Morning Classroom Conversations
Build Your Students' Social-Emotional, Character, and Communication Skills Every Day
1st Edition
Published on 2. February 2022
Book
Paperback/Softback
208 pages
978-1-0718-3936-2 (ISBN)
Description
Get students thinking and learning by getting them talking!
Transitioning from home to school can be chaotic-but it doesn't have to be. When you make Morning Classroom Conversations (MCCs) a regular part of your homeroom or advisory period, you give students a safe space to practice critical and creative thinking, build active listening skills, learn to respectfully disagree with others, and strengthen peer relationships... all while improving overall classroom climate.
Written by expert practitioners in the area of SEL, this book provides teachers, school counselors, and other conversation leaders with a wealth of tools to guide successful MCCs from start to finish-in just 10-15 minutes! Features include:
Three calendar years' worth of thought-provoking prompts and themes
An overview of the underlying structure and goals of MCCs
Sample scripts
Vignettes and student and teacher voices
Adolescents need to feel heard and understood-by adults and by their peers. MCCs teach them to channel scattered thoughts and strong feelings into dynamic discussions while also strengthening social, emotional, and character development and building the skills they will need to achieve their goals as they transition to adult life.
Transitioning from home to school can be chaotic-but it doesn't have to be. When you make Morning Classroom Conversations (MCCs) a regular part of your homeroom or advisory period, you give students a safe space to practice critical and creative thinking, build active listening skills, learn to respectfully disagree with others, and strengthen peer relationships... all while improving overall classroom climate.
Written by expert practitioners in the area of SEL, this book provides teachers, school counselors, and other conversation leaders with a wealth of tools to guide successful MCCs from start to finish-in just 10-15 minutes! Features include:
Three calendar years' worth of thought-provoking prompts and themes
An overview of the underlying structure and goals of MCCs
Sample scripts
Vignettes and student and teacher voices
Adolescents need to feel heard and understood-by adults and by their peers. MCCs teach them to channel scattered thoughts and strong feelings into dynamic discussions while also strengthening social, emotional, and character development and building the skills they will need to achieve their goals as they transition to adult life.
Reviews / Votes
"Morning Classroom Conversations are ready to blast off! Teachers can launch an exciting and structured means to introduce critical connections into classrooms, which are focused on teaching social and emotional skills and abilities while building rich communication skills at the same time." -- Laura Schaffer Metcalfe, Ed.D. "Morning Classroom Conversations provides a framework for how to begin having conversations that help students develop a stronger sense of self and develop awareness of those around them. This book provides students, as well as other members of our communities, with ways to develop skills for having a discussion with another person who may hold a differing view in a rational, productive manner." -- Elizabeth Crane "Morning Classroom Conversations provide educators an authentic way to develop meaningful communication in the classroom. Their Better Me, Better School, Better World developmental framework addresses all of the essential Social Emotional components required in today's classroom environment." -- Patricia Dowd "Morning Classroom Conversations will truly enhance the art of teaching. From its concise layout to forward thinking content, expectations and examples are clear. With the environment educators will foster, students will surely feel safe, accepted, confident and ready to learn. Teaching through this specific lens will help create problem solvers equipped with empowerment tools for years to come." -- Michele SantaMaria "There's no doubt the pandemic, racial injustice and political divisiveness have resulted in tumultuous times for everyone! Teachers and students will return to school to re-connect with colleagues and classmates with many unresolved issues and challenges. We know that student voice is essential to understanding their needs, perspectives and interests. Morning Conversations is a well-designed, thoughtful resource for teachers and other school staff interested in supporting ongoing conversations with their learners. The authors have worked with hundreds of teachers and school staff to design and implement conversations in diverse school settings. They know the limitations of "cookie cutter" approaches to supporting teachers and students. This book includes many examples of Morning Conversations that practitioners can use or adapt to align with the realities of their school/classroom context." -- Dr. Larry Leverett "In our current reality and within the strange world of 'pandemic teaching,' educators realize the need to provide even more supports for students in the areas of social and emotional learning. This book makes the critical connection between SEL and the 'lost art' of conversations. Teachers can use this book to teach and model for students how to engage in meaningful, relevant, and enriching conversations. Students grow in their understanding of themselves and their place in the larger community and world." -- Marianne L. Lescher "The authors of Morning Classroom Conversations demonstrate the value of using daily conversation to not only build meaningful relationships but also to immerse a school community into explicit SEL instruction one classroom at a time. This text has the power to change an individual teacher's practice and transform the lives of every learner. Explicit SEL instruction allows students to develop the necessary skills that will allow them to have agency and intentionality over their lives. SEL skills are not just for the classroom; these are vital life skills." -- Johanna Josaphat "This is a timely book. With many school systems now implementing SEL programs in order to help students, Morning Classroom Conversations discusses both the theory and practice of the strategies presented. Particularly helpful is that each section and process is broken down, with possible obstacle and roadblock scenarios addressed. Samples of the protocol are provided and the entire framework can be printed for easy access." -- Jessica BaldwinMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
