Even Recess Time is Learning Time!

We love recess in first grade.  This is the second year we’ve had an “official” first grade morning recess–on the school calendar and taken no matter what–yep, rain or shine! Kids need time to run and play and breathe fresh air!!

Recently we attended a meeting, though, that helped us see the need to use this play time as an even more important learning time for our first grade friends.

Data is showing us that many friends in our school (and our grade level) are having a hard time playing.  Sounds weird, I know, but with so many kiddos only doing structured, planned things like sports or spending more and more time on screens, they are showing us that they are struggling with playing together appropriately at recess.  And what do first grade teachers do when we see a need such as this?  Figure out a way to TEACH recess!

We decided to become more intentional with this time already carved out in our schedule.  We decided we wanted to teach our kiddos 1) the “rules” of recess (like no fighting, use good sportsmanship, speak kind words, and some others), 2) how to play some specific games, and 3) how to appropriately use the playground equipment, rather than assume they know what they are supposed to do.

We decided which places on our playground we wanted to teach first, as well as what games we should start with.  Together we chose: an area of our playground that houses the saucer swings, regular swings, monkey bars, playhouse structure, and merry-go-round; an area of our playground that is an obstacle course; duck-duck-goose; and kickball.  Once we had activities and areas, teachers choose a place to focus on; classes would rotate as a group around to each place/teacher.  We made up a schedule to allow students to spent multiple days and multiple recesses (we follow the schedule during our morning recess as well as their regular lunch recess).  The time students are in each rotation is focused on explicit teaching, as well as getting to know kiddos we may not yet have met and for all of our kiddos to spend quality time with ALL the teachers on our team.

While we haven’t yet officially sat down to talk about what we’re learning from our kiddos (that meeting is tomorrow actually!), I think it is safe to say that there are some  things that I am seeing as I lead my swings/monkey bars/merry-go-round rotation:

  1. Having a common set of expectations for recess behavior as well as “rules” for each piece of equipment/game is incredibly helpful. It seems to me that kiddos appreciate this as it takes much of the guess work out of how they should maneuver during recess.  It’s pretty black-and-white. and they’re hearing the same thing from all the adults.  This way they can even support each other with reminders and encouragement!
  2. Being able to have contact with all of our kids helps with recess, but also in many other ways.  All students see all teachers as an important member of their learning team, and they are already more likely to listen to us in future situations since they’re getting to know us in this small way now.  We can build on this as we go on–this year and NEXT!
  3. Kids are doing many GREAT things at recess already!  While we were focusing on the “tricky” parts, this experience is showing me that there are already many things that kiddos ARE doing the right way, like taking turns, encouraging their friends, and generally following the equipment rules.  I’ve just had to tweak a couple of things (oh, and reteach some third graders I saw outside today who had completely FORGOTTEN how to use the merry-go-round safely! Lucky for them I was out there today, right? 😉 ).
  4. There are indeed things we can work on. :). My class, for example, is having a very hard time with kickball this week.  There is something about this age-old recess yard game that seems to being out the very worst in kids. :(. There has been much yelling, screaming, crying (which is against the recess rules, too, unless you are hurt!), arguing about the rules and calls, and also just generally not having a good attitude about the game.  Our class is definitely not following the rule that “Recess is supposed to be fun!”  What’s so great, though, is that in this setting, where we purposely picked this game, knowing that it’s a hard part of recess for many kiddos, is that we don’t feel icky and discouraged about such problems.  We see these struggles of course as unfortunate, but also as opportunities!  Behaviors always tell much more than the obvious surface things you can see, and we’re willing to dig down and figure it out!  Rather than just saying “no kickball!”, we’re helping kiddos know how to do kickball (and just life!) better.

This is the end of the first round of rotations, and I’m excited to see what our next level of play will look like. Kids keep asking us when they get recess back (ha!), but we’ve said many times that they will show us when they’re ready.  And no, in case you’re wondering, they’re not ready yet. 🙂

Building Relationships: Lunch Bunch

Last week I posted about how our Morning Meeting Feeling Circle helps build relationships in our classroom.  That same day something else happened that I was reminded of that also does this same thing: Lunch Bunch. 🙂

Several years ago in my classroom I had a routine of inviting kiddos to eat lunch with me–either I would choose a day to come to the cafeteria or they would be invited to come to our room to eat lunch there.  For some reason (I forgot?) I haven’t done this for the last few years on a regular basis.

This year, however, I have several kiddos who regularly ask me if they can eat with me.  This occasional situation turned into something official earlier this year when I had enough different kiddos ask that it just made sense to make it a “thing.”  So, now, on most Tuesdays, anyone from our class is invited to join me in our room after recess for Lunch Bunch.

I remember the first few times we did it, only about 8 or so kiddos came.  That’s still pretty good odds, though, I’d say–about half of our class.  As time has gone one, though, EVERYONE has started to join us!  Now we even look around and figure out who’s not there with us.  Isaac is usually the one who volunteers to go to the cafeteria to get whoever is left.  🙂

I think we had several kiddos missing on this day, so it’s not everyone, but it’s most of us. 🙂  Oh, and Isaac didn’t make it into this selfie, so he wanted one of his own. 🙂

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And then so did a few other friends.  (And I think if we’d have had enough time for me to work my way around the room, everyone would have wanted a selfie with Mrs. Bearden. 🙂

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Lucy and me 

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Makhi and Mrs. Bearden (and a photobomb from Beckett!) 🙂

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Me and Avant 🙂

It’s funny how just a change of place, or a change of thing can impact how you interact with kiddos (and how kiddos interact with each other).  Ok, I guess it’s not really a surprise, though, since food is such a universal thing and breaking bread together helps people of all ages and cultures to get to know each other better–this is true even of first graders!

I love how our conversations run the gamut and how much they are willing to share about themselves, often without even having to ask them anything!  There are usually quick connections made over foods we have that are the same, or a really funny conversation started by someone asking about something I have in my lunch that no one else in the room would eat!

Lunch Bunch has become a staple of life in Rm. 111 and I don’t think I could (or would!) change that.  A couple of times our Tuesday routine has had to adjust because of a meeting or inside recess and kiddos are SO UPSET!  They are always so quick to ask if it can be moved to the next day or the next day.  And you know, if I’d let them, I think most kids would come to eat with me every day!  I know it makes them feel special and a part of something, and you know–I feel that way, too!  Getting to know my students as PEOPLE helps me in so many ways as I help them as learners!  What a super special time we have together. 🙂 . Can’t wait to see what happens this week!