There are many occasions where existing school activities
could be turned over to children to provide opportunities
for them to develop invaluable management skills.
Planning and organisation is a key factor in the
success of projects and activities. This includes
being able to manage time and workload, being able
to rank priorities and ration scarce resources against
competing claims and the ability to take a project
from an idea through to final product despite any
obstacles that may arise. Children learn these skills
best by ‘doing’, overcoming problems
as they go, evaluating their experiences, identifying
weakness and planning for improvement in the future.
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For two weeks the classroom turned into a hive of
activity. Children brainstormed more 36 brilliant
ideas to revive the fair. They identified problems
with the old-style event, including parents having
to leave early because younger children got tired
and hungry. They wrote a business plan to the Head
asking for a loan for refreshments. They also agreed
there needed to be chairs and tables where people
could relax and enjoy a drink. They said the hall
was drab and decorated paper cloths to put on the
tables and used some of their money for flowers to
create a welcoming environment. And they identified
jobs including ‘greeters’ and ‘helpers’ to
ensure a high level of customer service at the event.
The children also planned and implemented a marketing
assault at school. They analysed the previous fair’s
figures and identified that the foundation classes
hardly purchased any books. So they organised and
delivered reading sessions during class and break
times to encourage the younger children to engage
with the books and get excited about the fair. Pupils
also planned and delivered a presentation assembly
where they promoted the fair by reading ‘teasers’ out
of books, and told children they would have to come
to the fair if they wanted to find out the ending.
They made posters and leaflets, sent letters home
and got extra posters and stickers from the Book
Club.
By the time the fair arrived the whole school was
buzzing with excitement. And because the children
were motivated by seeing the daily sales sheets they
maintained the momentum for the whole week. The event
was a resounding success with sales rocketing and
the foundation classes clearing the shelves of the
books which the older children had marketed to them.
Gill ensured the children had proper time to reflect
on the project, using evaluation sheets as the basis
for discussion in class. She said: “I
was surprised at the strength of feeling and memory
the children possessed. They identified lots of problems
and issues that needed ironing out for next year,
but they were thrilled with the new level of responsibility
they had. The intensity of the experience came from
them feeling like this was ‘theirs’ because
they had organised it all. You could see it in lots
of ways, right down to how they cleared away in the
hall every night. It was their Book Fair, right down
to the mess – they owned it.”
