Your role at Burke's, When did this opportunity take place? When did this opportunity take place?
Upon joining the Burke’s staff, I soon realized that my knowledge and utilization of responsive classroom techniques were not up to the level of mastery of my colleagues. While I had some success in my morning meetings and closing circles, I was eager to get a hands-on opportunity to learn more about Responsive Classroom and come into the new school year with increased comfort and mastery in the morning meeting.
Summary of workshop/opportunity
The workshop took place at Town School for Boys from June 21-24th. Educators from around the country came to be a part of the workshop. Our day started with a sample morning meeting, in which we got to participate as students in each of the vital components. Each day started with a greeting after signing in, followed by a share. The most fascinating part for me was the group activity. Participating in a different whole group activity each morning highlighted the fusion of SEL and Academic learning that makes Responsive Classroom unique. Another helpful aspect of the workshop was the use of “soft transitions” that incorporated mindfulness in the daily routine. This practice was helped to be a part of as it is a reminder to not let a frantic day carry over to how transitions in the classrooms are conducted.
C. Goals & Collaborations:
What were your big takeaways from your workshop or project?
I had two primary takeaways from this workshop. The first takeaway was the importance of the “greeting”. Not only is it the first component of the Morning Meeting, but it is the first time you have a chance to address the whole class each day. A strong start to the day goes a long way in having effective routines and teaching. This was a part of my morning meeting last year that I feel I did not emphasize enough. The second key takeaway was the ability to use short energizers or “brain breaks” as transitions. While I had never been formally trained on how to conduct a “brain break”, I felt that they deserved a scheduled and dedicated time each day. In this workshop, I learned that they can be most effective when they are short and you have “read the room” and determined they are necessary for students. I often found myself using “brain breaks” at times when they were either unnecessary to improve student engagement, or at times in the day when they were not beneficial to effective transitions, such as before a special class.
My goal this year is to implement more effective morning meetings to build a stronger classroom culture in 3A. I believe the strategies I learned at this workshop, along with continued engagement in responsive classroom resources and webinars throughout the year, will greatly benefit my ability to maintain a strong classroom culture throughout the year. I look forward to future workshops with Responsive Classroom, possibly even the advanced course next summer!
https://www.responsiveclassroom.org/