Category: Primary


It was the first week back after half term so the usual ‘stepping back on the treadmill’ stuff was happening. Planning, prepping, panicking, etc.

Then on Thursday, I was sent on a course at the last minute. It meant driving through picturesque Wales to Llanrwst, taking part in a drama workshop and, the clincher, a free lunch so, of course, I was on board immediately.

The focus of the course was Dorothy Heathcote’s Mantle of the Expert strategy. Having spent a lot of time researching this particular area of Heathcote’s work as part of my PGCE dissertation, I was really excited to see how a school in Brecon had put the strategy and pedagogy into practice. Mantle of the Expert is all about engaging pupils in a task by adding a sense of theatre. Obviously, this was my jam. After some hands-on examples of how this can be implemented, I certainly left Llanrwst feeling motivated and re-energised. It was a much-welcome boost.

The teachers leading the training were inspirational and it was refreshing to hear their realistic opinions and experiences. These were everyday teachers who experienced the same ups and downs as the rest of us, but were enjoying lots of success after taking a risk with their teaching. ‘Mantle’ involves putting the pupil in charge, whilst the teacher takes more of a directorial role. The pupil is given the freedom to explore and lead their own learning, whist in a role as an ‘expert’. For example, their role could be a leader of an expedition to the Titanic wreckage, or a recruitment agent for a Superhero agency. The trainers shared countless examples of how they have used Mantle in the classroom and I was pleased to see some of the techniques were already being touched on in my class. This term I’ve already asked year one to be wedding planners and party organisers, so I felt like a lot of the ideas shared would fit in with my teaching.

So, on Friday I bounced into class with a new idea. I needed to teach ‘Light and Dark’ to the children and I had an idea of how to introduce it. Using a pop up tent, some leaves and plenty of fabric, I built a cave in the corner of my classroom and set up the laptop to play soft snoring sounds into the class. When the children came in I greeted them with lots of ssssh-ing and gesturing to the cave. Straight away they were in total awe and began questioning what could be inside the cave, all through careful whispers so as not to wake our visitor up. I of course feigned ignorance and conjured up a story of how I’d found this cave when I arrived at school and wanted to wait for the children before I went inside as I wasn’t quite brave enough to risk it alone.

I left them hanging for a bit whilst we carried out our usual morning rituals, then got them all riled up by asking them if they’d like to see what was inside. The answer was, of course, ‘YES!’. So, in my most Olivier-worthy performance, I crept over into the tent and performed my side of a conversation. When I emerged, the children were rapt with interest. I explained that inside the cave was a very friendly bear and the reason he was sleeping was because he had such a terrible night’s rest due to his fear of the dark. The children were very sympathetic and before I could explain further they were suggesting ways we could help. Which is exactly what I wanted them to do. So, following ‘their’ suggestions, we researched light sources on the internet and watched a video clip, dismissing sources which we couldn’t use, such as as the sun or car headlights, and made a list of possibilities. We tested a candle in the classroom, but the children were quick to point out that might not be a safe option for the bear. I then gave the children time to, in groups, test out some objects we’d found in the classroom (some handily placed) by taking them into the cave. If the objects helped them see the bear then they were light sources, but if they didn’t then they were not.

I can’t tell you how excited they were. Most notably, the children who are usually less focused and engaged were fizzing with energy and excitement. One boy was so animated, it was lovely to see him dashing around the classroom and testing things out in the cave, keen to find a solution for the bear. He was also using complex, topic-appropriate language within his investigation. It was fab!

The course trainers had shared how Mantle had not only improved standards of work and behaviour in their school but it had also given the children a sense of value. They knew they were being trusted with their learning so they made sure they didn’t abuse that trust. Differing to our usual Topic-based work, which change termly, Mantles can run for any length of time. In this particular school they stressed the importance of allowing a Mantle to run its course and not feel pressured to squeeze as many in as possible. Some Mantles can last for weeks whilst some can run their natural course in just a few days. It all depends on the children’s responses and the ideas they want to explore.

From my initial experiences with Mantle of the Expert I can already see that it is a powerful tool to enhance learning and self-confidence. After last week’s brief session, I’m going to try to develop the ‘bear cave’ idea to incorporate natural and man-made light, shadows and transparent and opaque materials. It was a huge hit in blwyddyn un and from the responses of the children it is definitely something I’ll be implementing more often in the future.

