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1. Think time - What in particular are you finding challenging? (everybody documents an individual challenge or goal  on the padlet) (2-3 minutes)

2. Share your challenges and come up with a group focus or goal (10 minutes)

3. Decide how you want to use the rest of the time - share strategies and discuss, look for articles, webinars, etc (15 minutes)

4. What support do you need from Elizabeth (if any) - resources, time to observe each other, etc) (3 minutes)

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1. Check-in with your group - What is one thing you have been working on? (5 minutes)

2. Choose your own adventure (20-30 minutes)

1. Group discussion - share strategies and brainstorm next steps

2. Problem of Practice Protocol - One group member chooses a problem or challenge that the group will help to solve

3. Research for ideas, articles, webinars, etc, come back to share what you have found/learned

3. Personal reflection - What is next step for you and your teaching practice? Record on the padlet, then share with your group. (5-10 minutes)

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What is something you want to work on over the next few weeks?

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What is something you want to work on over the next few weeks?

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Record below (don't forget to write your name

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make everyone love group sports

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Schedules
Restrictions are loosening
Hopefully playground???
Different people coming through the playground
Consistent lunch and recess staff and expectations (!!)

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engage students more, so they're not always left to their own devices but also incorporate free play

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Recess mediators
Try to bring out the soccer nets

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How will the new structure of recess or placement affect K?

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I want to see what will happen when K sees each other at recess in different fields, so observing that.

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-Group games are working when the group is big enough.
-Creative play like fairy houses and birds nests are great ideas that are happening

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-No teachers outside to help manage and resolve conflict.
-Very little associate supervision as well.
-Teachers hear about problems and cannot help solve problems.
-Small groups mean kids don't have a lot of choice of who to play with
-Hurt feelings happen when kids don't want to play the whole group games
-Kids are getting different expectations depending on who is supervising
-Feelings of exclusivity when students can't "keep up" with the groups games changing

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Rotating Schedule

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We would like to work with out cohorts to use I-statements to help with conflict resolution.

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Group Discussion and Reflection (10-15 minutes)
What progress did you make toward your goal/next step?
What are some take-aways you have as a group?
Is there anything you will continue to work on from now until the end of the year?
Individual Reflection (10-15 minutes)
Complete this individual reflection

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-In PE students learned outside games and were coached about how to play them during recess.
-Outdoor equipment ordered and shared (could still be more of this)
-Next year, PE will introduce group recess games in the fall and then have them played the same way across the board
-Kinder introduced group games and played them often. This helped recess time.

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-Can we have SEL representation outside during recess? This may help kids solve problems right away.

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-We need whole school recess expectations.
-Who follows through with the problem? How can we spend less class time when lead teachers have less of an understanding of what's happening outside.
-Start off the year with recess expectations in FMM (this usually happens but didn't this year)
-Consider SEL and recess behavior when building classes for next year