| Consistency and Creativity together is Key to | | | | balance between these things makes for a successful |
| Successful lesson plans | | | | team. This can be especially difficult if some of the |
| Consistency and creativity is key to successfully | | | | staff just don't like the idea but on the whole staff in |
| teaching the class all parts of the curriculum as well as | | | | primary schools can see the advantages of each and |
| supporting their self esteem. They will keep small | | | | are more than willing to develop the ideas. |
| misunderstandings and distracting behaviour from later | | | | Try using the following ending to sessions or classes |
| becoming greater lack of knowledge and very difficult | | | | so that it becomes a ritual for the children. Rituals are |
| behaviour. These are two things that lower self | | | | great for bringing about a feeling of safety. Then try |
| esteem greatly. You have to stand firm and mean it | | | | the second set of suggestions to help develop |
| when you say, "lets do this problem solving together" | | | | creativity. |
| of it is "time to do our relaxation." Consistency teaches | | | | Wrap upswho participated today? I did |
| the class that there are defined ways to do things and | | | | Who learned something new today? I did |
| that doing them that way works and provides a | | | | How did it feel? Felt great |
| structure that gives a shape to the day and allows | | | | What's our plan for tomorrow? Work hard and have |
| classes to know what to expect and relax as they | | | | fun together |
| learn. Inconsistency when teaching and learning in a | | | | Air Writing |
| way makes you directly responsible for the children's | | | | Once participants have heard you say a term, ask |
| misbehaviour and learning. However consistency has | | | | them to stand and take a deep breath. Then, have |
| to go along with creativity to give lightness to the | | | | them write it in the air as they say or spell it out, using |
| structure. The safety of the consistency and the fun | | | | their index fingers as pencils. |
| of the creativity make great partners in self esteem | | | | Variations |
| building in a classroom. | | | | * Perform air writing to a soundtrack of funky music. |
| It also helps if there is an ethos of creativity and | | | | Try the instrumental "Java" by Al Hirt or James |
| consistency in the whole school If one teacher is too | | | | Brown's "Make It Funky". |
| creative and another is too structured and the | | | | * Air write with elbows, knees, heads or feet instead |
| integration of the two things isn't seen as important is | | | | of index fingers. |
| can interrupt the success of the approach to building | | | | * Let a volunteer lead the activity. |
| self esteem. The whole community agreeing on the | | | | |