Markmið rannsóknarinnar var að kanna hvernig frímínútum er háttað í tveimur grunnskólum,
hversu mikilvæg agastefna skólanna virðist vera fyrir starfsfólk skólanna í daglegum störfum
og að rýna í samspil frímínútna og skólabrags skólanna. Rannsóknin fór fram í tveimur
grunnskólum í einu íslensku sveitarfélagi vorið 2014. Eigindlegar rannsóknaraðferðir voru
notaðar til þess að rannsaka viðhorf starfsfólks skólanna með viðtölum. Viðmælendur
voru fjórir, tveir í hvorum skóla. Einnig voru vettvangsathuganir gerðar í báðum skólum
í frímínútum og ýmis gögn um skólana greind, meðal annars niðurstöður skólanna í
könnunum á vegum Skólapúlsins. Niðurstöður sýna að viðmælendur eru ósáttir við
það hve starfslýsingar þeirra eru víðtækar og að lítil sem engin formleg starfsþjálfun er
í boði. Markviss agastefna virðist nýtast starfsfólki vel sem verkfæri, umfram almennar
skólareglur, og allt bendir til þess að flestum nemendum líði vel í frímínútum. Töluvert ber
þó á aðgerðaleysi og agavandamálum í frímínútum skólanna tveggja, að mati viðmælenda.
Með skipulegum leikjum og valkvæmum frímínútum væri hægt að koma í veg fyrir
aðgerðaleysi, agavandamál og einelti.
This article deals with recess periods in Icelandic compulsory schools. In Iceland
there has been but little coverage of recess as part of overall school activity and the
role of staff who supervise students during recess periods. The topic of recess is
almost non-existent, whether we look in legislation, regulations or in the Icelandic
National Curriculum Guide for Primary School. There is, however, a strong emphasis
on a positive school atmosphere and a pleasant working environment in the
primary schools. Students’ recess during school hours can significantly affect the
atmosphere in the school. Recess periods make up a considerable section of the
students’ school day and it is important, therefore, that they should feel comfortable
during this free time. The students’ environment as a whole matters; what happens
outside the classroom affects what takes place in class and students who generally
feel at ease will learn better. Although research into the well-being of students in
Icelandic primary schools indicates that most of them are comfortable in school,
there is, nevertheless, a certain number of students who are subject to teasing
and even bullying. In this context, recess periods are most likely to be identified as
settings of insecurity and discomfort. The aim of the research was to investigate
the arrangement of recess in two primary schools, how important the schools’ disciplinary policies are to school staff during their working hours and explore the
interplay between recess and the school atmosphere. The research was conducted in
two primary schools in one Icelandic municipality in spring 2014. Qualitative research
methods were used to examine staff attitudes in the schools by means of interviews.
In-field observations were also carried out in both schools during recess periods
and various kinds of documentation on the schools were analysed; for example their
results in studies undertaken by the School Pulse. There were four interviewees, two
staff members in each school. The results are analysed on the basis of five main
themes revealed by the data analysis; Work descriptions and professional training,
the organisation of recess periods, disciplinary policies, school atmosphere and wellbeing, communication and cooperation. Supervision of students during recess in the
municipality under investigation is first and foremost the responsibility of untrained
staff. All the participants in the research have little or no post-primary education
and only one out of four had completed a specific course designed for staff in a
supportive role. The municipality’s official description of the jobs in question is vague
and incomplete. According to participants, the recess periods are a success when
everyone is attending the shift. As soon as staff members are missing, troubles arise,
however, since reserve staff are seldom on offer. In both schools it is administrators
who plan staff supervision during recess and lunch hour; in both schools staff have
little say in this planning. The results indicate that a targeted discipline policy is
a useful tool to staff in their work and there is every indication that most students
are comfortable during recess periods. Nevertheless, it is the assessment of
interviewees that inaction and discipline problems are significant features of recess
in both schools. Participants in both schools agree that breaks between lessons are
necessary for students and for the school atmosphere since they provide students
with a much needed outlet and rest from concentrated schoolwork. This is most
clearly noticed when students cannot go outside due to bad weather. Participants
in both schools state that their relationships with administrators and teachers are
generally satisfactory; problems that arise are properly dealt with and in most cases
everyone is eager to assist them in their work. Participants in school A, however,
are significantly more negative towards administrators and teachers than those in
school B. They say they often experience lack of respect from teachers and they
feel that teachers fail to show an understanding of their situation. The research is
limited to two schools and consequently yields an imperfect picture of the situation.
Each school and each member of staff is unique, so it is not possible to generalise
on the basis of those results, although they provide an insight into aspects of school
activities which have only received limited coverage so far; that is, recess periods
and primary school staff who have not received professional training.
