By
Tricia McCarthy, Assistant Principal, Howard County Public Schools
&
Laurel Conran, ESOL Team Leader, Howard County Public Schools,
Elementary
IS Co-Chair
Published in MDTESOL, Summer 2009
It was a hazy, humid May spring afternoon
and the 5th graders were enjoying a game of soccer during their
afternoon recess. This particular afternoon, the recess monitor brought the
students to the front office to help settle a dispute that had arisen during
recess. The students were having a physical altercation during a recess time
soccer match. The disagreement primarily involved newly arrived limited English
speaking students and the English speaking boys during the soccer game.
Administration, ESOL teacher, and parent liaison listened to each boy’s side of
the story. After listening to their stories, administration and staff realized
that while both groups said they were playing soccer, it was clear that the
students were playing by two different set of rules.
For example, the American English-speaking
boys were playing “street soccer.” Street soccer is simply what the name
implies, a disorganized hodgepodge of running, kicking, and passing that
somewhat imitates soccer. The game was not organized, rules were not set, and
behavioral expectations were not clarified. While some students had a high
level of understanding related to soccer rules, others had only a basic
comprehension of the appropriate rules. The conflict arose when those who
understood soccer, its rules and its outcomes were met by those students who
played a disorganized game. The
outcome was FRUSTRATION for the players that knew how to play the game and for
the students that do know how to play the game. One thing that became apparent
to students, and staff alike was that recess soccer was not being played by a
set of rules that both groups understood and could follow.
A quick review of cultural norms for the
newly arriving students allowed staff to better understand soccer’s significance
in the lives of these students. The limited English speaking students were very
experienced soccer players. They understood the rules, played by them, and
expressed frustration at trying to get their new English speaking peers to
understand. As is the case for many new arrivals to our school, soccer is part
of their culture. In other countries, students can go to any open field, and
play. The game needs minimal equipment and is therefore easily accessible
regardless of country or individual resources.
In contrast, youth sports in
the US, are organized, and often cost money to play. Children must sign up for
a sport or team, practice at a designated location, and more importantly, pay
fees that are often prohibitive for newly arriving families. An interesting
similarity among the majority of the students who played soccer at recess at
our school was that most of them came from similar socio-economic backgrounds.
In other words, the organized nature and monetary requirements kept both groups
of students from participating in the local soccer clubs.
The
(AP) assistant principal, a former PE teacher, school counselor and a
soccer player with the help of the school counselor and teachers, facilitated a
soccer tournament for the students during their recess. The students that were
interested in playing soccer, signed up for the tournaments. The AP brought the
children together and explained the basic soccer rules, chief among them was
sportsmanship and an adherence to safety during play. Basic soccer vocabulary
was taught to the students and demonstrated. For example, a throw in was
defined, explained and demonstrated so that the level of understanding and
comprehension was the same regardless of language. Expectations were established and students were expected to
follow the rules during their recess games. When the rules were explained,
teams were formed and the tournament began. The rules were followed and demonstrated when needed. The
students played their soccer tournaments 2-3 times a week for 2 weeks. The
students ended their games with a handshake. As the students learned to play
together, referrals decreased!
Soccer Rules:
Only the goalkeeper may use their hands to
catch or touch the ball.
No
pushing will be allowed. Pushing another player will equal a warning, if you
get two warnings, you have to sit out for five minutes and your team plays with
one less player.
- There are
no corner kicks in our games.
- There are
throw ins in our games.
- To score a
goal, the ball must be kicked through the cones not over the cones.
- Each game
will begin with one team kicking off (i.e. passing the ball to a teammate
from the center of the field).
- Rock,
Paper, Scissors to decide which team kicked off first.
- Games are
played during recess time ONLY.
Teams
should play 6 players vs. 6 players; extra players are subs.
All
teams MUST have a goalkeeper.
One
team on each field MUST wear the colored vests.
Each
team should have one captain and come up with an appropriate name for their
team.
Good
sportsmanship is important. Players should shake hands with the other team at
the end of every game.
Team Composition:
Six
teams were chosen (48 total students; 8 students per team)
Teams
were placed into two groups (A group, B Group)
Two
games played at a time. The school soccer field was divided into two smaller
fields for the games.
Games
were officiated by staff members (AP, Band Teacher, Guidance Counselor):
A win is worth 2pts, a tie is worth 1pt.
A team receives no points for a loss.
Top
team from each group will meet in the final.
Soccer Vocabulary:
Goal: The space or opening that a soccer ball
must go through to score a point. Also, the score gained by getting the ball
through the cones.
Throw-In: returning a soccer ball to play from the
sideline by propelling it from behind the head with both hands.
Hand
Ball: When a player, other than the
goal-keeper, touches or “hands” the soccer ball during a game. When this
happens, the other team is awarded a free kick.
Foul: Behaving in a way that is unfair or
unacceptable (ie. Pushing or kicking an opponent)
Sportsmanship: Showing respect for others and the rules of the game. Being
gracious in victory and defeat.
What
we learned:
Some amazing outcomes presented themselves
both during and after the recess soccer tournament. First, student behavior during recess improved. With the
majority of our fifth graders involved in the organized soccer tournament,
discipline issues and subsequent referrals decreased. Those students who didn’t
play in the tournament, often watched from the sidelines, cheering on or
supporting friends. Behavior during the matches was appropriate and each match
ended with the requisite handshake.
Secondly, students began to share their
soccer background with their peers. Teams were strategically comprised of
students from many different backgrounds and cultures to help facilitate the
building of friendships that continued in the community.
Third, staff began to see a connection
between improved classroom behavior and a increased sense of class unity. Our
fifth grade staff shared examples of how students who might otherwise not have
spent time with one another began to work together, talk more frequently, and
develop respect for each other.
Finally, it wasn’t just about the soccer
anymore. It was about building relationships with our students, assisting them
in working through conflict, respecting the cultural diversity of one another,
and playing a little soccer too. Clearly, the lessons learned for both staff
and students far and away exceeded the dimensions of the soccer field.
