 Okay. So we are going to go through the classroom rituals, but I want to just kind of talk a little more detail about what's in your classroom closet or cabinet. We lost a couple of you. Are you guys coming down on the door of your cabinets is where the attendance sheet lives? And, you know, chances are there's more than one class meeting in your room, so you'll have to find the attendance sheet that's yours. Karen was talking about the X method. That's what that looks like, but all of the classes that meet in this wing, you don't have to wait for a parent to check out their child. You can just, in the class, please keep them to the designated end time, which is 6 o'clock on Saturday, 10.30 to 12.30 on Sunday, because they may have a parent who's teaching and is not available to determine. But at that time, you can just have them leave and meet their parents out there. This is how she did it last year, and I think it will be similar. Karen had a list of, this is the no photo list, so that's how you can keep track of that. And it's for everyone in the program, so this is not just the list for people meeting in this class. We have to look to see your closet. And then there's also a list about the allergy and health concerns. So we have very much done away with snacks, because the allergy issue was just crazy. So we decided to just not do it. There are a couple of, I have full of lessons of holidays and holiday days that have food-related items because they're a part of that holiday. And Karen will take responsibility for getting all that food, and we'll make sure that we aren't getting anything that's going to cause an allergic reaction. So that's that. Are the parents, is their parents not taking action in that program? No, we do have a class list in your binder, and then there's all of them. Is it okay to leave it on the platform so that we have an easy radio program in Paris? Do you think your privacy matters? Maybe not, because it has their email and phone numbers and a lot of renters and people who use this space. And then these are what your name tag holders look like. They get tangled really easily. So, you know, the demo is always in the detail, right? And the details. This is a detail that we would really like you to pay attention to, because otherwise Karen is spending a ridiculous amount of time on tangling quotes. We could just put them all back in this little binder clip. And each class will have its own binder clip, so we can keep it separate. Yeah, that would be great. It just makes life a little easier for you and for Karen, because if she doesn't have time to untangle, then she gets untangled. You do. The closet will have a container with some scrap paper, construction paper. This is where you'll find your curriculum box that has a lot of lessons. You have cleaning materials in here. You have towels, cleaning materials, stuff. For those of you who are teaching holidays and holy days, your second semester is moral tales, and you each have a basket with props in it, and each week you share a story that has props associated with it. So that's your basket with props. There's a CD player that's kept in here. There are vinyl table cloths that we really would appreciate you using, because as you can see, our tables get really scoffed up and a lot of protective as much as we can, because they're ridiculously expensive. So please use the hoops. And these are good response. They say, be kind, be gentle, be patient, respect others. So, what's over wristbands? I'm going to wear one. They're cute. So, any questions about your closets? So what I'm talking about when I say classroom rituals is listed right there. Bringing the chime is lighting the chalice, sharing your opening words together. It's doing the wristband ritual. It's doing the check-in question that Barry referenced earlier. And you have the option of doing the check-in question or sharing joys and sorrows from the previous week. And then it's the closing wristband ritual and the closing words. So, you know, it's not like it's really long, but it's a substantive part of time with your class. So, as I mentioned, the rituals, they provide consistency from week to week, but I think it's really valuable. I think that they help to create a culture of respect in the classroom. It's a really nice transition into this space. You know, they've been sitting in there. They've been trying for a while, and this is a way for them to kind of get me quite different group. With the new wristband ritual, they have kind of setting expectations each week for how we're going to be community together. And I think an important piece of it also is that it helps to develop a UU identity. You know, that it's, this is, you're not going to do anything like this anywhere else except here. This is distinctly UU. So, it gives them sort of this shared UU language and experience that I think is really important. And in our little ways, we are really trying to create sacred space for them. And we don't have a lot of opportunities to do that, but the rituals are one way that we can kind of create a sacred space for them. And I think what you bring to that equation is really important. Like, if you take that seriously and you really present this as a sacred experience and those relics of our faith as being sacred objects, that they will embrace that as well. But it's putting those expectations forward and expecting them to rise to that I think is really important. And I think it's powerful. I think it can be really powerful. And I think that it can go a long way. And the hope is that if we take