Good Morning Wave
Students should be sitting in a circle so all students can see each other. If students will remain at their seats/ desks, model for students how they will turn their bodies to face each speaker during the greeting. Once everyone is ready, the teacher greets each student one at a time by saying “Good morning, [blank]!” Classmates wave and echo the teacher’s greeting until all students have been greeted. 

Another Variation: Have students introduce themselves by saying and waving “Good morning! My name is [blank].” The class responds with “Good morning [blank].” and a wave.

“What colors do you like?” or “What is your favorite color?”

I like the color(s) [blank]. 

Red Light, Green Light
Have students stand in their spaces. When you, as the traffic controller, say “Green light,” everyone starts dancing and wiggling around. When you say “Red light,” everyone has to freeze. Repeat.

Teacher Note: Consider a red and green visual to help students understand and engage with the activity. 

[Date]
Good morning!
Today is our first day of [blank] grade.
Let’s have a great day! 
[Closing and signature]

Wave Greeting

• SAY: “Good morning [insert grade, i.e. 3rd graders]. Just like yesterday, each morning we will have a morning meeting. During the morning meeting, we will greet each other, share about ourselves, do an activity, and I will have a message for you. 
• SAY: We are going to introduce ourselves and wave hello to each other as we say each other’s names. I will turn to the person on my right and say “Hello my name is [blank].” They will wave back and Say, “Good morning [blank], my name is [blank]. I will say “Good morning [blank] and return the wave. We will continue around the circle until everyone is greeted.

Teacher Note: Reinforce key social and emotional learning skills you want to emphasize (i.e. making eye contact, using an audible voice level, a friendly tone, using each other’s name etc.)

Partner Share

• Review some of the activities you completed on the first day of school. 
• Put students into partnerships with the person sitting next to them. Have students complete this sentence stem: “My favorite part of the first day of school was[blank] ” or “Something that stuck out to me on the first day of school was[blank]”

Just Like Me

• The person leading the activity stands and names an interest, information about their family, or experience that other students might share. For example, “I like to paint”, “I have a younger sister” or “I used facetime to talk to my family this summer”.
• Everyone to whom the statement applies stands up and says, “Just like me!” and then sits down again.
• The leader reads another statement and participants again respond.
• The activity continues through a predetermined number of statements.
• The teacher begins by saying, “I am now in the [insert grade]”
• Take volunteers to share a few statements or the teacher can continue to make statements.

Chorally read the message. 

Good morning [insert grade, i.e. 3rd graders], 
Today we will continue to learn more about each other. We will practice our class attention signal. We will continue to learn about routines and expectations to make our class a fun and safe place to learn!
Let’s have a great day!  
Your Teacher

Rainbow Wave
Set a 1 minute timer. Students walk around the room greeting all of their classmates “Good morning [blank].” using a rainbow wave. (hands up at top of rainbow and go down in an arch). 

SAY: Rainbows come out after it rains. What is your favorite type of weather?

My favorite weather is [blank]. 

Teacher Note: Post pictures with labels on a google slide to give students a visual. 

Pop!
Students stand in a circle. The teacher picks a number to count to. Whenever you get to that number (i.e. 7, the student says Pop! And sits down instead). Then, the next person starts over at 1. Keep playing until the last student is standing. 

Teacher Note: You can also keep the count going and stop at multiples (i.e. multiples of 5–5, 10, 15, 20).

[Date]
Good morning!
A rainbow wave is a great way to greet others in the hallway silently, today, if you see someone you know while walking in the hallway. Try greeting them with the rainbow wave.
Let’s have a great day! 
[Closing and signature]

Knock, Knock Greeting
Have students form a circle. The teacher can go first and then continue around the circle to the right. 
Student 1:  Knock knock! 
All:  Who’s there?!
Student 1:  (says first name)
All (first name who?)
Student 1: (says first and last name)
All: Good morning (repeats first and last name)

Turn to your partner and finish this sentence in 5 words or less. “This morning I [blank].”  