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It’s that time of the term again. Just a few days left and we’re all slogging away with the last of our energy, dragging ourselves towards Friday (and I include the children in this. We’re all exhausted.). With the end of term being typically hectic, it’s been hard to pin down any kind of thoughts to blog about. However, there is one thing I’ve been thinking about over the last week or so.

Beliefs. What we believe in is important to us. For a lot of people it gets them through their day. Some have more beliefs than others. Some think it causes a lot of problems. Regardless, what we believe in is an important human trait.

In education, we’re expected to be a whitewashed, stripped down version of ourselves. We’re not allowed to appear to have any kind of life outside the classroom at risk of appearing ‘unprofessional’. In most other aspects, this makes me cross, as I think sharing our true selves is part of being a role model of diversity and reality for young children. However, when it comes to religion, I think there’s a thin line we need to tread.

It’s important for us to get the balance right. It’s OK for us to talk about religion, after all it has been around for a very long time and will continue to be around long after any of us have shuffled off, but to impose a view on others is definite no-no. We wouldn’t do it to an adult, so to push a religious view point on a child is to take advantage of their impressionable position.

My Grandad always says ‘Never talk about religion or politics’ and as I’ve grown up I’ve realised this is excellent advice (unfortunately, a couple of times, I’ve learned this the hard way). It’s a road that can easily lead to trouble. Whether we’re the teacher or the parent, we should be opening doors for children, not closing them. Our role is to present the world with an open mind and allow the child to make their choice. We must only educate. There should come a time when each child should be allowed to explore their own thoughts.

Religion can be a fantastic gateway into exploring other cultures and whether you’re Christian, Hindu, Buddhist, Muslim, Agnostic…whatever, it’s a subject that should be respected and used to educate.  I know lots of people who are agnostic but wouldn’t dream of pushing those opinions on the children. I know some people with strong religious beliefs who wouldn’t do so either. I know some people who are less likely to follow that road. There are even more people whose religion I don’t even know because….I don’t need to! It’s a personal choice that doesn’t necessarily need to be worn on a sleeve.

This might seem like a strange stream of consciousness but the position we’re in, as adults, and the way it can effect children, for better and worse, has crossed my mind a lot this week. It’s a powerful position and one that should never be abused.

Image result for halloween craftWe’ve got a bit of a dilemma in Blwyddyn Un at the moment. Our topic is ‘Celebrations’ and at the start of the term I asked the children what kind of things we celebrate. We had the usuals – Birthdays, Christmas, Easter, Weddings etc….

But then came the word we’d been dreading: Halloween. I managed to brush the suggestion off but it kept creeping up.

‘In the craft area, I’d like you to draw something to do with a celebration that we can put on display, please,’ I announced the following week, expecting an influx of birthday cakes and Christmas trees. One boy drew a spider. Another a pumpkin. Another child drew a ghost! ‘What’s this?’ I asked with annoying faux-ignorance. ‘For Halloween!’ they all chirped excitedly. ‘Oh, great,’ was my reply through a very forced smile.

See, personally, I don’t have a problem with Halloween. I love it. And I’m all for any celebration that breaks up the monotony of everyday life. I’m not a horror kind of person but in October I just want to watch American Horror Story, eat lots of chocolate (OK, that’s a constant urge) and dress as a vampire. It just comes naturally this time of year. But, professionally, I’m stuck.

When I first started working in schools I was surprised that the H-word had become so taboo. I’ve got a lot of fun memories of Halloween as a child and a teenager (well, from about 14 onwards. Before that I was actually scared of Halloween, much to my mother’s embarrassment, but I realise I was a minority). I get that the roots of Halloween have connotations to paganism and I’m not saying we should making any sacrificial offerings or anything, but I believe Halloween is a different celebration to what it used to be centuries ago. It’s part of our culture now, whether we like it or not. It’s something that we do. And if it’s true that Halloween stems from Celtic festivals, then shouldn’t we, as descendants of Welsh Celts, be using it as a point of education?

