Impact of Recess on Classroom Behavior Essay

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Impact of Recess on Classroom Behavior

When comparing the amount of time American children spend at ‘recess’ during the school day, you will see, that it is considerably less than the amount of time given by other countries. Japanese schools typically have a 10-20 min recess period between 45-min lessons or 5-min breaks between lessons, with a long play period after lunch. In Taiwan, schools typically have many recess periods during the day; children are also given 5-6 min of transition after recess in which to settle down. British schools have three 15-min recess periods throughout the day and 80-90 minutes at lunch. Many researcher believe that this recess period is key to classroom instruction.
Research was done to
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After four months of research the results showed that children in Class A did not differ much from children in Class B in their pre-recess behavior on recess and non-recess days which indicates that those days the anticipation level remained the same. The children did not display good behavior in hopes of being granted recess because the recess was unanticipated. At the beginning of the pre-recess period, the children had been working for 2 hours, with the exception of the time it took to walk down a short hallway from their other classroom. At this point they were fidgety 11% of the time and off-task 12% if the time. If they continued to work without a break their fidgetiness increased to 17%, and their off-task behavior increased to 16%. A recess break seemed to have a calming effect, decreasing their off-task and fidgetiness levels below their pre-recess levels.

This part of the study shows that children think and work more effectively when there is a break in the instructional period. As a whole the study showed that more children were renewed by the break than disrupted by it.

Individually boys and girls benefited similarly, though it may be for

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