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Good Morning!

[Moore, T. 2001. Good Morning. In Children and Families, 15 (Summer): 12, Alexandria, VA: NHSA] Mornings are an influential time of the day, particularly in the classroom. It is when you set the tone for the day -- the time to create a new beginning. By thinking through what you want to accomplish in the first thirty minutes, you can smooth the transition as children arrive and help everyone get started on a satisfying day. Here are some ideas for beautiful mornings: First things first • Choose an activity that helps you prepare yourself emotionally for the day and opens you to the world of children. For example, on the way to school, try humming or taking deep breaths to calm and center yourself. I find humming useful because it prepares my voice for a day of speaking and singing. • Review the room arrangement. Is it playful and inviting? Does it encourage children to connect with each other? • Encourage parents to bring their children on time so that no one misses opening comments or activities. What’s said in the morning can unify the group throughout the day. • Greet children as they arrive. Try getting down on your knees and looking a child in the eye sometimes. Others might appreciate a pat on the back or a hug. Use whatever physical gestures feel comfortable to you, the children, and their parents. • Cultivate good relationships with parents by greeting them when they arrive. Children watch how their teacher and parents relate to each other. This is an exciting and sometimes frightening moment for a child, because his favorite people in the world are talking to each other. Transition time • Encourage conversations as children are getting settled. Listen when a child wants to tell you something, and use what you learn in conversations. If a child tells you about a new baby at her house, for example, you might mention the child and the new baby if you read aloud a book about siblings. By incorporating a child’s news, you are letting the child know that was a meaningful conversation. • Provide the opportunity for early-morning free play. Some examples include dress-up costumes, art activities, puzzles, or books. * Once everyone has arrived, try beginning the day with circle time. Circle time gives structure to the beginning of the day. It lets everyone a chance to experience the beginning at the same time. • If you select a special song as an opener and sing it every day, it will turn into a beloved ritual. It lets children know they’ve entered a magical time and space. You might also start the day with a quote or poem, something brief that young children can understand. • Give an overview of the day. Provide some information about what’s to come, and then let the children guess about other activities that might be in store. • Have a clock in class and refer to it by saying things like, "It’s 9 o’clock in the morning. The clock helps us know when we start our day." Your comments will help children develop an understanding of time. After 9 am • Schedule high-energy activities such as singing or dancing in the morning. Children have more self-control earlier in the day, which makes these activities easier to carry out. • Use morning as a theme in your curriculum. Have the children draw pictures and write stories about what they do in the morning at home. • Observe the children to learn more about each one’s unique energy in the morning. The better you know your children, the easier it will be to plan meaningful activities. It’s almost like a dance. Once you learn your partner’s rhythm, it’s easier to waltz together. Special considerations • If there’s tension in the classroom because of a death or other difficult event, try changing the furniture or adding soft toys, such as stuffed animals. Create a story that leads children to these toys. Talk about feelings the children might be experiencing. • Notice when a child is clinging to a parent, consistently crying, or having other early-morning problems. Search for ways to help the child calm herself or get involved in an activity. For re-occurring disruptive problems, talk to the child’s parent(s). Try to find the source of the problem. Other professionals might need to be involved. If a child bites other children and you have exhausted all of your options, for example, seek the assistance of your supervisor, parent coordinator and mental health coordinator. Children learn to enjoy going to school by having good experiences in classroom settings. Your welcoming words and soothing morning activities will help set the tone for the entire day - and more important - will help children establish positive feelings about the learning environment. Have a good morning! © Thomas Moore, 2001 Thomas Moore, Ph.D is a keynote speaker, workshop leader, early childhood consultant, and children’s recording artist. He is author of Gryphon House award-winning teacher resource books "Where is Thumbkin?" and "Do You Know the Muffin Man?". He is contributing author of Wright Group/McGraw-Hill’s curriculum, DLM Early Childhood Express and author of their literacy series "Music, Movement and More". He has also produced ten recordings for children.