Providing Students with Breaks with Student Choice Time

We educators can lament about how hard we work all we want but it is important to step back and appreciate all the work our students have to do.  Whether it is exercising more patience than we do in a week to make sure their message is relayed correctly or whether it is maintaining a state of regulation despite the distracting extra noises and sights, they are working hard.  Just like we may appreciate a break from them they will appreciate a break from us.

I have utilized non structured student choice breaks throughout my career.  Typically this looks like an 8 minute break between work tasks.  This would occur after approximately 40 min work with my emotional/behavioral student and three to 5 minutes with students on the spectrum after 15, 20 or 40 min of instruction.  When I was running hard core stations (the extra intense structure needed with young spectrum students, message me if you want more info on how to do this). I began with work duration length 15 minutes for some kiddos.  It varies and it can vary over the years.  Particularly with my class I moved with for 5 years.  As the students were able to maintain increased focus for instruction I moved the clock with them.  As they were able to independently sustain interest based activity, I moved that from 3-5 min.   Essentially, the exact specifics vary but my favorite was the 8 minutes.  This way students could actually engage in something, completely check out of 'work task' and then were satiated enough to return to the work task.

The biggest tenet of this strategy is that it is THEIR choice.  I have used other daily breaks like Calm Connect (which I absolutely recommend so click here to see what it is about) or go noodle (a little bit harder for students deep on the spectrum as some activities could accidentally dysregulate a student, click here to see what it is about).  When I am choosing the break activity it is NOT a student free choice break.  The student choice break is for the student to select an activity they want.  I have had a student who just wants to play with putty, a student who just wanted to look out the window, a student that colors on one picture and after many breaks comes out with a beautifully finished work of art.  The only time I interject is if there is a significant skill deficit, such as playing with others or the complete lack of knowing what to do with free time.  Both have happened and I try to not teach towards the skill deficits EVERY time but will work towards building that skill.  I cannot emphasize enough about how much you will learn about the students when you give them regular times to just be themselves.  It is even more magical when you see them notice each other's activities or join in on a group activity.

This strategy of Student Choice Time serves several purposes. The first being it gives them a mental break. Click here for article from edutopia on benefits of breaks for reducing anxiety, stress, and frustration.  Breaks are incredibly important for everyone and especially students working hard on things that are harder for them than neurotypical students.  The second reason is that they WILL work harder for you during task time if they know that the break is coming up.  I have absolutely seen this happen with all etiologies that I have taught.  The third is that it provides you more insight with their interests because by free choice I mean students choose what they want to do (within limits, they can't go biplane or head to the gym).  This can give you more insight for student interest or, in the case of a couple of my friends it can give you insight into the fact that they do not know what to do with downtime or how to select a preferred activity.  With the latter it then helps you develop their independence skill by inviting them to try various choices.  The fourth reason is that it gives opportunities for students to play together.  There are several times that students may choose to play with one or parallel play.  Both of these situations are opportunities to develop social interaction skill.   To encourage (but not dictate their free choice time) I might allow them to use an activity set that they are all excited about.  A fifth reason is that it gives a bit of a cushion for yourself and paras to switch mindfully to the next activity.

You may say, "there is not enough time for them to play".  Or you may say, "I can't give that much free time in a day".  To these I say not true.  Students rise to the occasions they are situated in when given confidence.  Students have cleaned up so quickly (now I have had a year or two I have to time their clean up and make a goal after discussion with them that I might have to reduce how much free time they have if it takes up too much time for everyone to be ready).  It was not uncommon to have games set aside that were in mid-play to be picked up again the next break time, or even setting aside a lego structure to be continued during the next time as well.  In regards to taking time from the instructional minutes, I also believe that the student time we take preparing or shifting to the next activity is wasted time for the student anyhow, might as well let them reduce anxiety, stress and frustration while making the shift.  Additionally, with their renewed attention you are going to get more progress than if you kept them waiting for 'something' to come next while they are still in an 'on' mode.  

As with all routines you will have to teach this.  You may even start out with 10 minutes and bring it down to 8 or the opposite.  Teaching is a craft so you could take this strategy of Student Choice Time and merge it with your craft.  I guarantee whether you have an audience of neurotypical or neurally diverse students you will maintain their attention better when you want it and they will appreciate that you are helping reduce their anxiety, stress and frustration.  Also I do believe you will find some very enjoyable moments as you see their interests and maybe even engage in the activity with them.