Matthew Moyer is a Nationally Distinguished Principal, and Pennsylvania Principal of the Year. He is an elementary school principal with over 20 years of experience in administration, and over 25 years of experience in education. In addition to his job as principal, he is an Author, National Speaker, Adjunct Professor, and Educational Consultant. Matt started his career as a 5th-grade teacher in the Spring-Ford Area School District. He earned a Masters degree and Principal’s certificate. He then spent 3 years as an assistant principal at Schuylkill Valley Elementary School in Leesport, Pennsylvania. From there he moved to his current position as principal of Rupert Elementary School in the Pottstown School District.
Creating an educational environment that balances effective discipline, positive culture, and unique educational experiences is a complex but essential goal. As administrators, we aim to equip our schools with data-driven techniques that foster a supportive and engaging atmosphere. However, addressing daily challenges, especially managing negative behaviors, often diverts our focus. In our district, one major issue was disruptive behavior in elementary school cafeterias. Pushing, shoving, name-calling, food fights, crying, and elopement were common occurrences in these communal spaces.
Identifying the Problem
When we analyzed the data, it became clear that 90% of our negative daily behaviors were occurring in the cafeteria. The chaotic environment of the cafeteria seemed to exacerbate issues, creating a breeding ground for misbehavior. Students would often return to class agitated and unprepared to learn, affecting the overall classroom environment and academic performance.
Exploring Solutions
To tackle this issue, we explored a not-so-new idea but new to us: bringing lunchtime back to the classrooms. This approach, implemented as a pilot in one school, aimed to reduce cafeteria-related disruptions without creating a restrictive, prison-like atmosphere in our underfunded urban district. Our experiment, involving reassigned duties and schedule modifications, yielded promising data showing significant behavioral improvements.
Benefits of Classroom Lunchtimes
Reduced Noise and Stress: Cafeterias are noisy and crowded, overwhelming students and detracting from a relaxing lunch break. Eating in the classroom provides a quieter, calmer environment, particularly beneficial for students sensitive to noise and crowds. This peaceful setting helps students recharge and return to class ready to learn.
The noise level in a traditional cafeteria can reach such heights that it becomes almost impossible for students to unwind. This constant barrage of sound overstimulates students, leading to heightened stress levels and, consequently, an increase in disruptive behavior. By contrast, the classroom environment is naturally quieter and more controlled. When students eat in their classrooms, they experience a more serene atmosphere, which significantly reduces stress and promotes a more positive dining experience.
Increased Supervision and Safety: Our proctors can more easily monitor and manage a smaller group of students within the classroom. This enhanced supervision helps maintain discipline and ensures issues like bullying or inappropriate behaviors are quickly addressed. With fewer students to supervise proctors can provide more attentive and responsive supervision.
In a large cafeteria setting, even with multiple monitors, keeping track of every student and addressing individual needs can be challenging. In contrast, the classroom setting allows for more personalized supervision. Our lunch proctors can keep a closer eye on the students, quickly identifying and addressing any issues before they escalate. This close monitoring helps create a safer and more supportive environment for all students.
More Time for Eating: Transitioning to and from the cafeteria can consume a significant portion of the lunch break. Eating in the classroom saves this transit time, giving students and teachers more time to eat and relax. This additional time can lead to better eating habits and reduced food waste.
The logistics of moving hundreds of students to and from the cafeteria can be time-consuming. This transition often eats into the actual time students have to enjoy their lunch. By eliminating this transition, and having our proctors come to each room, students have more time to focus on their meals. They can eat at their own pace without feeling rushed, which contributes to better digestion and overall health.
Strengthening Classroom Community: Sharing a meal in the classroom fosters a sense of community and camaraderie among students. It provides an opportunity for students to bond with each other in an informal setting, potentially improving relationships and classroom dynamics. This strengthened community can enhance overall classroom morale and cooperation.
Lunchtime can be a valuable opportunity for socialization. In the classroom setting, students have the chance to engage in meaningful conversations with their peers. This bonding time helps build a stronger sense of community within the classroom. As students feel more connected to each other, the overall classroom environment becomes more cohesive and supportive, leading to improved cooperation and mutual respect.
Better Allergen Control: Managing allergies is easier in a classroom setting where the staff knows the specific needs and medical requirements of each student. This awareness reduces the risk of allergen exposure, providing a safer eating environment for all students.
In a large cafeteria, it can be challenging to manage and monitor food allergies effectively. However, in the classroom setting, our staff are more aware of each student’s specific dietary needs and can ensure that these needs are met. This close attention helps create a safer eating environment, reducing the risk of allergic reactions and ensuring that all students can enjoy their meals without fear.
Reduced Food Waste: In a classroom setting, our proctors can encourage students to finish their meals or manage portion sizes based on individual needs, potentially reducing food waste. This mindful approach to eating supports both health and the reduction of food that ultimately is thrown in the trash.
By being more aware of what each student is eating, staff can help reduce food waste. They can encourage students to take only what they can eat and to finish their meals. This mindful approach allows our students to consume a meal that will help fuel their day.
Improved Hygiene and Cleanliness: Maintaining cleanliness is easier in a classroom where the proctor can enforce rules more effectively. This control contributes to a cleaner eating environment, promoting good hygiene practices among students.
Our staff create a clear, easy-to-follow cleaning routine by providing each student with basic cleaning supplies such as disinfectant wipes and paper towels. Before and after lunch, students can be guided through a quick clean-up procedure: wiping down their desks, ensuring all food waste is properly disposed of, and organizing their personal items. Assigning rotating roles, such as “Clean-Up Captain,” can also foster a sense of responsibility and teamwork. By integrating these habits into the daily routine, students learn the importance of cleanliness and personal responsibility while maintaining a tidy and healthy classroom environment.
Addressing Potential Drawbacks
While classroom lunches offer clear benefits, potential drawbacks include the need for additional classroom cleaning, managing food smells or spills, and the lack of a change of scenery that a cafeteria provides. Schools must weigh these advantages against the potential disadvantages based on their specific circumstances, resources, and student needs.
Additional Cleaning Responsibilities: One of the main concerns with classroom lunches is the increased need for cleaning. Classrooms must be thoroughly cleaned after meals to prevent pest issues and maintain a healthy environment. This added responsibility can be managed by creating a structured cleaning routine involving both students and staff.
Managing Food Smells and Spills: Food smells and spills can also be a challenge in a classroom setting. Implementing rules for proper food disposal and immediate clean-up of spills can mitigate these issues. Working collaboratively with our Custodian has allowed large trash cans to be utilized, and waste removed after lunch is completed.
Lack of Change of Scenery: The cafeteria provides a change of scenery that can be refreshing for students. To address this, schools can incorporate occasional special lunch days in different settings, such as picnics outside or themed classroom lunches, to keep the experience varied and enjoyable.
Conclusion
Our experience with classroom lunchtimes highlights the potential for innovative solutions to create a positive, inclusive, and effective educational environment. By focusing on fostering a supportive culture, we can address daily challenges while promoting the well-being and success of our students. Through collaborative efforts and continuous improvement, we can transform our schools into places where every student thrives.
Implementing classroom lunchtimes has shown significant improvements in student behavior, reduced stress levels, and fostered a stronger sense of community. While there are challenges to address, the benefits of this approach are clear. By being adaptable and creative, we found an effective solution that meets the needs of our students, and create a more positive and supportive educational environment.