discussion on agreements that could be applied to the whole school.

When students help make decisions about how the school runs, they understand their voices are valued and that they play a role in making school enjoyable for everyone.—Lower School Specialty Principal Linda Tatomer

Lower School Specialty Principal Linda Tatomer—who has completed all Responsive Classroom courses, including the Responsive Classroom for Leadership conference—led the discussion and was impressed by how the process unfolded. “When students help make decisions about how the school runs, they understand their voices are valued and that they play a role in making school enjoyable for everyone,” she said. “And because each student was a stakeholder in the convention’s outcome, they were serious about identifying meaningful goals.” She was also thrilled by the inclusion she saw in the room, especially by the way fifth graders mentored the first graders. “They really made connections and made them feel valued,” Linda said.

After thoughtful discussion, the group decided on five agreements for the year: 
    •    Be kind

    •    Respect

    •    Work hard and never give up

    •    Be safe

    •    Have fun


Each item was purposefully selected, down to exact words—for instance, the delegates chose the word “respect” because of its ability to encompass a wide range of areas, from personal behavior to how students should treat their surroundings.

Designing Better School Days with Responsive Classroom

Responsive Classroom further helps the Lower School team continuously reevaluate how to best meet students’ needs. One recent change to the school day occurred as a result of a February 2019 meeting with a Responsive Classroom consultant, who was sent to observe a full day at the school after Linda completed her training in the approach.

“One thing the consultant noticed was that our dining hall is very noisy,” Linda remembered. The consultant recommended a proven solution she thought would benefit the division: moving recess before lunch, an idea that the Lower School student support team had been considering for two years prior to the visit.

“The change would have numerous benefits,” said Linda. “Children could focus on eating, noise would go down, and no one would be racing to get outside.” After presenting the idea to an enthusiastic Lower School faculty in the spring, Jij and Linda began working on making the change for the fall. When it was time to introduce the schedule adjustment to students during the second chapel of the year, Jij, Linda, and Chuck White, the McCarthey Campus emotional support counselor, were thoughtful in their approach, using a similar style students had already experienced in the classroom.

“We asked, ‘What should lunch feel and sound like?’” Linda said. The team also emphasized the why behind the discussion so students would understand both the reason for change and its related benefits. “We talked about how we can all follow agreements to make school more enjoyable for everyone,” Linda said.

Using a dining table that had been brought into the chapel, Jij, Linda, and Chuck then modeled for students proper lunch behavior: entering the dining hall respectfully, staying seated facing the table, and talking at an appropriate volume. Each child was also given the chance to practice at the table.

Children have adjusted well to the change, Linda said. It was, she explained, an extension of the discussions students have become accustomed to—and, importantly, it reminded them that they each play a part in creating a respectful, safe, and joyful school for all.

“I’m really proud of them,” she said.

Responsive Classroom Resources for Parents and Caregivers

Responsive Classroom has been an influential tool in helping Rowland Hall meet SEL goals in the Lower School. Because we are committed to partnering with parents and caregivers in their children’s education, we have made many Responsive Classroom materials available in the parent section of the McCarthey Campus’ Steiner Library for those who are interested in more information about the approach.

Academics

Fourth grade is the year of the field trip at Rowland Hall. Each year students head out of the classroom and into some of Utah's most remarkable places. They learn about geology, the water cycle, conservation, and state history. For the first time this year they capped their experiences with an overnight in Mapleton Canyon, where they put their newfound knowledge to the test.

"The concept of an overnight field study just made sense as a culminating experience for students to truly immerse themselves in their home state," said Jij de Jesus, Lower School principal. "It also helped them gain a sense of responsibility and independence as the transition to fifth grade approaches."

Thanks to a generous donation by a Rowland Hall supporter, the school partnered with Find Your Path Utah, a company specializing in experiential education. Founder Tyler Fonarow, a former Rowland Hall administrator and current parent, instantly saw all the marvelous possibilities. And he knew one thing: he didn't want these kids to think of this as just another camping trip.

"We kept it as much like school as possible, as far as the schedule," Tyler said. "We wanted to give them a chance to use the outdoor skills they've built up over the course of the year to understand that learning can happen in any place."

This was about getting our students outside with their classmates to help them see the interconnectedness of the natural and human world around them. —Lower School Principal Jij de Jesus

Our intrepid students faced fun challenges the moment they stepped off the bus in Mapleton: they found out they'd have to hike to their campsite a mile up the canyon while the bus carried their supplies. And it wasn't just a nice stroll up a paved trail—a creek crossing, for one, required creative problem-solving if they wanted to keep their feet dry.

