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“We only had one recess today!” Beatrice Dathan complained to her mother after coming home from school one day. That was four years ago. Beatrice’s family had moved from California to Connecticut. In California, Beatrice had 50 minutes of recess…

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We knew this question would spark lively debate among readers. School is a big part of life, not just for kids but for their families and for educators, too. Everyone has an opinion about what's best for students. And they don't always agree.

Do kids need homework? The answer is . . . (drumroll): It depends. Some of our readers insist that the extra work reinforces what they learn in class. And it helps teachers identify where students need more help. Others say homework adds to students' stress and takes time away from exercise or learning something new. Readers also wondered what kind of homework kids should do. And how much kids need. Here's what they said.

COURTESY SENTHILKUMAR MURUGESAN
Pradyun Senthilkumar, 9 Los Angeles, California
Kids need homework. When they learn something new in school, reviewing it at home helps them remember it. At my school, teachers give math and language arts homework. That's because there's a lot we need to learn. In math, we're learning addition, subtraction, multiplication, and division. In language arts, we're learning spelling, reading, and writing. And we're also learning how to speak. Our homework gives our teachers valuable information. It tells them how much students are paying attention in class and who needs extra help. Homework is important at every stage of learning.

COURTESY HAIYAN WANG
Olivia Lin, 9 Minnetonka, Minnesota
In my opinion, giving students homework is a bad idea. Kids need time after school for experiences that build a healthy mind and body. Homework is not supposed to stress kids out. It's meant to help them grow. But when homework heaps up, students get stressed. And the quality of homework that a stressed-out mind produces is low. Doing homework poorly is worse than doing no homework. As long as students are working hard in class, it's best not to give them extra work. That's for the sake of their mental and physical health. And their happiness.

COURTESY EMILY GRIZZELL
Isla Dhaliwal-Grizzell, 8 Spokane, Washington
Kids need homework. But the amount should vary by age. Middle and high school students are ready for added responsibility. So they can do much more homework. At my school, elementary students get homework, but not too much. My teacher might assign us spelling words to learn at home, and each week we'll be given a test. But other assignments can require families to work with kids at home, if they need extra help. That's why we do most of our learning in class. Sometimes, elementary students at my school will have an optional homework assignment to do for a special prize.

COURTESY MICHELLE MCKEE
Isaac McKee, 11 Durham, North Carolina
Kids don't need homework. They're learning for six hours a day at school, focusing on subjects from math and science to history and reading. Adding another hour of work for kids to do at home is just having them repeat what they've been doing all day. Plus, homework takes time away from activities like team sports, hobbies, exercise, and playing. These are just as important as schoolwork, because they keep kids active. Kids don't need more time staring at a piece of paper or a computer screen. Homework just covers what they already learned in class. It's pointless.

COURTESY JOLYNN XIAO
Jolynn Xiao, 9 Corpus Christi, Texas
Here's why I think kids should have homework. If you can't solve a math problem, or if you answer a question incorrectly on a homework assignment, your teacher knows exactly what to help you with. Parents also have a chance to help. They can work you through a math problem or clarify a question. I'm not arguing for homework because I want kids to feel a lot of pressure at school. I just think it's a way to let teachers, parents, and even you know where you might need some improvement or extra help. It's that simple. Considering the benefits, why wouldn't we want kids to have homework?

COURTESY NATHANIEL KIM
Nathaniel Kim, 11 South Pasadena, California
Many people believe that homework is essential. They say it can teach kids how to complete tasks on a deadline. I don't deny that homework teaches students positive work habits. But it takes time away from learning material that wasn't covered in class. And there's no guarantee that time spent on homework will be more effective than time spent in the classroom, if students are paying attention and taking notes. Homework should not be done away with completely. But it should be reduced so students have more time for creative activities.

The Next Debate! Should all cars be electric? Email your opinion to tfkeditors@time.com by March 3. Your response might be featured in an upcoming issue.

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We knew this question would spark lively debate among readers. School is a big part of life, not just for kids but for their families and for educators, too. Everyone has an opinion about what's best for students. And they...

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In July 2017, families in Marion County, Florida, got some surprising news about the school year ahead. "Traditional homework as we know it will disappear, at least for elementary students," school superintendent Heidi Maier said in a voice message to parents. "Instead of working on classroom assignments at home, we want students reading," she said.

More than 20,000 students attend the county's 31 elementary schools. Dara Mehr, a fifth grader, is one of them. Last year, Dara had two or three hours of homework a night. "I would have 12 math questions and six or seven pages of work to do for reading," she told TIME for Kids.

Now Dara's only homework is to read for 30 minutes. She enjoys having more time for activities like painting and playing video games. But her mom, Kayla Mehr, misses last year's assignments. "The kids knew that once they finished those worksheets, they were done," she says, referring to Dara and her sister, Neveah, a second grader. "Sometimes, getting them to sit down and read for 30 minutes is a challenge."

Around the country, in states from Florida to Vermont to California, elementary schools are experimenting with a no-homework policy. Superintendent Maier and other school leaders say the new policy is based on research. Studies have shown that homework does not grades or test scores in elementary school.

Paula Fass is a professor at the University of California, Berkeley, and the author of The End of American Childhood. She points out that disagreement over the value of homework is not new. "There's been over homework ever since schooling became a requirement," she says.

Support for homework has gone up and down through the years (see "Homework History"). "In the 1900s, a lot of parents thought that homework just occupied children's time [when] they could be doing chores," says Fass. More than a century later, many still question the role that homework should have in kids' lives.

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Finding a Balance

Harris Cooper is a professor at Duke University and the author of The Battle over Homework. He has analyzed more than 50 studies on homework. In his view, homework has a positive effect on achievement. "The effect gets larger as kids move through the grades. But even in the early grades, homework has a positive effect on simple skills." Examples include spelling and math facts.

The National Education Association and the National PTA suggest that students get 10 minutes of homework per grade, starting in first grade. Cooper supports this , known as the "10-minutes rule."

But he warns that homework can have a negative impact as well. "If there's too much of it or if it's too difficult, it can lead to frustration and to kids voicing concern about their abilities," he says. "And that's not a good thing."

Last year, Kelly Elementary School in Holyoke, Massachusetts, made headlines for eliminating homework. Jackie Glasheen, the principal at the time, told ABC News that she wanted kids to have more quality time with family. "We want them to engage with their families, talk about their school days, and go to bed," she said.

But this year, the school has a new principal, Isamar Vargas. Students in kindergarten through eighth grade have homework once again. But they receive only one assignment per day.

Vargas explained that the school takes a balanced approach. "We want to build responsibility and structure," she says. "But we don't want to take away the important time that children have with their families or practicing sports."

Kelly Elementary won't be the only school to experiment with its policies. "One thing you can know is that this is part of a long history of conflict over homework," says Fass, the Berkeley professor. "And that can be expected to continue."

Homework History

Attitudes toward homework have changed throughout U.S. history.

In the coming years, do you think support for homework will rise or fall?

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Early 1900s: A number of school districts pass anti-homework . The goal? To cut down on students' having to memorize information, known as rote learning.

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1957: The Soviet Union launches Sputnik, the first satellite. The space race is on. Homework for math and science increases.

1966: The National Education Association suggests no homework in early grades and "limited amounts" in upper elementary.

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1983: President Ronald Reagan's Education Department releases a report on problems with schools. It creates pressure to get tough.

1990s: Global competition is on the rise. Support for homework in the U.S. is strong. Elementary students receive more homework than they had in the past.
Assessment: Click for a printable quiz. Teacher subscribers can find the answer key in this week's Teacher's Guide.

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In July 2017, families in Marion County, Florida, got some surprising news about the school year ahead. "Traditional homework as we know it will disappear, at least for elementary students," school superintendent Heidi Maier said in a voice message to...

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What has eight letters and strikes into the hearts of students around the world? No, it's not broccoli, but that was a good guess! Give up? HOMEWORK!

Did you just in and ? We're sorry, but homework is a fact of life and it's time we took a closer look at it. Even though it might get in the way of playing outside or watching your favorite television show, it's necessary and, believe it or not, good for you!

Homework creates a between school and home. Parents rarely get to spend much time with you while you're at school. Homework allows them to keep up with what you're doing in your classes on a daily basis. But you don't have homework purely for your parents' . It's good for you, too!

Homework can help you become a better student in several different ways. First of all, homework given in advance of a particular subject can help you make the most of your classroom discussion time. For example, before beginning a discussion of a complex period in history, it can be very helpful to read background information as homework the night before.

Homework also gives you valuable practice with what you've learned in the classroom. Often, the brief period of time you have during class to learn something new is simply not enough. Repeating classroom concepts at home helps to in your mind the things you learned.

For example, you've probably experienced the of homework when it comes to mathematics. A new concept explained in class might seem foreign at first. With repetition via homework, however, you reinforce what you learned in class and it sticks with you. Without homework, a lot of classroom time would be wasted with repetition that could more easily be done outside the classroom.

In these ways, homework expands upon what is done during the day in the classroom. Your overall educational experience is better, because homework helps you to and more knowledge than would be possible with only classroom work. As you learn more, you know more and you achieve more...and you have homework to thank!

Homework teaches lessons beyond just what's taught in the classroom, too. Bringing homework home, completing it correctly, and turning it in promptly teaches a host of other important life skills, from time management and responsibility to organization and prioritization .

Despite these benefits found by researchers, the topics of who should receive homework and how much homework are hotly debated among educators and researchers. In one study, researchers found that academic gains from homework increased as grade level increased, suggesting homework is more beneficial for older students. Some researchers have found that too much homework can lower or cancel its benefits and become counterproductive , because students become burned out.

How much is too much? That depends upon many complex factors, including the individual abilities of the child, other demands upon time, such as sports, part-time jobs, family responsibilities, and types of classes. If you feel overburdened by homework, the best thing you can do is to a with your teacher. Be and honest about your feelings regarding homework and work with your teacher to strike a reasonable balance that helps you achieve your educational goals.

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You might want to wait and read today's Wonder of the Day from the comfort of home!

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Recent U.S. education reform has focused on defining and raising the subject-matter standards students are expected to meet. In order to get their students up to snuff, schools are extending the school day and putting more and more emphasis on academic learning, which can squeeze out a beloved part of the traditional school day-recess.

What Time Is Recess?

In most schools recess is the only time in the school day reserved for outdoor and mostly unstructured play. It typically occurs once or twice in the day, often just before or after lunch.

Is Recess Important?

For many, recess conjures memories of hopscotch or monkey bars. But whether or not recess plays a critical role in the mental, physical, emotional, and academic development of children has been a topic of much research and debate.

Here are seven findings about recess and its importance:

No. 1: Many U.S. Children Aren't Active Enough

According to a 2017 study, fewer than 1 in 3 American children get enough exercise every week. This lack of movement could lead to obesity and health problems down the road. There are many reasons why students are less active, including more screen time and the greater prioritization of academics. Youth sports are also becoming increasingly specialized and competitive, which leads to increased costs for equipment and fees, shutting out some children from participating.

No. 2: Structured Recess Can Improve a School's Climate

Researchers studying a recess model developed by the nonprofit Playworks found that schools using it reported fewer bullying incidents and disciplinary referrals. Some key strategies of the model are: having equipment for games out and ready for children when they arrive for recess, having students play those games using agreed upon rules, and teaching conflict-resolution skills so that students can get back to playing quickly when a disagreement arises.

No. 3: Taking Away Recess as a Punishment Is on the Decline

As of 2015, at least 11 states had laws which keep schools from withholding recess from students for disciplinary reasons. Advocates of these policies cite the health and academic benefits that recess has for students. But some teachers push back. In some schools where discipline policies are already being changed to reduce suspensions and other punishments, teachers fear that taking away control over recess means that they lose yet another disciplinary tool.

No. 4: Parents Fight for Recess

When two Orlando, Fla., mothers saw that their children were frustrated everyday by their lack of recess time, they petitioned the state government. After a three-year effort, they got a statewide recess mandate.
Related Video:
No. 5: Finland is the Recess Champion

First graders in Finland spend only 4 ½ hours a day in school, and a whopping 1 ½ hours of that time is spent on recess or "unstructured outdoor play," according to Debbie Rhea, an associate dean at Texas Christian University. Rhea was so persuaded by the Finnish model that she started a program called Project ISIS-Innovating Strategies, Inspiring Students-that includes four 15-minute recesses during the school day.

No. 6: The Quality of Recess Counts

Research finds that recess can help not only students' physical health, but also improve their social skills and even their ability to learn. But not all recess is created equal, William Massey, an assistant professor of health and human sciences at Oregon State University, says.

"If kids go out to play at recess and they have green space and equipment ... and the social behaviors are in order and the adults have set up a system that encourages students to be active and play ... then that physical activity is likely to reap benefits in the school day, to their behavior and their learning-and I think the research shows that pretty well," Massey said. "But when kids go outside and have 10 minutes on a cement blacktop with high fences, no green space, nothing to play with ... when there's a lot of bullying, a lot of fighting, a lot of negative language, even if the students are physically active, it's a hard argument to make that they go back into the class ready to learn better."

Massey and other researchers created a 17-part observational framework to help school leaders evaluate their playgrounds and improve recess for their students.

No. 7: A Formula for Better Recess: More Time and More Adults Participating

Researchers found that children with a longer recess period spent a larger percentage of their recess time being physically active than students who spent less time at recess. They also found that having more adults on the blacktop participating in play and mediating conflicts also increases students' level of physical activity during recess.

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Why is recess important? Here are 7 findings about recess, the role it plays in the development of children, and how it's evolved over time.

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One sunny day in May, Ms. Brown tells her first-grade class, "OK, boys and girls, it's time for recess." As the children leave the classroom in an organized fashion, three other first-grade classes join them out on the playground, an open field with one tree and a six-foot-tall monkey bar structure. Under the teachers' watchful eye, the children climb and play.

After 15 minutes, one of the teachers blows a whistle, and the children run back to the building, where another teacher leads them in. Aside from a few latecomers to the door, every child has entered the building in less than 30 seconds. Back in the classroom, Ms. Brown begins a song about not dawdling, and the children move to the carpet for a group story discussion.

Earlier that day, Ms. Brown wasn't so sure all of her students should go to recess. Connor had acted out one too many times, and she was thinking he didn't deserve to go out and play. But then, she remembered her training last spring and summer with LiiNK trainers (a project described later in this article), who urged her not to withhold recess as punishment.

So when recess arrived, Ms. Brown decided to allow Connor to go out; she even let him be the first student out the door. The break from his desk ends up helping him refocus. Upon returning to the classroom, Connor apologizes to Ms. Brown and promises to behave better. She believes it. The rest of the day is pleasant for her and Connor-indeed, for the whole class.

While denying recess to a misbehaving student is common for many teachers, Ms. Brown's response may not be. Her decision to allow Connor to attend recess and his subsequent apology show the power of unstructured play time for students during school.

What Is Recess?

The American Academy of Pediatrics (AAP), in its 2013 policy statement titled "The Crucial Role of Recess in School," describes recess as "a necessary break in the day for optimizing a child's social, emotional, physical, and cognitive development." ¹ Recess ought to be safe and well supervised, yet teachers do not have to direct student activity. The frequency and duration of breaks should allow time for children to mentally decompress, and schools should allow students to experience recess periods daily.

As the AAP makes clear, outdoor play "can serve as a counterbalance to sedentary time and contribute to the recommended 60 minutes of moderate to vigorous activity per day." ² An effective recess is one where children demonstrate their ability to stay within the boundaries of their play space, negotiate conflict with each other, and then return to academic learning. The peer interactions that take place during recess allow for communication, cooperation, and problem solving, complementing the classroom experience. ³ Unstructured play, with adult supervision, gives children the opportunity to develop important social and emotional skills, which is essential to a well-rounded education.

