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Students Cavort and Connect During Virtual Recess
With remote learning now an everyday reality for students around the globe due to the COVID-19 pandemic, schools are having to look at everything they have traditionally offered students through an entirely new lens—and the concept of recess is among them.
Not long after the pandemic disrupted traditional school activities, Intermediate and Middle School Head John Novick was already asking his 4th and 5th Grade Heads and Assistant Teachers to begin thinking about ways to bring students together socially during this time of distance. After piloting the program in March and further refining it, Parker’s Virtual Recess has emerged as a much-praised solution to help provide additional activities, comradery and social connection to students during the virtual school day.
Twice a week, students in the Lower and Intermediate Schools who have a desire to connect with their peers in a more relaxed environment may join together Brady Bunch-style on Google Meet for Virtual Recess. Unlike more structured academic work, these gatherings allow students to use their devices while moving freely about their own space. “Students participate in activities, games and conversations that engage them socially. It is their opportunity to be with each other in a space that is not focused on schoolwork, but rather on physical movement, fun and social connection,” shared Assistant Teacher Emily Culbert.
Although in-person recess involves an entire grade, Assistant Teachers facilitate Virtual Recesses in small groups, devising a host of ideas to implement during these gatherings. “The Assistant Teachers supervise the regular recesses at Parker so we each carry our own tools from past successes,” said Assistant Teacher Cristine Danielson. The Intermediate School teaching team emerged as true leaders in this process, collaborating and sharing ideas to create engaging and fun programming for students on an ongoing basis.
While other schools use their virtual recess time to implement physical education curriculum or share active videos, Virtual Recess at Parker is a social program, versus a physical or academic one. “I want to have some gross motor element in my Virtual Recess,” shared assistant teacher Marie Adams. “I always try to get them moving in some shape or form, whether it’s a scavenger hunt or a game.” All involved agree that the social focus of Parker’s Virtual Recess makes it truly unique.
Through their shared experiences during Virtual Recess, students and teachers connect on a different level than they would otherwise, and the more face-to-face connection one can have while engaging with kids on non-academic endeavors, the better! “This has been a relaxing and fun time for me as I miss being with the kids in real time as I am sure we all do,” added Adams.
Reflecting upon the initial success of Virtual Recess, Danielson said, “Since kids aren’t stepping outside their homes or family circles, this gives them an opportunity to be a 4th grader with their peers.” Adams noted, “It’s a positive way for kids to have planned time to talk to friends they would not normally see or get to engage with during the online school day.” Culbert offered, “Students are really missing the many points of social connection they experience throughout a typical school day, and Virtual Recess builds in more of that social time with peers.”
Francis W. Parker School educates students to think and act with empathy, courage and clarity as responsible citizens and leaders in a diverse democratic society and global community.