Throughout the sessions, the pedagogistas kept reiterating that what they do is unique to Reggio Emilia. It is an approach to learning, not a method. There are no college courses to train to be a Reggio Emilia teacher, no certificates of participation. Outside of the town of Reggio Emilia, all schools and preschools are Reggio-inspired, using an adaptation of the approach specific to the needs of their community. The environment is  considered to be the third teacher and is recognised for its potential to inspire children. A classroom filled with natural light, order and is esthetically pleasing. With open spaces free from clutter, where every material is considered for its purpose. The classroom is ever-evolving to encourage children to delve deeper and deeper into their interests. My research question before beginning this journey, was: Can the Reggio Emilia approach work in a traditional school, such as Curtis? Obviously, most of the conversation was about best practices for preschool aged children. As an elementary school, we can still follow the example of blurring the lines between indoors and out by incorporating more objects of nature into the classrooms. Curtis has one of the most beautiful elementary school campuses in Los Angeles; why not bring some of that indoors? Each group of children is unique; the classrooms should reflect their uniqueness by adapting the environment to match the interests of that particular group instead of remaining stagnant from year to year.  Now I am done.  I am taking the next train to Florence and toss my Teacher’s Hat into the Arno.