Summer Reads

I was initially nervous about how powerfully the book affirms that the early weeks of the year are not simply a transition period, but are the foundation upon which everything else is built. But Responsive Classroom offers an evidence-based approach that weaves together social-emotional learning and academics through engaging instruction, intentional community building, effective classroom management, and teaching that honors each child’s strengths and needs. For young learners, the goals of the first six weeks are especially crucial. In kindergarten, children are coming from many different contexts and will have a lot of different feelings, as some may have been in Preschool with the same children (which is the case for some of the kids at MPFS) and come in from the summer very excited, while others may not have had any prior schooling and may be nervous or reserved. But ultimately, they learn best when they feel safe, loved, and included, so creating a climate of warmth and belonging becomes the first essential task. The book emphasizes helping children know one another, understand boundaries, and experience the classroom as a predictable place where they are cared for. Alongside this, the teacher’s early work involves introducing and repeatedly practicing routines and expectations so that children grow comfortable with how to take care of themselves, each other, and the learning environment. These routines support not just smooth functioning, but also the larger goal of building a community rooted in kindness, cooperation, and confidence. I am very exciting to see the school schedule for MPFS’ Kindergarten class, as I remembered the 3rd Graders I observed last semester having a lot of Specials included into their week like Art, Spanish, Technology, and Chorus to name a few.

The book gives a good reminder that “people will never forget how you made them feel” (Angelou) which I think about in the case of kindergarten especially, where the first day’s gentle greetings, learning of names, and welcoming tone can shape a child’s relationship with school for the entire year. Responsive Classroom emphasizes the power of safe, joyful, purposeful language—phrases like “I notice…,” “Watch how we…,” and “I’m excited you’re here” which convey affirmation, belonging, and clarity. During the first week, academic learning emerges through community-building as students explore materials, practice routines, form connections, and articulate their hopes and dreams for the year. In the second week, the emphasis shifts toward building automaticity and stamina, as routines become habits and children begin engaging in longer, more independent periods of learning. By the third week, momentum grows: children start to take more risks in their learning, experience the class-created rules in action, and learn about logical consequences as opportunities for responsibility rather than punishment. The Responsive Classroom frames discipline as guidance towards establishing a calm, predictable environment where positive behaviors are taught, reinforced, and modeled explicitly, but also specifically mentions time outs, loss of privilege, and “you break it, you fix it” as common consequences, so I am curious to hear from Teacher Kristin about her approach to discipline. From the observation I had in the Spring, she has the kind of calming demeanor I hope to one day achieve!

As the class transitions into weeks four through six, academic content expands, but the foundational work of community, routines, and responsive teaching remains at the forefront. The book encourages teachers to meet students where they are, notice small successes, and adapt instruction based on what is and isn’t working. Children become increasingly self-sufficient, collaborative, and invested in their learning community. Throughout these weeks, the text highlights a wide range of Responsive Classroom practices that support engagement and belonging: Academic Choice, Closing Circle, Energizers, Guided Discovery, Morning Meeting, Quiet Time, Interactive Modeling, and other interactive learning structures. Each of these routines nurtures independence, motivation, and connection, showing children that their voices, choices, and efforts matter.

Ultimately, The First Six Weeks of School reinforces that successful kindergarten teaching is not about rushing into academics, but about intentionally cultivating a classroom where children feel known, safe, and joyful. By grounding everything in community, structure, and developmentally responsive practices, the first six weeks become a transformative period that sets children up for a year of growth, confidence, and genuine excitement for learning. Although I’m nervous, I’m really excited to start our In-Service week and learn more about the classroom environment and schedule, and think about the kind of routines our students will have!