Redding School District

Deal with Problems That Develop at Recess

If problems arise during recess or lunch, students often will bring these back into the classroom and clamor to tell you what happened: "Teacher, he hit me!" or "Teacher, she called me a bad name," Do not reinforce this by dealing with it at this time. Have students use their Help Card if they have a problem, and tell them you will come around while they are working to talk with them. Here are suggestions for handling some common situations:

• There are reasonable ways to handle tattling. Unless a student is obviously hurt, tel him or her to write down what the other student did and hand the note in to you. You can also tell the students that hey will have to wait until the next recess, lunch, or after school to tell you what happened. Most students will quickly forget the unimportant issues that arose with their peers.  Some questions you might have them write about. What actually happen? What did you want to happen or What did you hope would have happened? What will you do next time to make it not happen?
• There is a difference between tattling on someone and informing an adult about someone. The purpose of tattling to a teacher is to put down classmates so someone will get in trouble. The purpose of informing an adult is to protect classmates so no one will get in trouble or be hurt. Illustrate this by bringing up a few sample issues and having students determine when it would be wise or unwise to tattle or inform. Give you students ideas on how to solve problems without immediately running to the recess supervisor or saving it for you.
• Another way to handle problems that come up during lunch or recess is to post a box inside the classroom door. Encourage students to write notes to you about issues or concerns raised while they were out of the class. have them place these letters in the box as they come into the room. By establishing this system of communication early on, students will not stampede into the room eager to tell on a classmate.

Determine When to Teach Students How to Enter Classroom

Teach the students how you want them to enter the classroom at one of two opportune times: before leaving for recess or before leaving for lunch.  This way the students will know the re-entry plan and can follow it when they return to the classroom. For example: Have students get out the book and open to the page you will be using when you come back or explain what the entrance ticket activity will be when they enter after recess.

Entrance Ticket: Assignment on the Board

Have an assignment on the board or desk when students enter the room.  This will help students calm down and focus on learning. Assignments on the board can draw or dispel students interest. A compelling task or interesting problem will increase curiosity and prepare students to learn. Some teachers designate an area on the board for this activity so students know where to look.  Other teachers use Bell Work (short math, language, editing pages) or a reading book or some practice item for them to get started with.

Do Not Be Distracted From Monitoring Behavior

Lead the students into the room and stand at the front so you can monitor them. This enables students to observe your presence and hear your feedback. For example: "Jared has put away his jacket and has taken his seat. Miguel has started on his assignment." When you are teaching students how to enter the classroom, avoid engaging in conversation with students that can distract you from monitoring behavior. Remind students that after they settle down to work, they can always use their Help Card (Colored cards used to signal they need you while they continue working on something else) if they need to speak with you.