get out and play

A parent, like others before her, is pushing for cold-weather play

A child at play
PHOTO: Hayleigh Colombo
A child at play. Photo by ##http://www.flickr.com/photos/admiretime/##admiretime##, via Flickr

An Upper West Side mom and education researcher is arguing that her son and his classmates need an active, outdoor recess — even when it’s very cold outside.

Anne Feighery said she noticed that her second-grade son was coming home grumpy every day from PS 166 this winter. Feighery, who is an education researcher and doctoral fellow at Columbia University’s Teachers College, told me she identified the reason for her son’s bad mood when she realized that he hadn’t been outside to play in days because PS 166 keeps students indoors for recess when the temperature drops below 40 degrees.

Feighery said the indoor recess PS 166 offered instead was inadequate to meet children’s needs. During a 6-week span when he didn’t go outside this winter, her 8-year-old son got hurt during indoor playtime as his fellow students’ pent-up energy turned indoor games violent, she said.

“We began talking about it with other friends who have children in other schools and a lot of people have this problem—it wasn’t unique to us,” Feighery said. (The debate is definitely not new: A Yonkers teacher complained in the New York Times in 2003 of “a new layer of fat” parents might find hanging off their children each spring due to skipped winter recesses.)

So she wrote a letter to Schools Chancellor Joel Klein that she posted on her blog, asking that the Department of Education exercise greater oversight on schools’ recess, and she launched a Facebook group to lobby for changes.

“Right now because it’s left up to each school, days and days go by and no one’s keeping track of it, there’s no accountability,” Feighery said. Individual principals decide when the weather is too cold for recess, a DOE spokesman confirmed.

Feighery told me recess is a “far-reaching” practice that can cut down on childhood obesity, help children learn through play, and improve student behavior. But schools face the challenge of fitting in time for recess in an already packed schedule. In the winter, they must also consider safety concerns about icy play areas and some parents’ worries that playing outside in the cold will make their children sick. 

A recent study we wrote about before by the Alliance for Childhood reports that unstructured play in kindergarten makes for better-balanced adults who do not lag behind their more structured peers academically even though they spent less time studying in kindergarten. And New York State’s Healthy Schools Act, passed in 2007, requires schools to provide students in 8th grade and under with a recess period of up to 30 minutes a day when there is no physical education class.

A DOE spokesman declined to comment on the DOE’s position on recess, but back in February, commenting on a 2008 study by then-Bronx Borough President Adolfo Carrión’s office that found that about 90 percent of Bronx public schools don’t comply with the state’s physical activity requirement, a DOE spokeswoman said the department was working to improve physical education offerings.

“We share Borough President Carrión’s concerns, and that’s why we have worked hard over the past five years to improve physical education in New York City schools and give more students access to high quality programs,” DOE spokeswoman Marge Feinberg wrote to a Bronx community newspaper at the time.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.