The objective of this research was to observe any correlation between the implementation of social-emotional learning in the classroom and the social behaviors exhibited by students. Social-emotional programs, such as Responsive Classroom, have been observed to demonstrate positive effects on students' academic, behavioral, and social-emotional outcomes, as well as on the classroom climate. The relationships between social-emotional learning and student behaviors inside of the classroom was examined. This study shows positive impact related to utilizing the Responsive Classroom elements such as Closing Circle and Morning Meeting on students, teachers, and the classroom environment. This reflective and responsive time of the school day is a sacred time for students and teachers to connect, learn, and grow together.