Two things you should know prior to reading this post: 1) I am writing through the lens of both a parent and a secondary educator (meaning I’m far from being an expert), and 2) my child has two amazing Kindergarten teachers. They are passionate and kind, they ensure my son loves school, and I can tell they care deeply about him. This is what every parent wants for their children. With these two admissions, I will proceed. I recently received two unsettling emails from my son’s teachers.

The first email was expected, but still a bit disappointing, as we all want to believe our children are little well-behaved geniuses. So, the hard truth is a bit difficult to swallow. According to the email, my son struggles at times to pay attention, he is easily distracted by his peers, and when he becomes unengaged he is often stubborn and unwilling to reengage, especially when the task is a difficult one. Lack of focus and inability to pay attention sometimes is exactly what I would expect of a five-year-old. He is still learning to be a student, his attention-span is growing, he loves to play with his friends, and he tends to shift focus from more difficult endeavors to easier ones. As far as the stubborn element, well, he is my son. I’ve learned these characteristics are fairly common among the Kindergarten-set, as evidenced by the discussions I’ve had at birthday parties with other parents. Also, in that same email, my son’s teachers had plenty of praise for him. He is helpful, kind, and a good friend, all awesome qualities, so I wasn’t particularly concerned.

The unsettling part came when I received the next email — about recess. In it, my son’s teachers outlined the new plan. After the winter break, they would be cutting lunch recess from 45 minutes to 30 minutes (which includes time to eat). The rationale for this decision was that per district recommendations, the first half of the year, Kindergartners are allotted an extra 15 minutes at lunch to meet their social-emotional needs, but that the time should be cut during the second half of the year. The reasoning for the cut was not explained, nor the implication that Kindergartners somehow no longer need the social-emotional support of a longer recess after only four months of school. The email went on to describe the practice they’d been doing as a class to prepare for the change. They’d implemented a “quiet lunch” in which the kids must be silent during the first 5 to 10 minutes, in order to focus on eating. They could then socialize for the remaining 5 minutes of lunch and 15 minutes of recess.

I’d also recently had some discussion with area elementary teachers about this topic. Along with being a parent and an educator, I am also a teacher leader. I recently took on the role of facilitator for the Washington Education Association’s National Board Teacher Leadership Academy. NBCTs in my region sign up and we work together to develop teacher leadership plans. Through our discussions I have learned a great deal about elementary school recess and have discovered that not all schools are implementing recess in the same ways. Anecdotally speaking, schools with fewer behavior issues have more recess, while schools with more behavior problems, have fewer minutes of recess.

This knowledge in combination with the change in my own child’s recess, got me thinking about the rationale for the cut in recess time. Many of us parents received similar reports from the teachers about inattention and disengagement. This discovery led to more discussion of the consequences for such behavior, which often meant removal of free-time and/or sitting with head down while the other students participated in an activity. It appears to me there is a logical disconnect. Students are losing social-time for poor behavior, but schools with statistically fewer discipline issues have more social-time. To me, that would suggest that increased social-time leads to more positive behaviors. This thought process warranted a bit of research.

I found several studies and articles supporting my hypothesis that increased recess decreases behavior issues in the classroom. One study in particular, by Theresa Phillippo at Hamline University, was a comprehensive overview of the impact of recess on behavior in Kindergarten. This researcher found “evidence that students are able to display more self-control when given more opportunities for movement during the day. Students were also more successful at showing soft skills such as cooperation, problem-solving, negotiation, compromising, and forming new friendships.” The author asserts that “a positive connection was found indicating that recess has a positive effect on classroom behavior. Results indicate that the long-term effects of providing recess may outweigh the short-term effects or reducing recess.”

I am not an expert, and an afternoon of research into recess does not qualify me to give advice to my son’s two amazing Kindergarten teachers. I do believe, though, that our schools need to think more deeply about their strict focus on seat-time and learning, especially in Kindergarten. Free play has such a positive impact on a child’s ability to connect and bond with others, problem-solve, be self-motivated, and is just plain good to get the wiggles out. These qualities and abilities are essential to being ready to learn.

