On Morning Meetings

“Really? I don’t need to plan for five different games?” A teacher in the room asked, genuinely surprised. Relieved expressions all around.

Somehow, our meeting about the new math program ended with me offering a few tips on running Morning Meetings in the first days of school. Our lower elementary director looked up from her laptop, echoed the new information, and added, “I wonder if other teachers know that.”

I’ll admit—my attention often rushes past the Responsive Classroom “door” on its way to other rooms: reading, writing, assessments, and general instructional practices.

The question stayed with me all day: How many teachers might find an easier path into Responsive Classrooms if they learned these simple suggestion-and-reason combinations?

At our school, we haven’t done much PD on Responsive Classrooms beyond the Essentials Course about three years ago, plus the occasional conversation on Teacher Language. Yes, we cover basic routines, share resources, and use of the chime. But we haven’t carved out time for a shared, concrete understanding of the underlying theory—the very tools teachers need to build classroom culture from day one.

So when I woke up this morning and realized it was Go-Slice-Tuesday, I thought: The Responsive Classrooms blog already has plenty of information on Morning Meetings, and some of what I say here might overlap—but it’s what’s worked for me, in my classrooms, and with the teachers I coach.

Know the Why

Starting with Morning Meeting on Day 1 matters because it sets the tone for each day, and the sense of community every classroom needs. When students walk in and know they’ll be seen, greeted, and given a chance to connect, the room feels different—safer, warmer, more focused. Those first fifteen or twenty minutes aren’t a warm-up before the “real” work; they are the real work of building relationships, practicing communication, and tuning the group’s energy toward the tasks ahead. Over time, this daily ritual creates a steady rhythm of consistency and trust that makes the rest of the day smoother, kinder, and more productive.

Plan with Purpose

One big piece of advice I gave all my teachers this year was, “You don’t have to start with all four components of Morning Meetings—feel free to hold back on Sharing until you think you have a good flow of reciprocity with students. Build stamina and participation slowly through Greetings and Activities. Once you feel students have improved their ability to take turns and share in a large group, incorporate that component.

Other to-the-point tips:

• Whichever greeting, share, activity, or message you plan for, know the underlying skill you’re helping students develop. Pausing, turn-taking, engaging with students they don’t know well, taking risks, providing feedback in respectful ways, etc.
• Shares have many methods of participation; one student at a time isn’t the only/most time-efficient one. Consider partnerships or small/mixed groups. Whichever protocol you choose for students to share, make sure you plan for teaching it to them.
• Activities are generally fun, but they aren’t just games. When we call them games, we allow students to set high entertainment expectations, which we most likely will crush if we plan for a more academic activity that may not feel like a game to them.
• Every activity your class learns to do well can become an energizer for the rest of the year. That means you want to introduce energizers through Morning Meetings for time’s sake. Doing so also allows you to provide feedback in real time.
• Make room for brief conversations about their participation in Morning Meetings. What’s going well? What are they working on? What’s something that seems hard for the group?
• Messages don’t need to be long letters or essays—less is more. Choose your message after you’ve planned for every other subject that day, and pick the one thing they should hear from you as they walk in the door. Some examples: quizzes, special guests, field trips, their first visit to the art room, etc.
• Also, messages don’t always have to invite student responses. Use that type of message wisely and decide when students will get to respond to it. Taking time from Morning Meeting to answer a question you asked them in the message may not be the most efficient approach.
• There’s no need to plan for a different greeting or activity each day. By picking one to do throughout the week, you’re giving students opportunities to get better at that particular social skill. It also saves you a lot of planning time!
• Make your plans for Morning Meetings visible to everyone. It will help you remember what you’re doing, and will empower students to prepare and participate. Eventually, you may ask them to suggest ideas for future Morning Meetings.

Sustainability

The power of Morning Meetings comes from their consistency. A well-held structure gives students the safety and confidence to fully engage. When you show up for it every day and hold the components close, you’re modeling that this time matters. Stick to the boundaries you set for timing and structure so students know what to expect, and so you can keep the meeting from spilling into the rest of your schedule.

Morning Meetings aren’t a magic trick; they’re a commitment. Some days will feel effortless, and others will feel like you’re pulling teeth—but over time, the small, steady investment pays off in stronger relationships, smoother transitions, and a class that knows how to start the day together.