that really seriously and with a respect ritual, that it will help kind of cut off some of the behavioral things that would be so frustrating. So, I hope that you can become comfortable with the idea of creating sacred space in whatever ways that you do. I don't know if you want to talk about this now, but I just wonder, sometimes when I get a parent help or I've seen that the joys and sorrows or a lot of these rituals or a lot of children decide, oh, I'm not going to participate. And if one child does it, then it's three or four in a row. And this is like four-year-olds, five-year-olds, six-year-olds, seven-year-olds that I've seen. And I wonder if you have any opinion about how much of a requirement it should be. And maybe that's just the way of phrasing it. Now we're all going to put on a wristband. Versus, if you want to put on a wristband, you can put a wristband on. If you would like to share a joy or sorrow, feel free, but if you don't want to, you don't have to. Have you had conversations with a teacher in the past about how much pressure, but setting an expectation, how has that actually done? For the wristband, I would say everyone needs to put the wristband on. And there are some kids who, for whatever reasons, they need to kind of just sit off to the side. But I think the expectation still has to be that the wristband is our covenant with each other and they have to put the wristband on. I'm a parent of one of the kids who, she was, you know, from, I think, very far on. She shut down. And it really helped. I think I came to you and said, can you please ask the teachers to ask everyone to contribute something? So she's not singled out, but everyone does it. And it really helped her to get to know people in her class when she started talking and doing things. So it is helpful to bring them out a little bit. I think it's a good comment too to say, well, I'm not going to do it. It kind of goes against you and the whole purpose of being in the class. You're not going to be respectful. Those are real fundamentals. I think it's a good expectation to have because they participate. It's not like we're going to kick them out of class if they don't. But if you have someone that seems kind of continually reluctant, maybe the next time they're in class say, do you have any ideas, but we'll look at you as a new check-in question. What's something that you could like to know about the other kids in the class? Or maybe give them a little more ownership? Well, you continue to have the aids for us that have those words written out that we can hold up. That will be in the closet. They're up here. Oh, there it is. And then the wrist band control. Excellent. Other questions? I was just going to say, from my experience teaching the other kids, I really liked your idea of directing at each kid and inviting them. Because I think you're right, when they start to pass the chalice without not being able to look up but just sort of take it and pass it. So it's almost the teacher, each time, good morning Naomi. What's your joy and sorrow? Good morning. What's your joy? So they're being invited to the conversation when the chalice has passed for them. I think that's a really good idea. Work as well. Okay, so I'm with the classroom ritual room and then we'll actually do that, okay? So you usually get here like 15 to 20 minutes before class, not before class begins, before service begins, to set up, get everything together. What you'll do is, you'll take out your chalice and chai box. Some places it might say, I don't think they also take chalice and chai, but yeah, it's a topping stick. Every box has a little fabric for creating their altar and every box has a chai. So you'll get everything set up on the floor. All of these classrooms are prepared for you with a clear floor. That's the default. It'll be a table or two that's set up like this off to the side. But the default is that you have a clear floor to sit on. So if you have any knee issues or anything like that, feel free to take a chair. But basically, the rest of the people will be sitting on the floor. So you'll get that set up and then the kids will get released from the worship service. They'll come in here. I think it's kind of nice to have a teacher that's sitting on the floor that even can kind of welcome them in and start talking to them. It's up to you if you want to take attendance as they arrive and kind of just wait until things are underway and then somebody takes care of marking out the attendancy. It might make more sense to just let everyone filter in and start your circle. So they'll come in and then you'll bring your chai for the centering moment. You'll welcome any visitors or parent helpers. And this is in your binder, so you don't have to remember on this. This is in your parent helper. Select the child to light the chalice for the day. Then you'll read your opening words which are hanging on the board here and light the chalice. And then you'll do the wrist bend ritual. And every class will have a basket of wrist bands like this. And it'll be a process of passing this around. So I'm the teacher. I start. We have the words that we say as part of the wrist bend ritual. And for the little kids, for the K1 kids it makes more sense to just have them repeat after you. So in this sacred space and then they can stay in this sacred space through our actions and our orders and they can stay through our actions. For the older kids, you probably they can just read what's on there and it shouldn't take too long for them to memorize it. So what I would do is I would hold this out to