1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded education professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice

dough gym...?

Discussion in 'Early Years' started by newgreenteacher, Jan 12, 2012.

  1. Msz

    Msz Established commenter

    Not the same thing at all [​IMG] although the Brain Gym exercises can offer a good physical workout if you forget all the additional hype. Many of the exercises feature in OT programmes for children with DCD.

    It always amazes me when people who have no idea what something is or any experience of it in practice criticise it [​IMG]

  2. Take an obviously useful activity eg music and movement, manipulating malleable materials, exercise routines, and turn it into the new 'must do' thing, commercialised with a 'now' name, and given spurious scientific credentials. 'Sell it' to teachers and watch them fall over themselves with gratitude for being told what they already knew.
  3. Msz

    Msz Established commenter

    Great example of criticism without knowing anything about what you are criticising.
    No scientific credentials claimed other than it is a good example of one way to incorporate fine and gross motor activities into your day and focus on those children who many never choose to visit the dough table normally and you can deliver it any way you want. No sale just sharing ideas which after all is good teaching practice
  4. Msz, just reflecting on the way we get bamboozled. Scepticism is my middle name.
  5. Msz

    Msz Established commenter

    Personally I try not to dismiss any ideas out of hand I prefer to take time to evaluate then adopt, adapt or discard.
  6. sorry Msz you are outflanked on this one. Thumbie is right. I am too. Sorry Pete I am not an old git just used that phrase to gain sympathy for allowing me to expres my view without seeming to criticise. Like you say everything goes around. However playfulness and invention is there inside, it is never a fashion item.
    Perhaps the issue here is the idea that it has to be made into a method that has to have a way of doing it and/even I daresay a manual.
    Why on earth do you want to make your kids into wonderful writers Pete? Whose agenda is that for the early years? To be observers, listeners, talkers, players, manipulators,of everything including perhaps written language, might be more of the agenda for children.
    So yes pete there are many great ideas out there, and in the early years of teaching, and ever after amen in my case, you can divine this wonderful stream of ideas and follow its course to its fount and onwards to the sea. There are constant surprises, ways of doing things that you can take on and do. There does however come a time when somehting about the language of spin over substance begins to wear. The language of school achievment and success criteria begin to ring hollow. If we need to be shown how to play, if we need permission to be creative tha in itself gves us an insight into what we can be and what we are in danger of losing.
    Not criticism but more lamentation.
  7. Msz

    Msz Established commenter

    never yohanalicante I keep my back to the wallto prevent any such a move.
    I take it that neither you or thumbie has ever seen either Dough Gym or Dough Disco in action or met either of the experienced early years teachers whose ideas these are ?
  8. well Msz,you are a wily one, but on this one outflanked, turned over, tickled and put back where you stood. Neither Thumbie or I are criticising 'without seeing'. Maybe just that 'all that glitters isn't gold, or even something else which I can't really remember.... but that would express my thoughts better but........ having drunk a botle of communion wine with lunch here in the vicarage.....
    I love the young and enthusiastic, after all we are washed in their light all day every day, however being old and enthusiastic is a bit harder to deal with because as the old saying goes ' you can't step twice into the same water' (or something- or drink the same glass dry again). I agree I get more connection with some of my classes using 'wakawak ei ei' or the other world cup anthem 'waving flag' .. than if I were using 'here we go round the mulberry bush, punching the dough, squeezing the dough, here we go rolling the playdough today patri, josh and zoe' etc.... but the idea of jazzing up is nothing new.
    Good for ABC does, he is sharing some great ideas and by all accounts having a party time -and he does set your blood racing a little Msz doesn't he! [​IMG]
    And there IS a playfulness in discodough and doughgym. No doubt about that. I and (I think Thumbie) are not saying that. Maybe though therein is an echo, faint but very discernible of the underlying need for methods, for certainties, for programs, definitions, measurables and scorings to make us appear in control to others who are so afraid of the apparent opposite and who are making the job of educating the youngest children into something far more complicated than it need be.
    Perhaps underlying it all can be sensed fear, and fear is what we confront, in a small way, every day. Fear and the need for approval for what we do rather than what we are, an arbitrary approval based on statistics and scores often beyond control that now throroughly imbues English schools.
    Fear of OFSTED, of the GTC (before) of the SMT, the SIPS, the league table, the progress targets, the planning directives, the assessment chains, fear of disputing the statisticians and administrators who determine so much of what can be defined and therefore promoted. And that goes especially now that the latest and newest fat controller at the top, the man with his fingers on the signal box levers, the new chief inspector has determined that we all need to be switched onto the latest branch line of OFSTED's village circuit, the platforms at the 'satisfactory' station are now closed
    I have never seen it, but you never saw my nursery nurse colleague doing ALice the camel had seven humps either...or three jellyyyyyfishhhh! So what ! Can't be anything that much different from what you or I or any other mum on the communion wine (or sugary donuts from tesco) can do in our inspired moments.-or those desperate rainy friday afternoons and monday mornings.
    In one sense it is great to give as much weight and gravitas to playdough as to phonics or bigwriting or whatever the latest scheme is in flavour- and well done for ABC and friends for doing just that. Will it be enough to counterweight the hot air balloons the political masters keep launching?

