The Morning Meeting Book (part 1)

“Teachers must commit more than just time to implement Morning Meeting.  They must also commit themselves to a belief in children’s capacity to take care of themselves and each other as they learn social skills like respect and responsibility along with academic skills” (Kriete, 2002, p. 3).

While reading through The Morning Meeting Book, I was struck by how much I didn’t know about a morning meeting.  I was surprised because I actually thought I had been doing a morning meeting each and everyday. However, I realize now that I had really been doing a class meeting with my kids.  Although our morning meetings generally consisted of a greeting of some sort, a little bit of sharing time, and a morning message, they are far off from what Roxann Kriete is talking about.

I loved how Kriete talks about Morning Meeting as a necessary skill not only for younger children, “Educators have learned that social skills are not a checklist to be mastered by the end of kindergarten so that students can get on with the acquisition of academic skills.  Instead, social skills are skills we continue to acquire and refine throughout our lives, just like academic skills” (Kriete, 2002, p. 8).  I think it’s too often that we think kids are wasting time playing or socializing, when really learning these skills of how to be compassionate, show empathy, follow rules of conversation, ask questions and live amongst others is what life and living is all about.  And of course, along the way we learn a lot of academic-minded things as well.  In fact, as Kriete states, “Teachers have long known and researchers are now confirming that social skills are not just something to be taught so that children behave well enough to get on with the real business of schooling.  Rather, they are inextricably intertwined with cognitive growth and intellectual progress.  Finally! Some research to back up my belief in socialization being the backbone of actual learning!

“We say that this is a place where courtesy and warmth and safety reign—a place of respect for all” (Kriete, 2002, p. 11).

I like how Kriete went though all the componets of Morning Meeting and described each part in detail and gave many examples of what it looked like.  I found the greeting and sharing sections to be most helpful in implementing this format in my classroom.  Kriete says, “Greeting sets a positive tone for the classroom and the day” (2002, p. 34).  I COMPLETELY agree! Almost every day we have a greeting time. The only time we don’t have a greeting time is on Tuesdays because the music teacher comes first thing.  If you were to ask me what my least favorite day of the week is, I would say Tuesdays.  I’m finally realizing it’s because my students don’t have an opportunity to connect and see each other during the first part of the day.  It really sets the tone for the remainder of the day.  I think I will start taking Kriete’s advice and make sure that we greet each other even if it means taking a few minutes off of music class and even inviting our music teacher to join us!

When it comes to Sharing, 4 and 5 year olds know how to talk! My kids are in constant communication about every little detail of their lives.  I really want to hear everything they have to say, but there’s just not enough time to hear 22 children share and make sure the others are attentive during this time.  I like Kriete’s idea of assigning each child a day to share on, that way they can know when they are sharing and be prepared as well as not be disappointed when they’re not chosen to share.  I believe that sharing is so important for people to do—especially our young people! I love to talk and share with others about my day and life, and I know most kids do as well.  I think the reason I love to do it so much is that I was always surrounded by adults and friends that would engage me in conversation and ask lots of questions.  The purposes of sharing Kriete mentioned are great reasons to make this a part of Morning Meeting; I especially liked,

·      Encourages habits of inquiry and thought important for cognitive growth.

·      Provides practice in speaking to a group in a strong and individual voice.

One of the things I’m most looking forward to for the rest of this year and for next school year is giving my kids more and more agency in the classroom.  I know that like most teachers, I struggle with letting go of some control and asking my kids to take control sometimes.  Just recently I asked a student to lead part of our Morning Meeting by asking kids how they were feeling and giving them time to explain how they were doing.  I sat on a spot in the circle and raised my had to be called on too.  I was impressed by how this student knew what to do, and so did most of the other kids.  It was so fun to be part of the classroom and not be in charge of it.  I know sometimes we must assert our authority as teachers and maintain a balance of guide and thought-partner with our students, but the times where I get to watch them lead themselves—well that’s just the best.