I plan on visiting my school board and giving them my opinion about district policy concerning recess in Kindergarten. I will include the research I did today, but I’d love some additional resources to support my assertion that we should be adding minutes, not subtracting them from recess and that removal of free time is not an effective consequence for misbehavior, if anything it only makes the problem worse. Do you have anything to add? Let me know in the comments below. I can definitely use the help.

My art classroom this year is in a giant, sun-lit room surrounded by kitchens along its perimeter. It used to be a home economics room, and we make good use of the storage cabinets and sinks. It also still has ancient potholders and whisks in the depths of some rarely-used drawers! “Home ec” hasn’t been offered as a middle school elective here in many years. Neither has auto shop, or wood shop. Students regularly ask, “What happened to cooking classes?” – I wonder, myself.

The history of schools is long-entwined with industry and capitalism – one purpose of schooling is to prepare young people to be productive workers in society. As labor in the U.S. continues to shift, how are we best preparing students for life after school? Who might be left behind?

I predict that most of my current students will go to colleges and universities – most come from middle- to upper-middle-class families, with many parents in white collar jobs. I’ve taught high-poverty populations for years, as well, and have always taught a significant number of students receiving special ed services. I believe tracking students – moving them into separate educational pathways based on academic performance, can be limiting, at best, for students.

Still, is college for everyone? At a recent College and University Spirit Day, all teachers at my school were expected to talk with their homerooms about their college experiences – the goal was to get students thinking concretely about college visions for themselves. But it didn’t feel honest to me, to talk exclusively about the rewards and joys of my higher education. I shared that I’m still paying off a large amount of student debt, and that I might not get a Masters of Fine Arts again if I had a time machine. A college degree has been a symbol, and sometimes a ticket, for class movement in America. But the rising cost of tuition brings into question, whether a degree offers a worthwhile return on investment. According to Claudio Sanchez with Morning Edition, tuition costs in Washington state have risen 70% in the past few years.

In 2014, a partnership between the U.S. Dept. of Labor and the U.S. Dept. of Education forged the Workplace Innovation and Opportunity Act – a law that “places heightened emphasis” on workforce preparation for out-of-school youth (youth aged 16-24 without a high school diploma). Previously, the focus of programs for out-of-school youth was on gaining a GED and getting higher education credits. But the U.S. Dept. of Ed. Office of Career, Technical, and Adult Education site has not been updated since January 2017 – it is unclear how this program is supported by our current federal administration. 

Seattle Public Schools has Career and Technical Education department that invites students to apply for courses at schools and regional Skill Centers. There are a number of programs offered, led by workers in those fields, including Aerospace, Automotive, Maritime, and Culinary Science. This offers exciting possibilities for students interested in trades, and is one way we could get closer to Washington’s educational attainment goal of 70% of adults (aged 25-44) having a post-secondary credential by 2030 (currently, about 33% of adults have a post-secondary credential). The use of “credential” versus “degree” reflects a growing emphasis in WA on Career and Technical Education (CTE) as an important option for students, amongst other possible paths. The WA-based foundation Partnership for Learning expands on the definition of “credential” as meaning “college, an apprenticeship, or other training that will prepare (students) for career success.” 

These goals feel particularly relevant to me, as a middle-class worker in a city with a rapidly increasing cost of living. I want my students, and all young people in Seattle and WA state, to transition to adulthood with all that they need to find jobs that are meaningful and sustainable, and to live here long-term (if they want). It’s exciting to see that state superintendent Chris Reykdal sees expansion of CTE as a legislative priority, and one piece of the huge, vital imperative to decrease the opportunity gap.

As I design curriculum in the art room around the development of 21st Century Thinking Skills: collaboration, communication, perseverance, reflective thinking, critical thinking, and creative thinking, I am trying to prioritize practices that students will use in any future workplace. As we use our hands to build, carve, sew, sketch, and design, I hope students think widely about their post-secondary options, regardless of what previous generations held as top-priority. Maybe that means college, and maybe it won’t. 

I have been asking questions about this adventure called teaching a lot this year. Why is teaching so different from other professions? What sets teaching apart from all else?