The AAP's policy statement on the role of recess in school cited four critical benefits of recess: (1) greater levels of physical activity and fitness, (2) improved attentiveness in class, (3) improved cognition and learning, and (4) practice of peer-to-peer social and emotional skills. The latter, often overlooked, is cited by child development experts as a fundamental skill set, laying the basis for social success in later life. As a result, the AAP concluded that "recess should be considered a child's personal time, and it should not be withheld for academic or punitive reasons." ⁴

After all, "it is the supreme seriousness of play that gives it its educational importance," said Joseph Lee, the father of the playground movement. "Play seen from the inside, as the child sees it, is the most serious thing in life. ... Play builds the child. ... Play is thus the essential part of education." ⁵

A Harvard-educated author and philanthropist, Lee advocated for playgrounds in city schools and parks in the late 19th and early 20th century. He was a leader in promoting school attendance and safe havens for play for all children, especially poor children in the urban core of Boston. In the 1890s, children were forbidden from playing games in the streets and there were no playgrounds in the poorest neighborhoods, where adolescent boys were routinely arrested for delinquency. Lee was from a wealthy Boston family, and, recalling the childhood he experienced-one filled with games, dancing, and play-he took it upon himself to find a solution. He gained permission to clear a vacant lot and provide materials and equipment he felt children would be likely to play with or on, such as dirt piles, large pipes, and sand. And, as he predicted, children came to play.

Over the next decades, Lee's initiative spread from Boston to Chicago and extended into municipal investment in parks and recreation centers for boys and girls. Lee's efforts also extended to public education. He was determined that poor children receive the same kind of educational opportunity in schools as their more affluent peers by being educated by teachers who were trained as teachers. He personally underwrote the creation of Harvard University's School of Education in 1920. It was during this period of growth in urban education and play space for children that recess-as a time during the school day for children to play in a designated space-came to be. ⁶

Lee's vision of play in education still resonates today. Given that the new federal Every Student Succeeds Act (ESSA) removes the emphasis on high-stakes standardized testing in schools and includes nonacademic indicators as a component of a student's "well-rounded education," ⁷ schools that have narrowly focused on scores to the detriment of students' well-being can now correct the imbalance. In doing so, they can ensure that recess, which plays a vital role in social and emotional development, maintains its rightful place in the school day.

The Current State of Recess

Beyond Lee's advocacy of playgrounds and recreation, it is difficult to document a precise history of recess. In fact, when the School Health Policies and Programs Study (SHPPS) was initiated in 1994 by the Centers for Disease Control and Prevention (CDC) with the purpose of providing "the first in-depth description of policies and programs related to multiple components of the school health program at the state, district, school, and classroom levels," ⁸ recess was not included.

It wasn't until 1997 that the CDC defined recess as "regularly scheduled periods within the elementary school day for unstructured physical activity and play." ⁹ Recess was first included in the 2000 SHPPS, among various opportunities in schools for children to engage in physical activity. Prior to that, what we know about recess as an experience during the school day-an experience of childhood-is something that is informed by individual and collective memories.

Since then, in addition to SHPPS, other published research about recess practices and policies in the United States has included studies on a smaller scale, in a school or district. These explore various aspects of recess, under the assumption that recess is a given for every child in that school or district. ¹⁰ Few studies, however, actually examine how recess varies within and across schools and districts (for instance, how teachers monitor and handle recess in the same school and grade).

Largely, the documentation of what happens in the daily, lived experience of recess in schools remains uneven and takes the form of blog posts, news stories, and other social media sharing. The limitations of understanding the delivery and experience of recess at individual schools aside, since the mid- to late-1990s, a growing body of evidence has emerged about the value of and practices and policies related to physical activity-of which recess is one part. Since its inception in 1994, SHPPS has been repeated in 2000, 2006, 2012, and 2014.

According to SHPPS data from 2014, "82.8 percent of elementary schools provided daily recess for students in all grades in the school." ¹¹ (For a summary of current recess practices, see the table below.) Because this study surveys principals and "lead health education teachers," this statistic doesn't necessarily paint a complete picture of where, when, or how recess is provided,* and the documentation about current practices only includes data collected from those schools that reported having regularly scheduled recess. Even with these limitations, however, the 2014 SHPPS research is useful. It shows that, among elementary schools with regularly scheduled recess, the percentage of schools providing recess decreases from first to sixth grade. The average number of days with recess per week across all grades was 4.9, and the average time spent in recess was 26.9 minutes per day.
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Decisions about timing, duration, location, and activities for recess are typically made at the school or grade level. While there is no recommended duration (minutes per day) or timing for recess, one of the largest studies published on recess found that for 8- to 9-year-olds, at least one or more daily recess periods of at least 15 minutes was associated with better class behavior ratings from teachers than no daily recess or fewer minutes of recess. ¹²

According to SHPPS data from 2000 to 2014, among schools that offer recess, the percentage of classes having regularly scheduled recess immediately after lunch decreased from 42.3 percent in 2000 to 26.2 percent in 2014. This may be a result of a decrease in recess opportunities, or it may reflect schools' shifting recess times to before lunch, which has been shown to increase meal consumption and decrease food waste, while improving lunchroom behavior and increasing attention in the classroom following lunch. ¹³

A comparison of results from the SHPPS surveys in 2006 and 2014 also indicates an alarming trend: in 2006, 96.8 percent of elementary schools provided recess for at least one grade in the school, compared with 82.8 percent in 2014. Using self-reported data from high-level administrators at the district level, these surveys show that even though more than 80 percent of districts claim to provide daily recess, a 2014 analysis conducted by the CDC and the Bridging the Gap research program revealed that 60 percent of districts had no policy regarding daily recess for elementary school students and that only 20 percent mandated daily recess.

Additionally, a 2006 analysis by the National Center for Education Statistics found noticeable disparities: ¹⁴

City schools reported the lowest average minutes per day of recess (24 minutes in first grade to 21 minutes in sixth grade).

Rural schools reported the highest average minutes per day (31 minutes in first grade to 24 minutes in sixth grade).

The lowest minutes per day of recess (21 minutes in first grade to 17 minutes in sixth grade) occurred in schools where 75 percent or more of the students were eligible for free or reduced-price lunch.

Decreased opportunities for recess have been associated with increased academic pressure. Recess has been the victim of the perceived need to spend more time preparing students for standardized testing and, generally, to meet increased demands for instructional time. Diminishing recess first began in the early 1990s, and it further declined with the enactment of No Child Left Behind in 2001, which emphasized English language arts and mathematics. To focus on these core areas, districts reduced time for recess, art, music, physical education, and even lunch. ¹⁵ In addition, recess often was and is withheld from students as punishment for disruptive behavior and/or to encourage task completion, even though research shows this practice "deprives students of health benefits important to their well-being." ¹⁶

Interestingly, the emergence of a national health crisis in the United States-the rising rates of obesity in children-has sparked a reevaluation of recess. Recess was included, along with physical education and other opportunities for school-based physical activity, in the wellness policy requirement enacted in 2004 as part of the Child Nutrition and Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) Reauthorization Act. (But, as we just noted, a recess-specific policy is lacking in 40 percent of school districts.) In 2014, this requirement was bolstered by an approved rule under the Healthy, Hunger-Free Kids Act of 2010, ¹⁷ which "expands the requirements to strengthen policies and increase transparency. The responsibility for developing, implementing, and evaluating a wellness policy is placed at the local level, so the unique needs of each school under the [district's] jurisdiction can be addressed." ¹⁸ By June 30, 2017, all schools/districts must have a wellness policy that meets all required components.

In conjunction with these federal initiatives, some state legislatures have explored recess as part of a broader school-based wellness or physical activity education bill. Accurately documenting what these legislative actions mean for recess is difficult, partially because recess could fall under a variety of laws or policies, and also because the way the law or policy is written can vary. (For example, a mandate may require a set number of minutes per day for physical activity, with recess included, or it might require recess be specifically included in a district wellness policy.)

To supplement CDC and SHPPS information, the National Association of State Boards of Education's State School Health Policy Database is updated as states enact or revise laws and policies. Within states, districts can add to or build on any federal or state requirement. A similar database does not exist for district-level school health policies, but as indicated by Bridging the Gap's research, such policies often do not include recess.

With the renewed emphasis on a "well-rounded education" thanks to ESSA, states and schools now have additional incentive to elevate policies and practices for regular recess as part of a robust package of "nonacademic" health and physical activity initiatives, which research has shown to positively affect academic progress.

ESSA requires states to select at least one nonacademic indicator that each school district will report. Funds for implementing the federal law will be allocated to the states to distribute, and they include funds for professional development and programs to support students' physical health as well as their mental and behavioral health. Recess offers a unique way to address both.

Integrating Recess into School Culture

In 2011, the Chicago Public Schools (CPS) announced it would reintroduce daily recess in the 2012 school year, making it "the first large urban district to once again require daily recess at the elementary and middle school levels." 19 This move was prompted by a groundswell of parents, community members, and concerned district employees, who led the push for recess reinstatement during their struggle to lengthen the school day. We could find no published accounts on the decision to eliminate recess in the first place; however, based on the timing (recess was discontinued in the early 1980s), we can surmise it was both a cost-cutting measure and a response to concerns that students spend as much time as possible on academics.

Thus, in the fall of 2012, when CPS extended the school day by at least 30 minutes across the district, recess once again became a daily occurrence at all elementary and middle schools. Exactly how these minutes are used varies at each school, but reinstating recess did not take away instructional time. Once recess was reinstated, the CPS Office of Student Health and Wellness codified daily recess by making it a provision of the district's Local School Wellness Policy that was passed in 2012, which mandates that all CPS K-8 students receive a minimum of 20 minutes of recess each day. ²⁰ The office provides ongoing support for teachers and administrative personnel to engage in daily recess and other wellness practices. Reinstating recess not only required dedicating the time for it but also required training and resources for schools and teachers to ensure it was safe and consistent across a large number of schools in a wide variety of neighborhoods.

More recently, in September 2015, the Seattle Public Schools and the local teachers union agreed to a guaranteed minimum of 30 minutes of daily recess for elementary school students, although teachers had originally asked for 45 minutes. ²¹

Such changes in recess require schools to rearrange schedules. But even in districts where recess is required, how students experience it is sharply inequitable, as demonstrated at Detroit's Spain Elementary-Middle School, where "students are forced to walk the halls during recess, because the gym is shut down due to mold and the outdoor playground emits burning steam-even during Detroit snowstorms." Children in poverty also have less access to free play, fewer minutes of physical activity during the day, and the fewest minutes of recess in school. ²³

Promising Programs

Ongoing research continues to expand our understanding of why recess and play are crucial. Some studies are exploring play spaces, specific activities, and the benefits of close supervision, while others are examining the benefits of accumulated physical activity and social interactions. While much is being learned from practices in other countries, three programs in the United States are particularly instructive: Peaceful Playgrounds, Playworks, and the Let's Inspire Innovation 'N Kids (LiiNK) Project out of Texas Christian University. Each offers a slightly different philosophy and approach, but the commonalities are that recess is well supervised and that every child experiences daily, safe play time during the school day. Each program is annually evaluated, and findings have demonstrated the benefits of recess as a component of a whole-child education.

began in 1995 and is grounded in the following principles: teaching conflict resolution, establishing clear rules and expectations, providing low-cost equipment, and designing a play space that invites exploration and interaction and minimizes potential for conflict. Peaceful Playgrounds offers training for school personnel in the wealth of games available to children and provides blueprints, playground stencils, and playground game guides. The program emphasizes free choice by students.

, which began in 1996 as Sports4Kids, focuses on using safe play and physical activity during recess and throughout the day to improve the climate at low-income schools. The program offers a variety of services that hinge on training or providing Playworks "coaches" to "enhance and transform recess and play into a positive experience that helps students and teachers get the most out of every learning opportunity." According to a survey of Playworks schools, staff report a decrease in bullying and disciplinary incidents, an increase in students' physical activity during recess, and an increase in students' abilities to focus on class activities. ²⁴

The , a school curriculum modeled after one in Finland (whose academic performance consistently ranks in the top five countries in the world-well above the United States), was created three years ago to balance a focus on academics and the social and emotional health of children and teachers. Ms. Brown, the first-grade teacher mentioned earlier, teaches in a LiiNK school.

While LiiNK received national media attention in 2016 as strictly a recess program, it emphasizes more than just embedding additional recess into the school day. It also focuses on preparing teachers and administrators to redesign learning environments through recess, character education, and teacher training, in order to combat critical issues affecting the development of noncognitive skills, such as empathy in students. ²⁵ Preliminary pilot data are compelling: in schools implementing the LiiNK curriculum, student achievement significantly improved, as did students' listening, decision-making, and problem-solving abilities. ²⁶

Other recess practices, both in the United States and in other countries, have demonstrated positive effects for students and teachers. As discussed previously, the move to conduct recess before lunch is associated with decreased food waste, increased consumption of fruits and vegetables, and better behavior in the lunchroom and upon returning to the classroom.
In studies with British children, providing large equipment and playground markings increased physical activity levels. ²⁷ A study in Belgium found a similar effect on physical activity levels through providing smaller, less costly games and equipment. ²⁸ Across the globe, simply providing these kinds of portable play equipment, such as balls and jump ropes, encourages children to be active during recess. ²⁹

Holding recess outside invites self-directed play where children choose what to do, from playing make-believe games, to reading or daydreaming, to socializing and engaging in physically active games; the experience is up to the child. Certainly, these activities can also occur in an indoor setting, but the opportunity for exploration is limited. ³⁰ Interestingly, a large controlled study in China found that outdoor recess may help prevent or minimize nearsightedness in children. ³¹

Meanwhile, children in Japan experience recess in five- to 10-minute bouts approximately every hour, based on the premise that a child's attention span wanes after 40 to 50 minutes of academic instruction. ³²

Given the evidence of the value of recess for children and teachers, what can educators, schools, and districts do to promote this critical aspect of the education of the whole child? Daily decisions about who gets recess and when and where it will happen are often made by teachers; thus, teachers are a crucial link for recess. Policies that support daily recess for all children are also essential, especially when it comes to the practice of withholding some or all of recess for disciplinary reasons. ³³

It is imperative to treat recess time as a child's personal time (similar to the way adults take breaks and choose how to spend them) and to make this explicit in policy and in practice. Recess time should not be usurped to fulfill a physical activity requirement. That is, if the school is required to offer opportunities outside of physical education classes, recess should only be included as an optional or supplemental opportunity. During recess, it should be as acceptable for children to engage in other types of play as it is for them to engage in physical activity. In addition to policy, teachers, administrators, and school staff would benefit from coursework during initial preparation, as well as from ongoing professional development, in recess management and in establishing and carrying out alternatives to discipline other than withholding recess.

Other ways to promote recess include:

Advocating for district and school policies that require or recommend daily recess for every child.

Disseminating information on the benefits of recess and the successful programs and practices described above.

Including recess-type games and the practice of conflict resolution in physical education teacher training and in school physical education curricula.**

Encouraging state and district boards of education to integrate the social and emotional benefits of recess in health education curricula.

Collaborating with school wellness councils, school health and wellness teams, and parent-teacher groups to reinforce policies for recess, fund the purchase and maintenance of playground or recess equipment, and train playground monitors and teachers.

Daily recess for every child supports a school's mission of providing a high-quality, comprehensive, and meaningful education so students grow and reach their full potential. Participating in recess offers children the necessary break to optimize their social, emotional, physical, and cognitive development. It not only helps them get important daily physical activity but also requires them to engage in rule-making, rule-following, and conflict resolution with peers. These are essential life skills that children can learn to master through the serious act of play.
Catherine Ramstetter is the founder of Successful Healthy Children, a nonprofit organization focused on school health and wellness. A member of the Ohio chapter of the American Academy of Pediatrics (AAP) Home and School Health Committee, she has researched and written about the importance of recess to children's development. Robert Murray is a professor of human nutrition in the College of Education and Human Ecology at the Ohio State University. A former chair of the Ohio AAP chapter, he was previously a professor in the department of pediatrics in the university's College of Medicine.
*To see the original questionnaires given to principals and teachers, visit the CDC's website. ( back to the article)

†The wellness policy language only includes recess as one of the ways schools can address student physical activity. Schools are only required to have a policy that addresses nutrition services, nutrition education, physical education, and physical activity. The federal law does not prescribe the duration, timing, or type of activities. Some states have laws, some have recommendations that are codified, and some have nothing (which is the case for recess in most states). ( back to the article)

‡For a state-by-state listing of recess policies in schools, see the NASBE's website. ( back to the article)

§For more on health and safety in schools, see "A Matter of Health and Safety" in the Winter 2016-2017 issue of American Educator. ( back to the article)

**Physical education is intended to impart not only sport-specific physical and competition skills but also lifelong physical health skills, like rule and goal setting, rule following, and general fine and gross motor skills. While separate from recess, physical education is one class that offers a place where children can learn recess-type games, or games that require imagination and physical movement, as well as appropriate ways to negotiate conflict with others. ( back to the article)

Endnotes

1. American Academy of Pediatrics, "Policy Statement: The Crucial Role of Recess in School," Pediatrics 131, no. 1 (2013): 186.

