We are a Playworks-supported playground. It is our goal that students maximize their opportunity at recess to have fun playing games and using equipment safely. We believe that active play is an important part of our students' academic achievement. To support their continugin development, we teach the following games so that they can be playing during recess:

• Basketball - 'Knockout'
• Basketball - 'Playworks'
• Basketball - 'Power'
• Basketball - 'Three Lines'
• Four Square
• Hopschotch
• Jump Ropes: Choose an Activity
• Soccer - Game
• Soccer - 'Three Lines'
• Switch
• Tag - Shadow
• Tetherball

Ultimately, conflict will occur on the playground. We support student's ability to be problem-solvers in and outside the classroom. On the playground, supervisors are trained to help students solve problems through a variety of means.

Problem-Solving I: Rock-Paper-Scissors

• If there is a dispute/conflict during a game, in line or elsewhere on the playground/common area, rather than escalate into conflict, we have taught students to adjudicate the situation with a game of Rock-Paper-Scissors. Winner of the game, wins the conflict or dispute. Based on the conflict/issue, students may do this first before seeking help or, based on the conflict/issue, may need to be prompted to use this problem-solving method. If the issue is more complicated or involved, you may need to try Problem-Solving II: The Wheel of Choice below.

Problem-Solving II: The Wheel of Choice

• As part of our implementation of Positive Discipline, we are called to guide students to be problem solvers. If there is conflict on the playground and students seek help, show the student the Wheel of Choice and ask the student to choose a solution to try. Based on the conflict/issue, you may need to try Problem-Solving III: The Four Problem-Solving Steps below.

Problem-Solving III: The Four Problem-Solving Steps

• As part of our implementation of Positive Discipline, we are called to guide students to be problem solvers. If there is conflict on the playground and students need help, teach/guide them through the Four Problem-Solving Steps. Remember you are teaching/re-enforcing this process through the conflict/problem (so at the end remind them that they can do this on their own and seek help if needed in the future – Step 4):

• Ignore the problem. (It takes more courage to walk away than to stay and confront, flight or argue.)
  • Do something else. (Find another game or activity).
  • Leave long enough for a cooling-off period, and then follow-up with the next steps.

• Talk it over respectfully.
  • Tell the other person how you feel. Let him or her know you don’t like what is happening.
  • Listen to what the other person says about how he or she feels and what he or she doesn’t like.
  • Share what you think you did to contribute to the problem.
  • Tell the other person what you are willing to do differently.

• Agree on a solution. For example:
  • Work out a plan for sharing or take turns.
  • Choose a game of Rock-Paper-Scissors.
  • Figure out how to make amends.
  • Figure out how to repair damage.

• If you can’t work it out together, ask for help.
  • Put it on the Class Meeting agenda.
  • Talk it over with a parent, teacher or friend.