And then, one afternoon, my answer was experienced. I had a momentary swirly eddy of stress that day – the kind that seems to pop up out of nowhere amid the general thrumming of my classroom. In the teaching world, these are much like a bull ride; wild and crazy, but usually much longer than eight seconds. I captured the moment in a conscious stream of thought during my lunch break that day. Here it is:

“Five minutes to lunch – a middle schooler is on full meltdown because her PowerPoint did not save and she will JUST DIE if she has to redo it. I begin the search on her very old, very slow computer. All the while, another kid is spitting mad that so-and-so stole his mechanical pencil lead (mechanical pencil lead…the bane of my existence!). Another student tips back and falls out of his chair and hits his head…yet again. He is sent to the office to get an ice pack, only after it is determined through a ro-sham-bo who gets to walk him down so he “doesn’t concuss and stuff” (his words, not mine). I make a note to check his pupils when he returns and to give his mom a call at lunch. PowerPoint girl is still melting down. “I HAVE TO HAVE IT!” Computer is Still. So. Slowly. Searching. An ironic counterpoint to the frenzy. A kid (you know the one) brings up a book that has the last 20 pages missing and the NEED to finish it RIGHT NOW to take a reading test – do I have the same book? (How did you not notice the gaping spot where the pages should have been?)

Teachers teach students far more than just content every single moment of every single day. There is a concept in neuroeducation called mirror neurons. This concept holds that when a person witnesses an action or emotional response to an event, areas of their own brains light up as if they themselves had participated in the action of event. It is one reason why athletes are able to use visualization techniques to perfect a move.

More importantly for educators, it is the reason why students sense our reactions and moods surrounding events and build these into their own schemas of emotional regulation as to how they should respond to such stress in the future. If we get angry and frustrated in dealing with the on-going stresses in our classroom, students learn to get angry and frustrated too when they feel stressed. If we approach stress as simply a part of teaching and can detach ourselves from its grip enough to just witness it as a response to events unfolding, we are far more like to respond calmly. Students “mirror” this calm in their own brains.

Teaching is unlike any other profession in that we must keep our game-face on the entire workday; there is no escape – no cubicle to retreat to, no office door to shut, no water cooler to take a quick walk to just to get some perspective. No, we must stand in our shoes and cope with the constant thinking/decision-making/problem-solving and the constant calling out of our names. There is no retreat.

We handle this all not to just keep our jobs or even to check a box on the Marzano Focused Teacher Evaluation Model. (There is no box for it anyway.) No, we manage our emotions because we have students watching us, learning from us and ultimately becoming us. That is a heavy burden to carry and is one of the things that sets teaching apart from other professions. When my Bored Teachers feed pops up on Facebook with its funny “stressed to the max teacher” memes, it reminds me I am not alone. This burden is carried by many hands.

Yet, there is always a grain of truth in humor. The Bored Teachers memes speak to the stress inherent in teaching that sometimes can be overwhelming. It is this type of stress that was examine in the Quality of Worklife Survey of over 30,000 teachers by the American Federation of Teachers. Some striking findings? Overall, 73% of respondents stated their workday was often stressful. With this high of a percentage of stressed teachers, it is not surprising 26% of respondents say that in the last 30 days, their mental health (stress, depression, emotional challenges) was not good for 9 or more days. Whoa. This is not good for teachers and certainly not good for students.

The world of learning has embraced the importance of teaching social emotional regulation for students. But what about teachers? Bearing in mind the aforementioned survey’s findings, it would be wise on many levels to allocate professional development dollars providing teachers with high-end stress management strategies for regulating in the moment. Imagine a classroom with a teacher at the helm who had learned powerful insights into their own emotional reactions to students’ behaviors alongside strategies for how to stay calm throughout the swirling stress eddies of the day. That is a powerful learning environment.

Phone rings – no more ice packs for chair tipper; sending him back with a Ziplock full of ice. (I know this will be leaking within minutes of the kid’s return and he will be eating the ice, which will irritate the kids around him.) Oh! Blessed relief! Pencil boy found his lead. But, now he refuses to apologize to the accused. Accused is red-faced mad, but sitting in silence, arms crossed. I make another mental note to pull both of them out of the lunch line for a quick chat to resolve this when everyone is a little cooler.And then the magic…THE POWERPOINT IS FOUND! A gush of intense joy! Big hug!