2. American Academy of Pediatrics, "Policy Statement," 186.

3. American Academy of Pediatrics, "Policy Statement," 186.

4. American Academy of Pediatrics, "Policy Statement," 186.

5. Joseph Lee, Play in Education (New York: Macmillan, 1915), 3-7.

6. The history of Joseph Lee's life is informed by Donald Culross Peattie, Lives of Destiny: As Told for the "Reader's Digest" (Boston: Houghton Mifflin, 1954), 80-88.

7. Every Student Succeeds Act, Pub. L. No. 114-95, § 8002(21), 129 Stat. 2099 (2015).

8. Lloyd J. Kolbe, Laura Kann, Janet L. Collins, Meg Leavy Small, Beth Collins Pateman, and Charles W. Warren, "The School Health Policies and Programs Study (SHPPS): Context, Methods, General Findings, and Future Efforts," Journal of School Health 65 (1995): 339.

9. Promoting Better Health for Young People through Physical Activity and Sports (Washington, DC: U.S. Department of Health and Human Services and U.S. Department of Education), app. 7, accessed January 19, 2017, www.thenewpe.com/advocacy/promotingPA.pdf.

10. A notable exception explored the effects of recess in one classroom in a school that had eliminated recess. See Olga S. Jarrett, Darlene M. Maxwell, Carrie Dickerson, Pamela Hoge, Gwen Davies, and Amy Yetley, "Impact of Recess on Classroom Behavior: Group Effects and Individual Differences," Journal of Educational Research 92 (1998): 121-126.

11. Centers for Disease Control and Prevention, "School Health Policies and Practices Study: 2014 Overview" (Atlanta: U.S. Department of Health and Human Services, 2015), 1.

12. Romina M. Barros, Ellen J. Silver, and Ruth E. K. Stein, "School Recess and Group Classroom Behavior," Pediatrics 123 (2009): 431-436.

13. Ethan A. Bergman, Nancy S. Buergel, Annaka Femrite, Timothy F. Englund, and Michael R. Braunstein, Relationship of Meal and Recess Schedules to Plate Waste in Elementary Schools (University, MS: National Food Service Management Institute, 2003); Montana Office of Public Instruction School Nutrition Programs, Pilot Project Report: A Recess before Lunch Policy in Four Montana Schools, April 2002-May 2003 (Helena: Montana Office of Public Instruction, 2003); and Joseph Price and David Just, "Lunch, Recess and Nutrition: Responding to Time Incentives in the Cafeteria" (paper, Social Science Research Network, December 9, 2014), doi:10.2139/ssrn.2536103.

14. Basmat Parsad and Laurie Lewis, Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005 (Washington, DC: National Center for Education Statistics, 2006), 62.

15. Jennifer McMurrer, Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects, From the Capital to the Classroom: Year 5 of the No Child Left Behind Act (Washington, DC: Center on Education Policy, 2008).

16. Centers for Disease Control and Prevention, "Guidelines for School and Community Programs to Promote Lifelong Physical Activity among Young People," Morbidity and Mortality Weekly Report 46, no. RR-6 (March 7, 1997): 12.

17. Healthy, Hunger-Free Kids Act of 2010, Pub. L. No. 111-296, § 204, 124 Stat. 3216 (2010).

18. "Local School Wellness Policy Implementation under the Healthy, Hunger-Free Kids Act of 2010: Summary of the Final Rule," U.S. Department of Agriculture, July 2016, accessed December 15, 2016, www.fns.usda.gov/sites/default/files/tn/LWPsummary_finalrule.pdf.

19. "CPS' Daily Recess Is More Than Just Play," Healthy Schools Campaign, February 17, 2015, www.healthyschools campaign.org/chicago-focus/cps-daily-recess-is-more-than- just-play-5395.

20. "Local School Wellness Policy for Students," Chicago Public Schools Policy Handbook, § 704.7, October 24, 2012, http://policy.cps.edu/download.aspx?ID=81.

21. Rachel Lerman, "Seattle District, Teachers Agree to Higher Pay for Subs, Longer Recess, but Strike Could Still Happen," Seattle Times, September 6, 2015.

22. Katie Felber, "Heartbreaking Video Depicts Harsh Reality of Detroit Public Schools," Good, January 19, 2016, www.good.is/videos/heartbreaking-video-detroit-public-schools.

23. Parsad and Lewis, Calories In, Calories Out.

24. "2016 Annual Survey Results-National," Playworks, accessed December 8, 2016, www.playworks.org/about/annual-survey/national.

25. Debbie Rhea, "Recess: The Forgotten Classroom," Instructional Leader 29, no. 1 (January 2016): 1.

26. Rhea, "Recess"; and Deborah J. Rhea, Alexander P. Rivchun, and Jacqueline Pennings, "The Liink Project: Implementation of a Recess and Character Development Pilot Study with Grades K & 1 Children," Texas Association for Health, Physical Education, Recreation & Dance Journal 84, no. 2 (Summer 2016): 14-17, 35.

27. Nicola D. Ridgers, Gareth Stratton, Stuart J. Fairclough, and Jos W. R. Twisk, "Long-Term Effects of a Playground Markings and Physical Structures on Children's Recess Physical Activity Levels," Preventative Medicine 44 (2007): 393-397.

28. Stefanie J. M. Verstraete, Greet M. Cardon, Dirk L. R. De Clercq, and Ilse M. M. De Bourdeaudhuij, "Increasing Children's Physical Activity Levels during Recess Periods in Elementary Schools: The Effects of Providing Game Equipment," European Journal of Public Health 16 (2006): 415-419.

29. Nicola D. Ridgers, Jo Salmon, Anne-Maree Parrish, Rebecca M. Stanley, and Anthony D. Okely, "Physical Activity during School Recess: A Systematic Review," American Journal of Preventive Medicine 43 (2012): 327.

30. Deborah J. Rhea and Irene Nigaglioni, "Outdoor Playing = Outdoor Learning," Educational Facility Planner 49, nos. 2-3 (2016): 16-20.

31. Mingguang He, Fan Xiang, Yangfa Zeng, et al., "Effect of Time Spent Outdoors at School on the Development of Myopia among Children in China: A Randomized Clinical Trial," JAMA 314, no. 11 (2015): 1142-1148.

32. Harold W. Stevenson and Shin-Ying Lee, "Contexts of Achievement: A Study of American, Chinese, and Japanese Children," Monographs of the Society for Research in Child Development 55, nos. 1-2 (1990).

33. Lindsey Turner, Jamie F. Chriqui, and Frank J. Chaloupka, "Withholding Recess from Elementary School Students: Policies Matter," Journal of School Health 83 (2013): 533-541.

[illustrations by Liza Flores]

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One sunny day in May, Ms. Brown tells her first-grade class, "OK, boys and girls, it's time for recess." As the children leave the classroom in an organized fashion, three other first-grade classes join them out on the playground, an open field with one tree and a six-foot-tall monkey bar structure.

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The Classroom | Empowering Students in Their College Journey

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Effective classroom management can make the difference between a miserable or enjoyable year for both you and your students. The challenge of managing a rowdy, talkative class can often seem like a towering challenge, but the fact is that countless teachers have faced situations very similar to yours. With a well-rehearsed teacher "look" and a handful of classroom-management suggestions, you'll be armed and ready for a successful school year.

Clear Boundaries

Present your students with clear rules, boundaries and punishments from Day 1. Begin enforcing these rules from the moment your establish them. Your students need to know that you have high standards for their behavior and they will rise to your expectations.

It's alright if you come across as a bit strict at first. In fact, depending on the age of your students, you'll probably want to develop somewhat of a stern reputation. That way, students will begin preparing themselves to respect your rules as soon as they find out they have a class with you. However, keep in mind that developing a reputation takes time, so if you're a new teacher it might not happen right away.

"Withitness"

Chris Dunbar cites J. S. Kounin's five characteristics of effective classroom managers in his University of Michigan paper entitled "Best Practices in Classroom Management." The first of these includes a characteristic he calls "withitness." In other words, teachers should be quick to observe what is actually going on in the classroom and amongst students. If the class is collectively distracted by something, the teacher should pick up on it immediately. Communicating this awareness to students will make them feel both that you are in tune with what concerns them and that they can get away with less.

Consequences

Follow a clear progression of consequences that is appropriate for the age of your students. For example, when a student won't stop talking, begin addressing the misbehavior by simply maintaining steady eye contact with the offender. If the disruption continues, stand beside the student's desk while continuing to teach. If this doesn't work, verbally address the student's behavior. If the problem still continues, separate the student from the rest of the class. Have a tried-and-true policy for calling parents and contacting the office when misbehavior escalates.

Consistency

Be consistent. Follow through on your threats as well as your promises. Be generous with your positive affirmation, too, recognizing individual accomplishments and progress your students make as a class. Let them know that you are in control of both their behavior and your own emotions by never losing your temper. In some cases, it may be appropriate for your students to understand that you are angry, but never do so in manner where you lose command of yourself.

Classroom-wide Punishment

Consider classroom-wide punishments when the problem becomes widespread and out of control. While this may be somewhat unfair to your well-behaved students, it promotes self-monitoring among your problematic students. When members of a trouble-making group realize that one of their friends' actions will affect everyone, they are more likely to influence each other to cooperate with your classroom procedures. This makes for a more productive learning environment for everyone.

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Excessive Talking and Classroom Management Strategies

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Effective classroom management can make the difference between a miserable or enjoyable year for both you and your students. The challenge of managing a rowdy, talkative class can often seem like a towering challenge, but the fact is that countless teachers have faced situations very similar to yours.

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Use the information in this wiki page to learn more about what assemblies are and how to conduct an assembly in school. There are some useful tips for students and teachers on how assemblies work and how to present a school assembly.

Download FREE teacher-made resources covering 'Assembly'

What is an assembly?

An assembly is when all or some of the school is gathered together, usually in a hall or large space. These can be daily or weekly and are usually used to present information or events to the students and staff. In some religious schools, assemblies can be used to gather everyone for a common prayer or song. There is usually an attendance check too, to make sure everyone is present.

Assemblies can also be used to have guests speak to the students. These could be people who have come to discuss health, wellbeing, the community or more sensitive topics. This is a great way to get information out to all the students without having to take up a lot of time going to individual classrooms. In England, it is a legal requirement to have school assemblies.

Read on for information about types of assemblies and tips on how to conduct an assembly in school.

Types of assemblies

There are a few different types of assemblies, these can be held with all the school, in smaller groups or in a classroom:

Themed assemblies: These are good to have once every week and are based on a theme. This could be friendship, mutual respect, tolerance or any other topics that can be beneficial to hear about.

Circle time: In a small classroom setting, circle time can be a way for students to express their ideas and concerns with everyone and a teacher. Children can put forward ideas and have students help them alongside the teacher. This is a less intimidating way for children to get used to speaking in front of others and to practise their listening skills.

Music assemblies: Music assemblies can be loads of fun for the students. The songs sung are usually related to the school, the themes or current events. Such as, the World Cup, The Olympics, Anti-Bullying Week and eco-friendly songs.

Teacher swap: This is a lovely way for all the teachers to be involved in assemblies. Having a different teacher present each week can be great in getting every teacher involved and develop their confidence in their ability to conduct an assembly in school.

Whole school assembly: This is usually led by the head teacher with some possible help from other teachers. These assemblies are usually used to celebrate achievements, stars of the week and award certificates. This is a lovely way to award students for working hard and to inspire others to set their own goals.

How to conduct an assembly in school

It can be nerve-wracking to stand up in front of a large group of students and present to them. Here are some tips that can help you to feel confident with how to conduct an assembly in school:

Content: Make sure you have a plan of what you want to cover and what the assembly is going to be about. It can be helpful to have a PowerPoint and some index cards with topics you want to talk about, or to prepare a short script.

Keeping it short: The assembly might have to go on for a while and that's not anyone's fault, but it can get uncomfortable for the students and make them restless. Keeping announcements short can help to keep attention and make sure everyone's engaged.

Videos: A short video can be a wonderful way to keep your students relaxed and engaged in your assembly. Videos can be a fantastic way of conveying information on a topic in your assembly. Plus, it gives you a bit of a break from having to talk during the whole assembly!

A bit of theatre: Don't be afraid to be eccentric or add a bit of drama to the assembly. At the end of the day it's like performing on stage, adding some props and some humour can be a brilliant way to give the students a good laugh. This will make it more memorable and engaging to ensure that all the students pay attention.

What are the benefits of assemblies?

Assemblies can have lots of benefits for both teachers and students alike. Being able to stand in front of all the school can be daunting for teachers, so running small assemblies and building up to bigger groups can really help your confidence grow. It will also help new teachers learn how to conduct an assembly in school, which is an important skill. It can be a good confidence boost for children too, if they need to ask questions during the assembly.

Having to sit quietly, listen and participate are essential for children to have a successful assembly. This helps to teach social skills and discipline too. There's an opportunity when presenting an assembly to help impact the pupils' lives. Their values and opinions can be shaped by what's said in an assembly, so it can be a good way to teach about responsibility, diversity, accountability and other life skills.

Resources

Twinkl has lots of lovely resources that can help when it comes to assemblies. Now that you have read our tips all about how to conduct an assembly in school, why not check these out for inspiration?
Patience Assembly Pack
This Patience Assembly Pack can be a lovely way to hold an assembly on the importance and value of patience. It includes a PowerPoint and script to help the assembly leader deliver an engaging and interesting assembly.
British Values Resilience Assembly Pack
Use this lovely resource to teach about British Values, specifically about resilience and the importance of being resilient. With stories from the animal kingdom to illustrate the lessons that can be found in the animal kingdom.
Assemblies Planner Display Calendar
This Assemblies Planner Display Calendar can help to organise all the assemblies you may have over the terms. Print out a few and put them around the school and classrooms so people can have a look and prepare for their next assembly.

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How to Conduct an Assembly in School Wiki | Resources

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Use the information in this wiki page to learn more about what assemblies are and how to conduct an assembly in school. There are some useful tips for students and teachers on how assemblies work and how to present a school assembly.

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US Department of Health and Human Services

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Assistant Secretary for Public Affairs (ASPA)

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There are things you can do to keep yourself and the kids you know safe from bullying. Find out more at StopBullying.gov.

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Bystanders are Essential to Bullying Prevention and Intervention

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Bystanders are Essential to Bullying Prevention and Intervention

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Bullying can have significant mental, developmental, and social effects, which is why it is a public health concern. When it comes to prevention many people can take an active role to intervene - especially bystanders. A bystander to bullying is anyone who witnesses bullying either in person or in digital forms like social media, websites, text messages, gaming, and apps. When bullying occurs, bystanders are present 80 percent of the time. 1 A bystander has the potential to make a positive difference in a bullying situation, particularly for the youth who is being bullied. When youth who are bullied are defended and supported by their peers, they are less anxious and depressed. 2 When bystanders to bullying intervene, bullying stops within 10 seconds 57 percent of the time. 1 Sometimes adolescents and young adults who witness bullying are not sure what their role is and or what they can do to address bullying. 3
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Bystander Roles

Bystanders can play different roles in bullying situations:

Outsiders witness the bullying situation, but stay out of it and do not get involved.

Defenders help by intervening when bullying occurs or extend support to the person being bullied - privately or in the moment - or take other actions to address the bullying.

Reinforcers support the youth who bullies or bullying behavior and may laugh, encourage, or cheer during or after the bullying incident.

Assistants help the individual doing the bullying and join in. For example, an assistant may physically restrain or block the target of bullying so that they cannot get away.

Cyberbullying has also been linked to psychological problems. Kids who have been cyberbullied reported higher levels of depression and thoughts of suicide, as well as greater emotional distress, hostility, and delinquency compared with peers who were not.

While bullying can lead to psychological problems, kids who have mental health concerns to begin with are also more likely to be bullied. Therefore, this is a complex cycle that is not easy to study and understand.

Why Bystanders Intervene or Not

There are many reasons why youth may or may not intervene or defend the target of bullying.

Some reasons bystanders do not intervene or respond to the bullying include:

Fear of retaliation and being bullied themselves. ,

Fear of losing their social status.

They are not friends with the target of the bullying.