Harry. Harry would take a wrist band or two put it on. They have small hands and then take the basket and then he would hold it up to Kilda. And it would go around and around quite fat until everyone in the room has a wrist band. And this may seem like a small thing but I'm going to believe that it's a big thing. That just that sort of that to say that these the values that are expressed on the word to the wrist band are important to us but it's also just a way of connecting with each other, however briefly to look someone in the eye and offer them something and then for them to offer something to someone else. It's a small token but it's a more token and I think it creates a stronger sense of community in a classroom to be able to share with that and kind of do the reverse process at the end. So that's sort of where that whole idea of the wrist band ritual was born of this desire to have the kids connecting in a more beautiful way together. So when I first came up with that I had people putting the wrist bands on each other and then it became complicated. It was a little too ambitious but still being able to just like present the basket I think is a nice way of just connecting. Okay. If you do that, so now you have let your chalice, you've said your opening words you've said your ritual your wrist band ritual words then you do your check-in or your voice and sorrows and I ask that teachers always write up the agenda for the day. I think that visual is really important for kids. It's really important for a lot of adults and so I don't want to put that on their dry erase board. So go over what the agenda is for the day and then before you move into your activity so this all you'll see is going to be on the floor and for the first couple weeks I really encourage you to emphasize that these are sacred objects I think we've said that and I'll say it again that we in a very sacred and respectful way we then move those items off of the floor and each room will have a triangle table and then you'll set up your little alter triangle table. Sound good? And you can enlist the kids to help you with that as long as they're going to do it respectfully. Then you go into your lesson plan and then at the end of the lesson so you have to keep it because you get swept up in what you're doing and it's fun and it's exciting but really try to be intentional about saving time for the closing rituals because it's a nice way to cut closure on that day. So you gather again in a circle you say you ask that or you say we had fun talking about the thing about what we did today and just give them a chance to sort of reflect on what they really enjoy and maybe ask them like so what do you think you'll most remember when you leave here to think about what was most important to them and then you do the wristband return ritual. Now it's time to return the wristbands to the basket and you know I think it would be great if you can comment on any ways that you saw them living out these ideas during the class session to reinforce that and then you say the return words which is thank you for sharing this space and time with me. I return this wristband now but I carry your kindness, gentleness, patience to respect whatever I go and then I would hold out the basket to carry and he would give me the wristband back and then he would hold it out for Kelda and so on and so forth and then you say any of your same words together which are behind me while we are apart maybe we could give friends to all we meet maybe remember the things we learned in the day together and maybe we'll peace go down our way and that's any questions about that? Keep the chime close to you and we'll keep this close to you okay so you welcome everyone thank you so much for being here today and looking forward to our time together to start out by bringing your chime so that we can all become present in this room together and if you'd like you to close your eyes and then when you can't hear the sound anymore raise your hand thank you welcome our parents help our Beth today we're really happy to have your help here and our visitor Sandy who's here for the second time we're glad that you came back today we're happy to have you here we're going to start with our opening words so Ferry would you mind lighting the chalice for us? yes and together we'll read our words it doesn't play that's the flexibility that's right well just so you know it doesn't work alright thanks for nothing Barry this chalice to celebrate unitarian universalism this is the church of the open mind this is the church of the loving heart this is the church of the helping hands together we care for our earth and work for peace and friendship I'm teaching a lot I'm looking at you, Karen, Sandy Kathy, do you usually hold hands for them? no these are different words than we have yes, you've advanced you're in the new wing they're very similar except at the very end we keep them shorter you don't have to hold hands we actually probably make torces to do it at the end we usually just do peace so you could that's true work for peace and then during cold season just don't help with our wristband ritual and and I just want to remind you all that our wristbands are sacred objects they're an important part of what our community believes together and so this is our way this is our promise to each other our wristband ritual we're promising to treat each other with respect, to be kind to be gentle, to be patient and part of that is keeping the wristband on your wrist during class so that we're respecting its importance to who we are while we're