There is a great episode of The Office where manager Michael Scott stops all activity in the office for a designated period of time on Monday for a mental break where the staff watches a movie. His boss questions him on this later:
Jan: How would a movie increase productivity, Michael? How on earth would it do that?
Michael: People work faster after.
Michael: No, they have to, to make up for the time they lost, watching the movie
It’s a popular belief that taking a break to do something frivolous cannot lead to increased productivity. I experimented with something called Cantaninja in my Spanish 2 classes during the 4th Quarter of school and I think Michael Scott would approve.
Cantaninja is an idea I came across reading a (wonderfully helpful and insightful) blog by Martina Bex. She describes a class incentive program and an earned privilege where the students can stop time and demand a Spanish song be played.
To begin, I created a playlist of Spanish songs that I thought my students would be intrigued by. My Cantaninja playlist is ever evolving–I’m constantly adding and subtracting songs based on what I find, what seems appropriate, what the students are “in to” and what units we are studying.
Cantaninja is one of the assigned jobs students have in my Spanish class. One student is the assigned Cantaninja for a two week period. This designated student could attack class at any time by yelling out “CANTANINJA!”. At that moment, all activity in the class must stop and the class must watch a music video of the Cantaninja’s choosing (from the playlist).
Here are the rules of Cantaninja:
- Cantaninja cannot be used during the last 5 minutes of class
- No activity can be done during Cantaninja time (no work, no computer, no talking, etc)
- Only one Cantaninja per class per day
- Cantaninja cannot be used to skip a planned activity (if we’re supposed to have a quiz, we’re still having the quiz)
The short little breaks actually did increase productivity–both for me and my students. I had to be more mindful of how I planned and structured my class because I never knew when (or if) a Cantaninja attack was coming. I had to be very organized so I wasn’t left standing there at the end of the hour with things left undone. Preparing for the possibility of a Cantaninja attack helped me be more mindful of the lessons I had planned–what was critical to do, what could we do without, what I can do if I need more time because there was no Cantaninja attack.
The productivity effect on my students was also interesting. There were some days when there was no Cantaninja attack because the Cantaninja felt it was more important just to keep to the regularly scheduled lesson. When there was a Cantaninja attack, students accepted that this was there time to take a break and then when work time rolled around, they were more apt to work then rather than find ways to waste time and mentally check out. Normally, as the teacher, I had 100% control over the agenda of the day. With Cantaninja, I relinquished control to the class through one individual. This individual had the power to adjust our class agenda for the day.
I liked noting when students would initiate Cantaninja. There was one particular time where all three sections called out for Cantaninja during the same point in my lesson (and the class cheered with relief). This was a cue to me that this particular activity was not enjoyable.
Sometimes students would confer with one another. “When should I yell Cantaninja?” “Do we want to do one today?” Watching them discuss and reason when and why and if they should take a break was fascinating. Some designated Cantaninjas listened to the class, some didn’t. Some rarely called for an attack, some jumped at the opportunity within the first minute of class. The variety added an exciting variable to the class that I think helped make it more engaging.
Let’s not forget that this is a language classroom and the goal is to, you know, learn the Spanish language! While on it’s face Cantaninja is just a nice brain break, it was also a way for me to expose my students to popular artists and Spanish music. At first, students would bombard me with questions about what everything meant. After awhile, the questions stopped and I think they just started appreciating the music–realizing that learning a language isn’t all about translating everything word for word. But they did pick up words and phrases from the songs (Thanks J.Lo and Prince Royce). After one class watched Tengo Tu Love I had two students mocking how “basic” that song was. I questioned what they meant and one said, “I’m pretty sure a beginning Spanish 1 student could understand those lyrics. They obviously didn’t try hard to write a good song”. They continued to pick on the song and I just returned to my seat proudly thinking “Wow, they recognized the simplicity of the lyrics! They understood what it meant!”.
- Many students have downloaded music because of Cantaninja. It’s fun to listen to the brag about how much they’ve listened to Sophia Reyes or Juanes or CD9.
- Students recognized that “this Wisin guy” collaborates in a lot of different videos. “He must be really good”.
- I’ve loved Enrique Iglesias for quite some time so I liked the ability to bring his music to the class. But Cantaninja also gave me the opportunity to introduce these kids to Ricky Martin. Although “Livin la Vida Loca” is mostly in English, I maintain it has important cultural significance. It wasn’t that long ago that Latin music exploded into the pop chart (Holla 1998!) but that was still before these kids were born. Imagine being born in a world that doesn’t know Ricky Martin? I cannot live with that. Cantaninja has selfishly been a way for me to revisit my high school music self.