Recess is fun and games at most elementary school students, but it’s not always without problems.
Meanwhile, Wahl-Alexander adds, small misunderstandings between children can quickly escalate into physical conflict.
But at schools such as DeKalb’s Brooks Elementary, that time on the playground is constructive thanks to the concept of “structured recess.” And it’s NIU Physical Education majors who are making that happen.
“Our students get there around 1 o’clock with some stuff planned to implement a physical activity,” Wahl-Alexander says. “They teach different games and activities the kids can do, they also try to promote some positive, affective behaviors.”
Part of the engaged curriculum for KNPE 344: Elementary School Physical Education/ Methods and Field Experience, the hands-on leadership of structured recess “gives our students the opportunity to be around kids, to build their skills and to build rapport.”
Students in that course also are getting a first taste of teaching physical education lessons to first- and third-grade students at DeKalb’s Jefferson Elementary School.
But at Brooks, the half-dozen Huskies who visit for recess are getting the opportunity to create organized activities outside the academic environment – and it’s thanks to their professor’s willingness and ability to modify the course curriculum.
“The teachers and administrators at Brooks reported an increasing number of students needing support in the area of social-emotional learning,” says Jennifer Johnson, director of Teacher Preparation and Development in the College of Education.
“In response to this need, Zach redesigned his field experience model to provide Physical Education teacher candidates opportunities to engage with Brooks Elementary students during their recess time,” Johnson adds. “This model allows elementary students and NIU candidates to focus on relationships, cooperation, motivation, goals and outcomes in an authentic and developmentally appropriate space. “
And it’s flourishing.
“Teachers have reported seeing the transfer of these skills from the playground to the classroom,” Johnson says. “This dynamic field experience model is an example of innovative practice, designed to meet the identified needs of our partner district while providing our candidates an enriched hands-on teaching experience.”
Members of the District 428 site council, which supports the partnership between NIU and the local schools, are in agreement: They recently cited the model of this field experience course as exemplary in responding to the needs of elementary students.
Even though the children are not required to participate, NIU students will encourage them to join in the fun – especially if the children are lingering off to the side or alone.
Games include baseball, three-on-three basketball (or just shooting baskets), capture the flag, tag, soccer, relay races, hopscotch, foursquare and even obstacle courses on the jungle gym.
“The feedback from our preservice teachers is that it’s highly enjoyable for them. They’re learning how to be around kids,” Wahl-Alexander says. “In our Physical Education program, we constantly reinforce concepts of behavior management, feedback, effective demonstrations, pedagogy – with this we’re saying, ‘Just go out there, play with the kids and have some fun.’ I’m not looking over their shoulders.”
Children at Brooks, meanwhile, are receiving multiple benefits.
“From an interpersonal standpoint, their teachers are trying to get them to deal with conflict in other ways than yelling or hitting or just storming off,” he adds.
“What we’re trying to do – because conflict is going to come up – is to say, ‘OK, there’s a little dispute. Let’s figure it out, and let’s get back to the game.’ If they don’t learn that from school or from their parents, they’re not magically going to learn those strategies. Play, and especially structured play, offers an opportunity to learn those skills, and might help them with their relationships down the road.”