16 Introduction
You can accomplish this by asking the children to space themselves evenly
at the beginning of every movement session; carpet squares or hoops can help
with this. Explain the idea of personal space to them, perhaps by encouraging
the children to imagine they are each surrounded by a giant bubble; whether
standing still or moving, they should avoid causing any of the bubbles to burst.

Another image that works quite successfully is that of dolphins swimming.

Children who have seen these creatures in action, either at an aquarium or on
television, will be able to relate to the fact that dolphins swim side by side but
never get close enough to touch one another. The goal, then, is for the students
to behave similarly. Providing pictures of dolphins swimming together could
also be helpful.

The second rule that will contribute to a manageable and pleasant environ-
ment is that there can be no noise (which is different from no sound), ensuring
that your challenges, directions, and follow-up questions can be heard at all
times, with no need for shouting. You can accomplish this by establishing a
signal that indicates it is time to stop, look, and listen: “Stop, look at me, and
listen for what comes next.” Choose a signal the students should watch for, like
two fingers held in the air, or something they must listen for—such as a hand
clap, a strike on a triangle, or three taps on a drum—and make it their “secret
code.” A whistle is generally not suitable, as it can be heard above a great deal of