I shared my own story of Global School Play day here, but wanted to also share what it looked like in the rest of our school. Check out what play looked like in other rooms around Robinson!
Fifth Graders love the opportunity to be creative. To take something like legos and build something new, or practice folding paper based on a tutorial, and even sharing the love of sketch and drawing. 🙂
What a great day of fun, learning and PLAY!! Can’t wait until next year! 🙂
I remember when I told my friends that it was coming and how I already knew before they said it what their response would be: “All day?” Yes, friends, you get to play ALL DAY LONG! And you’re in charge!
Kids were invited to bring something from home to enhance their day (as long as they followed the no electronics rule), and they came in with some pretty great things to share with their friends in Rm. 111. We usually start our day with choice time anyway, so in many ways this Wednesday was the same as every other Wednesday. The easel question for the morning asked them to make a plan, get their things and PLAY!
Once we had lunch count, attendance, morning announcements and the Pledge taken care of, I pulled them together for a quick meeting. We had to set the ground rules for the day.
Together we talked through these guidelines:
Really I think many kids didn’t believe me about this whole “play day” thing, but after our meeting I sent them back on their way to get to work play.
Even from the beginning it was fun to watch how varied their choices were in activities. We had blocks, Legos, cars, toys from home, stuffed animals, trains, board games and even arts and crafts.
Now I’ve worked with kids for many years (and have two of my own), so I’ve seen kids play before. But, as with every new group of kiddos, there are some unexpected surprises that show up even when you think you’ve seen it all. Let me share some that happened with this group.
1.) Kiddos incorporated a variety of mediums into one “game.” Wyatt and his friends played with Legos, wooden blocks, cars, recyclables, a stuffed elephant and army men all together. At one point they even had a book out as they followed along to build something “official” together with Legos.
Lucy, Riley and Ariya did the same with blocks, a pillow, Legos, LOL Surprise dolls and a wooden dog marionette. 🙂
2.) Kids could sustain long amounts of attention at the same activity. The “game” that Lucy, Riley and Ariya were playing went on from about 9:00 until 12:30 or 1:00 (except for the time we were away for lunch and recess). They changed the story, added in details (and new toys) and even had other friends move in and out throughout the whole thing. They negotiated, took turns, shared ideas, laughed together, pretended–did all those things kids do when they have time and choice to play nicely without the interference of adults. There was no arguing, fussing, misbehaving….and they probably could have gone on like that for much more of the day if they’d been able to. They just seemed like they were having so. much. fun. :).
3.) There were many things that were in our play day that were from our “regular” day. I don’t know if I should take credit for this, or if it’s just the activity itself is fun, but I’d like to say that maybe the way we do things has added enjoyment in Rm. 111? Anyhow, there were many times I looked and students were choosing to do things they regularly do at school. 🙂
I think my favorite example of this came when I looked over at the easel by the rug and saw this:
For those of you who are readers or this blog, or fans of phonemic awareness, or maybe teach a primary grade, you recognize that big spiral bound book as the Heggerty teacher’s manual. Yep, on a play day where he was his choice of activity Brock. is. doing. Heggerty. I CANNOT tell you how big this made me smile and also how really it didn’t surprise me as much as I let on. Kids love the motions and the pace of our phonemic awareness work and I think they appreciate how much it helps then in so many aspects of their literacy lives. 🙂
He added in some friends and “students.”
The best was when he got out the “choppers.” 🙂
Additionally, someone found a small pad of Catch of the Day tickets and kiddos started passing them out to each other for positive things they saw their friends doing. :). Again, this made my teacher and mama heart happy. And if you are for some reason NOT familiar with Heggerty and the work it addresses in phonemic awareness, check out where I wrote about it here.
So…we had a SUPER GREAT Global School Play day and yes, we played ALL DAY. I have one more video to share, and I want to see if you notice the same thing I did when I recorded it.
Listen. Do you hear it? I know, right? There’s that buzz of kids who are engaged, busy, cooperating–LEARNING! Again, I’m not sure I was surprised (ok, maybe I was), but the whole day went off without behavior problems. Kiddos didn’t argue, fight, bother each other, mess around..they negotiated, solved problems, made choices and enjoyed their time at school with each other. Man…that’s what we strive for every day, right?
So that being said, I had to reflect on what I would take away from another Global School Play Day. First of all, it’s a nice reminder that kids. need. to. play. I feel like we do a pretty good job of this in Rm. 111, but I can always step up my play game. Letting kids have more ownership of their play, leaving them alone to do what they choose is one way I could improve.
Additionally, I was reminded of how long it takes to settle into a groove. You, know, to achieve “flow?” Where you are so busy doing and enjoying what you’re doing that you don’t even notice time passing? That happens so little in a classroom where our day is broken into small, segmented subjects and we transition from one thing to another so frequently. Granted, we do this for a reason, but it’s probably good to ask whether its best for teachers and their schedules or kids and what they need. Just watching the girls and the length of time they were “into” the world they were building made me wonder how (or if) we could accomplish the same thing in an academic situation by allowing kids more freedom, choice and TIME to settle into what they are doing?
I love that I work with a team of teachers who also think this way and who are willing to chew on this idea with me. We have taken on the idea together and are really working diligently to figure it out. For ourselves but mainly for our kids. Because they deserve it. 🙂