Teach-Primary-Issue-19.3

32 | www.teachwire.net ZANA WOOD But this applies to us as much, if not more, than the children. Children, whether through cost, or fashion, are often inappropriately dressed. Reminders to bring warmer clothing in winter and suitable footwear often go unheeded. On outdoor learning days, some schools opt for wearing PE clothes, others have non uniform days. Spare wellies are useful – ask parents to donate them. Keeping children active to keep warm and limiting time spent outside makes all the difference. The most important person here is YOU. If you are not wearing appropriate clothing, you will hate it outside. If you hate it, so will your class. FIVE, four, three... I cannot emphasise enough that the easiest way to overcome behavioural issues outside is through regular – ideally weekly – outdoor sessions. It might sound counterintuitive, but honestly, it works. When starting out, use the same behaviour control methods you use inside (counting down, clapping, using a gong, etc). Limit the space you work in to roughly the size of your classroom, and show the children where they can and can’t A s the cold wind whistles around the school building and your class sits quietly on task, it is easy to understand why teachers may be reluctant to take pupils outside. But when the days are short, spending an hour outdoors can do you the world of good, not to mention your class. Some of the barriers are obvious, such as the weather and children’s inadequate clothing – watching them run around at playtime with no coat and wearing light fabric trainers or ballet pumps can feel uninspiring. A lack of green space – or, conversely, a big expanse of playing field with no trees – can feel equally challenging. Staff confidence and time are an issue. With so many obstacles it can make you wonder how anyone teaches outside easily and with joy; yet they do. Before I delve into overcoming the barriers, it is important to be clear. I am not talking about forest school. Forest school is child-led, but the outdoor learning I am referring to here is teacher-led. One whole class outdoors, meeting the curriculum through a lesson they would have traditionally done inside. When it rains... The adage ‘there is no such thing as bad weather, only bad clothing’ is true. go. Start the lesson with a clear expectation of what you would like to achieve. I favour Paul Dix’s three rules – ready, respectful, and safe –reminding them of this at the beginning of each session (learn more at tinyurl.com/ tp-PaulDix ). We always work in teams, and using the same teams each week also helps everyone to settle. Children with higher needs might have to have shorter lessons outside to begin with, as they can become overstimulated, and when we are outside, I often keep them close to me with extra jobs if needed – taking photos is always a good one. I also have a soft toy rat, who is invaluable at keeping children comforted and occupied when all else fails. Should I stay or SHOULD I GO? Embarking on al fresco learning might sound like a real headache, but once you’ve got the essentials down, you won’t think twice about taking the kids outside