Children ages 9–12 are often highly attuned to what is fair—and what is not. “Why does his glass have more soda than mine?” is a familiar refrain at this stage.

One effective way to embed fairness in the classroom is through formative assessment with clear criteria and indicators applied to all students. If audibility is the criterion of the day, for example, it applies to everyone. Holding all students accountable is a hallmark of fairness.

In the illustration below by Ian Dale, students strike the pose of the archetypal avenger in their interpretation of Hamlet. An indicator of excellence is maintaining both the pose and focal point—where their eyes are directed—for at least three seconds. Whatever the expectation, it is important to apply it to all members of the classroom.

Consistency matters. Constantly changing rules, boundaries, expectations, or criteria can undermine your credibility. When change is necessary, however, involving students in a discussion about why the change is needed can actually strengthen that credibility and build a foundation of trust in the classroom.

Warm regards,

Floyd Rumohr, Author

P.S. Many folks have asked why the illustrations in Stage It are black and white line drawings. This choice was made to keep production costs, and therefore the cost of the book, as affordable as possible

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IDEA World Congress 2027 in Ankara!

The 11th International Drama/Theatre and Education World Congress will be held from 20th to 25th July 2027 in Ankara, Türkiye. The Congress is hosted by International Drama/Theatre and Education Association (IDEA) member from Türkiye, Çağdaş Drama Derneği, with the theme Humanity is Responsibility.

For more information, please visit their website!

Seeing Children Clearly: From Pathology to Well-Being

Stage It’s field-tested classroom strategies are based on many of the concepts described in Natural Learning Relationships. This approach asks essential questions like, What happens when we stop viewing children through behavior labels and deficit-based models? How can we nurture and recognize well-being in children? What happens when we do?

This podcast episode looks at how conditioning around pathology shapes perception, often narrowing how we understand and relate to children grounded in well-being and development. If you have questions about “field of knowing” and developmental themes described in Stage It, then this podcast might be for you.

Listen here!

For more information about Stage It, please visit www.stageitplays.com.