Fidgeting

I reread a great article today about why kids fidget in school.  Fidget, move, bounce, pace, fall out of their chairs, flick things, and do all the other little things that make a teacher say (with more or less patience depending on the time of day) "Please just SIT STILL!" 

According to Angela Hanscom, a pediatric occupational therapist, in her article "Why so many kids can't sit still in school today," published in The Washington Post on July 8th of 2014, the up-tick in ADHD diagnosis can be attributed to the decrease in free play time children have these days.  She says that children today, compared with children from the 1980s, have decreased core strength, decreased balance, and underdeveloped vestibular (balance) systems - all due to the restricted movement children face these days.  She writes:

"The problem: children are constantly in an upright position these days. It is rare to find children rolling down hills, climbing trees, and spinning in circles just for fun. Merry-go-rounds and teeter-totters are a thing of the past. Recess times have shortened due to increasing educational demands, and children rarely play outdoors due to parental fears, liability issues, and the hectic schedules of modern-day society."

This makes sense to me and I see it daily in my family and my classroom.  My own children are constantly flipping over, hanging upside down in their chairs, bouncing around, moving in odd fidgety ways, and just moving their bodies significantly more than adults do.   Sometimes it drives me crazy, but I try to be patient and remind myself that they NEED that movement.  They need to develop their balance and core strength.  Probably the adults could benefit from more of that as well!

In the classroom the kids often fall out of their chairs, run, skip, hop, and move in ways traditionally considered not appropriate in school.  At the Montessori school the children have extended recess time and go out in most any weather.  They are allowed to roll, climb (on the play structure), and run.  In the classroom we do expect them to move quietly and in control of their bodies, which some children can do and others definitely struggle with, but the Montessori philosophy incorporates movement naturally into many of the materials and children are rarely asked to sit for extended periods of time without movement. 

In a follow-up article published in The Washington Post on October 7th, 2014, Hanscom touches on the many ways teachers are trying to incorporate movement into the classroom, including yoga balls and movement breaks.  She says that while these small steps don't hurt, they really don't address the ultimate problem either.  Children need extended periods of time to move freely, as their minds and bodies dictate. 

The solution she seems to be getting at is more and longer recess time.  Many schools struggle with this solution because while it seems obvious, it is difficult to fit extended recess AND extended academic and test preparation into the same day.  There are only so many hours.  It can be argued that children can have higher quality learning in a shorter period of time (quality of quantity) if allowed more time for movement.  I haven't seen published data supporting that, but it's probably out there.


If you take a look at the map in her article you'll see there are significant differences in the rates of ADHD between states.  I wonder if schools that do have more recess time have lower rates of ADHD diagnosis.  I wonder if communities that promote healthier living (safe, quality playgrounds, bike baths, "walk to school" programs, etc.) have lower rates of ADHD diagnosis.  I wonder if communities could make the case for increased recess time, but also I wonder if more parents made free play a priority if we could together reduce the rates of ADHD diagnosis.  Instead of driving kids from one organized activity to another, instead of giving them iPads in the car and game systems in the house, instead of worrying about all the dangers of the world... if we just sent them out to play.  Or at least organized extended playground time with friends.   (All of my questions could probably be solved with some quality time on Google, but I don't have that time right now so for tonight they will remain questions.)

In the meantime, I think we can incorporate more movement and more understanding in the classroom.  Perhaps the kids can stretch our their legs or lay down during circle time.  Perhaps more walking around the room, or somersaulting, or skipping could be allowed.  I know it depends on the child, the teacher, the class, the room, and the school, but I also know that we can make steps in the right direction if we try.

I think we as parents, teachers, and caring community members need to work together to support our children's biological need to move, to develop their own bodies, to grow, and to thrive.

Ideas for Any Classroom

I've been in the Montessori classroom for over four months now and there are many aspects I really like. There are also many elements of the Montessori philosophy that can be applied in a general classroom, elements that I think would help a classroom run more smoothly and promote community and kindness in the classroom.

For example, in the Montessori classroom the teacher is quiet and should not be "the main event" or the central figure. In our classroom we speak in hushed voices and encourage the children to do so as well by teaching them about volume control and practicing silence.  When the teacher requires full group attention she will ring a small bell and, if appropriate, sing a short song, such as "It's time to put your work away and come to the rug."  When I first started here I was amazed at how quickly the quiet bell drew the children's attention.  The older children know to listen for it and the younger ones quickly learn. 

This could be implemented in other classrooms by using quiet voices, teachers and students, which requires people to move their bodies instead of just using their voices. Instead of a call across the classroom to a student, the teacher walks over and talks quietly to the child. Children are encouraged to do the same with their classmates and teachers.  A friend of mine, who teaches in a public school, recently said, "I wave my arms, dance around, raise my voice... what more can I do to get their attention?!"  I thought, hmm... maybe there is a better way.

The Montessori classroom is about building independence and self reliance in children.  Materials are placed at child-accessible heights, sinks and toilets are small, and children are encouraged to be as independent as possible.  This could be replicated in a public school setting by thinking through each request a student makes and deciding if that could be done more independently.  Do the students really need to ask to use the bathroom, get a tissue, or get a drink?  Do students know where to put their papers or find materials without assistance?  Of course it depends on the school and the children's age.  I think it is worthwhile to make the classroom as accessible as possible to promote confidence and independence in the students.

In the Montessori classroom the students have a lot of responsibility for themselves and others.  Each child has a job that they are responsible for completing each day.  We rotate the jobs every few weeks so the students get the opportunity to learn all of them.  Students also have more independence in group settings, such as show-and-tell where they chose who goes next, and lining up where one child may be asked to line the others up when they are ready.  The students offer their assistance to one another in the coat room when they are zipping coats and tying shoes.  These behaviors are encouraged and may could be replicated in any classroom setting, building both the child's independence and the overall sense of community.

Students in a Montessori classroom do much of their work on mats on the floor. This works well as they are each working on individual tasks.  The mats also help the children contain their work and define their work space.  Children are taught to keep their work on the mat and to be respectful of other people's mats.  In a public school classroom the children generally work at desks or tables, but perhaps in some situations working on mats would be helpful.  During free play time, keeping work (or toys) on the mats can help the child stay focused, and during work time some students may benefit from working on the floor instead of at a table or desk.  Having the mats available and the procedures defined promotes flexibility and independence.

At the core of the Montessori philosophy is that young children are rooted in the real, the "here and now" and learn best by doing practice, real-life activities.  Magic and fairies and stories are all fine for the older children, but for the young ones they need to be grounded in the real world.  Much of the materials or "work" in the Montessori classroom is focused on developing those real world skills.  Classrooms often have material focused on individual skills, such as buttoning, zipping, tying, snapping, polishing, folding, and washing.  These materials, while teaching individual skills, also build eye-hand coordination, encourage wrist and hand movements, and set the stage for successful writing movements later on.

While a public school classroom may not have the budget for all of the fine Montessori materials, much could be done with specific, targeted materials to help children develop the skills they need to be independent and confident, thereby setting them up for continued success in school.