Structured recess is paying off in the classroom

Recess has taught 5-year-old Kasheem Royster some very important lessons, he said.

"No pushing," the kindergartner at Charles Drew Elementary, a public school in West Philadelphia, said. "No arguing."

A remarkable thing happened when Drew partnered with a nonprofit group to bring in a full-time recess coach to structure activities for all students in their down time, administrators said.

Violent incidents went down schoolwide. Behavior improved, even in the classroom, said Carleton Holman, dean of students at the 234-pupil school at 38th and Warren Streets, just off Lancaster Avenue.

"Look at where these children come from. That's not going to change. But this program makes all the difference in the world. There are less altercations, physical and verbal."

Research shows that play is essential to children's development.

Playworks, the Oakland, Calif., nonprofit that works in Drew and 11 other city schools, said that a survey of its 170 schools nationwide found that about 90 percent of teachers and principals said there was an uptick in students' participation, cooperation with others, and abilities to focus on classes after having an organized recess.

For the last decade, Philadelphia School District officials have encouraged schools to develop their own plans for "socialized recess," suggesting dedicated areas for different games, trained student leaders, and support staff.

So far, 83 schools have structured-recess programs, said Bettyann Creighton, the director of health, safety, and physical education. Increasing physical activity and reducing violence and injuries are important goals, she said.

"We can't just teach these lessons in the classroom," Creighton said. "Recess can be a major area where there are problems - teasing, bullying, injuries."

Drew principal Huie A. Douglas said he has long believed in structuring students' downtime.

In his experience at other schools, "students would find their own means to release energy during noninstructional time," and it often was not constructive, said Douglas, who has been at Drew for three years.

But in an era of austerity budgets, the program is not within every school's reach. Playworks costs each school $55,000 annually for staff and materials - $23,500 directly from the school, and the balance from Playworks.

Though he likes what the program does for Drew, uncertain district and school finances mean Douglas cannot yet commit to bringing Playworks back next year.

But for now, Drew has the services of "Coach Ben" Gibboney, a Playworks staffer who works full time at the school.

Gibboney organizes and plays games and enforces rules at recess, but he also works with individual classes outside of recess to reinforce lessons on teamwork, conflict resolution, and bullying.

At a recent midday recess, Gibboney - an enthusiastic 27-year-old Central Pennsylvania native with a graduate degree in organizational development and leadership - was in perpetual motion, playing ball, running, even taking a turn in double Dutch.

Taking a break from a game of tag, fourth grader Janay Whitney said she liked recess with Coach Ben much better than the way it was in years past. His rules are fair, Janay said, and he is fun.

"When we play a tag game, we've got to touch with butterfly fingers," she said, holding out her hand and fluttering her fingers lightly. "So we don't slap people or hurt them."

Myjae Harris and Marshawn Williams are fifth graders who act as Playworks junior coaches, helping with younger students.

"Little kids like to fight a lot, so this helps them," Myjae said.

"They like the games, so they listen to the rules," Marshawn said.

Participating in one of the organized activities is optional, but the majority of students chose one of Gibboney's games over hanging out by the jungle gym with no activities.

When it was time to go back to class, the students formed crooked lines on the cracked concrete. There was some horseplay - a boy stepping out of line to chase a girl, for instance - but a "What's going on, guys?" from Gibboney stopped it.

Drew students have come a long way since September, Gibboney said.

"There's still too many kids over at the play area. I'd like to get more of them into games. But it's not nearly as hectic over there as it was," he said.

Kindergarten teacher Hannah Gundersdorf said she had noticed a difference in her students since the beginning of the year, and she attributes it to what happens at recess.

Now, when two students want the same book or toy, they play "Rock, Paper, Scissors" to solve their conflict.

"There's more positive interaction," Gundersdorf said. "There are less fights."