With the teacher, the children go over the rules of the lesson, which are: l walk about, l sing "Can You Do What I Do?", l imitate the model, be it a picture, a pupil or the teacher, and l no bumping into each other.The point "Be systematic" is reinforced. "Don't leave anything out."
Cards, showing a person standing by a chair, standing behind it, sitting on it, hands above their head or over the eyes, are studied and discussed by the whole class.
Chairs are spread around the room. The children are told to walk about and sing, and then to stand by a chair. One pupil stands like a figure in one of the picture cards. Everyone is asked to copy her, exactly. Is the model on the left or right of a chair? Are her hands by her side or above her head?
This exercise is repeated: walk, sing, find a chair, pose, copying the different postures and positions shown on the cards which the teacher holds up. Questions help to make sure everyone gets it right.
The children gather around the teacher, as at the start of the class.
Teacher: "What did you need to do what you did?"
Children (various): "We needed eyes." "We needed ears."
Teacher: "Who is in charge of your body?
"You are. Only you can do it."
Now for the transcendence work.
Teacher: "How does this apply to rules in school, such as no fighting in the playground? Who stops your bodies fighting?
Teacher: "People and things can model. What pictures in the street tell you what to do?"
Children (various): "An arrow on a sign." "Traffic lights."
A discussion on traffic lights and safety follows, giving reinforcement.
Teacher: "What models do you get at home?"
Child: "Your mum."
Teacher: "What might your mum show you how to do?"
Child: "How to walk."
Teacher: "Models help you to behave. What are school rules for? And street signs?
"To keep us safe."