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Iranian Journal of Language Teaching Research 8(3), (Oct., 2020) 41-56 41 * Corresponding author: Graduate School of Education, University at Buffalo-SUNY, United States

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. 2020

Classroom Greetings: More than a Simple Hello

Lauren K. Shields-Lysiak

a , Maureen P. Boyd a, *, John P. Iorio Jr. a,

Christopher R. Vasquez

a

University 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.ir

Iranian Journal

of

Language Teaching Research

42
L. 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 exchange

LQIRUPMPLRQ 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 another

student 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 other

1RGGLQJV 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 to

engage 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 43

Table 1

Stages of, and Exemplification for, a Greeting as a Speech Act Stages Examples CLASSROOM DATA

1.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 Eth

Sept., 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 a

JHQXLQH 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 conditions

students 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, quiet

time, a nd closing circle and PRJHPOHU POHVH SUMŃPLŃHV MUH LQPHQGHG PR ´ŃUH MPH VMIH ÓR \IXO MQG HQJDJLQJFODVVURRPVDQGVFKRROFRPPXQLWLHVquotesdbs_dbs14.pdfusesText_20