greetings & activities
who do we appreciate? Page 6. Students greet each other with a “Good morning
Morning Meeting Greetings
greeting. This greeting goes around the circle with each student saying good morning to the next but instead of shaking hands; the students lock elbows and
Morning Meeting Cards_4-6
The activity ends with students passing a friendly handshake greeting around the circle by saying “Good morning _____.” Students return the greeting to the
The Power of “Good Morning”
The practice of an intentional morning greeting can empower young children to embrace their day and their learning. Young children may be experiencing.
Morning Meeting Greetings
In this greeting students say "Good morning" to each other in alphabetical order
Morning Meeting Greetings in a Responsive Classroom
The greeting is passed around the circle. Handshake Greeting. Once students are comfortable with each other teachers can add a handshake to the. “Good Morning
Morning Meeting_K-3
The second student then chooses. Which movement greeting to do to the student next to them. Continue until all students have been greeted. Did You Know…? Prep:
Morning Arrival & Dismissal Procedures 2022-2023 Greetings Palm
Aug 16 2022 It's hard to believe that the first day of school is Tuesday
Morning Meeting: An Examination of its Effect on Student Behavior
Students can participate in fun greetings share something about themselves Morning Meetings begin with a greeting. “Purposes of greeting sets a positive ...
greetings & activities
All: Good morning (repeats first and last name). I can do this! 5. 6 quick greeting. When short on time I will ask students to greet 5.
Morning Meeting Greetings in a Responsive Classroom
Handshake Greeting. Once students are comfortable with each other teachers can add a handshake to the. “Good Morning” Greeting. Two students face each
Morning Meeting Greetings
Included are greetings that help children learn each others' names. These In this greeting students say “Good morning” to each other in alphabetical.
PBIS Positive Greetings at the Door
Greeting students as they enter (or exit) your classroom/school is a Students along with the teacher provide a greeting to each student in the morning.
Classroom Greetings: More than a Simple Hello
Oct 1 2020 We tallied how students were greeted in morning messages. We identified classroom greeting talk in terms of aspects of a speech act and.
MMAB Text
Successful Morning Meetings require careful structuring teaching
Sample Morning Meetings in a Responsive Classroom
Morning Meeting has four components done in the following order: 1. Greeting. Children greet each other by name in brief structured greeting activities.
POSITIVE GREETINGS AT THE DOOR
Greeting students as they enter (or exit) your classroom/school is a Students along with the teacher provide a greeting to each student in the morning.
32 activity cards 64 greeting cards
Ask students to think of a word that describes their weekend. Pick one student to go first. The class will say “Good Morning _____ what's your weekend word?”
Greetings Scottsdale Students attending EVIT EVIT will begin in
If you need transportation to EVIT you may ride the bus from your home high school. Morning (AM) Session EVIT Students. Students enrolled in the morning
Sample Morning Meetings - Responsive Classroom
1 Greeting Children greet each other by name in brief structured greeting activities Greeting welcomes everyone into the circle estab-lishes a friendly tone for the meeting and the day and helps create an atmosphere of trust that is important for the second component sharing 2 Sharing Students share ideas and information in a structured
102 Greeting A-Round - Responsive Classroom
Students greet students who are holding different beads (or other small objects) than they are Greetings can be marked by the exchanging of beads This greet-ing can also be used to form two groups All the students holding a certain color bead at the end of the greeting come together to form a group Skills practiced Friendly greeting; gross
Why Should Teachers Use Morning Greetings at The Door?
After you’ve been teaching for a while, it can become tempting to abandon your post at the door, to focus on tidying your room for the next class, or to seat your students at the first possible moment. It can seem easier to simply focus on greeting students once they’re already inside, seated and ready to go, but greeting is an opportunity for conn...
How Do You Greet A Student at The Door?
There’s no wrong way to greet students at the door, as long as you’re being your most welcoming self. If greeting students with hugs is the way that works best for you, your school or district, then that’s what you should do. If greeting students with high fives feels like the most natural greeting for you and your students, then go for it! One of ...
What are classroom morning greetings?
Classroom morning greetings are a powerful way to deepen relationships, build our students’ confidence, and learn communication skills. Make sure to download the free printables in this post.
What are the benefits of Morning Greetings?
Morning greetings are also a wonderful way to build strong relationships with your students. They allow students to feel seen by you. Hearing their name makes them feel that someone cares about speaking to them as an individual and makes them feel valued. This sense of belonging is key to ensuring students feel safe and are ready to learn.
Why do students greet each other in the morning?
As students greet each other, they feel welcome and excited about the day ahead. Morning greetings are also a great way for children to feel seen, acknowledged, and valued by their teacher. When a child enters your room and you greet them warmly, they feel like they belong. Morning greetings are a way to give children a fresh start.
What is a morning greeting routine?
Finally, a morning greeting routine provides students the opportunity to practice communication skills such as looking at each other, using a friendly voice and body language, speaking clearly and audibly, listening, and waiting one’s turn. How do I start Morning Greetings?