Lack of knowledge about the individuals involved, the incident, and whether they perceive someone to be right or wrong in the situation. , ,

Awareness about a specific situation that takes into account the people involved and information about their on‐going actions.

They do not believe teachers or school staff will address the bullying.

They believe that adults will make the bullying worse.

They do not know what to do to intervene or address bullying.

Bystanders do intervene or defend the targets of bullying because they:

are friends with the target of bullying

are morally engaged and treat others with respect or believe "bullying is wrong"

consider how serious or dangerous the behavior is and how frequently it occurs

view the target of bullying as innocent

have empathy and sympathy for the target of the bullying

believe teachers or school staff will appropriately address bullying

Prevention and Intervention

Bystanders can take positive actions to prevent bullying and to address it while it is happening or after it occurs. Parents, teachers, and other caring adults can recommend safe ways that bystanders can prevent, intervene, or address bullying.

Prevention steps include:

Being inclusive by welcoming others to join their activities and groups

Being a role model for pro-social behavior by showing kindness, respect, and empathy for others.

Walking or sitting with or near vulnerable kids who may be targets of bullying.

Getting involved with bullying prevention efforts at school or in the community

Bystander interventions during a bullying incident may include:

Defending the target of the bullying

Intervening as a group

Changing the subject

Questioning the bullying behavior

Using humor to lighten up a serious situation

Openly stating an objection to bullying

Stating approval of the victim and validating his or her social status

Bystanders can address bullying after it happens by:

Reaching out privately to the target of the bullying to express support or concern.

Reporting the bullying to a trusted adult, parent, teacher, or school administrator.

Reaching out privately to the person doing the bullying to express concern, if they feels safe to do so

Teachers and Schools

Teachers and schools play an important part in helping students understand their roles in bullying situations. When teachers and schools address bullying consistently, students have an expectation that the role they play in bullying matters. Teachers can conduct activities to enhance student's social emotional learning and provide safe strategies for supporting their peers. 2 Adults in schools can also be role models, reward positive social behavior, and set the tone for healthy social relationships. By understanding the different roles they play in bullying situations, bystanders can take positive actions to address and reduce bullying.

Source and Research Limitations

This report includes the most up to date research on bullying, but it is important to note that this research has several important imitations. Most of the research is cross sectional, which means it took place at one point in time. This type of research shows us what things are related to each other at that time, but cannot tell us which thing came first or if one of those things caused the other to occur.

Another limitation is that many of the studies use self reports to identify who bullied or was bullied and to capture symptoms or experiences. While the use of self report is common in bullying research, it can result in biases or errors. The study participants must report information accurately, and some children may not want to admit to others that they have been bullied or have bullied others.

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Bystanders are Essential to Bullying Prevention and Intervention

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A bystander has the potential to make a positive difference in a bullying situation, particularly for the youth who is being bullied.

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Bullying is a big problem. It can make kids feel hurt, scared, sick, lonely, embarrassed, and sad. Bullies might hit, kick, or push to hurt people, or use words to call names, tease, or scare them.

A bully might say mean things about someone, grab a kid's stuff, make fun of someone, or leave a kid out of the group on purpose.

Some bullies threaten people or try to make them do things they don't want to do.

Bullying Is a Big Deal

Bullying is a big problem that affects lots of kids. Most kids say they have been bullied or teased. Being bullied can make kids feel really bad, and the stress of dealing with it can make them feel sick.

Bullying can make kids not want to play outside or go to school. It's hard to keep your mind on schoolwork when you're worried about how you're going to deal with the bully near your locker.

Bullying bothers everyone - and not just the kids who are getting picked on. Bullying can make school a place of fear and can lead to violence and more stress for everyone.

Why Do Bullies Act That Way?

Some bullies are looking for attention. They might think bullying is a way to be popular or to get what they want. Most bullies are trying to make themselves feel more important. When they pick on someone else, it can make them feel big and powerful.

Some bullies come from families where everyone is angry and shouting all the time. They may think that being angry, calling names, and pushing people around is a normal way to act. Some bullies are copying what they've seen someone else do. Some have been bullied themselves.

Sometimes bullies know that what they're doing or saying hurts other people. But other bullies may not really know how hurtful their actions can be. Most bullies don't understand or care about the feelings of others.

Bullies often pick on someone they think they can have power over. They might pick on kids who get upset easily or who have trouble sticking up for themselves. Getting a big reaction out of someone can make bullies feel like they have the power they want. Sometimes bullies pick on someone who is smarter than they are or different from them in some way. Sometimes bullies just pick on a kid for no reason at all.

Bullying: How to Handle It

So now you know that bullying is a big problem that affects a lot of kids, but what do you do if someone is bullying you? Our advice falls into two categories: preventing a run-in with the bully, and what to do if you end up face-to-face with the bully.

Preventing a Run-In With a Bully

Don't give the bully a chance. As much as you can, avoid the bully. You can't go into hiding or skip class, of course. But if you can take a different route and avoid the mean kid, do so.

Stand tall and be brave. When you're scared of another person, you're probably not feeling your bravest. But sometimes just acting brave is enough to stop a bully. How does a brave person look and act? Stand tall and you'll send the message: "Don't mess with me." It's easier to feel brave when you feel good about yourself. See the next tip!

Feel good about you. Nobody's perfect, but what can you do to look and feel your best? Maybe you'd like to be more fit. If so, maybe you'll decide to get more exercise, watch less TV, and eat healthier snacks. Or maybe you feel you look best when you shower in the morning before school. If so, you could decide to get up a little earlier so you can be clean and refreshed for the school day.

Get a buddy (and be a buddy). Two is better than one if you're trying to avoid being bullied. Make a plan to walk with a friend or two on the way to school, recess, lunch, or wherever you think you might meet the bully. Offer to do the same if a friend is having bully trouble. Get involved if you see bullying going on in your school - tell an adult, stick up for the kid being bullied, and tell the bully to stop.

If The Bully Says or Does Something to You

Ignore the bully. If you can, try your best to ignore the bully's threats. Pretend you don't hear them and walk away quickly to a place of safety. Bullies want a big reaction to their teasing and meanness. Acting as if you don't notice and don't care is like giving no reaction at all, and this just might stop a bully's behavior.

Stand up for yourself. Pretend to feel really brave and confident. Tell the bully "No! Stop it!" in a loud voice. Then walk away, or run if you have to. Kids also can stand up for each other by telling a bully to stop teasing or scaring someone else, and then walking away together. If a bully wants you to do something that you don't want to do, say "no!" and walk away. If you do what a bully says to do, the mean kid is more likely to keep bullying you. Bullies tend to pick on kids who don't stick up for themselves.

Don't bully back. Don't hit, kick, or push back to deal with someone bullying you or your friends. Fighting back just satisfies a bully and it's dangerous, too, because someone could get hurt. You're also likely to get in trouble. It's best to stay with others, stay safe, and get help from an adult.

Don't show your feelings. Plan ahead. How can you stop yourself from getting angry or showing you're upset? Try distracting yourself (counting backwards from 100, spelling the word 'turtle' backwards, etc.) to keep your mind occupied until you are out of the situation and somewhere safe where you can show your feelings.

Tell an adult. If you are being bullied, it's very important to tell an adult. Find someone you trust and talk about what is happening to you. Teachers, principals, parents, and lunchroom helpers at school can all help to stop bullying. Sometimes bullies stop as soon as a teacher finds out because they're afraid that they will be punished by parents. This is not tattling on someone who has done something small - bullying is wrong and it helps if everyone who gets bullied or sees someone being bullied speaks up.

What Happens to Bullies?

In the end, most bullies wind up in trouble. If they keep acting mean and hurtful, sooner or later they may have only a few friends left - usually other kids who are just like them. The power they wanted slips away fast. Other kids move on and leave bullies behind.

Some kids who bully blame others. But every kid has a choice about how to act. Some kids who bully realize that they don't get the respect they want by threatening others. They may have thought that bullying would make them popular, but they soon find out that other kids just think of them as trouble-making losers.

The good news is that kids who are bullies can learn to change their behavior. Teachers, counselors, and parents can help. So can watching kids who treat others fairly and with respect. Bullies can change if they learn to use their power in positive ways. In the end, whether bullies decide to change their ways is up to them. Some bullies turn into great kids. Others never learn.

But no one needs to put up with a bully's behavior. If you or someone you know is bothered by a bully, talk to someone you trust. Everyone has the right to feel safe, and being bullied makes people feel unsafe. Tell someone about it and keep telling until something is done.

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No one likes a bully. Find out how to handle them in this article for kids.

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32 of the Best Flexible Seating Options for Today's Classroom

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32 of the Best Flexible Seating Options for Today's Classroom

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32 of the Best Flexible Seating Options for Today’s Classroom

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Flexible Learning Environments in Finland

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Flexible Learning Environments in Finland

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ABSTRACT

ABSTRACT
Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices. This study investigates how teachers both adapt and are affected by new demands for pedagogy, team teaching and teacher-student relationships. Interview data of 21 teachers of six modern schools are reviewed through thematic analysis. The new school layouts provided some incongruence with the teachers' aims and their preferred practices. Although many teachers were dissatisfied with the new or remodelled space solution, they felt that their school had developed as a learning community, with improved collegiality, and good experiences of team teaching had increased. Shared vision, open discussion, commitment and enough time for preparation had helped in adaptation. Lacking arguments behind school transformation and the dismissal of ideas of school design hindered adaptation. This study suggests that teachers should have a greater voice in the school design process, and the needs of learners should be carefully considered, ensuring optimal physical and pedagogical context for effective and collaborative learning.

Introduction and the context

Reforms in curriculum and learning environments

Finland is undergoing a strong phase of school redesign where traditional walled-in classrooms and rows of desks are replaced for more flexible, multipurpose, informal and transformative open plan designs. Since 2016, all new or totally renovated comprehensive schools in Finland have incorporated open and flexible designs and principles, at least to some extent. This reform of school architecture emerged at the same time as the curriculum reform of Finnish basic education (Ministry of Education, 2014), issued in 2016.

The curriculum and school reforms also have links with the focus on so-called twenty-first-century learning skills, such as critical thinking, problem solving, collaboration, creativity and leadership (Binkley et al., 2012; Carvalho, Nicholson, Yeoman, & Thibaut, 2020; OECD 2017; Wells, Jackson, & Benade, 2018) and the influx of digital technologies. The remodelling of school and classroom spaces away from deskbound whole-class instruction settings towards spaces allowing flexible and versatile use of groupings and instructional formats is seen among the factors facilitating achievement of the aims of the new curriculum and twenty-first-century learning skills (e.g. Benade, 2015). What is often left outside of the scope of studies is, however, the pedagogical approaches needed to scaffold these kinds of multiple and complex requirements for learners.

In addition to the mere removal of walls and boundaries between spaces, physical school renewal typically also includes a reform of the learning and teaching culture (Saltmarsh et al., 2014). Openness "breaks" the material, social and cultural structure of traditional classroom and schooling, specifically by presupposing teachers work in collaborative work pairs or/and teams. The new spaces are designed usually for two class teachers and a special education teacher for a group of 40 to 60 students or four class teachers and special education and/or resource teachers for up to 100 students. Open spaces are likely to lead to changes in teaching practices towards more students working in small groups and one-to-one learning in contrast to frontal teaching because there is no distinct front, such as a teacher's desk or chalkboard, to teach from. School leadership is also assumed to be fluid and distributed among the leader-teams of a learning community.

For students, the opening of traditional classrooms provides more choices regarding the use of space, time, working groups and working arrangements and increased autonomy. Students typically have more opportunities for personalised learning and planning and making decisions concerning one's learning, which requires taking responsibility for monitoring one's work (e.g. Yeoman & Wilson, 2019). With increased project-based and collaborative activities, students need skills to stay committed to shared goals, to reflect their learning processes, and to recognise challenges that may hinder their learning interaction. All in all, open learning environments in themselves do not guarantee productive learning; rather, it is dependent on multiple issues, such as the teacher's adequate instructional support, such as scaffolding, and students' capacities and resources for productive dialogue and regulation of learning. Figure 1 depicts the central concepts and elements that are assumed to contribute to effective and collaborative learning in any kind of (institutional) learning environment.

'The best guess for the future?' Teachers' adaptation to open and flexible learning environments in Finland

Theoretical background

Education and learning as embedded in social interaction

Research setting

The study draws from the teacher interview data of an ongoing study undertaken in six primary schools in Finland that were either purpose-built or totally renovated to contain open and flexible learning environments. At the time of writing this article, 32 schools in Finland have been built around the concepts of an open and flexible learning environment. The six schools in the present sample were not selected based on any specific criteria. They are from different areas of Finland, from the capital area to northern Finland. Two schools had been built or renovated at a fast pace due to indoor air problems and mould. The length of the school transition period varied.

The school spaces involved multiple classes, none of the schools had traditional corridors or same-sized classrooms with designated desks for students or teachers' podiums, there were fewer walls than in traditional schools, and the schools consisted of open, versatile and technology-enhanced learning spaces. Students were able to take up various positions in a variety of places while normally forming several learning groups, and teachers worked in teams. The students did not follow exact timetables; instead, their learning consisted of larger modules across disciplines. Each school was a public school (in line with 99% of Finnish primary schools), and the students typically came from the neighbouring area.

The data of this article consist of 21 interviews with teachers that were conducted during the years 2018-2019 and ethnographic field notes of the researcher. The very first open plan school in Finland started in 2016; thus, teachers' experiences of teaching in these schools varied, from one to three years. All teachers had prior experience of teaching in traditional classrooms before entering new or renovated school spaces. A written consent procedure was followed where participants were informed of the goals and securing confidentiality and their data protection rights.

The researcher(s) observed the daily life of schools during a three-day to one-week period and collected and interviewed the teachers. For the data analyses, all interviews were video-recorded for later transcription. The questions were open-ended, and the interviews were similar to "natural" discussions focused on teachers' experiences and views and experiences of working in new learning environments. In all, 21 teachers were interviewed in pairs, small groups or alone, depending on their preferences and practical arrangements. The interviews lasted 30-150 minutes, depending on the group size or teachers' availability. In addition, ethnographic field notes and photos of the schools are used to provide contextual details of the settings. The themes teachers were asked about related to 1) school transformation, 2) their experiences of the new spaces and interaction practices, and how they used the spaces and resources in their teaching to support students' learning, and 3) possibilities and challenges of new open and flexible learning environments.

The data were analysed using thematic analysis (e.g. Braun & Clarke, 2006; Patton, 2015, p. 540-542) by identifying and analysing themes within the data. The analysis was data driven, and the themes were created while doing the analysis. The focus was on capturing the themes of the interviews consisting of one or several utterances that formed a coherent idea, narrative or opinion. The analysis was discussed with some other researchers; however, the final decisions what to include and leave out were made by the author. The interview language was Finnish, and the excerpts of the interviews were translated into English. The transcription was conducted carefully to maintain the conversational style and chosen words. However, some modifications were made (e.g. some filler words are left out of the excerpts).

The analysis focused on the semantic content of the data; that is, the experiences of and meanings given to open learning environments by the teachers, regarded as the "reality" for themselves (see Potter & Hepburn, 2012). The interviews were conducted in local contexts, and the answers belong to unique persons in specific situations. The aim is not to provide universal and generalised results but to reveal something about the teachers' opinions and experiences that also could tell something about the ongoing issues in general. These results do not represent the overall situation in Finland but provide examples of how teachers have adapted to the new learning spaces.

Analysis and results

School transformation as a bottom-up process

As described earlier, the new curriculum framework and new open and flexible spaces require and challenge teachers to collaborate more in developing phenomenon-based learning projects, modules across disciplines, engage in team planning and team teaching, and share responsibilities and to cultivate competencies in supporting students' setting of learning goals and more individualised learning projects. As the very first new schools started in 2016, all six schools were still undergoing the transformation phase, as all of them had operated only one to three years in their remodelled or newly built design.

Educational change takes place both at the organisational level and on teachers' individual professional development. The adaptation process of school transformation can be seen as consisting of design, transition and implementation phases (Blackmore et al., 2011). The narratives of the interviewees described the adaptation process as a journey, which had started in the school design phase immediately after the decision for a new school. The interviewed teachers' stories of the ramifications of settling into the new learning spaces showed that educational changes do not constitute a top-down process, but a bottom-up process, which both allows and requires teachers to develop school practices and themselves as teachers.

