“Dogs Don’t Do Ballet” by Anna Kemp and Sara Ogilvie (Picture Book Teaching Ideas).

I’m so happy I stumbled across this picture book as it’s been a firm favourite with all age groups!

As a class teacher and a supply teacher I’ve always liked to bring a range of picture books that children can vote on (also a great way to talk about the British value of democracy). This books consistently wins the vote, children seem to find the idea of dogs doing ballet really funny and intriguing.

Synopsis

The narrator’s dog, Biff, loves doing ballet but her dad insists “dogs don’t do ballet”. After Biff sneaks to her ballet class, he is sneered at by the ballet teacher and once again told “dogs don’t do ballet”. Biff is so sad that he can’t bring himself to eat or do anything other than howl at the moon. The narrator gets tickets to the ballet for her birthday and asks dad if Biff can go too but, suprise surprise, he says no (“dogs don’t do ballet!”). At the ballet, the prima ballerina trips over and it’s Biff’s time to shine!

Vocabulary, Language and Inference Questions
This book is great for inference questions about how Biff is feeling, this also provides brilliant opportunities to draw out some great vocabulary.

How does Biff feel when he’s standing in front of the ballet teacher in his tutu? (proud, prepared, determined)
Why do Biff’s ears droop? How is he feeling? (embarrassed, ashamed, frustrated, disappointed, heart-broken, forlorn, depressed because the ballet teacher throws him out of class).
How does Biff feel when the little girl asks dad if he can go to the ballet too? (hopeful)
How do you think Biff feels when he’s waiting the audience to react to his performance? (nervous, worried, embarrassed, terrified)

Wow words: Plié, Jeté, Pirouette, Arabesque, first position, ballet, Prima ballerina, calamity

Activity ideas:

Art, Reading – Draw Biff doing ballet, can you draw any other animals doing ballet?
Can you imitate the front cover exactly then adapt it?

Writing – Can you write your own story of an animal wanting to do ballet, or something that people might tell them not to do?
Music, Dance, Culture – Watch a short ballet clip e.g, Dance of the Sugar Plum Fairy (2:39); Swan Lake (1:43). Do you like ballet? Why do you think people enjoy it?
PE/Dance – Look at the pictures and clips of ballet, can you imagine what Biff’s routine might have been and act it out?
Drama – Can you act out the story in small groups? Have a look at this play advert, how have they adapted the story?

PSHE – How do you think Biff felt when people told him he couldn’t do ballet? Is it fair when people say people shouldn’t do something that they enjoy?
How could the ballet teacher and dad have reacted to Biff wanted to do ballet?
For older children this could lead to a nice discussion about gender stereotypes for certain activities/jobs (see a great TES powerpoint resource here)

Links to other books
(Year 2 Greater Depth Teacher Assessment Framework for reading: “make links between the book they are reading and other books they have read”)

Have you heard of other books where people are ridiculed or not allowed to do something they want to do?
Can you think of other books with dancing animals?

Ideas:

Giraffes Can’t Dance by Giles Andreae – Also has animals dancing in it. The title makes it seem more similar than it is as in “Dogs don’t do ballet” the dog can dance but is prevented from dancing by others, whereas in “Giraffes can’t dance” the main character doesn’t want to dance because he feels he can’t.
The Boy in the Dress by David Williams – A chapter book about being ok to be different, and a boy who likes to wear dresses (similar to Biff wearing a tutu).
The Snail and the Whale by Julia Donaldson (see my blog for teaching ideas) -also has a protagonist who is initially ridiculed for being different but is eventually accepted and praised.

Bill Rogers Classroom Behaviour Guide (Part 1): Ignoring the eye rolls!

Bill Rogers’ books have been recommended to me many times over the past few months. As a new supply teacher, behaviour management is one of the things I was most worried about as there’s little time to embed routines. I just drop into new classes for a day at a time (sometimes less) and have to very quickly set my expectations and establish behaviours for learning. I’ve actually really loved this and it’s been a great way to test out behaviour management strategies. Generally I think my behaviour management is pretty good, I try to be consistent and fair and I’ve had some nice feedback from the schools I’ve been to which is always great to know. One of the reasons I went on supply is because it’s sometimes hard to know what’s normal if you’ve only worked in one school, what if the feedback I get in other schools is different? It’s so interesting to see how different schools do things. However, I’ve still got loads to learn and I worry that sometimes I am too strict or handle things wrong. Children test the boundaries (especially with supply teachers!) and finding a balance is tricky.

I recently met a headteacher of a Pupil Referral Unit who was singing Bill Rogers’ praises, and I’ve heard his works recommended on Twitter and at a supply teachers’ CPD event I went to, so I finally ordered the book.

Secondary behaviours

Just the first chapter has already made me reflect on a lot of the way I do things – the key messages seem to be “relaxed vigilance” and focusing on primary behaviour (e.g., the first behavioural issue you address) rather than the secondary behaviour (eye rolling, back chat etc.) This has been interesting because I think I lean towards over vigilance and calling out disrespectful behaviour as it occurs (in front of the class if needs be), however I can see how this might escalate things in some situations (and it has). As a Key Stage 1 teacher, secondary behaviours (eye rolling, back chat) were uncommon, as a supply teacher I’ve noticed by Year 4 and 5 they seem to be a lot more common (..or maybe it’s just because I’m a supply teacher and they’re pushing it!). I must admit, eye rolling and huffing does particularly get on my nerves as it seems very disrespectful.

Rogers mostly seems to recommend ignoring this and giving some “take up time” for the student to follow the instruction, then potentially talking to the student after class for a deferred consequence (if the disrespect was extreme), or even just explaining to the student that their behaviour is disrespectful and modelling this.

I’m going to focus more on calling out this behaviour 1:1 and ignoring it if it’s low level and seeing what the results are.

Relaxed vigilance.

Relaxed vigilance seems to be mostly secondary-school oriented examples about things like chewing gum, earrings and having headphones in. The examples are of teachers non-confrontationally signalling the school rules (“Nice earrings. What’s the school rule about earrings?”). Conveying the expectation that the issue will be addressed (” you can either put those on my desk or in your bag” / “you know what you need to do”) then giving take up time for the student to follow the instructions (potentially ignoring secondary behaviours) and then switching back to task oriented conversation (“how are you getting on?”). I can see how this avoids confrontation and potentially wasted learning time. If the student doesn’t follow the instruction there would be a deferred consequence.

This is just my interpretation of what I’ve read so far so I’d definitely recommend reading the book if you haven’t! My main concerns are how these techniques would work for younger primary school students, but it’s definitely given me things to think about and try, such as ignoring secondary behaviours and addressing them with the student 1:1, and being less direct in some situations to avoid potential confrontation and build relationships. I can see how this could make sure there’s more learning time, which is the main point at the end of the day.

Another really interesting point was making sure to let students know if you’re having a bad day or not feeling well, and not being afraid to apologise if you think you were unfair. I think this is so important to build positive relationships with students and model that everybody makes mistakes and can take responsibility for them. I’m looking forward to reading the rest of the book and hopefully finding more positive behaviour management strategies!