Email address: mpboyd@buffalo.edu
© Urmia University Press
Urmia University
In classrooms, the act of sayi ng he ll o - the ri tual of sha king hands or hugging, and taking the time to
exchange information - can enact relational ǀalues of ͞We"-ness, of belonging. In this paper we highlight
how o ne seco nd grade teacher's pe rsonalized and consistent use of greetings, and ap prentice ship of students into how to greet and be greeted, functions to build community and involvement. Data are part of
a two-year case study of a second-grade classroom in a diverse urban US context. This study examines
approximately 16 weeks of classroom greeting data collected from Morning Meetings (10 hours, 39 minutes)
and then homes in on 5 minutes across one day for a close look at the apprenticeship into, and roles of,
being a greeter. Analysis explicates how greetings are used in different ways across time and how they work
together to buil d classroom community togetherness. We a rgue that cl assroom greetings are a partial
marker of dialogic pedagogy. Keywords: classroom greetings; morning meeting, dialogic education; elementary classrooms© Urmia University Press
Received: 24 Apr. 2020
Revised version received: 10 Sept. 2020
Accepted: 11 Sept. 2020 Available online: 1 Oct. 2020Classroom Greetings: More than a Simple Hello
Lauren K. Shields-Lysiak
a , Maureen P. Boyd a, *, John P. Iorio Jr. a,Christopher R. Vasquez
aUniversity at Buffalo-SUNY, US
A B S T R A C T
A R T I C L E H I S T O R Y
Content list available at http://ijltr.urmia.ac.irIranian Journal
ofLanguage Teaching Research
42L. Shields-Lysiak, M. Boyd, J. Iorio and Ch. Vasquez/Classroom greetings: more than "
Introduction
Classroom greetings offer more than a simple hello. HP ŃMQ RHOŃRPH VPXGHQPV ´LQµ MQG VLJQMO POMP
POH\ PMPPHUB $ JUHHPLQJ VM\V ´H VHH \RX H RHOŃRPH \RX MQG H RMQP PR NQRR PRUH MNRXP \RXµB The act of saying hello, the ritual of shaking hands or hugging, and taking the time to exchangeLQIRUPMPLRQ HQMŃPV UHOMPLRQMO YMOXH V RI ´JHµ-ness, of belo nging (Bo yd, Edmiston, Vasquez ,
Staples, 2020). Greetings promo te socio-emotiona l well-being. When students greet anotherstudent or visitor, they arH VM\LQJ ´H VHH \RX MQG UHŃRJQL]H \RXµ ² and they signal a welcome to
the o pportunity for dialogue . As collaborative social pr actices, greetings build and nurtu re community. Awareness of our need for community and the power of an inclusive greeting is highlighted at the time of writing up this paper: all co-authors are in lock-down because of the coronavirus pandemic. To be sure, classroom greetings are only one of the many things that teachers do to establish and nurture a classroom community where students can work together, thrive and care for each other1RGGLQJV 2006B HQ POLV SMSHU RH OLJOOLJOP ORR RQH VHŃRQG JUMGH PHMŃOHU·V SHUVRQMOL]HG MQG
consistent use of greetings functions to build community, promote care, and inclusion. Data are from our two-year ethnographic case study of a second-grade classroom in a diverse urban US context. In a previous paper we presented a year-long cumulative whole class handshake greeting as a socio-epistemic-embodied-community building practice (Boyd, Jarmark, Edmiston, 2018). In this paper, we take a broad look at types of whole class greetings during Morning Meeting, of salutations on morning message large print charts, and at the job of the greeter in this classroom community. We show how this teacher apprentices her students into the value of greeting and of being greeted. We argue that greetings contribute to classroom conditions where students feel welcomed, safe, included and supported; and that this sense of well-being encourages students toengage productively LQ ŃOMVVURRP MŃPLYLPLHVB JH IXUPOHU MUJXH POMP POLV PHMŃOHU·V SURPRPLRQ RI
classroom greetings is wholly consistent with dialogic education and we posit classroom greetings as partial markers of discourse conditions where students know that they are seen and that their voice is valued and welcomed (Boyd & Markarian, 2011; Segal & Lefstein, 2016). Our res earch question as ks: What roles do classroom gree tings play in this s econd- grade classroom community?Literature Review
Gee (2011, p. 30, italics added) aUPLŃXOMPHV ORR ´OMQJXMJH-in-use is a tool, not just for doing things,
but also, used alongside other non-verbal tools, to build things LQ POH RRUOGBµ JH MUJXH POMP PR JUHHP