Arguments behind school transformation

The adaptation process consisted, at least, of some contradictory feelings of pain from the changes, uncertainty about what is excepted, also described as stepping out of one's own comfort zone, and enthusiasm to create and alter pedagogical practices. There was variation among teachers in the way they perceived and reacted to the possibilities of the new spaces. For some of the teachers, the explanations behind school transformation were unclear; they did not know who called for the new kind of school and why and who made the ultimate decision. In some responses, teachers thought that the explanation was that the new school could better serve the reformed Finnish curriculum by emphasising phenomenon-based learning and integration across different subjects. Teachers also longed for empirical evidence of the impacts of the new spaces and thought that the renewals were based on too-simplistic conceptions about what is critical in learning. Some teachers also thought that schools should have a more open door to the surrounding society, and the newly designed school was the best available response for preparing children for the unknown future.

You can interpret the new curriculum in many ways, but I think this open learning environment is a response to how a physical learning environment can also serve the new reformed curriculum and phenomenon-based learning. We did not have many pre-thought ideas, and the curriculum was changing at the same time as well. But we had enthusiasm to go and have a look at what a new learning environment can give for all of us. We were ready to take up the challenge and look to the future. (Teacher J)

You have to have a clear vision of what is the goal of renewing school spaces so radically. But for me, it is not. What is it? Sense of community? Renewal of teaching? Is the space the thing that enables you to do what is expected? (...) Where is the empirical evidence for these new schools? (Teacher E)

I do see the importance of phenomenon-based learning. However, it could be enacted in traditional classrooms as well; you don't need open spaces for that. Why in the world do we need these new spaces? (Teacher D)

First, we had to get rid of the pain of the change. We talked about the transformation, our fears and what we could wish from the new environment, what are good and worse scenarios. We compared the options. After this 'pain talk', we were able to plan our new school and we were committed to the transformation. (Teacher K)

We have to educate children for the future. But it is difficult to foretell what lies ahead. I think this open learning environment is the best guess for the future. (Teacher C)

Dismissed ideas of school design

Traditionally, schools have been designed by architects without any involvement of educational professionals. Nowadays, there has been a trend towards a participatory or co-design process, which has been believed to improve teacher practices and, in turn, benefit students' learning (Blackmore et al., 2011, p. 10; Sigurðardóttir & Hjartarson, 2016; Woolner & Cardellino, 2019). Some of the teachers were invited to engage in planning their new school. However, many of the teachers mentioned that it was not clear what their role in the design process was, how they were listened to and whether their opinions were appreciated. In one case, blueprints of the new school changed without notification of the teachers. The dismissal of at least some of the teachers' wishes and ideas concerning the school design hindered adaptation in the implementation phase.

We teachers were listened to in the planning phase; however, now it looks like it did not have any impact. It was only a formality. The bigger lines were drawn elsewhere on other boards. If you feel that your opinion counts, then you can feel a commitment to new spaces. Now it is the other way around. (...) I believe that architects do their best, but teachers and children are those who do the daily work in those spaces. (Teacher I)

As I remember it, when we were planning the school, the blueprints were very different. At that time, we were very satisfied with the blueprints, and we had only some little details to add or change. Suddenly, something happened to them. When there was the next meeting after three weeks, we got very renewed papers and blueprints. We were wondering where are all our previous ideas, but we never got any answer. (...) Afterwards we had black humour that whether it would have been better not to say anything. (Teacher B)

This school building is a compromise between the opinions of teachers, architects and policymakers who participated in the design process. However, in my opinion, a compromise is better than a viewpoint of one or two persons. (Teacher G)

Rethinking ideas of classroom

New schools challenged teachers to look at teaching practices differently. For most teachers, the idea of not having one's own classroom or being a sole teacher in a classroom was described as more or less a "psychological change" that teachers have to go through. Some teachers disliked the idea of making their own classrooms obsolete and were worried that if students and teachers cannot rely on stable spaces to work and interact with each other, this might lead to overly fragmented learning and dismissal of children's need for designated places. In addition, teacher-led practices were seen to be needed at times; for instance, for explaining and demonstrating concepts that are hard to grasp and master without the teacher's support. Many teachers preferred enclosed classrooms serving as a home base for children.

The idea that a corridor or dining room could be a learning environment is a big change. And that children are wandering in space without having any own private space. (...) In fact, you can't bring old things to the new one. You have to rebuild these ideas for yourself. (Teacher H)

There were many discussions about not having one's own classroom anymore. And we still have. Many of my students long for their own classroom and their desks; that's what they keep saying. I would like to step back a little to have a classroom and designated spaces for everyone. I think that the removal of desks does not improve learning, as the drivers for improvement are other things. (Teacher N)

For me, new space itself forces me to think differently. The new school challenges change many of my previous assumptions and ideas. You are forced to think of teaching in other ways that are not pre-defined beforehand. I noticed that the idea of the new school was very compatible with my ideas of teaching and step by step, the new space started to feed my own and my students' creativity. (Teacher M)

Developing the school as a learning community

Orientation towards the new school is also a collaborative process at the organisational level and optimally provided opportunities and tools to negotiate wishes and values, to express unspoken assumptions, insecurities and fears, and to come up with an agreement or shared vision of the future school. In almost every school, teachers together with principals created a shared vision of goals, values, dreams and preferred practices of their future school and, thus, at the same time, developed the curriculum of their school. In some schools, teachers signed a written consent for commitment to the vision. In later recruitment processes, new teachers were selected based on how compatible their pedagogical thinking was with the school visions. Creating a shared vision of which everyone can feel ownership is also a way to develop school as a learning community. Open talk, or pain talk as one interviewee described it, was also a way to challenge previous assumptions. The role of the school principal(s) was highlighted as important pioneers of the transition process and nurturing an open and motivating climate. Overall, many teachers were satisfied as they were able to create a new environment, and for some teachers, a chance to plan a new school and create its practices were considered as a privilege.

We started to create visions. It was, that we systematically spent our time thinking about what a new learning environment does and brings about. It was the beginning. And we continued speaking our visions, and when the school was built, everyone had a kind of understanding of our new school. We committed that vision on paper, and everyone working here is committed to acting in ways that are compatible with our vision. (Teacher G)

Our vision was 'We will go there together.' Our principal was a leader and he has led this process wisely. In difficult situations, we can always count on him and on our community, and no one is left alone. (Teacher H)

Our proverb, stated by our principal, goes: We all are apples. We cannot let anyone sour; instead, we hold on to everybody even though speaking about difficult issues is painful. (Teacher J)

We share enthusiasm with our new spaces. We have a good spirit of doing. We don't transmit old practices. We transform them. Not every teacher can be involved in developing a new school and its culture. (Teacher F)

Taken together, these responses of interviewees demonstrate how educational change to a new kind of school is a remarkable issue. It needs careful preparation consisting of joint discussion, co-planning and creating a shared vision of the new school to which teachers can commit. Redrawing boundaries among teachers, new spaces and materials, and teaching practices and creating new ones opened up possibilities that had not existed before, which motivated many teachers.

However, the reasons behind the school transformation were unclear for many teachers. For them, it was not easy to see why school spaces have to be renewed so radically, and they were unsure whether the renewal of the school building could be the response to the demand for renewing the teaching and learning culture. The responses also pose a question of who can have the strongest voice in planning new schools: teachers, policymakers or architects. All in all, it seems clear that for teachers, it is easier to be responsive to new spaces if they can feel ownership of spaces and that spaces resemble their needs and their students. A shared understanding of the aim, the meanings behind changes and the experience of being listened to are some key features for the renewal of school buildings and school culture.

Mismatch between the school's layout and teachers' preferred practices

The implementation phase consisted of transitioning into the new school building and putting the created school vision into practice. This has meant continuous negotiation of spaces and resources, developing new practices, and establishing rules and protocols of use. For some teachers, the new school itself was a certain disappointment, and it seemed to them that there was a lack of perspective for the ultimate users: teachers and students. Some teachers also felt that their pedagogical knowledge and experience were overridden by architects and interior designers. The role of the different spaces and materiality was considered either absent or too deterministic (see Yeoman, 2018). Overall, teachers were puzzled about how interior architects can decide the furniture without any experience of teaching.

A couple of days before entering the new school, two interior designers gave as education a vision I called 'furniture pedagogy'. They tell that when children learn math, they need these tables and these chairs and for project-based work, there are these sofas, etc. Of course, I understand that good and multiple furniture could be a good thing, but the idea that furniture itself creates spaces for learning and for different needs sounds simplistic and ridiculous. (Teacher A)

We have those little rooms called phone boxes. Children use them when they want to have a break and quiet down. This is okay, but they don't use those spaces for learning. (Teacher B)

The aim of the transformative and flexible environment is that the spaces are versatile and enable multiple learning methods for different needs. Teachers had been aware that in their new schools there would be open, flexible and transformative spaces. They had imagined how these features would operate in practice (see Wood, 2018) and how doorless and unwalled the spaces are. Teachers espoused both open and enclosed spaces, and they valued the high flexibility of transforming open spaces easily into various constellations and groupings.

After entering their new schools, some teachers stated that the school layout did not afford different learning practices and groupings as spaces were not flexible or transformative enough. Although teachers worked in teams, they also had to work in big spaces with teachers and students with whom they did not co-operate; for example, due to the curriculum or grade. This caused learning interaction that was frequently disturbed or interrupted and distractions and noise were reported to cause stress and concentration difficulties both for students and teachers. Teachers stated that they had to teach in the big open space, and it was considered impossible to transform into different partitions, and thus it did not support the use of multiple learning methods; in fact, some teachers said the situation was the reverse. Because of the parallel noise of the other groups, they reported that instead of multiple methods, they had to use teacher-led methods, in order not to disturb others.

In some schools, spaces were able to be divided into parts with acoustic curtains, but according to the users, the curtains did not block noise. Gislason ( 2009) has stated that the problem with acoustics and distractions could be solved by careful planning and timetabling. In this study, teachers reported that there were not enough spaces, and many groups were forced to study in the same big space. If the teachers and their students had to change space too often, there was a fear that learning becomes too fragmented. Some schools had already tried to overcome all these issues by reverting to building solid or glass walls.

We were promised that we would have transformative spaces. This meant that we would have easily movable walls. But it happened the other way around. Now the space should be transformative, but it is just an example of a big giant space that is acoustically disastrous. Everyone wearing hearing protectors is a sign that the architecture is insufficient, and many children and teachers are suffering. (...) My students have to change the place so often, that they have to create their learning space many times in a day and learning becomes fragmented. (Teacher F)

I will have to admit that my pedagogy in our big spaces is very primitive. We read learning books and fill activity books. You are not able to do anything creative and functional and not develop pedagogy because all the time you will have to take into account the others in the same space and take care that even your own students can concentrate on working. Thus, this kind of open learning environment, at least in our school, when there are a lot of students at the place at the same time, does not allow you to develop new pedagogy. For me, the salt of my work has been that I can find and develop new things into my pedagogical practices. But now it is the other way around.

We have this problem that it is impossible to arrange the spaces in order to make them peaceful for studying and teaching. In my opinion, this adaptability for silent work should be the premise and that you can open the spaces when needed. But the starting point was absurd enough. At least, according to my mind, concentrated and silent work should still be very important when studying. But if you are at the same time in five different lessons and you hear all the voices, it is very stressful. Stressful both for students and teachers, and at least for me it becomes very hard. (...) When I teach, I like to use playful methods like singing, reading, playing and listening. Now we have to do that in the open spaces. And I know that it disturbs other groups. Then I had to make a decision that I cannot apologise for my work. It is just that I can't do anything that I have to teach in open spaces. (...) But I don't know if it's right that in a way I have to feel guilty about my teaching. (Teacher B)

Spaces for privacy and creativity

There was also a concern about the lack of enclosed learning spaces and spaces for confidential interactions. Some teachers reported that students do not dare to discuss confidential and sensitive issues anymore, as they are not sure who can hear behind the curtains (see Goffman, 1981). Teachers also reported that children started to seek private spaces and develop strategies to protect those spaces (see Corsaro, 2003). One teacher described a situation in which children started to build a maths hut. It is possible that children wanted to have a private and enclosed space for themselves. It is also an example of how spaces afford creativity to their users.

This kind of open layout does not support confidential and sensitive discussions with students, as they know that anyone can come into the space at any time and or there can be an overhearing audience behind the curtains. That is sad, as I have seen these discussions be meaningful to children's development, especially for teenagers. We also have some enclosed spaces that we can reserve in advance, but these confidential discussions usually start all of a sudden. (Teacher K)

One day during the math class, the children asked me if they could build a math hut. I told them they can do so. They carry those capsules. They set two capsules opposite each other. There is space for 6-8 pupils and they can sit inside. It's quite dim inside, but it's still bright enough. After building the math hut, they do their own math tasks inside. They work very well there. In my opinion, the idea of building the hut is great when pupils can study inside. The pupils know the rules of returning the capsules back to their own places; if we don't continue studying the same thing in the next lesson, or we start studying something new, the pupils know they have to return the capsules. (Teacher M)

Team teaching and increased collegiality

Implementing new practices has also meant a commitment to team teaching. Usually teachers were able to were able to exercise some kind of choice with whom they wanted to work. Many teachers reported engaging much more than before in developing pedagogical ideas and practices together with other teachers and having to justify premises for pedagogical choice through new spaces. They had learned much from each other, and resources, materials and practices were more shared than before. Teachers also reported that tricky situations, such as clashes with students, conflicts between students or disagreements with parents, were easier to go through with colleagues. Teachers' collaboration and team teaching were also displayed as models of dialogue and collaboration for students. Teaching in open spaces made teaching more visible and public and, thus, using the same learning spaces enhanced the awareness of each other's strengths and increased overt sharing and adopting best practices.

All the teachers found positive issues for team teaching, and one teacher also said that it had required skills to work in new spaces where paired or multiple teachers were co-present all the time. Team teaching also demanded the management of professional relationships, compromises and trust. It also required the teachers to relinquish at least some of their prior autonomy of being the sole teacher in a classroom and to adopt and embrace shared practices and dialogues with colleagues, valuing and accepting the contribution of each team member and their unique ways of preferred action and goals. Many teachers highlighted how a lot of time is required for teachers to become a team. Trust between teachers became an important issue. Through collaborative culture and team teaching, the schools became learning communities in which everyone educates and can learn from each other.

The premise of co and/or team teaching is that the pair or team consists of teachers who get along together well and are willing to work together. Otherwise, it does not work. As its best, the other teacher(s) in your team is your support and shelter. Team teaching can reduce your workload and stress as you are not working alone but being a part of a working team. In practice, you are never alone. The help is around there. (Teacher M)

Tacit knowledge does not shift across walls. But in a team, it becomes visible. Now you can borrow or adopt something from your colleague. You don't have to 'steal' anymore. (...) We have had many good discussions on pedagogy. (Teacher B)

Before we used to discuss 'your class' and 'my class' and compare how someone's class is difficult and restless and some other's well behaving and achieving. In addition, we previously had clear answers who owns which place and so on and who is responsible and accountable for what. Now we have got rid of this kind of thinking and talking culture. Taking and sharing more responsibility has reduced individual accountability. (Teacher K)

Sharing space with others means that you have to give up your autonomy and trust in your colleague. You will have to trust your colleague. Without it, it would not work. However, trust has to be built; it cannot be pre-given. We need lots of time to build our team and trust between team members. You also have to accept the plans and enactments that your colleague(s) have made although you do not totally or even partially agree with them. You have to accept that the other's way to do teaching is as good as your own. (Teacher D)

Importance of teacher-student relationships

Teachers also reported that new spaces afforded more encounters with students and teacher-student relationships had been tightened. The new format afforded more informal encounters with teachers and students. Many teachers pointed out that teachers should have enough time to focus on their main goal: concentrating on students and their learning needs and goals and that navigating between spaces should not take too much time for that. Many teachers stressed that the most important thing, regardless of space, is the relationship with students.

I got a card from my students on which they had written that 'with you (means teachers) we can also discuss sunshine.' (Teacher M)

A child does not develop with an iPad but with an adult who not only teaches, but takes care of the children. (Teacher B)

Taken together, the implementation phase raised specific issues around the mismatch with the appropriate spaces for teaching and learning and for confidential interactions. Unlike previous research (e.g. Saltmarsh et al., 2014), teachers were willing to change their practices. They also found team teaching to be beneficial. Interaction between teachers and sharing pedagogical issues increased. The activities in the new schools also increased and deepened teacher-student relationships.