403 gr
ISBN-13
978-1-0718-3936-2 (9781071839362)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Maurice J. Elias, PhD, is Professor, Psychology Department, Rutgers University, Director, Social-Emotional and Character Development Lab (www.secdlab.org), Co-Director of the Rutgers-based Academy for SEL in Schools, which offers online certificates in SEL Instruction and School Leadership (SELinSchools.org), and a member of the Leadership Team for SEL4NJ and SEL4US (www.SEL4US.org). He received the Joseph E. Zins Memorial Senior Scholar Award for Social-Emotional Learning from CASEL , the Sanford McDonnell Award for Lifetime Achievement in Character Education, and the Jane Bostrum Service to School Psychology Award. Dr. Elias is a past winner of the Lela Rowland Prevention Award, the Ernest McMahon Class of 1930 Award for service to New Jersey, and the American Psychological Association/Society for Community Research and Action's Distinguished Contribution to Practice and Ethnic Minority Mentoring awards. His books include Emotionally Intelligent Parenting, The Educator's Guide to Emotional Intelligence and Academic Achievement: Social-Emotional Learning in the Classroom, and The Other Side of the Report Card: Assessing Students' Social, Emotional, and Character Development (how schools and districts can integrate social-emotional and character development systematically into their ongoing student report cards). Most recently, he is the coauthor of The Joys & Oys of Parenting: Insights and Wisdom From the Jewish Tradition, Boost Emotional Intelligence in Students: 30 Flexible Research-Based Lessons to Build EQ Skills, Nurturing Students' Character: Everyday Teaching Activities for Social-Emotional Learning, and Social-Emotional Learning Lab: A Comprehensive SEL Resource Kit (with Victoria Poedubicky).
He writes a blog on SECD for Edutopia (www.edutopia.org/profile/mauricej-elias) and can be reached at secdlab@gmail.com. His Twitter handles are @SELinSchools and @SECDLab.
Take a look at a review on The Other Side of the Report Card from the New Jersey Association of School Psychologists at https://us.corwin.com/sites/default/files/review_of_the_other_side_njasp_0.pdf.
Nina A. Murphy, PsyD, is a practicing school psychologist in Three Village Central School District, adjunct professor at St. Joseph's College, and Senior Consulting and Field Expert at the Social-Emotional and Character Development (SECD) Lab at Rutgers University. Dr. Murphy has had a commitment to supporting positive youth development since she can remember but learned, during her graduate work at Rutgers Graduate School of Applied and Professional Psychology and in the SECD Lab that this passion was targeted in helping youth develop positive character and purpose. She worked as a consultant in an urban school, opening her eyes to the intricacies of systems-level work and the importance of collaborative change.
Dr. Murphy has worked as a school psychologist for Grades K through 12 and feels inspired each day by the potential of her students to be the leaders of the future. Whether facilitating groups, individually counseling, consulting with teachers, coaching parents, or engaging in committee discussions, Dr. Murphy embeds her passion for social-emotional learning and development within each part of her work. At St. Joseph's College, she teaches classes based on adolescent development and personality, which align with her passion for supporting student growth.
Dr. Murphy's research targets youth leadership, self-efficacy, perseverance of effort, and student voice. She has trained teachers, administrators, and fellow psychologists in social-emotional curricula, embedding behavioral, emotional, and social competence into multitiered systems of supports and formulating social-emotional character development plans. Dr. Murphy has presented at conferences such as the National Association for School Psychology and APA Division 36 (Religion and Spirituality). She has been published in professional journals such as The Middle School Journal and Evaluation and Program Planning, highlighting a preventive youth leadership "Ambassador" program and the importance of preparing youth for social action. With experience in training youth leaders and supporting the implementation of social-emotional curricula, she is committed to ensuring youth establish positive character skills through programming and intentional, coordinated school supports.
Kellie A. McClain, PsyD, is a practicing school psychologist for the River Edge School District and a Senior Consulting and Field Expert at the Social-Emotional and Character Development (SECD) Lab at Rutgers University. She earned her doctoral and master's degrees in School Psychology from Fairleigh Dickinson University and a Bachelor's degree with a dual major in Psychology and Criminal Justice from Rutgers University. It was through these years of study that Dr. McClain developed a passion for helping at-risk youth through preventive measures. This passion is what led her to become a curriculum writer and consultant for the MOSAIC program, a social-emotional learning (SEL) program that helped bring Morning Classroom Conversations to life. Over a three-year span, Dr. McClain worked closely with students and teachers in multiple MOSAIC pilot schools and consulted around what is now known as Morning Classroom Conversations.
Dr. McClain's experience working with students and teachers in urban areas has further deepened her passion to provide children with the tools they need to succeed both within and beyond the classroom. Dr. McClain actively incorporates several SEL and SE CD strategies in her current daily work as a school psychologist, with children ages 5 to 21. She specializes in professional development training with middle school teachers and administrators who are looking to incorporate SEL into their students' learning in a cohesive, systematic way.
