Can we bring the advantages of an elementary school strategy for building a classroom community to the higher grades?
Morning meetings are a nearly ubiquitous feature in elementary classrooms. Students gather on a rug to discuss the calendar, the weather, the news, and how they’re feeling as the day begins. It’s a wonderful system for building community and trust and for setting the stage for a day full of learning.
But can that work when you’re a teacher who starts the day three, four, seven, or eight times? Middle and high school students need classrooms that hinge on community and trust just as much as elementary students do—can we replicate the outcomes of the morning meeting in a way that makes sense developmentally and logistically in higher grades?