Today's First Five 👋 5/22/26

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My advice is simple: Don’t use any section of The First Five that involves sharing to evaluate or try to draw out more from students. These moments are meant to encourage connection, not to push participation. If a student gives a short or vague response, that’s okay. Participating in The First Five is not an assignment. It’s a choice. Teachers should never judge, grade, or coach responses. If your goal is to evaluate participation or gather specific responses, a different structure should be used.

The best way to build an environment where students feel comfortable sharing is to let them do so at their own pace. Pushing for more can sometimes backfire. Here’s what that can look like:

Elementary Scenario
Ms. Taylor’s fourth-grade class is discussing favorite weekend activities. She asks the group:

“What’s something fun you did this weekend?”

Most students eagerly share about trips to the park, birthday parties, or playing video games. When it’s Dylan’s turn, he shrugs and quietly says, “Nothing really.”

Wanting to encourage him, Ms. Taylor probes: “Are you sure? You had to have done something! Did you watch a movie? Did you play outside?”

Dylan looks down and shakes his head. Other students start glancing at each other, sensing his discomfort. Ms. Taylor, realizing she’s put him on the spot, moves on, but Dylan stays quiet for the rest of the discussion.

Takeaway: Sometimes, students don’t elaborate because they don’t want to—or because their answer is already enough for them. In Dylan’s case, maybe his weekend wasn’t exciting, or maybe he just doesn’t feel like sharing. Either way, pressing him only made him feel more uncomfortable. Instead, acknowledging his response with a simple, “Got it, thanks for sharing,” would have allowed him to participate without pressure.

Secondary Scenario
In a high school classroom, Mr. Carter asks his students:

“If you could have dinner with any famous person, past or present, who would it be?”

Most students respond with excitement, naming celebrities, athletes, or historical figures. Then, it’s Jordan’s turn. He hesitates before saying quietly, “I don’t know.”

Mr. Carter, hoping to engage him, follows up: “Come on, anyone? There’s no wrong answer! You must have someone you admire.”

Jordan shifts uncomfortably in his seat. He mumbles something under his breath, but by now, the moment has turned awkward. The class moves on, but he seems more disengaged than before.

Takeaway: While it might seem like encouraging a student to share more is helpful, it can actually have the opposite effect. Not every student processes questions the same way, and not every student wants to share every time. A simple “No worries, you can pass if you’d like,” lets students know their voice matters without forcing them into an uncomfortable situation.

Final Thought
When students know they won’t be pressured to speak, they feel safer and more willing to participate. Let them share on their own terms. The best way to encourage engagement over time is by modeling authentic participation, creating a welcoming space, and allowing students to contribute when they feel ready.

-Edtomorrow Team

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