Dr. McClain's research on the effects that student-teacher relationships have on SEL and academic achievement was published recently in the journal Research in Middle Level Education. Dr. McClain is committed to using her knowledge and experience to continue to help educators prepare students to tap into their full potential and live successful and purposeful lives.
He writes a blog on SECD for Edutopia (www.edutopia.org/profile/mauricej-elias) and can be reached at secdlab@gmail.com. His Twitter handles are @SELinSchools and @SECDLab.
Take a look at a review on The Other Side of the Report Card from the New Jersey Association of School Psychologists at https://us.corwin.com/sites/default/files/review_of_the_other_side_njasp_0.pdf.
Nina A. Murphy, PsyD, is a practicing school psychologist in Three Village Central School District, adjunct professor at St. Joseph's College, and Senior Consulting and Field Expert at the Social-Emotional and Character Development (SECD) Lab at Rutgers University. Dr. Murphy has had a commitment to supporting positive youth development since she can remember but learned, during her graduate work at Rutgers Graduate School of Applied and Professional Psychology and in the SECD Lab that this passion was targeted in helping youth develop positive character and purpose. She worked as a consultant in an urban school, opening her eyes to the intricacies of systems-level work and the importance of collaborative change.
Dr. Murphy has worked as a school psychologist for Grades K through 12 and feels inspired each day by the potential of her students to be the leaders of the future. Whether facilitating groups, individually counseling, consulting with teachers, coaching parents, or engaging in committee discussions, Dr. Murphy embeds her passion for social-emotional learning and development within each part of her work. At St. Joseph's College, she teaches classes based on adolescent development and personality, which align with her passion for supporting student growth.
Dr. Murphy's research targets youth leadership, self-efficacy, perseverance of effort, and student voice. She has trained teachers, administrators, and fellow psychologists in social-emotional curricula, embedding behavioral, emotional, and social competence into multitiered systems of supports and formulating social-emotional character development plans. Dr. Murphy has presented at conferences such as the National Association for School Psychology and APA Division 36 (Religion and Spirituality). She has been published in professional journals such as The Middle School Journal and Evaluation and Program Planning, highlighting a preventive youth leadership "Ambassador" program and the importance of preparing youth for social action. With experience in training youth leaders and supporting the implementation of social-emotional curricula, she is committed to ensuring youth establish positive character skills through programming and intentional, coordinated school supports.
Kellie A. McClain, PsyD, is a practicing school psychologist for the River Edge School District and a Senior Consulting and Field Expert at the Social-Emotional and Character Development (SECD) Lab at Rutgers University. She earned her doctoral and master's degrees in School Psychology from Fairleigh Dickinson University and a Bachelor's degree with a dual major in Psychology and Criminal Justice from Rutgers University. It was through these years of study that Dr. McClain developed a passion for helping at-risk youth through preventive measures. This passion is what led her to become a curriculum writer and consultant for the MOSAIC program, a social-emotional learning (SEL) program that helped bring Morning Classroom Conversations to life. Over a three-year span, Dr. McClain worked closely with students and teachers in multiple MOSAIC pilot schools and consulted around what is now known as Morning Classroom Conversations.
Dr. McClain's experience working with students and teachers in urban areas has further deepened her passion to provide children with the tools they need to succeed both within and beyond the classroom. Dr. McClain actively incorporates several SEL and SE CD strategies in her current daily work as a school psychologist, with children ages 5 to 21. She specializes in professional development training with middle school teachers and administrators who are looking to incorporate SEL into their students' learning in a cohesive, systematic way.
Dr. McClain's research on the effects that student-teacher relationships have on SEL and academic achievement was published recently in the journal Research in Middle Level Education. Dr. McClain is committed to using her knowledge and experience to continue to help educators prepare students to tap into their full potential and live successful and purposeful lives.
Content
Foreword
Acknowledgments
About the Authors
Chapter 1: The Art of Conversation: Building and Reinforcing SEL Skills and Civil Discourse
Chapter 2: Morning Classroom Conversations Instructional Framework
Chapter 3: Preparation and Introduction of Morning Classroom Conversations
Chapter 4: Setting the Foundation for Morning Classroom Conversations Through Practice
Chapter 5: Guiding a Successful Group Discussion From Start to Finish
Chapter 6: Alternative Implementation Options
Chapter 7: Individualizing Your Morning Classroom Conversations
Chapter 8: Three-Year Developmental Progression
Chapter 9: Implementation Considerations for Lead Teachers and/or Administrators
Appendices
References
Acknowledgments
About the Authors
Chapter 1: The Art of Conversation: Building and Reinforcing SEL Skills and Civil Discourse
Chapter 2: Morning Classroom Conversations Instructional Framework
Chapter 3: Preparation and Introduction of Morning Classroom Conversations
Chapter 4: Setting the Foundation for Morning Classroom Conversations Through Practice
Chapter 5: Guiding a Successful Group Discussion From Start to Finish
Chapter 6: Alternative Implementation Options
Chapter 7: Individualizing Your Morning Classroom Conversations
Chapter 8: Three-Year Developmental Progression
Chapter 9: Implementation Considerations for Lead Teachers and/or Administrators
Appendices
References