You just want kids to do something without groaning. You know that effective teaching needs active learning. But sometimes you feel like the bull. A lot of charging but getting nowhere fast. And you know where the bulls end up. Spanish burgers!
So which one are you? The bull or the matador?
Don't get me wrong. I hate bull fighting. It is the most cruel, disgusting sport there is. But it makes a great analogy.
Seating really has an impact on the classroom environment. The problem for relief teaching is you have to move the tables and chairs back to where they were. But if you are prepared for that minor disruption, it can make a difference.
There are basically 3 options here.
1. Sit the kids in their desk, all facing the board.
2. In groups.
3. In a horseshoe shape.
I like it because it takes the pressure off you and places it onto the kids. You are the matador and the kids are the little bulls.
You are turning and cajoling them. The success of this activity is determined by your matadorial skills.
I start my relief teaching day like a bull at a gate (imagine the bull just being released into the ring) rather than a red caped matador, so I keep this for after lunch time when my energies are lower. (Hey, I miss my Poppy nap when I work!)
I have used this strategy often with middle to upper primary but it could suit high school students.
I built some handy resources to support this activity and I have included these Relief Day 2.
I have also included a well mapped out strategy to get this off the ground..
In essence, you fire the kids up and get them to write uninterrupted and quickly in spurts. I find 3 minutes spurts sufficient.
In Relief Day 2 I explain this in-depth but in essence the kids are presented with motivational images and are powered into writing by your relief teaching matador cape!
It really is effective teaching at its best and definitely one to keep in your relief teaching bag of tricks.
So which am I?
I love to start off as the bull. Enter the classroom to the cheers of the crowd. Stamp and stomp and dare someone to take me on.
And them, when the time is appropriate, I become the matador cajoling active learning, leading students to engage here and there.
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