Termly Training June 2013
At this June’s training day we had a packed agenda! As well as the usual class training (details below), we had a very important strategy update from Helen and Rebecca about some exciting future developments for MAD Academy (you can download the full presentation below) and an informative presentations about dealing with the choking in your classes.
We then had a great time with our own Beat Competency workshop where we got our hands on some big drums. You can see the photos from the day here.
MAD Academy is 10 years old next year and we have been looking at how MAD Academy will evolve in the future. We shared some of our exciting ideas with the franchisees which you will be hearing lots more about over the coming months. You can view the presentation by downloading it here: Termly Training Summer 2013.pptx .
Trish explained that you can bring some signing into this activity for the baby classes. ‘Dance’ the babies to the song by moving their arms as they ‘go for a walk’ in the song. You can also do silly actions or sounds to make the songs really fun.
Bounce the baby along with the rhythm.
Trish showed us a new team game to try – ‘Pass the Bean Bag’.
Sit everyone in a circle. Give a different coloured bean bag to 4 people around the circle. Play some upbeat music and the children pass the bean bags around the circle in the same direction. When the music stops, call out a colour and the children that has the colour must stand up and run all the way around the circle and back to their place (the parent takes their hand and runs with them, or if they are reluctant the class instructor can do it with the child).
It will be chaos to begin with but persevere as when they understand it, it a great game the children really love!
Other game ideas – musical statues but with coloured mats (from Emma) or with the instruments (from Debs).
Guess the Sound
A real favourite in class. Do 3 or 4 sounds at a time, and repeat the activity for at least 3 weeks, making sure you repeat the odd sound so children have a chance to succeed.
Repeat the sound three times:
- 1st – hide the picture so the children have to guess
- 2nd – show the picture and ask what it was
- 3rd – give more details about the object
You can use the quiet song if you like, either to start the activity, or between each sound. If the children want to gather around you as you do the activity, just ensure that they all sit down so that those children who are still on laps can still see and join in.
Pauline had a lovely idea to ‘cue’ the activity. She asks the children ‘What do we use to listen with?’ and the children have all learnt to answer “Our ears” whilst tickling their ears.
If the children get the sound straight away, then ask more stretching questions about it and aski them to stay the name of the object. E.g. “This is a sheep. Can you say ‘sheep? What does a sheep say? Can you say ‘baa’?”
Kelly gave us a top tip – when sitting in a circle, make it as small as possible. Smaller more intimate circles help reassure shyer children and encourages them to join in. It also helps to stop chatty parents and keeps the more easily distracted children engaged.
Guess the Instrument
You can still use the quiet song with this activity. Mime the instrument when the children are listening to it to give them a clue – the children can do the same once they have identified it to help them remember the sound.
Repetition is key. Many instructors bring back one or two of the sounds they have previously used with the children once they have finished with Guess the Instrument, and put them in amongst the Guess the Sounds to see if the children will remember them.
Sophie demonstrated a new dance to Puff the Magic Dragon which helped children understand tempo. She had the children flap their winds like a dragon and move in and out of the circle, first very slowly and then with quick little steps. Then on the later verses she had the children move around the circle first with slow steps and then quick little ones, whilst flapping their wings.
Debbie Mason demonstrated what she did with A Windmill In Old Amsterdam. She normally does only 3 verses at a time. She has a small squeaky mouse which she places on a chair around the room before the song begins. She also has a sheet of paper on which she has printed ‘Where?’ and on the reverse ‘Where on the chair?’ which she shows to the children at the relevant point in the song. She begins the song with the children waving their hands side to side above their heads. Then they shout the responses to the questions. Then all run over to the mouse on the chair and squeak it.
Kirstie talked us through an example of His Got The Whole World In His Hands. She had written out the actions with the lyrics and given them out in her baby class to the parents who were really pleased to have something tangible to take away.
Anne Marie Jackson – Choking First Aid
Anne Marie talked us through what we should do if a baby, child or adult choked in class (or anywhere we happened to be!).
Firstly, if the person choking was able to chough, that is a good sign. Encourage them to continue coughing and just reassure them. Whilst they are coughing they should be able to clear the obstruction themselves.
If the person choking looks like they are having trouble breathing, cannot talk or cough or look a different colour to normal (pale or blue), then you MUST take action. Anne Marie impressed upon us the importance of doing anything rather than nothing.
If you are dealing with a baby under 1, place the baby along your forearm, with their chin firmly supported in your hands (to protect their necks) and ensure their head is lower than their legs. Reassure the parents and ask them or someone nearby to call an ambulance. Now slap their back hard 5 times. Check between each slap that the object hasn’t come up into the baby’s mouth and can be removed. As soon as it has, remove the item and comfort the baby.
If after the 5 back slaps the object is still obstructing the airway, turn the baby over so it lays face up along your forearm. Continue to support its delicate neck and head in your hand. Now do two chest thrusts. Place two fingers on the baby’s chest between the nipples on the breast bone and push down sharply and hard. Repeat 5 times. You are trying to force air up and under the chest to push the object out.
Keep checking the object hasn’t come out. If not, return to doing back slaps (5) and then chest thrusts until the help arrives or the object comes loose or until the baby loses consciousness (see below).
If you are dealing with a child over the age of 1 or an adult, and they can’t cough or breath properly, try to bend them over a little and slap them 5 times very hard on the back, checking between each on whether the object has become dislodged. If not them stand behind them, put your arms around them, placing one fist between their belly button and the ribs. Place your other hand over your fist. Squeeze sharply in and up to get air underneath the object. If that does not work, repeat the cycle with 5 back slaps followed by 5 chest thrusts.
If the person loses consciousness then you need to stop and resuscitate them. Even if there is an object obstructing the airway, once someone is unconscious their throat can relax enough to get a little oxygen in so resuscitation must always be done. It is also essential to keep the heart pumping.
Even if you clear the obstruction, always ensure the person goes along to the GP as they may have sustained some damage.
Get further information – http://life-saver.org.uk/