The most obvious change is that it’s now commercialised. Children are unaware of its original meanings and enjoy Halloween just because it’s a bit of fun! We all like a good scare to get the adrenaline going and on these winter nights there’s nothing better than curling up with some sweets and Hocus Pocus. It’s become bigger, even since I was a child. Chances are they’ll be trick or treating with their parents so why should we pretend like it doesn’t exist and ban it from the classroom? I’m not saying we spend weeks preparing for it, like we would Christmas, but I don’t see why we can’t treat it like Bonfire Night and have a couple of Halloween-themed numeracy or literacy sessions. We could base some work on Funnybones or Winnie the Witch. We could design a costume. We could be developing our fine and gross motor skills by pumpkin carving! Oh my goodness, think of the scope for craft activities! Further up the school we could touch on the historical links, more so to the Welsh and Celtic side of things. We’re encouraged to bring the children’s interests into our teaching so it seems ridiculous to just ignore Halloween. I understand it would have to be watered down to suit the age group but, come on, it’s just a bit of hocus pocus! Children learn most when they’re interested and having fun, and I think Halloween ticks both those boxes.

One thing I just cannot handle is bad manners. It might make me sound like a complete ancient person but I’ve been brought up to be respectful and polite, and aside from that I don’t see any reason to be anything other than nice to people.

So, coming home from a gym class on Friday morning, I open the door to my apartment block and there’s an older bloke in a suit standing right in front of me. He’s got this lofty, annoying expression, like I’ve just rolled out of the recycling area, and keeps his eyes fixed on the door frame. As an act of habit, I smile politely, say ‘good morning’ and step to the side to hold the door open for him. I then watched as, in what I can only describe as arrogant slow motion, the man walked straight through the door without muttering a word. As stereotypical Brit, that makes my blood boil. And as a stereotypical Brit, I then fumed ‘Thank you!’ and took my frustration out on the stairs.

To grind my gears even further, I was leaving the flat later that night, and as I reached the electronic gate at the side of the apartments, I could see this young couple heading my way. Incidentally, they were a beautiful couple – they had style and looks that made me, dressed in shorts and old top, feel like something from Fraggle Rock.  Regardless, the politeness gene kicked in once more and I stood there for a few seconds holding the gate for them.  Instead of reaching out to take the gate from me, the couple walked straight past and I suddenly understood what it must feel like to be invisible. It was like I wasn’t even there.

My fury aside, it reminded me that good manners is a dying art form. I live in a town that has a reputation for hostility. Sadly, it’s all true. You only have to walk down the main street and, unless you conform to the town’s ideas of normal, you’re guaranteed to have some snide comment spat at you. I often have to nip down to the local co-op and, despite being a regular smiling face, I’m still grunted at and have to catch my change. I’ve been on the other side, working behind the till in a petrol station whilst I was at University, and that was just as bad. I could never bring myself to enjoy the seven hours stationary behind a till, facing toothless demands for fags, regular arguments and abuse about the price of petrol and just enough pleases and thank yous to count on both hands. It costs nothing to say ‘Hello’ and smile, and to most people working in retail, a friendly face is rare treat.

Being polite is learned behaviour, and it’s something I certainly push in the classroom. I’ll go above and beyond to praise the child who holds the door open for me (whilst I’m carrying a tray of fruit and the rest of the class stampede past, often causing fruity avalanches), or the child who thanks you after waiting patiently for their carton of milk, because they need to see just how important being polite, respectful and kind is. I feel like we’re living in age where it’s more natural to be hateful than kind. A few months ago, after teaching a performing arts class, one of the year six pupils came over and thanked me. I was so taken aback and surprised. How lovely! To be thanked, out of the blue. But isn’t it sad that something as simple as a thank you was rare enough to shock me?

If you look around it’s surprising how rare manners are. I’ve worked in schools where, in the morning as I greet the children and their parents, the children walk past without even acknowledging the teachers on the door. But instead of calling the children out on their rudeness and modelling how to behave, the parents do exactly the same. I know life is busy and parents just want to drop their kids off and get to work but, it takes seconds to say ‘good morning’, but in those seconds your teaching your child basic respect.

These values might seem a bit old fashioned but it’s so important that they are instilled in children and they are taught respect. Good manners and respects comes in hand in hand with kindness and imagine a world without that! It’s not a world I’d like to live in, so, regardless of how rubbish a day we’ve had, it’s always important to be polite and a positive role model to any little eyes nearby.

Somehow the BBC documentary No More Boys and Girls managed to evade me but after a couple of prompts from people who know my interests, I managed to catch it this morning. And I’m so glad I did.

Using a focus group of year 3 pupils in Lanesend Primary School, Dr Javed Abdelmoneim uses a series of strategies to investigate how gender boundaries affect children.