“Thank you, thank you, thank you! Mrs. C, you saved me!”

“You are welcome,” I say as I steal a peek at the rescued PowerPoint.

It consisted of one, single slide with a title on it. “Freinds” -misspelled and all.

*sigh

The lunch bell rings.

The email came out on Thursday. Another spirit week is underway. Winter sports is the reason and the theme is the season – winter and holiday cheer, complete with a staff dance based on the “12 Days of Christmas.” The English language department will take on “2 turtle doves” – not sure what that will look like, but we’ve been brainstorming. My first thoughts, though, are always on my students, equity, and access.

My usual questions are: 1) Have the leadership students considered the diversity of our student body? 2) Are multiple student groups being represented? and 3) Do all students have an opportunity to participate? In addition to general cultural responsiveness, I also ask myself can my students, brand new English language learners, participate and will participation be meaningful for them.

The answer to the first question is “no”. Even the staff dance number has a specific cultural lens. If students don’t celebrate Christmas, it will have little meaning. At the very least, it will be amusing for them, watching their teachers and other staff members making fools of themselves in front of the entire student body. There’s merit in that, watching the adults in their lives be silly. Imagine, though, the greater impact it would have should the activity reflect all of the members of the study body, their interests and beliefs.

As for the second and third questions, sports cons (otherwise known as pep rallies) rarely represent multiple student groups. They celebrate the athletes and encourage others to be athletic supporters. I do give our school leadership props in their effort to include as many students as they can through class competitions and the like, but with the multitude of sports teams, it’s difficult to eek out time for the non-athletic. The cons are exuberant and fun, but many students feel left out of the celebration.

Here’s where dress up days come into play. Dress up days are intended to create an in-road for the less involved students. They begin the build up to the big event at the end of the week and are intended to promote school spirit. However, each time I receive the email, I go through the list for the week and must determine which days I will attempt to make meaningful to my English language learners, and during which days I will encourage them to participate. Usually these are few and far between and some weeks I don’t even bother at all for several reasons.

Access is the main issue in determining the importance of tackling dress up days with my class. There are two main access issues. First, many of the days are culturally specific to the U.S., to Spokane, and even to specific neighborhoods. They also have socio-economic implications, meaning they are only accessible and relatable if you grew up in a middle or upper class household.

The second access issue is money. Many of the days require students to purchase items in order to participate. For example, Jersey Thursday, which is a common one for our school. Students either have to have access to their own jersey as members of a sports team, or have the funds to purchase a jersey of their favorite college or professional sports team. This is also true of any day that requires specific elements like flowered shirts or days specific to an era.

The cost is often unattainable for many students. They can choose not to participate in that particular day, but this usually leads to not participating at all. Who wants to admit they simply can’t afford to participate in one dress up day? They may as well choose to sit the whole thing out. At least then their peers will assume they just don’t want to, not that they can’t. It’s easier to pretend school spirit simply isn’t cool than to admit you can’t afford to look spirited.

This week’s dress up days are a little more accessible. I may encourage my kids to participate, particularly in those days based solely on a color. Even twins day isn’t too hard, if you choose something simple. As far as Friday goes, with its ugly sweater theme, I might be able to lend a hand in that area, maybe we’ll make our own. I need to go a step further, though. Instead of checking the list and determining whether I’ll encourage my students to participate, I should instead speak to the leadership class. Ask them to consider culture and cost when planning events in which they want all students to participate.

What have your experiences been with spirit weeks? What are your suggestions in increasing access? Participating in school activities is important to each student’s confidence and success at school. Some simple steps we can take in ensuring access during spirit weeks is to check the demographics of the school. We may be surprised by the diversity we find. Choose days which are easy to accomplish, for example days based on colors (make sure the colors are common and students would likely have them in their closets), pajama days, mismatch days, or any idea that does not require purchasing items in order to pull it off. We might also consider having at least one non-sport assembly which celebrates the other activities and people in the school who do not participate in sports. An example is the culture assembly at Kent Meridian High School in Kent, Washington. It is essential we make every opportunity accessible to all of our students. It is through access that we achieve equity.