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Social-Emotional Learning: 06M314 Muscota New School

This collection provides an overview and some implementation details regarding strategies Muscota New School's team employs to develop and maintain a nurturing and productive social-emotional culture. Educators can use this collection to study various components and their purposes and to consider ways of bringing these components together as part of a comprehensive schoolwide initiative to promote a positive school culture.

Included Resources

This document names and describes the many programs, activities, traditions and approaches Muscota New School employs with its students and families to build the supportive social emotional culture of the school. This document demonstrates the range and breadth of choices that shape the social emotional landscape of a school and can be used by educators to inform and inspire their own choices.

This one-pager provides an outline of what Muscota New School's implementation of Morningside Center's 4 R's program looks like. The 4R's is a program that integrates social and emotional learning with language arts. Educators can use this document as an example of how schools work with and adapt published curricula for their own local conditions, and can benefit from seeing the specific choices Muscota staff made in consideration of their particular conditions.

This document articulates the context surrounding the practice of socratic seminar at Muscota New School. It discusses why this practice is important to the Muscota commuity and gives a short example of how it is implemented at Muscota in both the lower grades and the upper grades. Educators can use this document to help them consider the possible role of a socratic seminar practice in their instructional program.

This document provides examples of the Three R's of positive teacher language (reinforcing language, reminding languge and redirecting language) applied to various situations. Non-examples and pointers are provided as well to help educators make better sense of the shifts in teacher language that are recommended as part of the Responsive Classroom approach.

This document provides a general overview of the Responsive Classoom approach and its components followed by grade specific implementation details. Educators can use this to familiarize themselves with the approach before digging into the individual components.

This guidance document offers points to keep in mind when utilizing the Hopes and Dreams routine with a class to develop and maintain a set of classroom culture norms. It begins with general guidelines followed by sample meeting outlines and ground rules for various grades.

This document provides an overview of the Morning Meeting routine and it's four components. Morning Meeting is a component of the responsive classroom approach. Educators can use this overview to consider how a morning meeting routine might serve or complement some of the purposes of their instructional program.