Most disturbing is the opinions girls have of their own gender. The children saw men as strong and powerful whilst women were weak and emotional. According to the children, men could have ‘harder jobs’ – such as authority roles, like policemen or captain – whilst all women seemed destined to be hairdressers. One of the most memorable parts of the programme saw the children draw their own ideas of a mechanic, magician, make up artist and dancer. All of the children associated male characters to the first two professions and female characters to the second two. Of course, their preconceptions were changed when Dr Javed introduced a real mechanic, magician, make-up artist and dancer with opposite genders to the children’s ideas. The girls were in awe of the female mechanic whilst the boys enjoyed a tutorial from a male make-up artist specialising in SFX make-up. It was amazing to see the children understand that ‘anyone can have a chance to do what they like’.

The amount of times the children referred to males as ‘strong and successful’ was shocking, especially as they saw females as the total opposite. It’s sad to think young girls are starting their lives thinking so little of themselves. To show the children that biologically they were all as strong as each other, Dr Javed set up a fairground style strength tester. It was powerful to see one girl cry with ‘happy tears’ after she exceeded her expectations and one boy have a meltdown because he didn’t reach the highest score. It’s important to remember these children weren’t born with these ideas. As adults, we have programmed them to think that boys are stronger than girls. On supply, I’ve visited schools where boys were chosen to move the PE equipment because the teacher needed someone with ‘big muscles’ to help. I’ve seen girls left out of using gym equipment in high school, banished to the dark corners of the sports hall to do some aerobics instead. Is it any wonder the children breakdown when they realise these stereotypes aren’t true?

I’ve talked about my own experiences in school a lot, but it’s still shocking to think that happened just over ten years ago. Split PE sessions with ‘gender appropriate’ activities seems like such an old-fashioned idea but it was happening ten years ago! Although I may have been the victim of a bad careers advisor (and unenthused parents), I remember being told to choose another career path other than one in the theatre. It was heavily hinted at that the theatre was a world for women and, although I would have been happy to be involved in any way (actor, stage-hand, technician…anything!), I was persuaded to keep that dirty secret part of my social life, not my career. What struck me was just how excited the boys were to meet male role models from creative industries, from areas that are usually perceived as ‘female’, and vice versa for the girls. Why should they be denied the chance of following that route just because of the restrictions adults have put on gender? As teachers it’s our job to encourage and nurture each child. Breaking down ridiculous stereotypes and opening those doors to career paths should be part of that.

(As a little side note, I was at a course a few months ago where we were discussing curriculum topics. We were advised to think carefully to ensure the topic we choose inspired all learners and not to ‘choose fairy tales because the boys won’t be interested, or dinosaurs, because we need to keep the girls on board too.’ Well, in my opinion it shouldn’t be a case of choosing the right topic, it should be a matter of delivering the topic in a way that inspires all children. In January our class topic will be dinosaurs and I can already think of many girls who that will appeal to. I had lots of boys last year who loved learning about Little Red Riding Hood. The topic title shouldn’t matter, it’s the activities that draw them in.)

Having a quick scout on Twitter I can see that No More Boys and Girls has come under fire from a lot disgruntled people calling for an end to ‘gender neutral nonsense’. The Piers Morgans of the world are mistaking the programme for encouraging children to choose their gender, when that is not the case. The whole point of No More Boys and Girls is to break down stereotypes that are damaging our children’s view on the World and of themselves. Anyone who is happy for girls to believe they are the weaker sex and live a life feeling second-best, and for boys to live under the impression they must be strong and successful, then break down when they inevitably ‘fail’, needs to seriously consider their beliefs. It’s about raising a generation of confident individuals who aren’t afraid to embrace failures, and who can aspire to be whoever they want to.

Breaking down these boundaries is about nurturing confidence and self-belief, and it starts in the classroom and at home.

So, it was Sunday and I was in the cemetery. Not how I spend every Sunday but I ended up talking to a lovely lady. During conversation, she asked where I worked and when I told her she replied with ‘A teacher? Oh I couldn’t do your job. You all work so hard, hats off to you.’

It’s at that point that I realised this was the first time a stranger had reacted like this to my career choice. I usually get some sarcastic quip about holidays (honestly, come on, give me something original) or ‘your lot are always complaining, aren’t you?’. It felt lovely to be complimented. Then, as I was recovering from the shock of the incident, the same thing happened again tonight at the gym. This time it was another lovely lady who ‘couldn’t do [my] job. It must be very tough.’ (And…she was a nurse, so I reciprocated the sentiment!). So, twice in one week I’d had very rare positive comments about my career. I had to write about it.

