This week I was in charge of the morning, from when students walked in. Thus I completed the following management goals:
When students walked in, I reminded them that they should be working on their weekly newsletters, finishing up homework, or reading a book quietly. Once the majority of the class had reached, I began the morning meeting activity, which was also a great community builder.
The main part of this meeting was the sharing activity. I gave three instructions: How the students should move, how they would greet the person they choose, and what topic they would share. For example, I would say: Walk like a zombie, link elbows and favorite holiday. The students enjoyed this thoroughly and were completely engaged. More importantly, they got to know more about each other, and the conversations were genuine, and everyone was open to share. This is important for classroom climate and community, and only took 5 minutes out of the morning.
After this was done, it was time for team time. I instructed the students to quietly return to their seats and take out their specials material. I then called group by group for them to line up, and rewarded and complimented those who did so quickly and quietly. I believe that taking the lead in parts of morning routines is valuable practice for transitions, and classroom management as a whole.
- Lead a morning meeting
- Take the lead on at least part of the morning routine
- Lead a community building activity
When students walked in, I reminded them that they should be working on their weekly newsletters, finishing up homework, or reading a book quietly. Once the majority of the class had reached, I began the morning meeting activity, which was also a great community builder.
The main part of this meeting was the sharing activity. I gave three instructions: How the students should move, how they would greet the person they choose, and what topic they would share. For example, I would say: Walk like a zombie, link elbows and favorite holiday. The students enjoyed this thoroughly and were completely engaged. More importantly, they got to know more about each other, and the conversations were genuine, and everyone was open to share. This is important for classroom climate and community, and only took 5 minutes out of the morning.
After this was done, it was time for team time. I instructed the students to quietly return to their seats and take out their specials material. I then called group by group for them to line up, and rewarded and complimented those who did so quickly and quietly. I believe that taking the lead in parts of morning routines is valuable practice for transitions, and classroom management as a whole.