The Power of Breaks and Flexible Seating

Mrs. Ream, age 7

When I attended elementary school in the 1980s, I was often scolded for daydreaming. My teachers tried moving my desk away from the windows or sitting me up front, but I kept on daydreaming. Later, I realized that daydreaming was a way to process what was happening around me and take a mental break. I wasn’t alone. Other kids had their own coping strategies, like doodling, secretly reading novels during instruction time, and even launching spit wads. Looking back, we all needed one thing – a break. 

I want my students to take ownership of their education, and to do so in a healthy way, they need to experience the value of breaks and flexible spaces. The research is interesting, and when you have time, here is a good summary of the research on brain breaks, and here is an article on flexible spaces. But for our purposes, let me explain what this looks like in the classroom.

Flexible Seating Options lead to self-directed learning.

Our classroom includes tables and chairs, as well as floor pads, supervised outdoor spaces, and cozy indoor areas. We have a math station with manipulatives to help solve problems, a reading nook, and curiosity drawers in the science area. Although the room is limited in square footage, we create a space that offers endless possibilities. Just like our class roster features a variety of personalities, children also have different ways of engaging in learning, and a flexible space meets many of their needs. 

Changing a classroom’s layout or furniture doesn’t automatically lead to improved learning outcomes. What flexible classrooms provide is a space where students can take ownership of their learning and a constant reminder to everyone, including the teacher, that the teacher is a facilitator of learning, not an oracle. This doesn’t mean children can do whatever they want, whenever they want. We do have structure; I teach lessons and lead discussions. We work toward goals. However, giving students the agency to choose, for example, where they sit to work on math or what manipulatives they use to help solve problems, not only reduces anxiety and stress but also provides the satisfaction of achievement. More importantly, it makes them feel trusted. I do trust your children. And I want them to trust themselves. 

Brain Break Menu

We take brain breaks. We’re not as structured as the HIIT/Tabata method or the 52/17 rule, but we do take regular breaks. Here are some examples:

Movement – We wiggle and dance together. We practice balancing and learn deep breathing exercises.

Music – We listen to music, but we also create it together. I volunteered as a children’s choir director for many years. I usually match the music to their energy level and then adjust it up or down to get us ready to focus on the next learning task.

Meditation - We use guided meditation for children from Headspace.

Healthful Snacks – Snacks are provided by you, the families. Thank you!

Nature Walks – Sometimes we leave a little early for music class to stroll through the garden. Other times, we might chase a butterfly across the field on our way back from PE. If we’ve been working especially hard, we may need 10 minutes to watch clouds. We get outside regularly.

The goal of both flexible seating and brain breaks is to help students stay focused and productive in their learning, leading to confident students and a calmer classroom.