Optional: Give students a few examples or have a student volunteer offer an example. (i.e. “This morning I hugged my dog.”; “This morning I wanted to sleep longer”, “This morning I made breakfast for my brother”). Having students count words on their fingers is also helpful.

20 Questions 
Teachers are encouraged to model the first round, then select student volunteers to lead the following rounds. 

Lower Grades

• Give students an object in a given category (categories might include: animals, vegetables, school, toys, etc.). Tell the class which category the mystery object fits into. Optional: brainstorm types of questions the students might ask. For example if the object is a “desk” in the category of “school” students might ask questions such as: “Is it something we use every day? Is it in every classroom? etc. 
• Have one student ask a Yes or No question to try and guess what the object is. Continue until 20 questions have been asked or the object has been guessed.
• Have the students guess the mystery object after they have asked all of their 20 Questions. If the object has not been guessed within three tries, have the student reveal the mystery object.
• 10 questions might be more sustainable for lower elementary students.

Upper Grades

• Think of an object that can be classified as an animal, vegetable, school, toy, etc. Tell the other students which category the mystery object fits into.
• Have one student ask a Yes or No question to try and guess what the object is. Continue until 20 questions have been asked or the object has been guessed.
• Have the students guess the mystery object after they have asked all of their 20 Questions or reveal the mystery object.

Good morning detectives,
Asking questions can help us find out more information. Today we will play 20 questions. As we play, it is important to listen to your classmates when they ask questions. You might find an answer that you need too! 
Have a terrific Tuesday! 
Your teacher 

Shake It Greeting

• Have students stand in the circle
• Going around the circle, students say good morning by shaking feet, ankles, elbows, pinkies etc. 
• The teacher can assign one for the greeting or students can choose which one they’d like to use from a list.  . 

Class Brainstorm

• Turn to your partner and share something positive you can say or do to a friend if they made a mistake. (i.e. “Its ok, we all make mistakes, are you ok?”)
• Give students time to brainstorm with their partner.
• Have student volunteers share ideas with the whole class.
• Optional: make a list of all responses to use as an anchor chart throughout the year.

Teacher Note: Use reinforcing language on things you noticed while partners were talking. For example, “I noticed partners saying, “looking at each other to show they were listening” or “I noticed partners taking turns talking.”

One, Two, Three Clap
Place students in groups of 2. The same partners face each other during each of the three rounds. 

Round 1: 

• With your partner, count to three over and over again, with each partner saying the next number in the sequence. (Model slowly with a partner.)
• After one or two minutes, give the quiet signal. 
• Follow Up: When you were playing, how many of you made a mistake? What did you do when you made a mistake?" (Common answers: “Laughed” or "Said sorry" or “Pulled back.”)
• SAY: These are all ways that people give cues to the group that say, "I've got this. I'll laugh at myself or apologize as my way of handling making a mistake." 

Round 2: 

• Explain that for this round, pairs should replace the number “1” with a clap and then continue the number sequence “2-3" counted out loud (Clap-2-3, Clap-2-3, etc.). 
• Model slowly with a partner. During the modeling purposefully make a mistake, such as saying “1” instead of clapping after “3.” Raise your hands in the air and say, "Tah-dah!" 
• Once everyone has had a minute or two to play, use your quiet signal to call the round to a close. Ask, "How did it feel to make a mistake?" 

Additional Rounds (If desired)

Round 3: 

• Explain that in this round, participants should clap for “1,” replace the number “2” with a foot stomp, and say “3.” (Clap, stomp, 3; Clap, stomp, 3; etc.). 
• Model this with a partner and purposefully make a mistake, such as saying “2” instead of stomping. You and your partner now give each other double high-fives and shout, “Tah-dah!” together, and start over again. 
• Once everyone has had a minute or two to play, call the round to a close with your quiet signal.  

