Recess

Written by Ms. Berman
Dedicated to the Class of 2013

Sometimes I give my high school science students a five minute break during the 90 minute class period.  I call it “recess.”  Every time I say this, someone chuckles.  I choose this word intentionally, as it defines the mood I am trying to capture… a time in their lives when things were more carefree, when play was a natural part of their day, when they didn’t sit in classrooms for three consecutive 90 minute periods.  As an I.S. alumnus currently attending Yale recently said, “If a college student were to sign up for three classes back to back, everyone would think they were crazy!  I can’t believe I used to do this!”  And yet, of course, she did… just one year ago.  So if I feel that my students need/deserve a brief break in the monotony of the day, I am going to give it to them.

However, this is what I have observed…. Before recess, the students are lethargic, sometimes disengaged, and exhibiting a loss of enthusiasm.  After all, it is almost the end of the school year and everyone is exhausted.  Afterwards, however, after the students have either gotten out of their seats to chat with their peers or gone outside to toss a ball or blow bubbles, they return to their work energized and more on task.  As much as they hate to see recess come to an end, I only have to ask them once to get back to work.  Despite what one might expect, they do not take advantage of this opportunity, but rather are just grateful to have it at all.  They are undoubtedly more efficient. 

So that leads me to the following questions: Why don’t we have more time for play built into the daily curriculum, even at the high school level?  When did we decide that school could no longer be fun?  Who is making these rules that are impacting the lives of millions of teenagers across the nation and why am I caving to them? 

As an educator I do have a professional responsibility to complete mandated standards and assure that my students are prepared for future courses of instruction.  I then ask myself what is my moral responsibility to see that my students are prepared for life, and how can I best assure their success in that?  As simplistic as it may sound, unstructured playtime is one of the biggest gifts that I can offer them.  Many students were stripped of this way too early in their development and are thus craving the simple pleasures and activities associated with early childhood education, such as coloring, tossing a rubber ball, and making silly putty.  But my contention is that it is never too late to enjoy “playtime” and that I am equally obligated to offer my students a well-rounded classroom experience in order to slow down the societal accelerated push to adulthood.  With overwhelmingly large class sizes and the constant flux of the district that has tainted this academic year, I haven’t had sufficient time to focus upon this issue.  Regardless, I believe that every educator should aim to improve his/her teaching style each year, or quit the profession. 

Thus, I will return next fall renewed.  I will think of new ways to integrate fun activities into my lessons.  I will draw from the creative minds of my students.  Standards will be taught, but life will be experienced.  This is my commitment to my students.  My classes will still be rigorous.  Tests will be administered.  Labs write ups will be done in the IB format. Simultaneously, however, I will emphasize the importance of play, exploration, creativity, and just having fun.  I will continue to offer my students recess.