What: Set consistent expectations across the school for how spaces can be used, what students can and can’t do in certain spaces, and how they are expected to behave during various outdoor activities.
How: As a school community, discuss and agree on what can or cannot be done in certain spaces, during certain activities, or at certain times. Think about the different types of activities that might occur on different parts of the school yard, with different groups, or at different times. For example, perhaps students are allowed to run on the lawn during recess, but never during outdoor class time, and not allowed to run in the woods at any time. Perhaps students are required to stay within a certain boundary by everyone who takes them outside during school hours, but can go farther as part of an afterschool program. Perhaps building forts out of sticks is acceptable during an engineering design activity, but not during any other outdoor activity. The expectations do not need to be uniform (e.g., no running ever), but having clear expectations for what is allowed, at what times, in what spaces, with which teachers or groups, can help students know what they are allowed or expected to do.
When: Anytime. Setting up expectations at the beginning of the school year can be especially effective. Who: Everyone who uses school spaces.
Materials: No required materials. Posters or signs outlining expectations in different locations could be helpful.
Why: Having clear and consistent expectations can help students know what they can do at what times, in what locations, and during what activities. This can reduce the time and energy that teachers spend managing students’ behavior, and make time outside easier and more effective for everyone.
Barriers addressed: Class Management; Behavior/Management; Social Conflict; Distraction; Harm to Environment; Out of Routine; Student Background Experience; Student/Staff Ratios