Truth is, us teachers have a bad rep. Even my own mother thinks my job is easy. On passing my PGCE she said ‘And now you’re a part-timer. Finish at 3pm and for most of the year you’re on holiday.’ Great. Thanks, mum. I’ve got other family members who refuse to believe that I don’t walk into work at 9am and put my feet up at home by 3.15pm. I’ve joined a profession that is rapidly losing its respect. (Disclaimer: Thankfully I do have family members who know exactly what my job entails. I’m one of three teachers in my family.)

But why? We’re working harder than ever to provide an education for the next generation but for some reason what we do is seen as easy. A job anyone can do. Not only are we putting every effort into educating and caring for children (which is why we all went into the job in the first place) but we’re having to deal with deadlines, paperwork, red-tape and ever-changing schemes and systems. So, forgive me if I’m a bit insulted when people insinuate I don’t deserve my holidays.

Whilst I was training, the main point the trainees brought back to the lecture hall was how firm a grip parents have over classroom management. The craziest of actions are carried out all through fear of offending a parent. I’ve heard plenty of complaints of well-experienced teachers being forced to apologise to a parent for moves that were only undertaken with the pupils’ best interests in mind. I’ve heard many a rant about parents swearing and threatening teachers for ridiculous reasons. Thankfully, I haven’t experienced any of that this year and my bunch of parents have been very kind and supportive, but I know I wouldn’t have heard horror stories like these if I’d have entered the profession twenty years ago.

Then you’ve got the children. I thank the teaching Gods every day that I don’t really have to tackle this problem at Primary level as our behaviour strategies are always very effective, but hearing from colleagues in secondary schools is enough to keep me tucked safely in the foundation phase. It can be very hard for teachers to gain respect from their teenage pupils.

The fact is people just don’t regard teachers with the same respect they used to do. So what is it? What is causing people to think a teachers life is an easy one? I don’t have the answer, but as a profession we need support, from everyone, to ensure our work is the best it can be, because nothing is more important than educating the future generation.

And next time you meet a teacher, please don’t mention the holidays.

 

Last weekend I finished my first ever set of reports. It was a scary process, reviewing each child’s progress and writing my little summary at the bottom. It gave me a chance to think about each child, how they’ve grown, their little quirks and characters, and how they might continue to progress next year. Dangerous territory for a Sensitive Sidney like me.

My biggest fear in September was that we’d reach this point of the year and the children will have learnt nothing! Thankfully, that isn’t the case, and each one has progressed in their own way. They’re not alone, as I’ve picked up a few pointers for my own personal development too. I always knew that organisation was a key to this role, but I underestimated just how organised I needed to be. We’re talking way beyond the Monica-Gellar-Organised that I operate with. I’ve certainly upped my game this year and still feel like I’ve got a way to go.

Despite all the courses and meetings and observations and paperwork, my biggest learning curve has come from the children. It’s fascinating to see how their brains work and, as well as lots of laughter, we’ve had a lot of ‘wow’ moments too. I’ve learned so much about how a child thinks (and I’m sure this is far from the end of my learning) as well as how I operate. They’ve taught me that there’s no point being stressed or grumpy or miserable because it all works out in the end. On the (rare) days that I’ve stomped into work under a thunder cloud, they’ve helped me bring the sunshine back by 9.15am. When I’ve been flapping round amongst the paperwork, they’ve calmed me down. And on the days where I’ve felt like I couldn’t carry on, they’ve sung a song, told a joke, pulled a face, or come out with a cracking one-liner that has made me remember why I became a teacher. They always make me feel proud.

What has surprised me the most is just how much I’ve loved being in the foundation phase. I was tentative at first, being so used to working in KS2, but this is definitely my jam. I love the scope for fun (as well as learning) and watching the children grow and achieve has been a privilege. In September they were fresh into the system, coming in from Reception where things are a bit less controlled, but they settled in quickly and now they’re heading into Year Two with an exciting enthusiasm for learning and being creative.  We’ve had tears, hysterical laughter, wails of despair, cheers of joy, a missing aubergine, a magical postman, giant toilet paper, a wandering tortoise, terrible jokes, the odd tantrum, silly faces, serious faces, grumpy faces,…

…And at the end of it all, I’ve realised I really don’t want them to go.

