Frequently Asked Questions - NIU - Juggling in the Classroom
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Frequently Asked Questions

How do I teach juggling if I do not know how to juggle?

  • Select an instructional DVD or online resource that explains the best methods for introducing juggling skills.
  • Remind students that learning how to juggling is a process, and that it takes practice.  We each learn at a different pace.
  • Show some exciting juggling presentations to your students and motivate them to learn something new.
  • Remember, you do not need to be a juggler to be able to teach the students how to juggle!

How can I begin to work with my students?

  • You can start with your own classroom and see what works best for you.
  • You can find a colleague who amay also be interested.  Begin with some community building and ice-breaker activities so children can get to know their buddy and get accustomed to working with the other class.
  • Access and become familiar with your SEL Standards. Set up goals and objectives for your students.  These can become more specific in the future.

What do we use to juggle?

  • As you use juggling in the classroom more and more, you can add juggling balls to the fall school supply list.
  • You may request a one time purchase from your building Parent Teacher Organization or principal.
  • Parents can send in a contribution and you can purchase items online.
  • Students can practice at home with scarves, socks, toys and even fruit.

What kind of a schedule can I follow?

  • Be creative and do what works best for your busy schedule. We practiced in our classrooms with the whole group for five to ten minute blocks 3 to 5 times a week. Once a week, we met with our buddy classroom for a longer block of 20 to 30 minutes.

Anything else I may need to remember?

  • Set clear expectations for good behavior. Discuss safety, respect and responsibility.
  • Encourage good manners and positive communication techniques.
  • Set practice session goals and wrap up with a few moments for group reflection and sharing of what worked and what did not work.
  • Allow students to model what they have learned.
  • Give it a try yourself!

McCusker/Gattis/Sassone