Utilization of Morning Circle Routines and Social Emotional Strategies of Teachers in Alaska as a Foundation of Continuous Improvement Framework

Abstract Aim: Enhancing student participation, classroom rapport, and diversity continues to be a crucial concern in educational environments. In order to address these problems, the study intended to systematically execute morning circle activities. Methodology: The research investigated the use, difficulties, and sustainability of morning circle routines and socio-emotional interventions using a mixed methods methodology called the Sequential Exploratory Model. Participating instructors ranged across grade levels from kindergarten to twelfth, and they offered their perspectives through questionnaires, focus groups, interviews, and observations. Results: The combined results show that morning circle activities greatly improve classroom atmosphere by encouraging diversity, security, trust, and respect for one another. Pupils were more engaged and participated in class as a result of teachers reporting better relationships with their pupils and a stronger sense of community. Thoughtful decision- making and mindfulness techniques were among the areas the study found that needed improvement. Conclusion: For the purpose of maximizing the execution of morning circle activities, specific interventions and cooperative efforts are suggested. The significance of morning circle practices in promoting holistic student well-being was highlighted by correlation studies, which revealed strong positive connections between them and numerous elements of student development as well as socio-emotional techniques. Keywords: Morning Circle Routines, Social Emotional Strategies, Classroom Rapport, Inclusivity, Student Participation