Responsive Classroom Training Shapes Middle School Teaching at TAS

Between September 15 and 19, every member of the Taipei American School Middle School faculty participated in a continuation of their Responsive Classroom training, a research-based professional development program that highlights the strong connection between academic success and social-emotional learning. 

Since 2018, the Middle School has been committed to ensuring all faculty are trained in Responsive Classroom approaches. This refresher session invited teachers to re-examine their learning environments with fresh eyes, considering the new Middle School schedule, which features longer class blocks that allow for deeper student connections and intentional time devoted to social-emotional learning in homerooms. The week offered an ideal opportunity for the Middle School team to reaffirm their shared commitment to student well-being, belonging, and engagement. 

Teachers were divided into three groups and participated in intensive, interactive workshops. Throughout the training, faculty practiced strategies for building supportive communities, leading engaging lessons, and developing consistent routines that foster both independence and collaboration in students. 

Dr. Lori Richardson Garcia, Middle School Associate Principal, found faculty engagement throughout the week inspiring. “Watching our faculty engage in this training was wonderful, and the feedback has been positive so far,” she shared. “One thing that's great about Responsive Classroom is that they really walk the walk. Their workshops consistently model effective teaching practices, including getting people up and moving, providing brain breaks, and varying the ways teachers engage with the material. To fully participate, teachers really got into the activities, which meant stepping out of their comfort zones, but it was also a lot of fun. We ask students to do hard things every day and work with people they don't know as well, so it's great for us to experience this too.” 

The setting for this professional learning was the Lotus Lounge, one of TAS’s most collaborative spaces. Over the course of the week, the room was filled with moments of discovery, active listening, and generous sharing of ideas as educators engaged deeply with the practices and principles of Responsive Classroom. Teachers spent time reflecting on the student experience and left with concrete strategies they can bring back to their classrooms. 

Dr. Richardson Garcia noted that the focus on teacher language resonated strongly with participants. “One thing I love about Responsive Classroom is the focus on teacher language and the power of words,” she explained. “It helps teachers think through the type of language they're using, especially when giving instructions for an activity, to help students envision themselves doing the activity and then reinforcing what's going well or giving reminders where needed.” 

Another impactful component was the “yardsticks” conversation, which prompted faculty to reflect on what it means to be a 12-, 13-, or 14-year-old student. “It's always helpful to ground ourselves in an understanding of where our students are developmentally,” Dr. Richardson Garcia said. 

Responsive Classroom is widely recognized for its evidence-based approach to strengthening teaching and learning. By focusing on how daily interactions and classroom practices shape the learning environment, educators are better equipped to cultivate spaces where students feel respected, challenged, and empowered to take ownership of their growth. 

Professional development opportunities like this reflect TAS’s mission to cultivate an enduring commitment to learning, personal well-being, and service. They also support the Schoolwide Learning Outcomes, particularly in developing students as self-directed learners, collaborative communicators, and well-balanced individuals. For Middle School teachers especially, this professional development helps them take full advantage of the new Middle School schedule and longer class blocks, promoting the use of interactive learning structures and intentional modeling and language that support optimal academic and social-emotional growth. 

By investing in shared professional learning experiences, TAS ensures that its educators remain united in both philosophy and practice. This collective commitment enhances the Middle School’s ability to equip students with the skills and confidence they need to thrive not just in the classroom, but in the broader world.