I’m a PSHE co-ordinator and have been looking at ways to teach the objective from the non-statutory guidelines that children should understand the jobs or roles of various people. We have a “management structure” in my Year 6 class, with the bonus that my classroom has never looked tidier.
I have five teams of six children, and each team is responsible for an area of tidiness. Most of the teams have decided that one person each day should be responsible for the team’s job. I have 32 children; the remaining two are “line managers” who ensure the jobs get done.
If a team gets through a week without my having to remind them about their job, the team gets a house point. The managers get two house points if at least five of their team succeed. The managers change regularly so that everyone has a turn.
The system runs like clockwork. We have discussions about how the managers can get the workers to earn their rewards, and about the fairness, or otherwise, of managers getting “paid” more. I hope to discuss whether the children think managers should be elected and what effect having managers imposed might have.
But the main benefit is that children who used to be untidy have colleagues to cajole them, and are better team players.
Nicola Harvey is PSHE co-ordinator at Saint Helen’s C of E primary school, Alveston, South Gloucester. Have you any tips for new teachers?We pay pound;50 for all tips published. Email: susan.young@newsint.co.uk
