[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591602-105":59,"doc-detail-591602-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ready-for-recess-the-elementary-school-teachers-perspective","Ready for Recess? - The Elementary School Teacher’s Perspective","","Ready for Recess? - The Elementary School Teacher’s Perspective examines how elementary teachers respond when students misbehave or fail to meet academic and behavioral expectations, focusing on the contested practice of withholding recess. Through a mixed-methods approach including surveys and interviews, it analyzes teachers’ beliefs about recess benefits—health, social development, and autonomy—and the pressures teachers face when deciding who may participate. 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Ramstetterand Dale Borman Fink  \nS  \nimeon is a third-grader in Mr. Mitchell’s elementary school classroom. His winning smile and outgoing personality have gained him plenty of friends. But he’s also a master at distracting his peers during independent  \nwork. This particular day, he repeatedly reaches into Daniel’s space, taps his fingers, and makes the sound of a drumroll. Mr. Mitchell cajoles him, cautions him, and finally calls him to the side of the room to speak to him privately. The only effect seems to be that Simeon turns his intrusive sounds and motions toward Kayla instead of Daniel. Finally, Mr. Mitchell announces in front of the whole class,“Simeon, you either get to work right now and stay focused, or you will stay in and do your work while the other children are at recess!”  \nWill the threat of losing recess be enough to motivate Simeon to become productive? How many times will the threat work before Mr. Mitchell has to carry it out and show Simeon and his classmates he is serious? Once he does, will Simeon become  \nCatherine L. Ramstetter is the founder of Successful Healthy Children, a nonprofit organization focused on school health and wellness. Dale Borman Fink is a professor of education at the Massachusetts College of Liberal Arts.  \nmore studious—or will he become one of those children who frequently lose out on recess?  \nThe question Mr. Mitchell must ultimately answer is this: Is recess a reward to be earned only by the children who are on task and who comply with academic and behavioral expectations? Or is recess an important part of every child’s school day, offering benefits—to physical health, social development, and sense of autonomy—that are too important to be taken away?  \nWe know that Mr. Mitchell isnot alone in his predicament. Ina 2010 Gallup survey, 77 percent of principals or other building administrators said that some or all oftheir teachers used withholding of recess as punishment.1 Based on our qualitative studies of classroom teachers in elementary schools in Illinois, Massachusetts, Ohio, and Texas, we have witnessed the uncertainty of teachers who use this strategy. Even among educators who do withhold recess, many worry that the strategy is at best a weak and imprecise disciplinary tool that could backfire. At a loss for other ways to improve student motivation and behavior, many teachers seem to have arrived at the same conclusion as Tamar, a thoughtful third-grader we interviewed: “I’ll say it is a good consequence, since a lot of kids like recess.”  \nThe purpose of this article is to promote a deeper, more complex understanding of the challenge that “recess time” poses to elementary school educators and to thereby understand the practices in which they are currently engaging. Because teachers  \n34 AMERICAN EDUCATOR | WINTER 2018–2019  \nare expected to shepherd students through a vast array of learning standards while remaining sensitive to their social, physical, and emotional well-being, decisions about who gets to participate in recess are made under great pressure. Also, teachers often correctly perceive that only limited resources are available to help them.  \nAfter sharing what we have learned about teachers’ perspectives, we will briefly discuss two examples of school initiatives that support teachers in managing classrooms while ensuring that recess remains part of every child’s day. Itis our hope that by reading this article, educational leaders working on this issue will seethenecessity of engaging classroom teachers in the big-picture discussions about recess and related health and wellness policies.  \nThe Benefits of Recess and Why Teachers Sometimes Withhold It  \nWith the support of selected elementary school principals, we distributed a survey in three school districts in Massachusetts (March 2014) and two in Ohio (February 2017). We interviewed a small sample of teachers in those two s","cbCaivSBsz7kThCE","https://ap.wps.com/l/cbCaivSBsz7kThCE","pdf",214585,"English","# The challenge of withholding recess\n## Recess as reward vs. essential daily benefit\n## Evidence from surveys and interviews\n# Benefits of recess and teachers’ rationales\n## Health and wellness benefits\n## Social development and autonomy\n## Learning connections and additional benefits","[{\"question\":\"Why do teachers sometimes withhold recess as a disciplinary strategy?\",\"answer\":\"The text describes teachers using withholding as a consequence when students are off task or disruptive, often under pressure and with limited resources. Many educators view it as a weak or imprecise tool that could backfire.\"},{\"question\":\"What benefits do teachers associate with recess?\",\"answer\":\"Respondents overwhelmingly believe recess is beneficial, especially for health and wellness (fresh air and physical exercise) and social development (learning to interact with peers). Many also report that recess supports students’ autonomy or self-direction and can connect to general curriculum learning.\"},{\"question\":\"What does the article aim to achieve regarding recess policy discussions?\",\"answer\":\"It seeks a deeper, more complex understanding of the challenge recess presents to elementary educators and argues for engaging classroom teachers in broader discussions about recess and health and wellness policies.\"}]","Ready for Recess? - The Elementary School Teacher’s Perspective | PDF",1792072812]