Morning meeting is a great way for teachers to start off their day in the elementary classroom.  Morning meeting should be about ten to fifteen minutes long.  Every morning meeting should have five main components.  The first component is a greeting.  This could be as simple as the teacher saying good morning to all the students or encouraging the students to greet each other.  The next component is a designated time for students to share.  A common way that teachers do this is by having students pass around a "talking tool" ad share whatever they would like.  The next component of morning meeting is a group activity.  This could be a song, a poem, a chant, affirmations, etc.  The final component is the morning message.  The morning message addresses the goals for the day and motivates students to do their best.  

It is important that teachers work to instill a growth mindset in their students.  A growth mindset encourages students to look at mistakes as a n opportunity learn.  Students with a growth mindset are accepting to challenges and do not fear failure.  Thee students know that just because they have not mastered something yet does not mean that they never will.  Teachers must discourage a fixed mindset in their classroom.  People with a fixed mindset believe that they were born with their abilites and there is littke room for growth.  They are afraid of making mistakes and compare themsekves to others.  This mindset will not create a positive classroom environment.   

Interactive modeling follows the instructional method of I do, you do, we do.  This form of modeling is often used when demonstrating a task.  It clearly demonstrates the expectations and gets the students involved.  First, the teacher will demonstrate the task.  Next, the teacher will ask a student if they could demonstarte the task.  The teacher will prompt the students to discuss what they noticed about how the task was performed.  Finally, the class will perform the task altogether.  An example where a teacher could use interactive modeling is setting the standards for how to properly line up at the door.  First, the teacher would calmly and silently stand up, push in their chair, walk to the door, and stand silently facing the door.  Now, the teacher will ask the students what they noticed.  They will point out that the teacher was silent, they pushed in their chair, and they walked straight to the door.  Next, the teacher will ask a few students to demonstrate.  Then the teacher will ask what the class noticed again.  Finally, the class will line up at the door altogether.  

The way a teacher arranges their classroom is very important.  It needs to be set up in a way that allows for the students to move around safely, supports learning rather than distracting from it, and allows collaboration.  Some important areas that I plan to have in my future classroom are a "calming corner", a whole class instruction area, an area for guided instruction, and bulletin boards to showcase student work. The "calming corner" will be a secluded area of the classroom with comfortable seating, dim lighting, calming quotes, fidget toys, and calming activities like coloring.  The whole class instruction will be an area where all the students' desks/tables face the front of the room where there will be a whiteboard or projector.  The area for guided instruction will be a horseshoe table off to the side, allowing the teacher to work with small groups.  There will be bulletin boards all around the room where I showcase exemplary work that my students complete.  

There are four different types of teacher language.  Each one serves a different purpose.  

Reinforcing Language 

Reinforcing language highlights students' positive behavior so that they know what behaviors they should keep demonstrating.  

For example, "Jack, I notice how you pushed in your chair before lining up at the door." 

Redirecting Language 

Redirecting language is firm and concise.  It is used when students are doing something that could be harmful to themselves or others.  

For example, "Jack, put the scissors down now."  

Reminding Language

Reminding language is exactly what it sounds like, friendly reminders.  Reminding Language helps to keep students on task, organized, and safe.  

For example, "What is an appropriate strategy that you could use to help calm yourself down?"  

Envisioning Language 

Envisioning language helps students to visualize all of their future possibilities.  

For example, "Okay scientists! Are we ready to learn about photosynthesis?"