Who Are Responsive Classroom Educators?
Sharon Mannix is a trauma-informed practice instructional coach at Broome-Tioga BOCES, in Binghamton, New York. She received her Responsive Classroom Educator certification in March 2021.
Sharon was inspired to seek her RC Educator certification because of her belief that all children deserve the opportunity to reach their full potential. She sees the RC Educator community as a collaborative one, and by learning from each other, educators can further enhance their skill set and create even greater opportunities for students to grow their skill set. With her RC Educator certification, Sharon hopes to bring more focus to social and emotional learning in coaching and professional learning.
Sharon can be found biking, gardening, and spending time with her family when she’s not coaching.
When she was teaching in the classroom, Sharon learned that creating a classroom community through Responsive Classroom practices facilitated the development and strengthening of children’s SEL skills. As a coach and trainer in special education programs for developmentally delayed students and those with behavioral challenges, Sharon finds that the greatest SEL leverage points when building a positive community of engaged learners focus on developmentally responsive teaching practices.
Mackenzie Kollar received her Responsive Classroom Educator certification in March 2021. She is an instructional coach at Broome-Tioga BOCES, in Binghamton, New York.
Mackenzie was inspired to obtain her RC Educator certification so she could be more purposeful in supporting educators as they help their students reach their academic and social-emotional goals. The certification process produced a reflective deep dive into her designing of facilitated professional learning communities and workshops, and her collaboration with teachers in coaching cycles. She sees her role as being able to offer options to educators when creating a positive community in their classrooms by incorporating positive discipline strategies, engaging academics, and effective responses to misbehavior.
When not at school, you can find Mackenzie tending to her garden, rockhounding, and walking with Maddie, her dog.
One takeaway Mackenzie offers other educators from her experiences in developing SEL skills is how essential the Responsive Classroom second guiding principle is: How we teach is as important as what we teach.
Are you ready to take the next step in your SEL and Responsive Classroom journey?