Good morning team,
Today is the last day of August. During our day today we will create positive energy by encouraging each other. We will listen and cheer for each other even when we make a mistake. When we work together we can do our best. Have a wonderful Wednesday!   
Tah-dah!
Your Teacher

Nonverbal Greeting

• SAY: “People around the world greet each other in different ways. Common ways to greet others include (model each) a handshake or hand wave, while others bow or show other signs of respect toward each other. Today we will use our bodies to communicate “Hello” to your classmates. 
• Ask for a student volunteer to model this greeting with you
• Give students 30 seconds to silently think about which greeting they might use and how they will move around the classroom safely and greet other students respectfully.
• Have students move around and greet each other using a wave, a bow, high five, put your hand on your heart while looking at your classmate, or shake hands.”

Teacher Note: use reinforcing language after activity based on what you saw. Examples might include: walking, greeting lots of different peers, facing the person being greeted etc. 

Partner Share

“How can you tell if someone is happy?  How can you tell if someone is upset?”

Optional: share out a few ideas with the whole class

Emotion Charades  

This can be played as a whole group or in smaller groups. 

• Invite students to come up with a list of emotions (5-10), and write them on the board. If it is helpful, draw emojis to match the listed feelings. Try to have about the same number of enjoyable feelings.
  
  Here are some examples:
  
  Enjoyable Feelings: Happy, Excited, Relief, Peaceful, Curious, Surprised, Loving 
  
  Uncomfortable Feelings: Frustrated, Confused, Fear, Bored, Lonely, Annoyed, Sleepy
   
• Demonstrate how to act out one of the emotion words, and have the group guess.
• Ask a student volunteer to come to the front of the room and select one of the feeling words that is listed on the board. That child will then face the other group members and act out the emotion using facial and body expressions. 
• Have the rest of the class raise their hand to guess which feeling it is. 
• The student who correctly guesses the feeling will get to go next or you can ask for another volunteer. 
• Put a check mark next to each word as it is used, and continue playing until all the words in the list have been acted out, or as many fit in your time frame.
• SAY: Throughout our day today, notice how yourself and others use body language to communicate how they are feeling. We will talk more about it at Closing Circle. 

Good morning class, 
Our bodies and faces can communicate or show how we are feeling.  It can be hard to know how others are feeling. We can use body cues to help us learn more. Think about how you are feeling today. Draw how you are feeling in the space below:  
Smile, 
Your teacher  

Name and Motion - Feelings Edition

• SAY: Think about how you are feeling today. We are going to go around the circle, say our names, and make a motion or facial expression representing how you are feeling today.
• Give a few examples of how students could be feeling: happy, tired, excited, curious, calm, overwhelmed, energetic, proud, nervous, confident, etc.
• Model saying your name with motion, e.g., "I'm [teacher] and I feel excited (demonstrate an excited facial expression and motion).”  
• Have the class say good morning [student’s name] and mimic their facial expression or motion
• Continue around the circle until everyone is greeted

Partner share
“What helps you feel welcome at school?  What makes you feel welcome when working in a small group?”

Back to Back: An activity to build self awareness and communication. 

Materials: Paper, coloring utensils, and pictures of random objects. Give each group pictures so they can randomly choose what to describe to their partner. 

• Have two students sit back-to-back
• One student has an object and the other has colored pencils and paper. 
• The student with the object must describe it in as much detail as possible, without directly saying what it is.
• The second student must draw the object as best they can, based on the communication of the student with the object.
• After an allotted amount of time reveal the pictures and switch roles

Ask students about their communication during the activity. What was helpful? Were there any issues with communication you had to work through? Allow 2-3 students to share. 

Good morning communicators! 
Today we will practice communicating with each other. Good communicators listen carefully, speak clearly, and consider the feelings of others. Think about how you can be a positive communicator today.
Have a Terrific Thursday! 
Your Teacher

Day 2 of Hullabaloo

Post the same chart as yesterday or create the new one below:

• Column 1:Ways to Move
  • Waddle
  • Hop
  • Walk like a movie star
  • Dance
• Column 2: Ways to Greet
  • Food five
  • Wave
  • Bow
  • Air High Five
• Column 3: Topics to Share
  • Favorite candy
  • Favorite season
  • Favorite game
  • Favorite TV Show

• Call out a direction from each category on the chart. For example, “Tiptoe, handshake, favorite book.”
• Students tiptoe around the room to find a partner and greet them with a handshake. Partners then tell each other their favorite book.
• Ring a bell to signal a new round. Call out three new directions. Students move, greet, and share in those designated ways.
• Continue for three or four rounds.

