Figure 1.--Of course for the children, the favorite moening activity is moening break, known to American children as recess. Activities vary widely from school to school and over time. The major idea for the children is to have fun. For the teachers the goal is to burn off a little built up energy. |
The school day generally begins with the arrival of the day boys and a short assembly/prayer service at about 8:45 am. Schools vary as to how they handle the morning assembly. There are variations in the attentin given to a devotional. Some see the morning assembly as important to emphasize the community of the school as a whole. It also provides an opportunity to praise the children for their many achievements and efforts and in some cases to address developing problems. Many headmasters use the opportunity promote sound values
and proper conduct, as well as in many cases warm good humour and courtesy. Most schools involve the children in the assembly. Lessons vary in length from school to school, but are generally from 40 to 50 minutes. There are normally four classes in the morning. Some schools with shorter class periods may combine periods when longer times are needed, generally for the older children. The principal academic lessons are usually concentrated in the morning classes, although scheduling varies from school to school. While the children are usually most alert in he morning classes, ythe use of some facilities such as science labs have to be schuelded in both the morning and afternoon. There is usually a morning break of about a half an hour when the children are allowed to play outside, weather permitting, and milk and juices with biscuits (cookies) or buns are available. This is normally a period of frentic activity in which the children can choose a variety of games and activities to amuse themselves. A few schools schedule an activity period as one of the morning classes.
Children arrive a school in a variety of ways. Of course at boarding schools, the boarders are already there. Most prep scgool children are now driven by their parents. At day schools the children also use various kinds of public transport. Some of the children are lucky enough to be able to walk or rides their bikes to school.
The school day generally begins with the arrival of the day boys. Some mostly day schools open the playground a little before school begins. Here the weather is a factor. Some boys might kick around a football for a few minutes, but they usually fairly quickly make their way to their classroom. A good example here is a school that opens the playground at 8.25 and requires the boys to be in the classrooms by 8.40 am for daily registration. Many schools have a short assembly/prayer service at about 8:45 am. Schools vary as to how they handle the morning assembly. There are variations in the attentin given to a devotional. Some see the morning assembly as important to emphasize the community of the school as a whole. It also provides an opportunity to praise the children for their many achievements and efforts and in some cases to address developing problems. Many headmasters use the opportunity promote sound values
and proper conduct, as well as in many cases warm good humour and courtesy. Most schools involve the children in the assembly.
Classes vary in length from school to school, but are generally from 40 to 50 minutes. There are normally four classes in the morning. Some schools with shorter class periods may combine periods when longer times are needed, generally for the older children. The younger children have classes mostly in their form rooms and this the teachers can be flexible about class periods. The older children have more separate classes and subject teachers and thus their school day is more regimented as to class periods. The principal academic lessons are usually concentrated in the morning classes, although scheduling varies from school to school. While the children are usually most alert in he morning classes, ythe use of some facilities such as the art room or science labs have to be schuelded in both the morning and afternoon. The classroom atmosphere varies greatly from school to school nd teacher to teacher. Some classes are very traditional and formal. Other classes are more informal with a more open learning enviroment.
There is usually a morning break of about a half an hour when the children are allowed to play outside, weather permitting. The morning breal usually occurs at about 11:00 or 11:30. This is what is called recess in America. Often milk and juices with biscuits (cookies) or buns are available. This is normally a period of frentic activity in which the children can choose a variety of games and activities to amuse themselves. Quite a range of activities take place during the morning break. The boys are most likely to be involved in active outdorr ganes and sports which vary with the seasons and school fads. Here age is a factor. Younger children are interested in games while older children are more interested in sports. Many schools have playground equipment. The girls sometimes join in, but often are not as interested in games, especially sports. Hopscotch and jump rope are popular with the girls. They also are more interested in forming little groups and chatting.
A few schools schedule an activity period as one of the morning classes.
There are further classes after morning break. The classes after the morning break are similar to those before the morning break. Most scholols schedule many of the more acadademic classes in the morning. Here the full use of facilities such as science labs, computer rooms, and language labs is a factor. The uses of these facilities has to ne interspersed throughout the day. Classes usually continue until about 12:30 or 1:00 when the children have lunch.
