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Imagine the following situation:
Almost all pupils are working concentratedly on a task. Only Paul is sliding restlessly back and forth on his chair and Paula is playing with her pencil. In this situation, the teacher destroys the quiet working atmosphere demanding: “Sit still, Paul!” Paula immediately uses this chance to ask whether she is allowed to sharpen her pencil on the waste-paper basket and Rudi suddenly has to go to the toilet and…

How would this situation presumably end if the pupils knew that they were allowed to go about their individual needs for moving. This, of course, always following arranged rules.






The following individual freedoms of moving could be allowed:


  • to do necessary moving activities without asking (because this disturbs even more): go to the waste-paper basket, to wash your hands, to get the needed material (the teacher should not hand it out), to bring the exercise books to the teacher, etc.
  • to get information or help within the scope of concrete tasks: to get help from the teacher or classmates, to read tasks from notices, to compare solutions, to look at the results of other pupils, to look at prepared material
  • to use the room: to go to self-chosen parts of the room or the neighbouring rooms in certain phases of working (e.g. working with a partner, working independently), to draw the attention to objects located on different sides of the room
  • to be allowed to stand up: while answering or if a task is solved ...





Known exercise programmes can be used individually:





Müller, Chr. (2010). Bewegte Grundschule. St. Augustin: Academia, S. 187-191.
Müller, Chr. & Petzold, R. (2014). Bewegte Schule. St. Augustin: Academia, S. 161-164.