Morning Meeting Positive Community Uncategorized
Private conversations with students are an essential part of building trust, addressing concerns, and supporting social-emotional growth. Whether it’s checking in with a student, resolving a conflict, or helping a child reflect on their behavior, finding the right time and space for these conversations can be challenging in a busy school day. The strategies below offer practical ways to create moments for meaningful one-on-one dialogue—without disrupting classroom routines or sacrificing instructional time.
Brief check-ins can often happen during regular class time. However, when a longer or more focused conversation is needed, a designated quiet corner can be an effective setting, especially with younger students. This space should be intentionally designed with soft, comforting items—such as a bean bag chair or stuffed animals—to help children feel calm and secure.
The best time to hold these private conversations is when the rest of the class is engaged in independent work or choice time. Once students are settled, invite the child to the quiet area. Have the student face inward while you sit facing out toward the classroom to create a sense of privacy while still allowing you to monitor the class. This setup balances the need for confidentiality with the practical demands of classroom supervision.
When addressing behavioral or relational challenges, it is essential that both the student and the teacher have the opportunity to talk directly and privately. School counselors can support this process by offering to step into classrooms and provide brief coverage—for example, leading a read-aloud or a short activity—so the teacher is free to meet with a student. If a private setting is needed, the counselor’s office or another quiet space in the school can be made available. Offering this kind of logistical support helps ensure that meaningful conversations can happen without disrupting classroom routines.
Lunch and recess offer valuable opportunities for private conversations with individual students or small groups. These times are especially useful for addressing more complex issues that require extended attention and emotional readiness.
Consider holding a “walk-and-talk” during recess duty, or invite students to eat lunch in the classroom. Meeting outside of instructional time allows for a more focused and unhurried conversation. It also gives students time to reflect, cool down, and prepare for a more productive dialogue. These moments of individual attention can be both impactful and reassuring for students.
Providing students with options for when to meet (such as before school, during lunch, or after dismissal) can help them feel more comfortable and in control of the conversation. While many students prefer lunchtime or after school, some may be more open and ready to talk first thing in the morning.
In schools where early entry is restricted, you can create a simple system to allow select students to enter the building for scheduled conversations. One effective method is to use a visual signal, such as a colored index card, given to the student the day before. The student presents the card to the arrival staff as a prearranged signal that they have permission to go directly to the classroom. This small but thoughtful structure ensures that meetings can happen smoothly without confusion or interruption.
Suzi Sluyter, Susan Titterton, Mike Anderson, and Gail Zimmerman contributed to this article.