“Morning message, a vital Morning Meeting component, provides information and academic reinforcement through a message written by the teacher each day. Students read the message as they enter the room and follow any instructions on it before Morning Meeting begins. Later, the message serves as the basis for the last component of Morning Meeting. During that component, teacher and students read the message, and the teacher engages the students in discussion based on its content.
The content and format of the message change as children get older, and so do the ways in which students interact with the message before and during the meeting. The methods and purposes of morning message, however, stay the same.
Purposes of Morning Message
■ Builds community through shared written information
■ Develops and reinforces language arts, math, and other
academic skills in a meaningful and interactive way
■ Eases the transition into the rest of the day and builds
students’ excitement about the day’s learning”
Suddenly, it seems like the class is falling apart. Classroom routines that were going smoothly just a few weeks ago now seem rough around the edges. More and more children are forgetting to follow classroom rules. The noise level is higher, and academic productivity seems lower. What's going on?
I once taught a second grader who sometimes subtly refused to go along with what we were doing. For instance, if we had to leave the classroom and John didn't want to go, he'd get in line—but then walk as slowly as possible. The more his classmates and I urged him to walk faster, the slower he would go. At each deliberate step, I could feel my blood pressure rise. But in that moment, I could do little. I couldn't physically make John walk faster; nor was he ready to rationally discuss his feelings or options. Rarely did a student's behavior get to me, but John's resistance always did.
Teacher language—the words, tone, and pace we use when we talk to students—may be the most powerful of all our teaching tools. After all, language permeates nearly every interaction we have with students; we use words to exchange friendly greetings, give instructions, deliver content, and check understanding.