Event Title

Morning Meetings for Student Mindfulness and Class Cooperation

Faculty Advisor

Leah Nillas

Graduation Year

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

Description

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.

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Apr 4th, 10:00 AM Apr 4th, 10:15 AM

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.