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 Going to the Restroom

Rexelle Tweedy's profile image
Rexelle Tweedy posted 09-28-2022 16:05
During our MMCI discussions, this question was asked by a teacher: 
How should you handle it when one child has asked to leave (during an observation, of course) to go to the restroom.  This has caused an avalanche of requests from the rest of the children in the room who have decided that they, too, need to go to the restroom. :)  I suggested just stopping the lesson and say something like, "It seems we all need to go to the RR so let's take a break and go as a class." The teacher says the restroom is small and it takes a good bit of time to take the whole class at once and it would take most of her 20 minute cycle. Any suggestion?  She is hesitant to tell them to wait because she thinks that would not be the correct approach.  Any ideas?
Allison Bloomfield's profile image
Allison Bloomfield Teachstone Staff posted 09-29-2022 16:57
Hi @Rexelle Tweedy,

I thought this question was a great one to consult our CLASS Experts on, and I got a lot of responses! One overarching theme from all of the responses was that CLASS is observing ALL interactions, even those when waiting to go to the restroom! So encourage the educator to do what she knows to be best for the students in her classroom. Here is some advice I gathered:

  • I would suggest focusing on what she knows about her children, and if stopping the lesson to go to the restroom is what they need, then do so. I would not be concerned about the cycle of observation, as an observer would know that they can still observe that transition and hope it lasts a codable 10 minutes or start a new cycle when they return.
  • Establish a routine and be in tune with children's needs to anticipate when breaks are needed BEFORE the observations. If these are not already in place, it will be evident during the observation.
  • My response would be contingent upon a few factors, such as the age of the children, the relationship I have with the children, the rules of the school, and the overall needs/climate of the classroom. Unfortunately, I do not think/believe there is one right answer. I might suggest to an older student a completely different response than a younger person. I might suggest that we go after our visitation or after a particular activity. Depending on the child, I might allow that particular child to go with a friend if the two have exhibited responsible behavior in the past and no other classes are taking a break at the same time. This is a complicated question that has a lot of variables and should be explored by the teacher at her school.
  • Another idea is to proactively manage behavior by confirming before the lesson or activity if anyone needs to use the restroom. Share that they’ll need to wait until after they do circle time, have a lesson, etc, if they choose not to go now.
  • Routines and proactive planning are key here! The teacher could have a method of going around and tapping a few shoulders at a time when it's their turn to go (or something else that doesn't interrupt the lesson).
I really hope this helps!

Best,
Allison
Allison Bloomfield's profile image
Allison Bloomfield Teachstone Staff posted 10-03-2022 09:37
Hi @Rexelle Tweedy,

I received another really thoughtful response from my colleague and wanted to share it here as well!

"If the children have to go to the bathroom & the educator is responsive, this would be captured in TS & her flexibility in altering the routine to meet children’s needs would be captured in RCP.
Also, she can ensure that this is a routine that children are familiar with & be clear about expectations, which would be counted in BM. She can ensure the transition is efficient & that children are not waiting while their peers use the bathroom — they can sing songs (P). She can make the process fun & engaging — invite children to hop or March or move like their favorite animal (ILF). Before going, she can quickly ask them to predict how long they think it will take the whole class to go & come back from the bathroom — since time is of the essence, rather than going one by one, she can offer 3 time options and have children raise their hands to vote. While they wait for their peers, she can ask them why they chose their option (CD). If a child offers a factually incorrect rationale, she can scaffold their thinking (QoF).
I can go on & on… the point is that CLASS is about making the most of interactions at all times! It's not about a specific lesson."

​I really hope this helps!

Best,
Allison

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