"It was a neat opportunity to have the kids get out of their comfort zone a little bit," Tyler said. "Some kids chose to be carried, some kids chose to put the water shoes on, some kids chose to walk with garbage bags. It's called challenge by choice. It's about pushing the kids to the level where they are comfortable and still challenged."

After the hike in, fourth graders enjoyed activities centered on discovering a sense of place in their environment, studying water science and macroinvertebrates, leaving no trace, and being present.

“This was about getting our students outside with their classmates to help them see the interconnectedness of the natural and human world around them,” Jij said. "The state legislature's recent Utah's Every Kid Outdoors Initiative supports the idea that kids benefit from getting outside, especially with the incredible experiences locally accessible to us."

The lessons stuck with the students. Fourth grader Meg Hoglund said that from now on, whenever she goes fishing with her dad she'll check fishes' mouths for macroinvertebrates. "I also learned that your little piece of trash can contribute to a big problem for the environment later on," she said. "That's why leave no trace means NO trace at all."

At the end of the overnight, the kids wrote poems about the trip. Verses covered an array of memories—from the importance of protecting the watershed, to getting long hair stuck in a zipper. Fourth-grade teacher Matthew Collins said the poems helped students encapsulate their experiences: "With every line, we saw how much they learned and grew and just how much the experiential-education trips of the last year impacted them."

Experiential Learning

Earlier this school year, sophomores hit iconic Salt Lake City spots to ask friendly strangers how migration has shaped their families’ stories. English teacher Dr. Kate Taylor masterminded the activity for sophomores' annual Beyond the Classroom day, in connection with their reading of Exit West. 

Before they took to the streets, students received a crash course from an expert folklorist, Thomas Richardson, on how to be an ethnographer and conduct interviews. Then during interviews, sophomores asked these questions:

Immigration heavily affected our way of life because we were the first peoples here.—Darren Parry, Chairman of the Shoshone Nation. See his interview in the top-left square.

1. What story about your own or your family’s migration or travel can you share?
2. Tell me about how migration or travel has shaped your story or your family’s story.
3. Our class is reading a book called Exit West by Mohsin Hamid who said, “We are all migrants. All of us. We move through time and space.” How does that quote relate or not relate to your experience?

Students had a simple goal, Dr. Taylor said: listen and bear witness to the many different experiences of people in our city. 

View an exhibit of subjects’ photos and quotes just outside the Upper School library. A selection of students’ work is below.

Directions: On a desktop, hover over the audio icons to see pull quotes and hear interview audio. On a mobile device, press the audio icons.   

Student Reactions to the Assignment

Lightly edited for style and context.

It was interesting to hear about what people sacrificed and went through to get to the U.S. It makes you better appreciate your country. —Sophomore Cole McCartney

Beyond the Classroom made me realize how diverse Salt Lake City is. I was able to hear about many people’s experiences with migration or travel. I met people from Mexico, El Salvador, and other countries, and they all had very compelling stories. It was interesting to hear about what people sacrificed and went through to get to the U.S. It makes you better appreciate your country. I also found it interesting to hear different opinions on migration; there were some who were strongly for it while others didn't seem to care...I would never have talked to random people about this if it weren't for this project.
—Cole McCartney

It definitely showed me that people are always on the move, and how some don’t have to travel far to experience different things. It gave me more respect for people who do migrate often, or migrate to different countries or places that are vastly different from where they started. I feel more empathetic towards people who are migrating from oppressive countries and are struggling to find a place in this world. Even making the move from Jackson Hole to Salt Lake was difficult and took time, so these people are fighters and deserve happiness in their lives.
—Mary Clancy

At the beginning of the day, I thought it would be really scary because I would be talking with random people I didn't know, something I’ve rarely been comfortable with...I met a woman named Rosa María and asked if I could interview her. She replied, "I don't speak English, only Spanish; I'm on a trip," and I knew it would be a good opportunity to see how immigration had affected people who weren't living in the United States. I conducted the whole interview in Spanish and we laughed and had a good time...Being an immigrant myself, I thought everyone was affected in some way by immigration, but as I interviewed her I knew immigration wasn't all there was. She primarily talked about cross-cultural integration. I knew this was true but it didn't hit me until then: immigration is a big topic all around the world, but you don’t often hear in the media about how it opens people’s minds up to new ideas.
—Mena Zendejas-Portugal

Beyond the Classroom