July - Using Daily Check-Ins

Children come to class with various emotions, even if those emotions are not obvious at first. It's important to realise that we may not be aware of what has happened to them before they arrive. This is particularly important after a weekend or a long break like a holiday.

Having a check-in time is a helpful way to make sure everyone feels safe, listened to, and appreciated at the beginning and end of each day. It also helps to create a sense of order in the whole class.

So:

1. Set the Tone

Greeting and Welcome: Start the day with a warm greeting to each student as they arrive. This can be as simple as saying good morning or using each student’s name.

Share a Positive Affirmation

2. Think about Routine

You might use:

• Emotional Scales: Use a visual aid like a mood meter or emotion scale where students can indicate how they’re feeling.
• Share Time: Allow pupils a few minutes to share their feelings. This can be done verbally in a circle time format or through written responses on sticky notes or journals.

3. Use Reflective Questions

Prompting Questions: Ask open-ended questions such as:

• "How are you feeling today?"
• "Can you share something that made you feel that way?"
• "What can we do to make today better?"

Personal Reflection: Give students a moment to reflect on these questions silently or write their thoughts down.

Group Discussion or Activity

Peer Sharing: Encourage students to share their feelings with a partner or small group. This builds empathy and understanding among peers.

Class Discussion: Have a brief class discussion where a few volunteers can share their feelings and experiences. Ensure this is a safe space where students feel comfortable sharing.

You may choose to use activities such as a feeling check-in, breathing exercises, a meditation-type activity, mindfulness, mindful play-dough time, or mindful colouring.

5. Teacher’s Response

Validation: Validate students' feelings by acknowledging them. For example, "I understand that you’re feeling anxious because of the upcoming test. It’s okay to feel that way."

Support: Offer support and strategies for managing emotions such as breathing techniques

6. Closing

Positive Closure: End the check-in with a positive activity, such as a short mindfulness exercise, a quick game, or a gratitude-sharing moment.

Follow-Up: Let students know that you are available to talk one-on-one if anyone needs further support.

7. Consistency

Daily Routine: Make the emotional check-in a consistent part of the daily routine so that students know they have a dedicated time each day to express and manage their emotions.

Remember:

During check-in time, your role is to hold the space. It can be challenging if pupils bring difficult feelings with them - we care about the children in our care and may have the urge to "fix" their problems or "cheer them up." However, this time is not for that. It is a time to allow, accept, validate, and reflect back. You want the child to feel that you are a "safe" grown-up who is not scared of any big or difficult feelings.