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This paper examines a year of teaching in which the author used social and emotional learning strategies to build community in her classroom of English Language Learners at Macfarland Middle School in Washington, DC in 2001-2002. The author’s adaptations to components of Northeast Foundation for Children’s Responsive Classroom model are discussed. The conception and implementation of the author’s own project, Passport Partners, is included. The major research supporting Social and Emotional Learning is briefly presented, as well as the wider implications of addressing or not addressing students’ social and emotional needs.


Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research