and be greeted can build classroom community. Greetings welcome us in and acknowlHGJH ´H VHH \RXBµ Th ey can b e verbal (s uch as Good Morning ), and/or ph ysical (such as a High Five). Whether they are speedy or elaborated expressions, greetings are phatic communion (Malinowski,1921/1994) and the illocutionary force of a greeting (the intended force or effect) performs an
important socia l function for comm unity. Greetin gs ma nifest the social glue that binds us (Kadhim Jibreen, 2010). They are an emotional connection with trust. Hymes (1994, p.16) reminds us that a greeting is a speech act with three stages: acknowledgement, ritual, and exchange of information. We detail these stages in Table 1 following and provide examples from our data. Iranian Journal of Language Teaching Research 8(3), (Oct., 2020) 41-56 43Table 1
Stages of, and Exemplification for, a Greeting as a Speech Act Stages Examples CLASSROOM DATA1.Acknowledgement Good Morning, Hi ´*RRG PRUQL QJ RU JRRG MI PHUQRRQ B My na me
LV"µ Eth Sept., 2003, Turn 9)
2.Ritual Shaking hands,
hugging ´7OH I LUVP POLQJ RH GR LV RH V OMNH OMQGVB µ EthSept., 2003, Turn 7)
3.Exchange of info How are you
doing? ´$nd we think about what we are doing, and we share wit h them what we are doing. Any o ther thing you could say to make them feel welcome,MQG OHP POHP NQR R ROMP· V JRLQJ RQ L Q POH
ŃOMVVURRPBµ Eth Sept., 2003, Turn 11)
All teachers, but elementary teachers in particular, spend considerable time building classroom communities that are s upportive of students ' social, emotiona l, physical and academic needs.1RGGLQJV UHPLQGV XV POMP LQ M ŃMULQJ ŃRPPXQLP\ ´HQ MQ HQŃRXQPHU POH ŃMUHU LV MPPHQPLYH VOH RU
he liVPHQV RNVHUYHV MQG LV UHŃHSPLYH PR POH H[SUHVVHG QHHGV RI POH ŃMUHG IRUµ 2012 SB D3B In a
supportive classroom community, the teacher models how to show care, and encourages students to care for each other. Classroom members see and listen to one another. Edmiston (2014) reminds us o f the soc io-emotio nal a nd academic values of commu nity-buildin g actions as VPXGHQPV QXUPXUH M ´JHµ-ness disposition to learning together. Indeed, proponents of dialogic education validate collaborative learning and the acts of listening, of including, of showing aJHQXLQH MQG ORQHVP LQPHUHVP LQ HMŃO RPOHU·V OLYHV MQG RI UHVSHŃPIXOO\ UHMVRQLQJ PRJHPOHU LQ RM\V
that allow for dialogic space (see, for example, Aukerman, 2007; Boyd, Tynan, & Potteiger, 2018; Boyd & Janicki-Gechoff, 2020; Segal & Lefstein 2016; Wegerif, 2016). In this paper, we argue that the practice of, and apprenticeship into, greeting and being greeted is a partial marker of dialogic pedagogy in this second-grade classroom. A classroom greeting is an essential part of a Responsive Classroom and of Morning Meeting.Our data were gathered from Morning Meeting time in a second-grade Responsive Classroom. 0RUQLQJ 0HHPLQJ NHJLQV ´RLPO VPXGHQPV MQG PHMŃOHUV JUHHPLQJ RQH MQRPOHU N\ QMPHB Varying the
JUHHPLQJV"VRPH VLPSOH MQG VPUMLJOPIRURMUG RPOHUV PRUH ŃRPSOH[µ .ULHPH 2003 SB 68B 9HUNMO greetings, high-fives, handshakes, song greetings (Bechtel, 2004; Boyd & Smyntek-Gworek, 2012;
%R\G HP MOB 2020 .ULHPH 2003 MUH SUMŃPLŃHG MV VPXGHQPV UHOHMUVH ´MSSURSULate body space, clear
MQG MXGLNOH YHUNMOL]MPLRQV IULHQGO\ PRXŃO LQ OLJO ILYHV MQG OMQGVOMNHV MQG H\H ŃRQPMŃPµ %UXŃH
)MV\ *XOLŃN -RQHV 3LNH 2006 SB 10B %H\RQG POH SURŃHGXUMO RI OHMUQLQJ HMŃO RPOHU·V QMPHV greetings nurture a relational warmt h MQG VHQ VH RI NHORQJLQJ HQJ HQGHUHG POURXJO M SH HU·V greeting. When students hear their own name, there is also a sense of individual importance (Bruce et al, 2006). In a ddition, morning messa ge salutations (such a s Dear Poets, and Dear Problem-solvers) remind students of, and position students with, identities that are promoted and valued in their classroom community. In such inclusive and supportive classroom conditionsstudents are encouraged to listen and share (Boyd & Kneller, 2008; Gardner, 2012). In Responsive Classrooms, the social curriculum is as important as the academic curriculum as social growth supports cognitive development and social skills help students succeed academically MQG VRŃLMOO\B ´3URŃHVV MQG ŃRQPHQP MUH VHHQ MV LQPHUGHSHQGHQPµ Stearns, 2016, p. 330). Morning
Meeting, with its required whole group greetings, is one of the five elementary practices that are vital to Responsive Classroom communities. The others are establishing rules, energizers, quiettime, a nd closing circle and PRJHPOHU POHVH SUMŃPLŃHV MUH LQPHQGHG PR ´ŃUH MPH VMIH ÓR \IXO MQG HQJDJLQJFODVVURRPVDQGVFKRROFRPPXQLWLHVquotesdbs_dbs14.pdfusesText_20
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