here so let's start with that and I'm going to offer a wristband to Harry and we're going to start saying words together and then Harry after you put on your wristband if you could offer one to Kelda and Kelda after you put on your wristband if you could offer one to Hillary we'll just go around the circle as we say our words through our actions and our words I promise to be kind be gentle be patient and respect others we're getting the ones right and the best that will actually that's not just your feelings it's your liberals I can make you maybe it has a little more of a staker feel, tell me what you think if you hand it to that person they put it on and then they take the basket and then they present it to the next person does that make sense does that make sense does that make sense it's a subtle it's a subtle tea so instead of just passing it around you hold it out to the person they put the wristband on then they take the basket so that it has a little more ritual feeling than passing things you could do naming at least for the older classes you could do what Harry Kelda you only have to say one person's name so so you're saying the name of the person that you're giving it to I like that that's good because then you're ruining each other's name I remember my son telling me at the end of the year like I didn't know what his name was what that's good okay so let's see now we're going to do our checking question so that we can learn a little more about each other and today's checking question is what is something about yourself that you're looking forward to sharing with your class what's something about yourself that you're looking forward to sharing with your class so this is our talking stick and does anyone know the rule about the talking stick we can all talk about it I mean the person holding it can talk so there's no sign of conversations we want to take time to learn what each one of us thinks so the attention to the learner is the stick something about about the play I'm hoping to bring some of our work I love to sing and so I hope that we'll make music together I am hoping to have something exciting happening this year so if that happens I will be sure I have my last thing stay tuned I love Bible stories so I'm excited to be teaching by the way I'm looking forward to sharing some whimsy with the children we have a session on bats to share my excitement about bats good to know about that I'm looking forward to the puppets at last I'm looking forward to the choir starting back in September I love to read stories so I'm looking forward to reading stories in the class I'm looking forward to helping all the kids feel like they're really included in the class I love learning about different cultures and in holidays we get to talk about a lot of cultures I am looking forward to bringing my patients to the kids I'm looking forward to a lot of different cultures the three kids go through it and holidays was their favorite I've done a lot of cultural exchanges over the last few years so I'm looking forward to bringing some of that let's say I like to play with kids this age especially I get really silly and musical and all that so looking forward to being inspired by our own energy I enjoy traditions and I'm going to be in the holidays and how the kids build their own and I'm looking forward to working with all of you over the course of the next eight months so okay, let's talk a little bit about what we're going to do today this is our agenda okay our activity ritual wasn't that fast so we had fun today talking about what we're all going to bring to class this year what was your favorite thing that you heard because we had a lot of bats in our building there was busy surface I recall yes and I visited training on Monday night one of them came visited us I don't like that anyone else have something they really enjoyed doing or hearing maybe that's the question do you generally move the altar back down when everybody sits down to play yes, thank you can I ask a question about the talking do you mainly only use that for the check-in yes okay, we will return our wristbands to the basket now and in order to do that we're going to pass the basket one at a time I'm going to offer the basket to Harry and he's going to put his wristband in and then he'll offer it to Kelda and then together we'll say the wristband return ritual work so let's pass it around and say thank you for sharing this space and time with me I've returned this wristband now but I carry your kindness, gentleness patience, and respect wherever I you can try saying names yeah Naomi Joe Apple okay and finally we're going to say our closing words together so why don't we stand up in full hands for this may we be good friends for all we meet may we remember the things we learned together and may we know peace and go now with peace in our hearts I'm sorry do you ever find that the younger kids have too many words to say we did a lot of reciting of things commission of us five yeah I think the repeating bat makes it a little easier for them it's probably pushing it a bit with the five year old but right definitely we do at that age they were telling me that I was doing it wrong so they modified something what was that something was modified too short then yeah that was the preschool they modified the wristband ritual but now we're going to do it again is there a poster made of the list in order of the rituals or if not could there be one sure, yeah we can make one so then we could have more space for the rest of our agenda and also students yeah yeah she's right okay