 

 

It’s been a testing week at school with several big events culminating in the space of just a few days. Yes, it’s been exhausting and everybody is feeling the stretch, but I’ve started a new week armed with some interesting new knowledge.

For example, last week I learned that I am coping better with pressure. My diary was full and I jumped from job to job, day to day, with ease. In the past, the Monday morning of an action-packed week would have seen me flapping round the staff room scrutinising the briefing. But this week, I tackled each challenge calmly. So, I’m definitely getting there.

I also learned that I can speak Welsh. Surprise!  Hoorah! After an oral assessment which seemed to come completely out of the blue and with minimal preparation time, I managed to babble my way through each part of the test and, smugly, was pretty proud of my results.

Thirdly, I learned that the next few weeks are going to be tough on the heartstrings. I’m a sensitive sod and the reality that I only have 14 school days left with my class is starting to sink in. I know I’m going to struggle in the last week but I’m starting to realise that this is the nature of the job. I’m sure it gets easier. Seeing the excitement on their faces as they spent the afternoon with their new teacher stirred mixed emotions. I was excited for them, whilst faced thoughts of just how much I’ll miss them. But I also began to understand what other teachers have said – it’s a vicious cycle. At the moment you might be ‘the best teacher ever’ to them, but next year their new teacher will steal your crown and you’ve got another bunch to win round *sniff*.

Lesson four – you can get through anything with good work mates who know how to laugh.

And finally, over the weekend, I learned to take more notice of one of my favourite quotes:

‘People will forget what you said, and forget what you’ve done, but they will never forget how you made them feel.’ Maya Angelou

I’m not trying to be enigmatic and mysterious! Nothing dreadful has happened, but after a few unrelated conversations I realised just how true this is. It’s bloody hard to forget cruelty and we must always remember kindness.

Hourly tweets reminding us it’s baking. Near-naked Instagram pics coming in thick and fast. Snpachats of thermometers just in case we forget it’s warm. It all kicks off when the sun comes out.

I’m already sick of the summer moaners. A bit of sun and we get relentless groaning. ‘It’s too hot’. ‘It’s better to stay in doors’. ‘Oh, I can’t cope’. My advice – just enjoy it!

We live in the UK. 90% of our weather is rain. The sun will probably only be out for a couple of days and then it’ll be autumn. There’ll be cloud cover by the time you’ve dug out your espadrilles. We can’t change the weather – just enjoy it and chill out (pun!).

In school, the fans have been broken out of the outdoor store, my TA is draping fabric over the windows at a rapid rate so the side of the school resembles a circus tent, and we’re operating in darkness to stop any heat from the lightbulbs pushing us over the edge. But we’re not complaining. Because it’s summer.

The children are hot and sweaty and agitated, and at times it’s difficult to get any work done. Today, we knew we were up against it. Whether it was sticky, sweaty fingers or suncream running into their eyes, the children were fussing before 10 o’clock. So, we adapted. In the afternoon we armed ourselves with clipboards and headed to the field for some outdoor learning.

It was a lovely change to spend the afternoon working under the shade of trees.  The children were a lot more comfortable and enjoyed poking around the gardens of the school (luckily our science topic was plants!). When I got the job (a year ago!) I remember pledging to take the children outside as often as possible, so as soon as the sun shone this morning I knew we needed to get out into the fresh air. So make the most of it, and stop moaning, it’ll be over before we know it!

Drama and performance is a passion for me so I was really pleased when I was asked to take over the Performing Arts club. We’ve got a bunch of very talented and enthusiastic children this year, and they’ve been working super hard since January to put together a show based on (a topic of their choice) Welsh Myths and Legends.

We’ve seen everything – from costume confusion to corpsing to totally improvised dialogue! Now we’ve got two weeks left until the performance date. Rehearsals are going well but that anxious ‘oh-my-goodness-two-weeks-left’ feeling is starting to trouble me. We’ve got a child who doesn’t know how to yawn, a tyrannical barber’s wife and I’m having to give lessons in villainy at lunch time. The children have done a fabulous job at learning their lines so I’m not too concerned about that, but I am concerned about what I can do to aid their performance. They’ve worked tremendously hard – fashioning a story, a script and creating some brilliant performances – so they deserve the best support they can get. So it’s a shorter blog post from me this week, because I’m neck-deep in music-editing, prop-sourcing and set-designing.  Wish us luck!