Concluding discussion

Collegial collaboration as the greatest source of support and assurance

This study sought to portray teachers' experiences of open and flexible schools and their ways of adapting to the changes that occurred in various aspects of their work. The six schools where the 21 interviewed teachers work are part of the modernising movement of school architecture in Finland. These schools were still undergoing the transformation phase, as all of them had operated only one to three years in their remodelled or newly built design. In their process of adaptation to a new kind of learning and work community, the teachers invariably mentioned collegial collaboration as the greatest source of support and assurance. On the other hand, adaptation had been hindered by a perceived mismatch between the school's layout and teachers' preferred practices and pedagogical aims and frustration or discontent due to a dearth of participatory discussion explaining the motives and justifications for school transformation and dismissal of the teachers' ideas in the school design process.

The interviewed teachers' stories about the ramifications of settling into a new learning space showed that educational changes like this do not constitute a top-down process, but a bottom-up process, which both allows and requires teachers to develop school practices and themselves as teachers. At the organisational level of the school, a pivotal factor for successful adaptation is a shared vision, which is communicated in a way that supports experiences of ownership and commitment, which allows enough time for preparation, an open discussion culture and sharing, and which nurtures collegial support. In the design phase, collaborative preparation optimally provides opportunities and tools to negotiate wishes and values, to express unspoken assumptions, insecurities and fears, and to come up with an agreement or shared vision of a future school (see Cardellino & Woolner, 2019). In the implementation phase, critical elements consisted of sharing and doing things together, which aided teachers in planning and teaching in teams and helped in the negotiation of spaces and practices. Teachers described that they could adopt a flexible attitude themselves, as they knew that everyone had to be flexible, make compromises and trust each other. A school culture of open communication supported teachers in navigating through conflicts and tricky situations. The school principals played a key role in leading the transformation process and nurturing an open climate and, especially, allocating time and resources for team planning.

Educational change took place not only at the organisational level, but also in the new open spaces, which called for changes in teachers' individual professional development. Adapting to new spaces necessitated the development of novel practices of planning and structuring one's classroom practices and commitment to team-teaching. Team teaching required the teachers to relinquish at least some of their prior autonomy as the sole teacher of a classroom and to adopt and embrace shared practices and dialogue with colleagues, valuing and accepting the contribution of each team member and their unique ways of preferred action and goals. The interviewed teachers reported engaging much more than before in developing pedagogical ideas and practices together with other teachers and having to justify their premises for pedagogical choices through new spaces. Working in teams required time, but by and large, the teachers were satisfied with team teaching and co-planning (cf. Benade, 2017). Whether working as teams of teachers mostly reduced or increased teachers' workload could not be determined based on the interviews. Teaching in open spaces made teaching more visible and public and, thus, using the same learning spaces enhanced the awareness of each other's strengths and increased overt sharing and adapting of best practices. Taken together, much like in earlier studies of school development of the learning community, the overall teaching culture is improved when changed practices increase teachers' collaboration, create shared responsibility, reduce isolation and support continuous professional learning (Hargreaves & Fullan, 2012; Vescio, Ross, & Adams, 2008).

School layouts should support pedagogical practices

However, a more challenging aspect of adaptation at both the organisational and individual levels was that concerning the new physical spaces. The new school layouts were often seen to be in conflict with the teachers' aims and their preferred pedagogical practices, or at least there was frequently a mismatch between the affordances of the space and the teachers' wishes. Teachers espoused both open and enclosed spaces, and they valued the high flexibility of transforming open spaces easily into various constellations and groupings. Teacher-led practices were seen to be needed at times, for instance, for explaining and demonstrating concepts that are hard to grasp and master without the teacher's support. Thus, for these types of situations, the interviewed teachers would have preferred teaching and studying in enclosed, quiet and undisturbed spaces in which teachers can prompt and scaffold students' learning without distractions and engage in dialogue with them. According to the teachers, open environments were less likely to encourage and lead to confidential interactions between teacher(s) and student(s) than more intimate spaces. Enclosed spaces that were not prone to overhearing or interactions being stopped by an audience (Goffman, 1981), and facilities such as places to sit, desks or tables were seen to afford educationally desirable learning. Unlike the views of Yeoman and Wilson ( 2019), an overhearing or overseeing audience can also impede classroom education.

In contrast to reports in the prominent previous literature (e.g. Kariippanon et al., 2018; Saltmarsh et al., 2014), teachers expressed the willingness to evolve their practices. However, the majority of the interviewed teachers conceptualised the new spaces as big open spaces, which for all purposes were not flexible or transformable. When the big space was seen as impossible to transform into different partitions, the practices that the teachers could deploy were described as a step backward rather than a step forward. When the large open spaces were occupied by several groups of students studying different topics or subjects at the same time, the teaching practices needed to be highly teacher-directed in order not to disturb other groups and colleagues. Learning in big open spaces meant that the learning interaction was frequently disturbed or interrupted. Distractions and noise were reported to cause stress and concentration difficulties for both students and teachers. In some schools, to overcome these issues, the solution has been to revert to building solid or glass walls.

Teachers and students should have an active voice

Teachers' adaptation to the new space seems to have been hindered by the lack of a participatory process in the design phase justifying the motivation and rationales behind school transformation and the dismissal of at least some of the teachers' wishes and ideas concerning the school design. Many teachers thought that on the ideal level, the new spaces can better serve the Finnish reformed curriculum, emphasising phenomenon-based learning, integration across different subjects and interactive learning and teaching methods, but for many teachers, the experienced and implemented practice was different from the goals stated in the curriculum guidelines. On a global level, many school renovation processes have been based on quite simplistic binary oppositions; for instance, the presumption that traditional schools provide passive, teacher-led, one-way learning, whereas modern spaces facilitate student-centred, social, digitally mediated and creative learning (see Bois, 2011). Physical space is usually seen as providing an overarching setting in which the nature of learning could be changed in a relatively mechanical and straightforward way (e.g. Kariippanon et al., 2018; Wesley & Imms, 2016).

The findings of the present study, along with prior studies on new learning environments, suggest that it is important to take into account multiple social aspects and understand their transactional effects on each other in non-deterministic ways. Granted that the key idea behind new types of learning environments is to provide better educational experiences and outcomes, the needs of learners should be carefully considered, ensuring the optimal context for effective and collaborative learning. As stated in Figure 1 (p. X), successful learning depends on multiple elements, such as the teacher's scaffolding of the students' learning processes, effective behaviour and cognitive self-regulation, skill development and collaboration. Quality of education is acknowledged to be affected by instructional methods; thus, instead of binary oppositional statements diminishing the role of the quality of instruction and of teachers (see Biesta, 2015), it is critical to understand what different kinds of spaces are conducive to learning. As learning within any disciplinary field involves "ways of seeing, doing, and thinking and interacting across tools and representations" (see Leander et al., 2010), it is highly dependent on interaction, not just the space within which it takes place. Moreover, it is important to consider the needs of different learners and the critical aspects of space that are optimal for children who have difficulties staying on task, who suffer from neuropsychiatric disorders, or need greater stability or safety of the physical structure or more social or self-regulatory support to navigate in a community of learners.

The theoretical approaches, such as sociocultural theory and distributed cognition and affordances, can be highly informative for the creation of learning spaces to align the needs of both individuals and the interactive community, as they take into account both the physical and social construction. Learning is embedded and fostered within an ecosystem consisting of the learning environment and its material artefacts, verbal and embodied social interaction, and individual minds. Thus, the above-mentioned theories could be further utilised to understand the relationship between space, the intended aims and interaction in practice. This strongly suggests that teachers - and the prospective users including pupils and their parents - should have an active voice and ownership in the school design process from the conception all through the adaptation phase. According to Barrett and Zhang ( 2009, p. 4), "only when school is seen to support learning and create a positive experience, can we say it was designed successfully". In light of this study, it is highly recommended and crucial that new schools are co-designed by teachers who will subsequently be working there and that schools mirror the contemporary definition of childhood and effective collaborative learning rather than contemporary architectural trends or binary oppositions concerning optimal learning contexts.

All in all, when teachers are invited and engaged as participants in the school design process, compatibility between the aims of learning and needs of different learners is more likely to be ensured, the versatile nature of learning to take place in open, enclosed and flexible spaces is acknowledged, and the needs for leading and nurturing the learning community are taken into account, the new schools can contribute something that adds to what existed before. Then the new learning spaces can amount to - what one teacher described as - "the best guess" for the unknown and rapidly changing future for which children are being prepared.

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the Academy of Finland [318077].

Notes on contributors

Kreeta Niemi
Kreeta Niemi works as a post-doctoral researcher at the Department of Teacher Education, at University of Jyväskylä, Finland. Her current interest is in school reform underway in Finland, especially learning practices constituted in newly designed learning environments.

References

Barrett, P.S. , & Zhang, Y. (2009). Optimal learning spaces: Design and implications for primary schools Salford University.

Binkley, M. , Erstad, O. , Herman, J. , Raizen, S. , Ripley, M. , Miller-Ricci, M. , & Rumble, M. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer Netherlands.

Blackmore, J. , Bateman, D. , Loughlin, J. , O'Mara, J. , & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes: Literature review . Victoria: Department of Education and Early Childhood Development. Retrieved from https://www.education.vic.gov.au/Documents/about/programs/infrastructure/blackmorelearningspaces.pdf

Gislason, N. (2015). The open plan high school: Educational motivations and challenges. In P.Woolner (Ed.), School design together (pp. 101-119). Abingdon: Routledge.

Greeno, J. (2006). Learning in activity. In K.Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). Cambridge, UK: Cambridge University Press.

Kariippanon, K. E. , Cliff, D. P. , Lancaster, S. L. , Okely, A. D. , & Parrish, A. M. (2018). Perceived interplay between ﬂexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research , 21(3), 301-320.

Leander, K. M. , Phillips, N. C. , & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education , 34(1), 329-394.

Ministry of Education . (2014). Finnish National Curriculum. (2014). National Board of Education. Retrieved from http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf

OECD . (2017). The OECD handbook for innovative learning environments . Paris: Author.

Patton, M. (2015). Qualitative research and evaluation methods. Integrating theory and practice London: Sage.

Vescio, V. , Ross, D. , & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education , 24(1), 80-91.

Wells, A., Jackson, M. & Benade, L. (2018). Modern Learning Environments: Embodiment of a Disjunctive Encounter. In L. Benade & M. Jackson (Eds.), Transforming Education: Design, Technology, Government (pp. 3-17). Singapore: Springer.

Yeoman, P. (2018). The material correspondence of learning. In R. A.Ellis & P.Goodyear (Eds.), Spaces of teaching and learning: Integrating perspectives on research and practice . Dordrecht: Springer.

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'The best guess for the future?' Teachers' adaptation to open and flexible learning environments in Finland

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ABSTRACT ABSTRACT Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices.

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Top 10 Benefits of a Flexible-Seating Classroom | Smith System Blog

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Two, four, six, eight, what do we appreciate? A good listicle! Especially when evaluating an educational trend, like the shift to flexible seating in K-12 classrooms.

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Flexible Seating Elevates Student Engagement

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Breaking up rows of desks fosters collaboration and empowers kids to think about how they work best.

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Will Flexible Seating Create Chaos in Your Classroom? - Haskell Education

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“I believed that putting students in rows facing the front of the room would make them easier to manage. I also believed that an effective classroom was a

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Topic Page: When schools implement PBIS, they start by implementing it school-wide. Three critical features – systems, practices, and data – work together to promote positive, predictable, safe environments for everyone in all school settings.

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By providing academic and social support over long periods, student mentorship programs unlock many benefits for the students who enroll in them. In this article, we'll define mentorship programs, touch on their most notable benefits, and reveal how to ensure the most vulnerable groups of students can participate in these programs.

What is a student mentorship program?

There are many types of mentorship programs for all sorts of students and adults. In the context of students, however, the definition of formal mentorship is more narrow.

In 2017, the U.S. Department of Education issued a brief that identified student mentorship programs as a dropout prevention strategy. The publication defines mentoring as a formalized "supportive relationship" between an at-risk high school student and a non-parental adult from within or outside the school.

These mentors can be teachers, staff or even community volunteers who help ensure students stay on track in the classroom while assisting them with personal and academic goal setting.

While mentorships may occur naturally during extracurricular activities such as sports or theater, formal student mentorship programs that are intentionally facilitated by schools carefully match at-risk students with appropriate mentors.

Student mentorship programs can support academic progress

When a student begins working with an adult mentor tasked with tracking that student's academic progress over time, there's reason to hope for improvement in the classroom. While all progress is not measurable, student mentors can help keep tabs on attendance, assignments and overall performance week after week and year after year.

Oregon Junior/Senior High School in Illinois initiated an after-school mentorship program after noticing that too many first-year high school students were facing academic and social challenges. Research indicates that attendance and academic performance during ninth grade are critical indicators of timely graduation, so the school had many reasons to try a mentorship program as an intervention.

The school's aim was to ensure that students attended school regularly, stayed connected in the classroom and secured passing grades. Things began to turn around within a couple of years, as on-time graduation and attendance rates improved.

Student mentors can help students set both short-term and long-term academic goals. For example, weekly goals could be as simple as turning in all math homework. Long-term goals might include enrolling in an SAT prep class or aiming to graduate with a 3.0 GPA.

Student mentorships can propel social and emotional growth

Student mentorship programs often begin as an attempt to keep struggling students' grades at acceptable levels. Students who work with mentors, however, also receive social and emotional support.

Conversations with mentors can provide a safe space for students to express frustrations, and discuss concerns and challenges they may be experiencing. Perhaps they don't understand an assignment, can't see the whiteboard or don't have the internet access they need at home to research a history paper properly. Once a solid, secure relationship is established between a mentor and a student, the student may feel more comfortable talking openly and asking for the information, time and resources they need to succeed.

In the best mentorship programs, students can talk to trusted mentors about personal and academic goals. Having the ability to stop by to chat with a mentor after a big win or a hard day can make all the difference in the life of a student. Mentors become cheerleaders, and students realize that these adults are there to root for them, even when things get difficult. Some schools even raise funds so mentors can celebrate successes with their students.

How to ensure the right students benefit from mentorship programs

While many of the benefits of student mentorship programs are impossible to calculate fully, schools should aim to carefully select students for these programs whenever possible. For example, every year, the previously mentioned school in Illinois identifies 15% of its ninth-grade class as the most at-risk students for not graduating high school. To pinpoint these students, educators and administrators lean on indicators from students' middle school records, including attendance rates and missing homework.

Aside from identifying the best candidates for student mentorship programs, schools should make sure any students enrolled in these programs attend school consistently enough to truly benefit from them. Since chronic absenteeism is already a roadblock to educational equity, schools can only expect students to truly connect with mentors if they have access to safe, reliable transportation to campus in the first place.

Schools need secure, consistent transportation that meets the needs of all students, including academically at-risk students who are enrolled in mentorship programs. Dependable transportation is, of course, also critical for other student populations that may have individualized learning and scheduling requirements including students with special needs , those who are experiencing homelessness and those who are living in foster care .

From crafting Individual Education Plans (IEPs) to understanding the McKinney-Vento Act , schools can secure funding for necessary alternative transportation by swiftly and accurately identifying students' needs.

HopSkipDrive is the leader in innovative, scalable school transportation solutions. Our solutions enable schools to meet specialized student transportation needs while solving for bus driver shortages.

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The benefits of student mentorship programs

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Student mentorship programs can help students stay on track in the classroom while providing vital social and emotional support.

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Don't know what kind of publication you're looking for? Start here. Publications listed below include every eBook, monograph, brief, and guide written by the PBIS Technical Assistance Center.

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Don't know what kind of publication you're looking for? Start here. Publications listed below include every eBook, monograph, brief, and guide written by the PBIS Technical Assistance Center.

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School-Wide Positive Behavior - Wayne Elementary School

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School-Wide Positive Behavior - Wayne Elementary School

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Our School Cafeteria Was Out Of Control… Here’s How We Fixed It. — Tried & True Teacher Tips

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Our School Cafeteria was OUT OF CONTROL… here are the changes we put in place to turn it around!

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Max's mom caught me off guard when she asked to enroll her 2-year-old in my very first "3 to 5-year-old" Tinkergarten class. I wondered how such a mixed age group would feel to kids and, even more so, to parents. Ultimately, I gave it a try.

