Facilitating Classroom Meetings

Educator builds a classroom culture that provides a safe learning environment, which encourages the growth of social and emotional intelligences.
Made by Jacobs Institute for Innovation in Learning at USD
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
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About this Micro-credential

Key Method

Educator hosts regular meetings in his or her classroom to build a positive, safe, and encouraging environment.

Method Components

Suggested strategies for hosting daily meetings

  • Designate a space and time to host a daily whole-group meeting in your room.
  • Set the tone for respectful learning.
  • Allow opportunities for student input and student interaction (see the Resources section for more examples).

- Greetings: Students greet each other by name, often including handshaking, clapping, singing, and other activities.

- Sharing: Students share some news of interest to the class and respond to each other, articulating their thoughts, feelings, and ideas in a positive manner.

- Group Activity: The whole class does a short activity together, building class cohesion through active participation.

- Student-led Discussions

  • Practice social skills that transfer to real-life situations in the school day.

- Relevant skills demonstrate cooperation, collaboration, respect, responsibility, and empathy.

Research & Resources

Supporting Research

  • Allen-Hughes, Lily. "The Social Benefits of the Morning Meeting: Creating a Space for Social and Character Education in the Classroom." (2013). http://files.eric.ed.gov/fulltext/ED541211.pdf

    The literature reveals the following 21st century skills need to be taught to students to facilitate their success in the future: problem solving, critical thinking, empathy, collaboration, creativity and respect. The literature supports the idea that a form of community building meetings, hosted frequently in the classroom, help promote necessary learning and social skills, empowering students both in academic and social settings. Student academic achievement is affected positively from the work accomplished in Morning Meeting and student behavior improves.
  • Mensah, Emmanuel. "Middle Level Students' Goal Orientations and Motivation." Journal of Education and Training Studies 3.2 (2015): 20–33. http://files.eric.ed.gov/fulltext/EJ1054934.pdf

    The study used a phenomenological lens to explore middle level classroom goal perceptions and classroom experiences that were pivotal in motivating students to achieve their learning goals. A thematic analysis of participants' perspectives showed that classroom lessons that are more engaging, teachers' positive disposition and personality, personal connection with learning experience, application of varied instructions, and supportive teacher relationships are key classroom experiences in driving middle level students to achieve their learning goals.


Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and an Exemplary score for Part 2.

Part 1. Overview questions

(300-word limit)

  • Please describe the student population that you facilitated classroom meetings for, including the following descriptors: grade level, demographics, number of students in each class, content area, schedule (block, periods, etc.).
  • Please describe all the systems and strategies you used to build in opportunities for daily meetings.

Part 2. Work examples/artifacts

Please submit work examples/evidence that were created while conducting classroom meetings (such as links to writing, audio, images, video, or other products), including such items as:

  • An annotated video displaying a classroom meeting
  • Student reflections on how classroom meetings have helped to build classroom culture

Part 3. Reflection

Provide a reflection on what you learned using the following questions as guidance (200-word limit):

  • What have you learned about classroom management, student achievement, or classroom culture while facilitating classroom meetings? Moving forward, how might your practice change as a result of what you have learned?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


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How to prepare for and earn this micro-credential - in a downloadable PDF document

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