Push the Teacher to the Wall
The teacher stands behind an upright crash mat and all the children push it together to drive the teacher back to the wall, while the teacher resists a little and finally gives in. Children enjoy testing their strength against the adult and winning together in a safe game.
How to play
- The teacher holds a thick mat upright in front of them in the middle of the room, over other mats on the floor (2 min).
- Everyone puts their hands on the mat and, at “Push!”, pushes while the teacher resists like a wall (3 min).
- The teacher gives way little by little, grunting with effort, until they reach the wall and plop down to sit: “You beat me!” (3 min).
- We change how we push: with our backs, with our bottoms or sitting down using our feet (2 min).
- To finish, the teacher lies down and everyone pulls on their hands to help them up (2 min).
Rules
- We only push the mat, never the teacher directly.
- We start when the teacher says “Push!”
- If someone falls, we all stop.
Variations
Easier
With 3-year-olds, the teacher barely resists and gives in quickly.
Standard
With 4-year-olds, the teacher resists more and everyone has to push together.
Harder
With 5-year-olds, first half the group pushes, then the other half, then everyone together.
Adaptations
- Limited mobility: the child pushes with their arms from the wheelchair and the teacher gives way on that side.
- Autism: if being close to the group is overwhelming, the child pushes at one end of the mat with extra space.
- Visual impairment: place the child's hands on the mat and have them listen for the teacher's cues.
Learning goals
- Use full-body strength in a sustained push.
- Experience opposition with an adult in a safe, caring frame.
- Coordinate effort with the group.
Equipment for a class of 25
- Thick crash mat: 1
- Mats: 4
Teacher tip
Pace your resistance: it should be hard work, but they must always win. Watch their faces; children who usually avoid contact sometimes dare to test themselves against the adult here for the first time.
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