Partner Share
“Share with a partner a time that you felt frustrated or upset. What did you do to feel better or less frustrated?” 

Grounding Exercise

• SAY: “Today we will explore a mindful practice called a grounding exercise. Grounding exercises are simple activities to help you connect with the present moment. They are helpful in situations where you find yourself overwhelmed or need to focus. In this activity, we will explore our world using our five senses. We will use sight, hearing, smell, taste, and touch – to reconnect our mind and body in the present. Our senses can help remind us we are calm and capable!”
• With a partner name the following things:
  • 5 Things You See
  • 4 Things You Feel
  • 3 Things You Hear
  • 2 Things you Smell
  • 1 Thing you Taste
• Optional: Teacher can record answers for the whole group.
• Give the example, “I might use this before the start of the school day. I take a moment to focus on the day ahead.” 
• Whole group discussion: When might be a good time during the school day to use your senses and be connected?

Good morning peaceful students! 
Today we will practice being mindful. We will use our five senses (sight, hearing, smell, taste, and touch) to help us connect with the present and take charge of big feelings. Try using your five senses during class today to stay focused. When you connect with your mind and body, you can do anything!
Have a mindful day! 
Your Teacher

Say Your Name

• The whole class begins chanting the refrain: Say your name and when you do, we will say it back to you!
• The first child then says his or her name aloud: Melanie!
• In unison, the whole class repeats the name: Melanie!
• The whole class chants the refrain again as the greeting continues around the circle.

Partner Share
“What is something encouraging you can say to yourself if you feel uncomfortable (i.e., nervous, worried, etc.)?” 

Optional: give students a few examples, make a list of statements for students to see, and then have students choose one encouraging statement to share as you go around the circle. Examples might include:

• I can do this!
• I believe in myself.
• I am strong.
• I am a problem solver.
• I can do hard things.

Brain Break

Materials needed: mindfulness bell, online tone, etc. 

• Explain that our breath can be used to calm our bodies and steady our minds. 
• Ask participants to bring awareness to their breathing when you sound a tone. It may be helpful for participants to place their hands on their bellies and notice the gentle rising and falling of their breath. 
• Invite them to either close their eyes or to rest them by looking at a spot they choose across the room. Remind them there is no need to try to breathe in any special way, but to just notice how their own breathing is happening right then.
• Gently sound a triangle or bell or verbally signify the end. 

Teacher note: Oftentimes our bodies can be present but our minds are elsewhere. Asking participants to focus on a simple action helps everyone become fully present.

Good morning mindful learners,
Taking a minute to focus on our breathing is a helpful tool. It gives us a chance to take a break, which can help us clear our minds when we feel uncomfortable. There are many other ways to take a break like listening to music, reading, or taking a short walk. How do you like to take a break? Draw or write an idea below:
Have a wonderful day! 
Your Teacher

Doing the Wave

• Students stand with one arm extended toward the classmate on either side of them and with palms touching (or palms facing but not touching).
• Turn to the student on your left and say, “Good morning, Sara.” Sara greets you back. You both then raise your arms in a wavelike motion.
• Sara turns to the student on her left and they greet each other in the same way, with the same motions.
• Continue in this way so that the wave makes its way around the circle.

Partner or Around the Circle Share
“Feel Good Friday! Share something great that happened this week or something you are looking forward to this weekend!”

Positive Affirmation! 
SAY: Sometimes we all need a little reminder of our strengths especially during challenging times. We are going to create classroom reminders or positive affirmations to help focus positivity. 

• Have each student complete the sentence “I am…” on a post it note, note card or other piece of paper. 
• Allow students to think and reflect for 1-2 minutes as they think about a positive adjective. 
• Optional: Share some examples such as, strong, calm, happy, kind, capable, confident, a good friend, smart, honest, helpful etc.
• Students are encouraged to write, draw, or remember their word to share. Also, teachers are encouraged to provide a list of adjectives to help students if necessary.  
• Have students share their “I am…” statements in small groups or whole group. 

