Morning Meetings Coursework Example

Student’s Name
Professor’s Name
Course
Date
Morning Meeting
The morning greetings
A morning meeting is an essential part of a responsive classroom. However, the best and the most productive way of kicking off the daily classroom activities is through an effective and mutual morning greeting between the teacher and the students. It helps build a sense of community and togetherness within the classroom. Thus, developing the children both academically, socially and intellectually. In the morning, the students will gather in a circular formation together with the teacher for the morning greeting. The meeting will take approximately thirty to thirty-five minutes. This will provide the children with ample time to socialize amongst themselves and with the teacher through the morning greetings. For this paper, the morning meeting will be for third-grade students (Responsive Classroom, n.pag).
For a better teacher-student engagement, the pupils and the teacher will greet each other by name. Practicing the morning greeting in this way will keep them fresh and fun thereby enhancing their responsiveness and readiness to undertake the daily learning tasks. The greetings serve as a platform for welcoming all the children into the circle, developing a friendly environment and building trust amongst them. In the morning, the students come into the meeting quietly and in an orderly manner. For the next step, the students are expected to find a perfect sitting position. However, it is recommended that the pupils should sit next to someone other than their closest friends for better socialization amongst the children.

After this has been done, then the morning meeting can kick off with warm morning greetings.
Sharing
In a peculiar and structured manner, the students will, therefore, proceed to share information, experiences, and ideas amongst themselves. Following a circular formation, the students have an equal opportunity to share and listen to each other keenly. The teacher will select a specific topic that the students’ need to share about and let will, therefore, let them engage each other with opinions, ideas, experiences, and views concerning that particular topic of discussion. For effectiveness, the sharing component of the morning meeting ought to be conducted in a quiet and orderly environment. In this case, the teacher will select the students one at a time through raising their hands to participate in the discussion ((Responsive Classroom, n.pag).
The sharing section in the morning meeting can be carried out in two different ways; either through partner-sharing or via dialogue-sharing. In the partner sharing, the student will be paired with their partners, after that, they will be required to discuss their ideas and experiences on the topic given by the teacher. On the other hand, the dialogue-sharing will involve one student sharing about an open-choice topic or one that has been provided by the teacher. Once the student is through with his or her part, the rest of the students will be expected to respond to the discussion with comments, opinions, and questions regarding that particular topic. Sharing is a crucial element in the morning meetings for the students since it helps to achieve the following objectives
It creates a positive tone for learning amongst the students
Sharing plays a key role in the development and adherence to the learning curriculum.
Through sharing the students can acquire community-building elements that enhance their social and integration skills.
Also, the process equips the leaners with excellent listening skills.
For instance, in this particular third-grade class the teacher can set the students to engage in a dialogue sharing exercise whereby he will provide the topic for discussion (Something I like to do over the weekends).
The group activity
The morning greeting and sharing session are meant to prepare the learners for the advanced, challenging activities during the day. After the successful sharing moments in the circular formation by the students, the group activity follows. Indeed, it is more challenging and requires cooperation and concentration from the third-grade learners. In this session, the students are filled with energy can actively participate in a whole-group vigorous activity (Edutopia, n.pag). The group activities that can be undertaken by the children at this level include but are not limited to singing, chanting, memorization tasks, poetry, games and math quiz challenges. For instance, in this class, the students will begin the group activity by singing melodious little children tune to enhance their morale towards undertaking the other activities. The singing will be followed by an immediate poetry recitation. After engaging in the poetry activities, the students will then perform some mathematics questions challenges. The activities are to be arranged from the less challenging to the more challenging ones to ensure that the children are not discouraged and become bored before the exercise is over. This activity helps the children learn the importance of teamwork, socialization, and commitment. At the end of the activity, the student should be able to perform some or all challenges that will be presented in the group activity (Abry et al., 193-195).
The good morning message
The teacher’s daily morning message to the students forms a primary essential component in the children academic and community building activities. The students keep on reciting the teacher’s message and internalizing within the day. The information in the teacher’s morning message affects the academic and the social life of his or her students. In this case, the morning message serves as a transitional element that joins the morning meeting with the rest of the day’s activities for the children. In other ways, the message helps to settle down the pupils from the rigorous and challenging group activities to the other tasks ahead of them during the day.
In this case, the teacher’s morning message will be passed to the students as the last activity while they are in the circular formation before they disperse to their usual sitting positions in the classroom. The morning message can be in different forms which enlighten the pupils and build their academic and social interaction skills. In most cases, combining literal and academic content in the message proves to be the best form of passing the morning message to the students (Olson, 3-7). For instance, in the case of the third-grade students, the teacher can pass a message which states “cleanliness is next to godliness.” The teacher can proceed to elaborate the meaning of the phrase in a shallow manner leaving the students to internalize and discuss during the day. For this case, this message will be captured by different students in different ways, and it can be understood differently by various students. However, the children will have talked and discussed the message and come almost close to having a similar opinion and understanding about the teacher’s morning message.

Work Cited
“The Power of the Morning Meeting: 5 Steps Toward Changing Your Classroom and School Culture.” Edutopia, www.edutopia.org/blog/morning-meeting-changing-classroom-culture-lisa-dabbs.
Abry, Tashia, Sara E. Rimm-Kaufman, and Timothy W. Curby. “Are all program elements created equal? Relations between specific social and emotional learning components and teacher-student classroom interaction quality.” Prevention Science 18.2 (2017): 193-203.
Olson, Karen G. Building Math Vocabulary and Math Operations Recognition in a Montessori E1 Classroom. Diss. University of Wisconsin-River Falls, 2015.
“What Is Morning Meeting?” Responsive Classroom, 19 Oct. 2017, www.responsiveclassroom.org/what-is-morning-meeting/.