Free Time
There may be some fear associated with giving students unstructured 'free time.'
In fact, that fear has become so pervasive that even some parents work hard to make certain their teens and pre-teens have most of their moments carefully planned and filled with purposeful activities.
The rationale appears to be along the lines of "the more free time they have the more time they have to get into trouble."
A quick look at a number of college texts for preparing teachers includes statements that seem to reinforce this thinking:
- "Oftentimes, student misbehavior occurs during gaps in instruction."
- "It is important to fill in unstructured time (e.g., if a child arrives early to class) with subject-related activities."
- "The more unstructured time students have, the more likely they are to present problems."
- "Keep unstructured time to a minimum."
- "Unstructured time in the classroom makes disruptive behavior more likely."
But there's another side.
There are a plethora of studies showing a friendly relationship between unstructured time and enhanced creativity. An article at thefreelibary.com entitled "Teacher and Student Perceptions of Creativity in the Classroom Environment." provides an excellent academic background for the subject. About halfway down on this linked page there's an easy summary of the study showing the teachers description of a classroom environment that enhances creativity ("unstructured time") and one that inhibits creativity ("structure and schedule").
Do we want to enhance our children's creativity? Of course.
Are we willing to risk a noisy classroom? Complaints from colleagues across the hall? Some students "getting out of hand?" Aha, there's the rub.
Before we can properly weigh the risk, let's look at the reward.
A recent story on National Public Radio focused on the subject with an article by Alix Spiegel: "Old-Fashioned Play Builds Serious Skills."
The "play" discussed here is not narrowly defined: Adults, teens, pre-teens and pre-schoolers all have important things to learn from play. A relationship is shown between unstructured "play time" and an activity termed "private speech" which becomes a "powerful tool for building self-discipline." This "private speech" (talking to ones self about what you are going to do and how you are going to do it) is a vital part of one's ability to "master cognitive and social skills, and to manage our emotions."
In other words, unstructured time for play will lead one to become more disciplined - not less!
Stuart Brown is biased. As president of the National Institute for Play we can anticipate his position on the matter. According to "Taking Play Seriously", an article published by the New York Times, Brown refers to play as part of the "developmental sequencing of becoming a human primate. If you look at what produces learning and memory and well-being, play is as fundamental as any other aspect of life, including sleep and dreams."
One of the points made in this article is that time for unstructured play provides for the development of the cerebellum. Students who shy away from interacting with others during unstructured time may fall behind their classmates.
Amanda Gardner was even more blunt with her article in the Washington Post: "Recess Makes for Better Students." She relates the experience of Dr. Romina Barros, a pediatric resident in Brooklyn. After sitting through a three-and-a-half hour first grade class with only one ten minute break Barros commented "I had a headache." Barros then published a study in Pediatrics which documented the value of unstructured free time. "Children who have it during the day behave better in class."
Why?
Could it be that children learn as much on breaks and during unstructured time (where they experiment with being creative and learn how to interact socially) than sitting in rows of traditional classrooms?
"Conflict resolution is solved on the playground, not in the classroom," said Dr. Jane Ripperger-Suhler, an assistant professor of psychiatry and behavioral science and pediatrics at Texas A&M Health Science Center College of Medicine and a psychiatrist with Scott & White Mental Health Center.
Dr. Marros works at The Albert Einstein College of Medicine of Yeshiva University. Read a more complete interpretation of her study "Daily School Recess Improves Classroom Behavior" showing a positive correlation between school recess and improved behavior.
There are times, of course, when students do "get out of hand." For those instances some educators simply assign them to an after school detention and hope they'll improve their behavior the next time. Why not really teach them something by assigning a Detention Learning Packet where they can read about the rule they broke and set some goals to prevent it from happening again.
Free samples are provided at our website.
Some students act out because they're bored. Why place them in a detention room where they will become even more bored, and perhaps act out again? Give them something to do that will not only keep them active, but will help them set goals to prevent future misbehavior. The Advantage Press, Inc. publishes a number of motivational packets ready to use "right out of the box." No learning curve, no working at understanding basic theoretical concepts -- students simply read material that can help teachers successfully manage student behavior. Our motivation program consists of proactive lessons for students in grades seven through twelve. The program provides an immediate and effective tool for motivating students. You are welcome to try our free samples.
All new for 2009-2010: Truancy Packets. Our Truancy Packets are designed to keep kids in school and in class. These packets focus on the most common reasons for truancy and provide positive and rational reasons for students to drop their truancy habits and set goals to attend school regularly and graduate. Try a free sample.