Morning Meetings for Student Mindfulness and Class Cooperation
Submission Type
Event
Faculty Advisor
Leah Nillas
Expected Graduation Date
2020
Location
Room E104, Center for Natural Sciences, Illinois Wesleyan University
Start Date
4-4-2020 10:00 AM
End Date
4-4-2020 10:15 AM
Disciplines
Education | Elementary Education
Abstract
Social emotional learning (SEL) has increasingly become a crucial aspect of instruction for the classroom. Within social emotional learning, morning meetings have emerged as a classroom practice. Morning meetings are a SEL strategy to develop classroom culture and support the emotional needs of students before the class day begins (Bruce, Fasy, Gulick, Jones, & Pike, 2006). The purpose of this research is to examine morning meetings around the topics of student mindfulness and classroom cooperation and to notice if the students prefer one topic over another. It takes place in a 5th grade class with 17 students who came from a spectrum of cultures and housing circumstances. Data collected consists of field notes, lesson plans, and student work samples. The significance of this study is to enlighten teachers on potential strategies to engage their classroom and think about how student mindfulness and classroom cooperation should be emphasized in their classroom to best support them.
Morning Meetings for Student Mindfulness and Class Cooperation
Room E104, Center for Natural Sciences, Illinois Wesleyan University
Social emotional learning (SEL) has increasingly become a crucial aspect of instruction for the classroom. Within social emotional learning, morning meetings have emerged as a classroom practice. Morning meetings are a SEL strategy to develop classroom culture and support the emotional needs of students before the class day begins (Bruce, Fasy, Gulick, Jones, & Pike, 2006). The purpose of this research is to examine morning meetings around the topics of student mindfulness and classroom cooperation and to notice if the students prefer one topic over another. It takes place in a 5th grade class with 17 students who came from a spectrum of cultures and housing circumstances. Data collected consists of field notes, lesson plans, and student work samples. The significance of this study is to enlighten teachers on potential strategies to engage their classroom and think about how student mindfulness and classroom cooperation should be emphasized in their classroom to best support them.