That season, I was amazed by how much Max was able to do. Although Max took longer than his older classmates to come out of his shell, the older kids watched out for him, and he responded to their attention and modeling. In little time, Max "joined the pack," pretended quite readily, and took on remarkable challenges. What blew my mind was how much the older children seemed to gain from both caring for Max and making him their genuine playmate.

Years later, all of our learning groups at Tinkergarten span far more than three years of age, thanks to that experience and so much learning. In fact our core program is designed to fully support kids ages 1.5 through 8 years of age.

None of this should be too surprising. If you have multiple kids or a large extended family, you regularly see the beauty of younger and older playing and learning together. Find a way to watch To Be and To Have , a gorgeous film about a French one-room schoolhouse, and you'll feel it in your bones. Humans were learning in mixed-age groupings for centuries, and anthropologists like Melvin Konner remind us that same-aged learning groups are a construct of modern times. Still, nearly all learning experiences in today's world group kids in very narrow age ranges.

The Power of Mixed Age Play

Ready for a laugh (and maybe a little learning)? Take a look at this 2 minute look at mixed age play:

Good for the Wee Ones

According to evolutionary psychologist , age mixing stretches younger children so that they can play in more advanced ways than they could with their same-aged peers. Young children also flourish socially under the care and emotional support of older, more experienced children. shows that mixed-age play with older playmates supports enhanced cognitive, language, and motor development in 2-year-olds.

Parents understandably worry that a mixed age experience is too advanced for wee ones. Younger children often appear less engaged since they take a bit longer to adapt to a new classroom, shift focus often, and express their ideas in less sophisticated ways than their elders.

Nevertheless, younger children take in so much information, and learn from what they observe. If we stop thinking of the older children as yardsticks against which to compare a younger child's play, we can see older children as teachers who can scaffold a younger child's learning. When we allow young children to take their time, and look for evidence of learning both in and outside of class, we nearly always see young children making remarkable progress.

Benefits to Older Kids,Too

Mixed-age play also benefits the older kids. Playing with younger children gives them the chance to act as leaders, to play teacher, and to develop creativity , , and kindness-soft skills that kids need as they make and maintain friendships, work and collaborate with others, and solve complicated problems. Playing with younger children does not "dumb down" the play of older kids. When 5 and 2-year olds play together, the 5-year-olds continue to play in their way; they just lift the 2-year-olds up with them.

Encouraging older kids to play with toddlers may not immediately appeal to parents of the older children. After all, it would seem that such play may not be as stimulating as play with same-age peers. Our culture has convinced us that stretching our kids to achieve as much as they can, as early as they can, will net better results. But it's critical to give our children this chance to work in mixed-aged groups. Kids learn to be leaders when they can be the most competent in the group, because they confidently share, and teach, and empathize with the younger ones.

In mixed-age, play-based settings, kids undergo real transformations: Younger children rise to meet their elders and older kids become leaders. Kids rarely get those chances in a same-age world. Letting our children experience rich, mixed-aged play is powerful, even essential for them in their early years, and may be one of the most valuable gifts we can give them.

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The Power of Mixed Age Play | Tinkergarten

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While nearly all learning experiences today group kids by age, there are so many benefits to mixed age classrooms and learning settings.

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THE BENEFITS OF PAIRING YOUNG STUDENTS WITH A BUDDY CLASSROOM - All Students Can Shine

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Have you noticed a change in your primary students’ ability to socialize and cope with big emotions? The upheaval from the pandemic might be to blame.

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Dr. Ken Shore: Appropriate Lunchroom Behavior | Education World

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Classroom Problem Solver: Appropriate Lunchroom Behavior

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Mixing at-risk high school and elementary-aged students might sound like a plan for perpetuating bad habits. But when asked to serve as mentors, the high school students stepped up, and they and their charges are learning about themselves and each other. Included: Description of a high school-elementary student-mentoring program.

A few years ago, Wilson (Pennsylvania) Elementary School principal Kathleen A. Sites realized she had a sense by third grade which students might be at risk of dropping out of school.

Hoping to re-engage those students in their studies before they left elementary school, Sites came up with a plan to pair them with at-risk high-school students. The combination of needy younger students with older students thrilled to feel needed has benefited both groups of youngsters -- despite concerns expressed at the outset of the program by elementary and high school teachers and parents.

"This has been one of the most effective programs for at-risk students," said Sites. "I can't tell you how much it means to see kids who have been written off achieving some success."

FORGING BONDS

The four-year-old program involves about 60 students, Sites told participants at the Association for Supervision and Curriculum Development (ASCD) 2006 annual conference. This past school year student mentors were bused from West Allegheny High School twice a month to the district's three elementary schools to spend the day with their mentees.

The program tries to match first or second graders with ninth graders, so the pairs can stay together for several years. The high school students spend time tutoring the younger ones, talking, eating lunch with them, going out during recess, even shooting baskets in the gym.

For many of the high school students, the mentoring experience is the first time in their lives they have felt successful, Sites noted. The younger children thrive on the individual attention and help the older kids feel needed.

"We look at the strengths and needs of both students and try to complement them," Sites said. "So far only one pairing has not worked out."

The mentoring experience already has helped redirect some high school students. Overall attendance for the mentors has improved, according to Sites. "We do have some struggling kids, and we also had a number whose grades have improved dramatically," said Leon Strimel, a guidance counselor for students in grades 9 and 12. "Some [mentors] now are interested in going to college and studying education."

"WHY ARE YOU BRINGING 'THOSE KIDS' HERE?"

Selling the program to both schools, though, took some work.

"We met initial resistance at both levels," Sites said. "At the elementary level, people said, 'Why are you bringing those kids here?'"

The elementary school counselor also was concerned about confidentiality. "We stress [to the high school students] that if the kids bring up anything about guns, drugs, or abuse to tell an adult," Sites said. "If a child says he or she has a crush on another student, keep it to yourself."

At the high school, teachers did not see any benefits to kids who already were poor students missing more class time. "These are not A or B students, and they don't have perfect attendance," said Strimel. "These are C, D, and F students we are dealing with. These are students who are underachievers, who lack motivation, or are shy." Students who have discipline problems are not recommended for the program.

Strimel admitted he, too, was skeptical at first, but now is a big supporter of the program. "I decided to see if it really worked," he said. "It really took off. It has become a successful tool for us to use with students at risk of not graduating."

CAREFUL SELECTION

Among the reasons for the program's success are the careful selection of participants and formalized training and continuous support for the mentors.

Elementary students are recommended for the program by the principal, teachers, or an instructional support teacher, and also must have parental permission to participate.

The students selected for mentors are not always the ones who are acting out; they are the ones falling through the cracks, Sites noted. "A lot of the elementary kids involved don't feel they have much worth," she said. "We stress to the elementary kids that they have things to offer."

High school staff members nominate applicants for the mentoring program. "We are looking for kids without a connection to the school, who are at-risk of not passing, or graduating," said Strimel. "We recruit ninth graders and start by conferring with eighth grade counselors to see if they know students who might be at risk."

"They were in social isolation and had no positive peer group," added Sites, in describing some of the potential mentors. "They felt powerless and bored with school. This group often includes kids with disabilities or a lack of self-esteem."

PREPARATION AND MAINTENANCE

Once high school students are tapped, they must apply, get one letter of reference, and obtain permission from their parents. Then the principal, a counselor, and an assistant principal or assistant superintendent interview them. "It's similar to the process they would go through if they want to get a job," Sites noted.

If students are accepted as mentors, they must participate in two or three three-hour training sessions after school. During the training, instructors talk to the high school students about the importance of what they are doing, how to dress and conduct themselves in the elementary schools (no multiple body piercings allowed), what information to keep in confidence and what to tell an adult, the necessity of attending all the meetings at the elementary school because the kids look forward to seeing them, and tips for tutoring.

"We talk to them about how to behave with kids and teachers," Sites said. "We remind them that elementary kids react differently. We also discuss a problem-solving model with the high school students. We tell them no putdowns between peers, because elementary students won't know they are joking."

Elementary teachers also are told not treat the high school students as a classroom aides, that they are there specifically to work with one student.

Every five to six weeks, the mentors get together and share experiences in maintenance sessions. They talk about what they've done and what they've learned about themselves and their mentees, Sites noted. "We do some problem-solving exercises, talk about any changes they've noticed, any reflections."

So far the program has had only one incident in which a high school student was talking about something inappropriate and wasn't allowed to continue as a mentor, according to Sites.

TAKING ON NEW RESPONSIBILITIES

School staff members emphasize to the mentors that they have responsibilities not just to themselves and their mentees, but to their peers, the school, and the program as well. "We give them leadership roles; we have team captains, they have to take attendance and make sure everyone gets on the bus," Strimel said. "The kids self-manage."

"We stress that they must follow the rules and guidelines because the success of the program depends on them," Sites said. "We also stress appropriate dress and that they must wear their student identification. We tell them to think about how their interactions at the high school could reflect on the program."

Mentors also need to learn to manage their time and assignments to remain in the program. They must go to their teachers ahead of time to get their assignments and homework for the days they go to an elementary school. "Even though they are missing class, it benefits them in the long run," Strimel said. "They are responsible for making up work and they have to learn to manage their time to make up a test. Normally, these are the types of kids who would never do that."

Mentor names also are on an eligibility list, just like student athletes, which means they must maintain a certain grade point average to continue participating.

WATCHING STUDENTS GROW

Anecdotal information from students and parents about the program has been very positive, Sites said.

"The high school students learn about their abilities and strengths. The parents of the mentors also have been very supportive," she added. "We meet with the high school parents to ask them to be supportive and ensure homework is done. We stress to the kids that they have things to offer."

The elementary students seem to benefit from the individualized academic and social attention and interacting with a positive role model, Sites said.

"The little ones think they [the mentors] are smart," Strimel added. "The older students like the younger kids. For once in their lives, someone is looking up to them."

ADDITIONAL RESOURCES

Shaking Willy's Hand: A Collaborative Project Teaming Teens and 'Tweens

Cross-Age Tutoring: A Helping Hand Across the Grades

Kids Tutor Kids to Big Gains

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Pairing At-Risk High School, Elementary Kids Benefits Both

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Mixing at-risk high school and elementary-aged students might sound like a plan for perpetuating bad habits. But when asked to serve as mentors, the high school students stepped up, and they and their charges are learning about themselves and each other.

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Implementing a PBIS framework in any school takes a commitment to development, staff training and coaching, and following through. As a school moves forward through the school year with PBIS, areas that need additional attention often come to light. Applying PBIS principles to specific areas in a school (like cafeteria behavior) will encourage improvement in those areas, as was the case at Goldsmith Elementary in Louisville, Kentucky.

Jefferson County Public Schools is the 27th largest public school system in the United States. With 150 schools and more than 100,000 students, JCPS educates students from Pre-K through high school. As part of JCPS, Goldsmith Elementary is a K-5 school with approximately 600 students. In the spring of 2015, the school piloted PBIS Rewards with their fifth-grade and their teachers. Based on the feedback from staff following this testing period, Goldsmith rolled out PBIS Rewards schoolwide for the 2016-17 school year.

Goldsmith identified three principles that form the basis of their PBIS framework: Responsible - Respectful - Ready for Success. These three principles appear in the roster of behaviors developed for each area of the school. One area of the school that needed additional attention was the school cafeteria expectations.

PBIS Cafeteria Expectations with the Golden Spatula Program

The cafeteria can present challenges in student behavior. Because students must sit quietly during class time, lunch represents an opportunity to release pent-up movement and noise. However, lunch periods are short, and students must find time to eat as well as be social with classmates.

Goldsmith cafeteria's Golden Spatula program is a special project of Goldsmith Assistant Principal Michael Hill. "The teaching staff felt it was needed," he says. "Kids were coming back from the lunchroom restless and agitated. Maybe there had been an issue between two students during the lunch period. Maybe the noise level was too high. Whatever the reason, teachers had to spend the first ten to fifteen minutes of post-lunch class time helping students get settled down again. It was affecting instructional time."

Hill remembered a program he had seen at another school, which was designed to improve behavior in the cafeteria. The principles of that program were adapted to the needs of Goldsmith and became the Golden Spatula program. In the Golden Spatula program, the cafeteria manager evaluates the classes that enter the cafeteria each day for proper lunchroom conduct. This includes sitting, eating, and talking in a respectful manner. Students are encouraged to pick up everything they need for lunch in one trip through the lunch line, including utensils, napkins, and condiments. Forgotten items can be retrieved by raising a hand and asking for them instead of getting up to get them without permission. Conversation is encouraged at a reasonable volume level. Students also help to maintain cafeteria cleanliness by picking up after themselves and helping to clean up spills.

At the end of the day, the two classes that best exhibit proper behavior in the lunchroom receive a Golden Spatula award, posted on the bulletin board located outside the cafeteria doors. The Golden Spatula award period runs for six weeks at a time, with total awards tallied at the end of the period. The two classes that receive the most Golden Spatulas receive a field trip at the end of the period.

How the Golden Spatula Award Improves Behavior Schoolwide

Applying PBIS principals to specific areas allows for measurable improvement in those areas, and beyond. Since the implementation of Golden Spatula, students arrive back in the classroom better prepared to settle in. "Now, there is less of a need to decompress after lunch," says Hill. "It's increased instructional time for every class."

Points totals in the Golden Spatula program are a reflection of class behavior as a whole. These points are separate from individual points that students earn via PBIS. This allows students who may have challenges in earning points to experience the benefits of rewards as part of a group.

It's increased instructional time for every class.

Using PBIS Rewards to Improve Implementation

One of the biggest benefits that Mr. Hill sees with PBIS Rewards is the software's dashboard component. "I can see at a glance who is on board and who is struggling. This gives administration an opportunity to approach those staff members and ask, 'how can I help?' It helps us to identify areas that need attention and individuals who can benefit from coaching." Because teacher buy-in is important to the success of PBIS, reaching out to teachers who may be struggling makes PBIS more successful for all.

In many schools using PBIS, only teachers have the ability to award points. PBIS Rewards extends this ability to every adult in the school, from administration to support staff such as custodians and cafeteria workers. "PBIS Rewards helps to create respect for other staff. It extends authority beyond the teaching staff and places it in the hands of everyone who encounters our students. To use PBIS Rewards, each staff member must build relationships with the kids. Including our extended staff in this effort teaches respect for everyone, not just teachers."

PBIS Rewards - Changing the Focus of Discipline

Adopting a PBIS framework helps to change staff perspectives. "Before PBIS, the Goldsmith staff knew which students were more likely to act out," says Hill. "Now, after a year using PBIS Rewards, we're more likely to know the students who are doing good things. It has allowed us to focus more on positive behaviors. We've seen a decline in unwanted behaviors."

The key to a successful PBIS framework is being proactive rather than reactive. Poor behavior will still occur, and there will still be consequences for that behavior. But as Hill notes, "The difference that PBIS has made is that now, students are more likely to recognize when they need a time out. They are behaving responsibly and learning to treat others respectfully."

Applying PBIS principles to specific areas, such as Goldsmith's Golden Spatula program, teaches students the power of working together as a group to exhibit positive behavior. PBIS Rewards makes it easier for anyone on staff to recognize individuals and groups for positive behavior. Want to know more? We offer free, live, online demos!
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PBIS Cafeteria Expectations - The Golden Spatula at Goldsmith Elementary

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Applying PBIS principals to specific areas allows for measurable improvement in those areas. This is how one elementary school improved cafeteria behavior.

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Buddy Programs for Elementary Schools

By Leah Davies, M.Ed.

Buddy programs consist of upper-grade students reading and/or completing activities or projects with younger children. Older students are paired with younger children from their buddy class and the most effective programs have at least two grade levels between students. The experience provides children with stimulating opportunities for learning and skill development.

Younger children especially enjoy the one-to-one attention they receive from their older buddy. They make comments such as, "He makes me feel special;he says nice things to me!" and"We do lots of fun things together. She`s my friend." Teachers report that participation in buddy programs enhances children`s cooperative learning behaviors such as taking turns, listening, sharing knowledge, praising another`s effort, helping one another, and completing a task. Due to the extra attention and assistance, the younger children`s work often improves. As the older students assume the role of the teacher, they are motivated to do their best. They also experience pride in their ability to be helpful. The younger children bond with the older buddy and friendships flourish as the year progresses.