Happy Friday positive class! 
We are Strong! This week we opened our minds and hearts to each other. Positive words can help us stay strong even when times are challenging!  We are a kind, wonderful, fantastic, and positive class! 
Stay Strong!
Your teacher 

Action Greeting

• Have students think of actions they can do safely in their space, such as jumping, twirling, stomping, skipping, etc. 
• Students pick one action for their greeting and give a thumbs up when they’re ready. Tell students it’s OK if someone picks the same action.
• Begin by saying, “Good morning, I’m [blank]” while doing an action (for example, jogging in place). Students will respond with “Good morning, [blank]” while repeating your action. Continue around the circle until everyone is greeted. 

Around the Circle Share

SAY: “This week we are focusing on ways to help ourselves and each other. Who is someone you like to ask for help when you need it?” 

Mental Vacation 

• Invite students to close their eyes (optional). Tell students to imagine a vacation destination that they would like to visit. Give students a minute or two of quiet think time.
• Encourage students to imagine the sights, sounds, and smells around them.  
• If students' eyes are closed, ask them to open their eyes.
• Call on a few volunteers to describe their vacation spot.
• Follow up by discussing how visualizing relaxing images can help us stay calm and focused.  

Good morning helpers! 
This week we are focusing on helping each other. We are not only learning about when we should ask for help, but thinking about when we should help others. Pay attention to your peers today! If you see someone that looks like they may need help, offer! If someone offers to help you and you need it - try to let them! 
We are in this together!
Sincerely [Teacher]

Follow the Leader

• Students say “Good Morning!  My name is [blank]” and then they do an action (jumping jacks, run in place, clap, etc) 
• Everyone else must follow the leader and do the same action.
• Continue around the circle until everyone gets a turn.

Teacher Note: This is a movement filled greeting. Use interactive modeling to set up your class for success. Expectations to consider sharing with the class might include: staying in their own space while moving or motions that everyone will be able to do. 

Partner Share
“What are ways you can ask or show someone that you need help?”

When do I need help?

Materials: Paper and writing utensils (optional)

• SAY, “Everyone needs help sometimes, even grown ups! Today we will identify things that we are good at, these might be skills that you can help others with. We will call them “Can Dos”.Then we are going to come up with things we might need help with from a friend, trusted adult, caregiver or teacher.”
• Remind students to be respectful of others. SAY “It’s not always easy to recognize we may need help. As a class, we value all ideas.”
• Create a class list or have students create individual lists. Example chart below: 
• Ask student volunteers to share examples from each category.
• Have students reflect and share experiences in the Can Do category. Ask, “How did the skills become Can Do skills? Did they need help? Who helped them?” 
• Wrap up the activity. Say, “Tomorrow, we will look at our “I Need Help With” list and practice ways to ask for help. When we ask for help, we can become more confident in learning and trying new or challenging things!” 

 Teacher Note: The lists generated in this activity can be used to support activities on Thursday and Friday of this week. 

Good morning Helpful Students! 
We have many talents in this class.  There are many skills that we CAN DO! There are also many more things to learn. There may be a time when we need help in order to learn that new skill. Recognizing that we might need help is an important part of learning! 
Ask for help if you need it! 
Your Teacher

Closed Eye Greeting

• Students sit in a circle with their eyes closed.
• The teacher counts 1, 2, 3, open! When the students open their eyes, they try to make eye contact with someone across the circle. When they make eye contact, they get up to greet that person. 
• Students return to their spot in the circle
• Repeat, finding a new person to greet. 

Teacher Note: Consider sharing expectations with the class (i.e. “once you make eye contact with someone, greet them, even if it is not your best friend. If you notice a student has not been greeted, try to include them in the next round.”)

Partner Share
“Share a time when you helped someone like, a friend, family member, teacher, or teammate.”

Asking For Help 

Materials: Display a list of steps, digitally or written. 

