What I’m observing in this class is a strict adherence to short segments of lessons to activities ratio. Every two or three minutes, the class switches from examples on the whiteboard to vocal practice. The two teachers work well together, ensuring all the students have someone on hand to work with them regardless of the class size.

Fifteen to twenty minutes seems to be about the average length of activities, and this is something I need to plan for in my own lessons. It really does feel familiar, as in theatre, acts and scenes are “blocked off” to create an environment of consistency. From this sort of familiarity, the players and producers can create a “whole” of something out of variety of moving parts that may sometimes have little in common with each of the other parts.

There is a saying: “Plans are worthless, but planning is essential”. I cannot plan for everything that happens in a classroom, but having a plan ensures I can react when what is unplanned for occurs. And that sort of thing can happen any given day, and sometimes everyday.

I did notice though the instructor seemed uncomfortable singing. He more or less chanted the song rather than belting it out with energy. This barely noticeable hesitancy did affect the children, who also seemed hesitant to sing along. The lesson in this for me is, sing as though no one is listening. Energy is invaluable in a classroom. It is a brilliant way to bring up the energy in a classroom if it’s fallen. Of course, it’s easy for me to speak; when it comes time for me to sing in a classroom or in front of an audience, can I do it? I don’t even know any songs.