A group of moms and 12 year old girls sat around a large table playing cards at my neighbor’s house over winter break. It was getting late; an epic card battle that had played out over the last few hours. Suddenly, my daughter’s friend jumped up abruptly from the table and started bouncing and swaying side to side. “I just can’t sit anymore, I need to move!”, she giggled. I smiled, relating. I’ve often joked that teachers go into education because they can’t sit still.
But the researcher in me was curious. “Is it hard to sit still at school?”, I pressed.
“It’s the worst!”, she complained, “After a while it just… hurts to keep sitting.”
School.
Is physically painful.
And let me be clear- I am not faulting the school she attends (I’ve actually heard many positive things)…I’m faulting the “expectations” of what school is in general.
When I asked what would help, all three twelve-year-olds at the table agreed they needed more breaks and movement during the day. And these are kids who are incredibly active outside of school; spending 10-15 hours a week each in competitive gymnastics, dance, and volleyball. So I started looking more into movement and play during the school day…
This year I’ve been volunteering to read with 1st graders. The other day I was reading with a sweet seven-year-old who was particularly unfocused. As we practiced her word list, she swung her feet under her chair and let her eyes chase every wandering kid in the hallway. After struggling through the first half of the list, I stopped and asked her if she needed a break. “Yes”, she sighed, “I don’t want to work right now. I just want to crawl on the floor and play.” (Again, no fault of the school- she’s at a great school with a wonderful, caring teacher.) But it continues to make me question; How much movement do kids need in school?
Here’s where the controversy begins. I’ll fully admit; I see a bit of both sides.
Perspective A: Kids are not getting enough movement at school.
Like my sweet neighbor, kids are being asked to sit for long periods of time. Some teachers are geniuses at breaking up and engaging lessons, but others out there are still living on seated lecture and worksheet overkill. Kids are expected to be still, quiet, obedient, and calm. In some ways the classroom hasn’t changed much in over 100 years! (Yet 100 years ago the kids were helping with the farm before and after school and walking several miles there and back to counteract all that still obedience.) And don’t get me started on schools around the country that continue to cut time for recess, even withholding it for academic and behavior consequences!
Perspective B: Kids need to learn to work hard and focus.
But yet, I do see that we need to teach kids how to persist. If we excuse them from struggle, and soften the edges on every assignment, how will they get through college or the work force? Focus and hard work have a place. Sometimes, as a classroom teacher, I’m tempted to flit from project to project, letting kids have 100% fun and do what they decide. But I think maybe the next grade level teachers would kill me- having to retrain them the next year. Like it or not, learning stamina is part of surviving high school, college or trade school, and for sure holding down a future job.
And maybe it’s not black or white. Perhaps, there is a hybrid of perspectives that allow us to keep school from being physically painful, while still teaching a work ethic for survival in a modern world. In my research this year, I’ve heard of the following extraordinary things happening in classrooms of local experts:
– Schools that have “loose parts” play centers, scheduling time for tinkering and problem-solving.
– Secondary schools with a healthy dose of “project-based learning” in their curriculum. Students are choosing topics of study, making a plan for their learning, and solving problems as they go. The result being students who are more engaged and interested in their learning!
– Schools adopting the “Finland” model of instruction; 45 minute lesson followed by 15 minute breaks. Ideally breaks outside… but maybe just in the form of open-ended loose parts-type play breaks.
– Schools that are encouraging walks/fresh air breaks for middle school students.
– Teachers that are emphasizing mindfulness and awareness in their classrooms. Teaching students to pay attention to what their bodies need to learn better (movement, walk, sensory tools, conversation…). * I’ve observed some wonderful educators be very structured with this! Knowing your “zone” or what you need does NOT mean students can do whatever they want whenever they want… But when students can identify that they are struggling and know how to fix it- I think that would eliminate 80% of our “behavior issues” in schools!
– Teachers that hold high expectations of rigor. They assign hard things, then come alongside them and make sure they are engaged and asking for what they need to accomplish it. Their students come out of a unit feeling proud and confident and independent. They are learning that school can be fun and challenging at the same time.
Where do people stand on this? Do you feel like kids get enough movement in schools? Are we not teaching enough hard work ethic? Or should a hybrid of the two be the goal! Please message me, comment on WordPress or Facebook, or email me at mrswangen4@gmail.com
(And if anyone wants to join me on my recent crusade to gather play-based classroom ideas for ALL levels please especially let me know!!!)
** You know the book that keeps getting referenced in other books? I had heard about The Path to Purpose three times before finally ordering it. Easy to read and a super interesting topic. I recommend it for any educator, and parents who have kids close to graduating high school, just out of high school… or will someday need a job.,
Teaching the Good Stuff 