  9. Msz

    Msz Established commenter

    So you have met Shonette and Alistair and visited their schools?
  10. Msz

    Msz Established commenter

    Your post clearly demonstrates you have no understanding of what is being said perhaps you need to cut down on the communion wine [​IMG]they do say it's bad for the little grey cells and the liver
  11. I am suspicious of fixers in education. They take a good idea and 'market' it as a quick fix. I am suspicious of managers in education. They see the quick fix and it ceases to be a suggestion and becomes a policy. I've seen this happen and it is never more unsuitable than in early years. Teaching early years has to involve the creativity of the teacher, because in early years you need to base your teaching on the personalities, inclinations and attitudes of the children, and a manager in an office, or a well-intentioned fixer on a blog, cannot know your children. For this reason it is best to treat what they prescribe with caution, and beware of the misplaced authority that comes with being 'an experienced early years teacher with a blog' or a 'member of SLT'. Those people may be fantastic at what they do, but they do not know your children, so whatever they advocate, as Yohana says, becomes a programme or policy, whereas what is needed is an approach, an approach that says, look at your children and respect them.Looking at the children will give a teacher the knowledge of what they need and what they enjoy. Looking at blogs might spawn some good ideas for less experienced teachers to try out and use or reject. Making the good ideas into programmes to run, by its very nature, takes it a step away from good practice.
  12. ho ho , quick of the draw,even after tickling you eh!.... perhaps the punctutation mislead you Neither thumbie nor I are 'criticising' without seeing. I don't claim to have seen them but do we really need to see them or their schools in order to draw the inferences we do?. (No we don't they are part of a bigger picture that is both universal and yet miniscule, that each of us looking carefully at one small part of the design can see the whole image). Are they such wonderful places these schools? And if they are what is the essence there that makes them so?
    Obviously knowing you as intimately as I do having danced many times with you in these forums and respecting where you come from, your style and your bravura, your heart and your head, then there must be someting that appeals to you and that is no mean thing.
    However.....with all this tickling I am quite giddy myself...........I need some inspiration so ................ back to the communion cup. and a big [​IMG] to you Msz.
  13. Msz

    Msz Established commenter

    So you never share ideas or look at another teacher's practice and think I could adapt that in my class?

  14. Msz ! Don't bite! show me the evidence that I have not achieved the target of 'understanding what is being said''. Thought I was dong quite well myself although they do say where I come from 'tha knows what thought did.. followed the corporation dustcart and though it was a wedding'. Don't tell me I've joined the wrong band parade! Damn this communion wine! (oops- oxymoron? No just a *** do I hear you say! )

  15. Msz

    Msz Established commenter

    I think it's always wise to judge from a position of knowledge rather than assumption isn't it
  16. Msz

    Msz Established commenter

    yes in terms of heart and joy and fun and commitment to young children
  17. All the time. I am the sum of all my parts, all my conversations, all my observations of others, all my imitating, all my doubts, uncertainties, mistakes, nothing more or less!
    I am not the creative one
    I do not make anew
    I simply transform
    what is already there,
    taking the form and renaming it,
    observing the flow and redescribing it.

  18. ahh but we do know Msz, that is the trouble we do know. We know how fancies are made into fashions and then enforced, we do know how teacher's self-belief, confidence and autonmy are under constant attack and we know the danger of methods and definitive solutions. No I know doughgym isn't claiming that but .. there was one poster somehwere who I think said that they have three groups doing doughgymn at the same time at the start of their day- sounds a little like literacy and numeracy hour thinking to me. And we know what a fine mess that got us into don't we Stanley.
  19. Msz

    Msz Established commenter

    There is a subtle difference between believing you know and actually knowing yohana
    I can't comment on the literacy or numeracy hour as I have never personally experienced it
  20. what my dear Msz do you mean? by 'actually know and believe you know'? by 'not understanding'? Where is your evidence and what is the knoweledge in question that is not being demonstrated? Are you suggesting that I am on a stepping stone in the lower band and have not achieved the relevant thread-post goal? [​IMG]

Share This Page