• SAY: “Yesterday we created a list of skills that we can do and those we might need help with. Now that we can recognize that we might need help, we will learn how to ask for help.”  
• Review the steps for asking for help. 

1. Look at the person. 
2. Ask the person if he or she has time to help you. 
3. Clearly explain the kind of help that you need. 
4. Thank the person for helping. 

• Model how to ask for help with a student volunteer.
• In groups of 2-4, students will practice asking for help. 
• After the students have practiced, ask students to discuss ways they might ask an adult vs. how they might ask a friend for help (i.e., when to ask - during instruction or during a break, tone of voice, etc.) 

Good morning class, 
Today we reviewed how to ask for help.  Asking for help is a great way to learn more, hear directions again, and get support when something is challenging!  Remember to use these steps when asking for help.  We can ask each other for help as we grow and learn. 
We are helpful learners! 
Your Teacher

Ball Toss Greeting 

Materials: A ball suitable for tossing (stress ball, foam ball, etc.)

• Have students form a circle in the front of the room.  
• The teacher starts with the ball in hand and says, “Good morning, (name).” Then tosses the ball to that person. When the ball is caught, the person responds “Good morning, (name of person throwing).” Then greets another peer, “Good morning (name) and throws the ball. Continue until all peers have been greeted.  
• Before beginning, use interactive modeling to show how to throw the ball underhand and gently to a classmate.
• If social distancing protocols do not allow material sharing, invite students to share a special hand signal in order to select them to go next. 

Teacher Note: consider giving students a signal to indicate they have already been greeted (i.e. crossing your arms)

Around the Circle Share
“Share a way in which you can be a helper at school. Think of ways you can help others (i.e., pick up trash even if it’s not yours, wipe down a table in the lunchroom, etc.)”

Asking For Help Check In 

Materials needed: Painters tape or signs to designate three areas.

• With blue painters tape, make three big lines on the floor. Label them “I’m Confused”, “I’m okay” and “I am rocking!” (Or post signs in 3 areas around the room)
• SAY: “This week we have learned more about asking for help. We have learned to recognize areas in which we might need help, who to ask for help, and ways to ask for help. Sometimes asking for help can be easy while other times it can be hard. Remember it's ok! We can help each other when we get stuck! Let's reflect on our  week.”
• Invite students to form a human bar graph by standing on the line (or standing near each sign) that best represents their current level of understanding after each statement is read:
  • I know how to ask for help.
  • I know how to recognize when I need help.
  • I can recognize a good time to ask for help.
  • I can ask my friends for help.
  • I can ask trusted adults for help.
  • I know how to help others. 

Teacher Note: Use interactive modeling to show how to safely walk around the classroom when students are moving in different directions. Consider also modeling how to say “excuse me.”

Greetings Learners! 
What a helpful week we have had! We have learned to identify when we need help, how to ask for help, and how we can help others. As we head into the weekend, how can you help others this weekend at home or in the community? Write or draw an idea below:
Happy Friday! 
Your Teacher

Ball Toss Greeting day 2
Materials: A ball suitable for tossing (stress ball, foam ball, etc.) 

• Follow the Ball Toss Greeting instructions from last week
• Optional Variation: After all students have been greeted, tell students to remember who they threw it to and who threw the ball to them. 
• Time students to see how fast they can toss the ball around the circle.
• Repeat to see if students can beat their time.
• Remind students of your expectations of throwing the ball underhand and gently.

Teacher Note: For the variation, ask students how they can be respectful if someone drops the ball? Share some ideas if they have not already been said (i.e. saying “good try” or “that's okay!”)

Partner Share
“Share a time when you had to keep trying, or persevere, when learning something new.  Examples might be learning to ride a bike, tying shoes, learning to play an instrument, playing a sport, etc.”

One, Two, Three Clap
Place students in groups of 2. The same partners face each other during each of the three rounds.  

