Resonance and Restoration

Eagle Hill teacher Matt McCann champions empathy through resonance-based feedback at NCTE.

At the National Council of Teachers of English (NCTE) Annual Convention in Denver, Eagle Hill School English teacher Matt McCann connected his culture of kindness teaching philosophy to resonance-based feedback, demonstrating empathy in action.

Introducing Resonance-Based Feedback in the English Classroom

In November 2025, McCann presented original research on restorative pedagogy and “resonance practice” at the NCTE Annual Convention in Denver, Colorado. He co-presented with his former professor and research partner, Dr. Katharine Convino, an English professor at Fitchburg State University. Together, they shared classroom-based findings with teachers and professors from across the United States. Their roundtable session focused on practical ways to build connection, empathy, and compassion in secondary and college classrooms through intentional feedback practices.

What is Resonance Practice

McCann describes restorative pedagogy using resonance practice as an approach that “prioritizes healing, connection, and relationship-building over critique.” Instead of responding to student writing or art with evaluative comments or probing questions, teachers and peers offer “points of connection”—simple statements such as, “I really felt this line” or “I’ve experienced something similar”—to highlight where the work resonates with them.

McCann describes restorative pedagogy using resonance practice as an approach that “prioritizes healing, connection, and relationship-building over critique.”

“This method does not replace traditional critical analysis,” McCann explained, “but it serves a different goal: helping students feel seen, heard, and validated,” particularly in what he calls a “digitized and polarized” climate that can leave young people feeling disconnected.

Research Across High School and College Classrooms

The project began when McCann and his former advisor noticed they were both teaching Marjane Satrapi’s graphic memoir Persepolis and wondered how anti-racist resonance tools could translate into classroom practice. Their collaborative study asked Eagle Hill students and Fitchburg State undergraduates to create visual “artifacts” connected to Persepolis, exchange them anonymously, and respond only with resonance-based statements. McCann and Convino then collected and coded the students’ reactions, looking for evidence of empathy, care, acceptance of “otherness,” and a sense of connection.

Findings: Empathy, Validation, and Voice

McCann observed that students on both sides of the collaboration were pleasantly surprised by how deeply others connected with their work, which many found affirming. Eagle Hill students, in particular, expressed a sense of validation and pride when college students engaged thoughtfully with their creations, reflecting elements of their experiences back to them. Overall, the study suggested that resonance practice can foster empathy, build connections across age and institutional boundaries, and create a feedback environment in which students feel safe and encouraged to share openly.

Eagle Hill students, in particular, expressed a sense of validation and pride when college students engaged thoughtfully with their creations, reflecting elements of their experiences back to them.

Classroom Culture at Eagle Hill

In his Eagle Hill classes, McCann introduces resonance practice from day one, especially during journaling and early discussions. Instead of immediately questioning or correcting students, he models connection by responding to their work in supportive ways. For example, he might say, “I really feel what the author is trying to say here” or share how a story reminds him of his own experiences. Through these approaches, McCann fosters his teaching philosophy of a “culture of kindness.”

Over time, students become more willing to take academic risks, share their writing, and listen to one another. McCann believes these skills extend beyond the classroom, allowing students to engage with others thoughtfully and foster greater empathy and understanding in the world.