Buddy classes start each fall and meet weekly, bi-monthly, or monthly throughout the year. The children usually spend between thirty to forty minutes together. Some buddy programs include special education students. A teacher may pair older children with preschool or elementary age children in special education classes to read together or participate in activities. (Information on Best Buddies, an International Buddy Program for people with intellectual disabilities, can be found at www.bestbuddies.org).

Buddy programs promote a favorable school atmosphere. In some cases, the students sit with their buddy during lunch or have time together on the playground. Some younger students make posters and cheer for their older buddies who are on sports teams. Treats are sometimes shared for holiday celebrations and students may exchange notes or cards for special occasions.

If the students are to meet often, it is helpful if the two participating teachers have similar teaching styles. The schedules can be flexible since there are only two teachers involved.They typically take turns planning the sessions. If possible the two classes of children meet once or twice before buddies are paired. Playing "Getting Acquainted Games" (see Getting to Know Each Other Activities Parts 1, 2, and 3) can be beneficial.Then, if the teachers want input from their students in deciding matches, they ask the children to write down three names of students they would like as their buddy. The teachers match the children by considering the requests as well as the academic, emotional, and social development of their students. They may partner children who both have reading difficulties, a shy child with an outgoing one, or a calm child with an active one.

Depending on the age of the students and make-up of the classes, student genders may be mixed -- but usually they are not. Also, if there are more children in the older class than the younger one, a child may have two buddies. Pairing older students who are good friends is not recommended since they may pay more attention to each other than to their buddy.

A training session is sometimes held for the older children before a program begins. Team-building exercises and role-plays can be included to provide students with listening and non-judgmental responding skills. Guidelines for a successful program, such as no "put-downs" and how to model enjoyment of learning, can be emphasized.

If buddies are matched up by the teachers in advance, the first meeting can include a short interview, a game or an activity. The older students can read to their new friend and/or listen to the younger child read. The session can include a snack and be held in either classroom, outdoors or anywhere it is convenient.

Activities that buddies can do together vary widely and are only limited by the imagination of the teachers, the age of the students, and the boundaries provided by the administration. They can read books, write stories, plan skits, do science experiments, play math games, cook, sing songs, go on scavenger hunts, complete art projects, or go on field trips. In some schools, young children dictate stories to the upper grade students who write everything down in a Buddy Journal. Projects can be presented to other students and/or displayed in the library, hallway, or classroom.

Providing guidance in a computer lab is another way buddy programs function. Computer activities provide an opportunity for older students to show what they know. As a result, computer skills are fostered by both partners. Since the younger children look up to the older students, the older buddies try hard to be of assistance and their feelings of self-worth are enhanced.

Teachers may allow time for the children to reflect on how the program is working. If a student is not relating well to his or her buddy, teachers need to offer guidance, support, and possibly make changes. The program can also include a mix of small group work as well as partner projects. For example, if the students decide to present a play at the end of the year, they could write it, assign parts, practice lines, paint scenery, make costumes, and perform it for faculty, students and/or parents.

Students who are new to a school or are English language learners benefit from having a buddy assigned to them. For example, students entering a school for the first time, or moving to a new school district need help to make a successful transition. A buddy can be an older student or a classmate who assists them in finding their way around and answering their questions. A student who speaks the newcomer`s language is a great asset to the learner.

A peer-tutoring program is similar to a buddy program. However, it only includes children in need of academic assistance. An older student is paired with a child that he or she tutors once or twice a week, before or after school or during school hours. Some programs are coordinated by an elementary school counselor or by a school librarian.

Teacher comments confirm that buddy programs have a positive influence on the students involved. The form they take is varied and flexible. A program may begin by a principal asking two interested teachers to establish a partnership. As Sue Gruber, a kindergarten teacher whose class buddies with a sixth grade class wrote,"It is wonderful to see the bonds that form.... It really brings out the best in the kids."

Used by permission of the author, Leah Davies, and selected from the Kelly Bear website [www.kellybear.com], 12/04

Click Below for More.

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Buddy Programs for Elementary Schools by Leah Davies, M.Ed.

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By Leah Davies, M.Ed. Buddy programs consist of upper-grade students reading and/or completing activities or projects with younger children. Older students are paired with younger children from their buddy class and the most effective programs have at least two grade levels between students. The experience provides children with stimulating opportunities for learning and skill development.

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Strategies for creating a positive lunchroom

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Strategies for creating a positive lunchroom

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Every day at schools nationwide, students look forward to taking a break and talking with friends - and a few key lunchroom management ideas can help everyone enjoy this time. These ideas can help control the lunchroom, keep things quiet, and can even help keep students engaged every day. Improving cafeteria behavior goes a long way toward ensuring everyone experiences a peaceful lunch at school.

So how do you control a lunchroom? Here's a complete look at the best lunchroom management ideas to consider for your school.

Table of Contents:

Lunchroom Management

The lunchroom or cafeteria is often the heart of a school campus. This is because students of all ages gather together to enjoy a nutritious meal before getting back to class. While these scenes may look great in movies, they can quickly turn into absolute chaos.

This is where lunchroom management comes in. Lunchroom management helps create order and routine in the lunchroom. This is essential to help encourage good student behavior so that they can focus on having a quiet meal rather than experiencing external distractions.

The Importance of Lunchroom Management

As mentioned above, there are significant health and academic benefits to having a good meal during the day. Even the smallest distraction can throw everything out of balance. The role of lunchroom management is to make sure that every student can take advantage of those benefits for the rest of the school day.

Students tend to be incredibly social and talkative when they're together. While this is great for socializing, it can quickly get out of hand. This can result in a crowded, noisy environment that creates stress for everyone involved.

So how do you keep kids quiet in the cafeteria? Lunchroom management can provide some peace and order. It helps create a comfortable environment where students can enjoy a meal, chat with friends and return to class without major distractions affecting the rest of the day.

The Best Lunchroom Management Ideas

Lunchroom management is an effective way to improve school behavior. It helps emphasize the benefits of having a nutritious meal during the day without deterring students in any way. The best lunchroom management ideas use technology and other modern techniques to help guide student behavior.

This is a more subtle approach that can be incredibly effective. The subtle approach is designed to guide students toward the right path instead of screaming at them to follow instructions. This approach also incorporates education so students understand why they are doing certain things - and not doing others.

In this way, you can help control student behavior while also increasing student engagement. At the end of the day, you'll be left with happier students and happier teachers!

How Do You Control a Lunchroom?

Controlling the lunchroom is essential. This is because having the right controls in place will help you manage the entire process from start to finish. This means less noise, fewer disruptions and a more organized experience for both students and teachers.

Here are a few helpful lunchroom management ideas to help control the cafeteria effectively.

1. Assign Seats

When it comes to leading kids into the lunchroom, consider assigning seats. This means that every child knows exactly where they need to go as soon as they enter the room. Having each seat assigned saves time and creates order in the room.

This also reduces the talking and debating that often comes with finding a seat. Instead of trying to sit with friends and struggling for space, kids will have allocated spaces. This way, no kid gets left behind and every child has a designated seat.

2. Embrace Lines

While lines are great for keeping things orderly, long lines can have the opposite effect. This is because keeping kids in lines for long periods of time can cause frustration and boredom to set in. This creates restlessness, noise and disruptions that can quickly cause chaos.

How do you engage students in the cafeteria? Create fast-moving and efficient lines.

3. Implement a Cashless Campus

If kids have to pay for their school lunches, the time it takes to pay and receive change can hold up the entire line. If the line is inefficient, it can cause frustration and boredom in the lunchroom. This is why going cashless is one of the best lunchroom management ideas.

Cashless services mean that students can pay with the tap of a card or by just using their names. The system keeps track of what they bought so parents can pay for items later. Parents can also pay in advance so kids are using credit to buy their meals.

Along with the bill, the system keeps a record of everything each child orders. Parents can use this information to help guide their children's nutritional decisions. If a child is having too much unhealthy food, parents can start encouraging healthier alternatives.

4. Provide Visual Cues

Introduce visual cues to help kids communicate more effectively. For younger kids, having colored cones at the end of the table is a great way to indicate when they finish their lunches. A simple green or red cone is all they need to let teachers know when they're done.

The act of presenting the red cone can help motivate kids to finish their food.

5. Build a Stable Routine

The most effective way to control student cafeteria behavior is through routines. Creating an interactive, engaging routine is an great way to keep students on track throughout the day. This includes the lunchtime routine.

How Do You Keep Kids Quiet in the Cafeteria?

The lunchroom can quickly descend into chaos, from long lines to children shouting across the room. So, it's important to have rules and procedures in place to keep children organized and quiet. With the right management ideas, children can enjoy their lunchtime routine without having to make a lot of noise.

Here's a quick look at the best lunchroom management ideas to help keep children quiet and comfortable in the cafeteria.

6. Seat Kids on One Side

When it comes to keeping kids quiet, seat placement is incredibly important. Seating kids across tables from each other causes them to project their voices to be heard. Instead, seat everyone on one side of the table so they don't have to talk as loud.

This can help keep the overall noise level down.

7. Play Music

If you want to lower the talking volume in the lunchroom, consider playing some music in the background. The music can help provide the space with background noise so kids don't feel pressured to talk. This helps create and maintain a comfortable environment for everyone.

8. Use Routine Scheduling

Sticking to a routine is the best way to keep things orderly. This routine can start from the beginning of lunchtime all the way to the end of the day. Having a set routine in place means that students know what to expect and won't need to ask the same questions over and over again.

9. Reduce Waiting Times

Waiting time is usually the biggest cause of noise and disruption. The best way to minimize noise is to streamline everything in the lunchroom. This means that kids come in, get food and find their seats quickly.

The constant movement means that they don't have time to stand and chat. Going cashless is the best way to speed things up in the lunchroom.

10. Enforce Simple Rules

When it comes to making rules for cafeteria behavior, keeping things simple is always the best option. This is because kids can understand and stick to simple rules more effectively. You can also print and post simple rules in the lunchroom for everyone to see.

How Do You Engage Students in the Cafeteria?

Engaging with students includes educating them about food, answering questions they may have and encouraging them to choose healthy lifestyles. This is an important part of the lunchtime routine as it can help set students up for success in the future. At its core, engagement helps make children feel more influential in the entire process.

Here are a few innovative lunchroom management ideas to help keep students engaged.

11. Play, Then Eat

Scheduling lunch after playtime is a great way to encourage kids to eat all of their food. This is because playtime requires kids to burn lots of energy, leaving them more hungry than usual. This added hunger means that they're more likely to finish all their food, vegetables included!

12. Make Monthly Menus

Meal planning is a great way to get adults to stick to healthy diets and there are significant benefits to using the same concept for school lunches . This is because meal planning allows students to look ahead and see what future lunches will look like.

In this way, they can prepare and get excited about lunch in advance. If they have any dietary restrictions or prefer an alternative, they will have time to let someone know. In this way, they will never be caught off guard without something to eat that day.

Meal planning a month in advance also enables your kitchen staff to stock up on ingredients effectively. This way, your entire cafeteria can run like clockwork!

13. Conduct Polls

If you want to find out what foods your students love, the best way to do that is to ask them! Hosting polls is incredibly efficient and lets students communicate what they like and don't like. Polls are accurate because they take everyone's opinions into consideration.

This is a great lunchroom management idea if you're thinking of expanding the menu. By hosting a simple poll, you'll know whether it's a good idea.

14. Showcase Local Ingredients

Lunchtime is a great opportunity to highlight how food works and where our food comes from. This is great for showcasing the local goods and ingredients that come from your community. Highlighting this information can help kids engage with their food and even request healthy, local foods when they go home!

15. List Ingredients with Meals

One last lunchroom management idea is whenever you're making a meal in the cafeteria, consider including a list of ingredients along with it. Do this by creating a poster next to the kitchen or printing ingredient lists for each student. Understanding what ingredients went into making their lunches can help kids appreciate the meals they're about to eat.

It can also help them learn how food is made and encourage them to enjoy healthy food.

Don't spend thousands of dollars and countless hours on the wrong choice. Save yourself a lot of headaches by making an informed decision for your school. Download our free guide to get the questions you need to ask before making this critical decision.

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15 Lunchroom Management Ideas to Manage Student Behavior | Vanco

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Tired of dealing with behavioral problems during lunchtime? Discover 15 lunchroom management ideas to control student behavior.

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Since school waste is up to 80% recyclable, schools make a huge impact when they recycle. Recycling is also cheaper than trash disposal, so it helps save the environment AND your budget! Now you have every reason to recycle at school.

Download our School Recycling Assistance flyer or recycling pamplet, Go Green and Save, and check out the info below.

Also check out our new Teacher Resources page! It's full of info and activities for our wonderful local teachers.

What assistance is available for schools in the unincorporated area?

At no cost to you (it's free!), our County staff can help update your school's recycling program. From the infrastructure to the administration to educating the students, we'll guide you along, step by step. Other ways in which we can help include:

What if my school is located in a city?

Sometimes it's confusing to figure out if your school is in the unincorporated part of the county or within a city's jurisdiction. Don't worry, just email us or call (805) 882-3618 to clear things up. Some local cities, such as the City of Santa Barbara and the City of Lompoc, also provide school recycling programs. Click here for a listing of the City Recycling Contacts.

What is a waste audit?

A waste audit identifies strategies to reduce your waste, increase recycling, and save money. County staff can examine what types of materials are being thrown away and identify those that can be recycled. A full audit requires a campus tour and dumpster dive, but a quick version can be done with your waste collection records. Input from custodial and kitchen staff is also helpful.

What are my school's waste disposal costs?

A school's waste disposal costs are determined by how many containers it has and how frequently the containers are collected. Often these costs are paid by the school district and never seen by the school itself. Our County staff can contact your waste hauler and identify these costs for you. You can also access your community's trash rates by visiting the Resource Recovery & Waste Management Division website.

How much can I save by recycling?

In the County's unincorporated area, recycling is on average 36% cheaper than trash collection. Local cities also offer pricing incentives to encourage recycling.

What is a school or district-wide recycling plan?

The plan includes a description of all the actions the County and each individual school or district will perform to achieve a successful recycling program. These actions can include changing the waste collection infrastructure, rearranging the placement of recycling containers, education efforts, and tackling problem waste streams. The plan is tailored to each school's needs and is based upon the types of waste generated.

What education do you provide for students?

For many years, the County has partnered with the local non-profit agency, Explore Ecology, to provide hands-on education about the benefits of waste reduction, reuse, recycling, and composting. Explore Ecology offers in-class lessons and field trips, all of which are tailored to meet California's academic curriculum standards. It also operates a great reuse store, Art from Scrap, located in downtown Santa Barbara.

In the North County, Waste Management offers a mobile "Environmental Education Box" that travels to individual school sites. The traveling trailer is filled with information and activities related to recycling. Students particularly enjoy participating in the beverage can recycling drives to help earn money for their schools.

Both programs are free! Contact Explore Ecology at (805) 884-0459 or Waste Management at (805) 922-2121 to schedule a presentation.

Do you offer tours of the Tajiguas Landfill?

Yes, tours of the Tajiguas Landfill are offered year-round for free. For more information, please click here.

We also provide tours of the South Coast Recycling and Transfer Station. Click here for details.

How can we obtain recycling containers and outreach materials?

Not having a place to discard your recyclables can sure hinder a program's success. Take a look at our container page for more information about our indoor containers. A very limited supply of outdoor containers is also available for schools with a demonstrated need.

To help students understand what can and can't be recycled, the County offers posters, stickers, and magnets that identify what goes in the blue recycling containers. We also have numerous booklets and brochures about our individual programs. Take a look at what's available on our Recycling Outreach page.

What about recycling organic material?

Don't forget about organics! County staff would be happy to help your school develop a composting or food recovery program. Download our new Food Forward: School Edition book for details or read about the benefits of composting in our Composting ABCs booklet. Contact us if you're interested in implementing a program at your school.

Who do I contact if I have questions?

Sam Dickinson is your man. Call him at (805) 882-3618, e-mail him, or submit a question using our contact form.

Help us spread the word!

Feel free to download our one-page School Recycling Assistance flyer to pass along to your friends in the school community.

Where to go

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Since school waste is up to 80% recyclable, schools make a huge impact when they recycle. Recycling is also cheaper than trash disposal, so it helps save the environment AND your budget! Now you have every reason to recycle at school. Download our School Recycling Assistance flyer or recycling pamplet, Go Green and Save, and [...]