Round 1: 

• With your partner, count to three over and over again, with each partner saying the next number in the sequence. (Model slowly with a partner.)
• After one or two minutes, give the quiet signal. 
• Follow Up: When you were playing, how many of you made a mistake? What did you do when you made a mistake?" (Common answers: “Laughed” or "Said sorry" or “Pulled back.”)
• SAY: These are all ways that people give cues to the group that say, "I've got this. I'll laugh at myself or apologize as my way of handling making a mistake." 

Round 2: 

• Explain that for this round, pairs should replace the number “1” with a clap and then continue the number sequence “2-3" counted out loud (Clap-2-3, Clap-2-3, etc.). 
• Model slowly with a partner. During the modeling purposefully make a mistake, such as saying “1” instead of clapping after “3.” Raise your hands in the air and say, "Tah-dah!" 
• Once everyone has had a minute or two to play, use your quiet signal to call the round to a close. SAY, "How did it feel to make a mistake?" Allow students to share. SAY “We all make mistakes from time to time. It is important to persevere and keep trying when we do!”

Additional Rounds (If desired)

Round 3: 

• Explain that in this round, participants should clap for “1,” replace the number “2” with a foot stomp, and say “3.” (Clap, stomp, 3; Clap, stomp, 3; etc.). 
• Model this with a partner and purposefully make a mistake, such as saying “2” instead of stomping. You and your partner now give each other double high-fives and shout, “Tah-dah!” together, and start over again. 
• Once everyone has had a minute or two to play, call the round to a close with your quiet signal. 

Good morning class! 
The word of the day is perseverance!  We will face many challenges this year. Sometimes we may need encouragement to stay focused and do our best. Remember, we can help each other and encourage each other! 
You’ve got this! 
Your teacher

Words of Encouragement

• SAY: “Our class encourages each other every day.  What are some kind words you can say to someone to help them work through a challenge?”
• Elicit a few responses (i.e. keep it up, nice work so far, you’ve got this!)
• SAY: “As we go around the circle, say something encouraging to each other either from the examples we discussed or a new one.”
• Continue around the circle until everyone has had a chance to participate. 

Say Your Name

• The whole class begins chanting the refrain: Say your name and when you do, we will say it back to you!
• The first child then says his or her name aloud: Melanie!
• In unison, the whole class repeats the name: Melanie!
• The whole class chants the refrain again as the greeting continues around the circle.

Partner Share
“Share with a partner a time you encouraged someone or someone encouraged you. Describe how you felt.”

Teacher Note: As partners chat, reinforce key listening skills that you notice.

Quote

• Put students into groups of 2-4 
• Write down the quote below for students to see and read it aloud
• Ask students to think about what this quote means to them.
  “IT ALWAYS SEEMS IMPOSSIBLE UNTIL IT’S DONE.”
  - Nelson Mandela
• Allow groups a few minutes to discuss ideas.  
• Call on volunteers to share their understanding. 

Good morning preserving students! 
Sometimes things that are difficult take time to practice before succeeding. While you might not be able to do a skill YET, one day soon, you WILL! 
Let’s encourage each other today! 
Your Teacher 

Compliment Greeting

• Students greet the student next to them and give them a compliment. 
• Before beginning, tell students that a compliment should be all about what someone does (vs. how they look or what they wear).
• Brainstorm a list of possible compliments. Examples might include: you are a hard worker, you always help clean up and take care of our materials, you are a good friend, you help others when they need it, you are a good listener etc.
• If students can’t think of one, help them choose a compliment from the brainstormed list.

Teacher note: Connecting compliments to how a student followed your classroom rules, might help teach how to give a compliment that is not based on their appearance. 

Around the Circle Share
“Share a song that motivates you or gives you energy.”

What Makes You Happy? 

• SAY: “Focusing on people, things, places, or activities that make us happy, can help us get through challenges.”
• Create a class list or have small groups create their own list of 10 things that make them happy. 
• Examples could be: best friend, your pet, a favorite food, playing a sport, drawing, dancing, listening to music. 

Good morning kind students! 
Today is thoughtful Thursday. This week you have shown kindness and encouragement to each other. Together we are a great team. 
Keep it up!  
Your Teacher