Tips for Leading Activities with Your Children
Three Helpful Steps for Leading Activities with Kids
This article is adapted from the CATCH Health at Home library.
Children expect rules to be in place. As you know, they are most certainly aware of situations where rules aren’t in place and will respond accordingly. An environment without clear and consistent expectations gives way to confusion and disorder (and gives you horrible headaches by the end of the day).
#1 – Talk
To begin, have a dialogue with your children about what you expect (after all, you are the Parent and now the Teacher), and include their input. Children LOVE to be a part of the solution. Tell them you need their help to figure out how this is going to work. Ask open ended questions and guide responses to illuminate the points that are important. For example:
1. “How do I know you are listening when I am giving instructions?”
What you hope to hear: We are quiet. Our eyes are looking at you. We aren’t talking. We raise our hand to ask questions.
2. “Why is being safe important and what should we do to be safe at all times?”
What you hope to hear: We don’t want to hurt ourselves or others. We will have more fun. To be safe we should always listen and follow directions.
3. “How should we treat each other, and why is that important?”
What you hope to hear: We need to be nice to each other. Treat others with respect like you want to be treated. It is important because we don’t want our feelings hurt. It is important because we will have more fun.
#2 – Teach
Procedures and routines are important for creating a safe space where learning can take place. How will they learn to be safe if you do not teach it? For example, the directive to “pay attention” has little effect if the child has never been taught to pay attention or has a different concept of what that looks like than you do. However, being specific and telling the child that paying attention looks like, “eyes on me, mouths quiet and bodies still” paints a vivid picture of your expectation.
Consider teaching and practicing the following management procedures:
· Starting Class: Establish a simple initial activity, such as sitting quietly and focusing on breathing. Use this time to review rules, signals, etc. This is also a good time to check in and establish a rapport with children and set the tone for the day (e.g., asking about the best part of their day was yesterday, what they are looking forward to today, etc.).
· Start Signal: Say the “When” (signal) before the “What” (activity). For example, “When I say GO, please stand up and begin walking in place. Ready, GO!” Be consistent with the start signal and use a different signal from the one that means STOP.
· Stop Signal: Give a stop signal (e.g., “FREEZE, 1-2-3 hands on knees!”, a beat on a drum/pot, music off, etc.). Teach a ready position for children to assume when they hear the stop signal (e.g., hands on knees, facing you, etc.). Be consistent with the stop signal.
· Listening to You: Give a verbal command, such as, “Voices off, eyes on me.” Direct children to get in the ready position while instructions are being given (e.g., hands in lap, equipment down, headlights (shoulders/eyes) facing the teacher, etc.). Position children away from distractions and the sun if outside.
· End the Lesson: Review what we learned. Ask who had fun. Highlight any specific games/activities played during the lesson that children could do on their own. Give positive feedback to reinforce their attention and participation.
#3 – Train
Getting lots of practice helps kids improve. So, providing more practice in situations where they fall short in complying with expectations is the perfect response. If your child fails to do a simple task you have taught them to do – e.g., moving in the activity area appropriately, put away equipment, etc. – doing it again, and doing it correctly, is the best consequence.
For example, your child threw their bean bag (balled up sock, etc.) on the ground instead of putting it where it belongs as directed. Saying, “Hey, don’t do that!” won’t solve the problem. nstead, have your child gather their piece of equipment and return to their original spot. Next, provide clear instructions how the equipment will be put away and demonstrate (or have another child) the task. Then, have your child practice the expectation. Finally, employ the “good, better, best” principle, if applicable. Say, “That was good, but now we are going to try it again and I want to see you do it better/more quickly/etc.”
We understand this may seem time intensive and unnecessary. But the time invested training kids on expectations and procedures will pay off in the long run. Additionally, it sets a standard of meeting your expectations and achieving excellence. And, best of all, the consequence does not end with failure or punishment, but rather success and clearly demonstrates what right looks like.
