-I like how you are integrating the idea of DPA with reading and making it a daily thing like physical activity… Daily Reading Activity(lol). Very cool concept.
-I liked how you had visuals i.e. Ss Sit, Qq Quiet, etc.. as you were also verbally going through the exercises. Kids will really benefit from this.
-Delivery of lesson was well executed and it did really feel as if we were in a grade 1 classroom. Good job :)
- With so much already on a teacher’s things to do and with DPA being mandatory, can teachers really make the time for doing something like this regularly? I think so, but there are some people who will feel overwhelmed with doing this regularly. As there are some teachers already who do not do DPA regularly as they are supposed to.
God Bless and it was an excellent presentations and way to set the mark for the rest… :)
Thank you Ashok for your thoughtful comments. We had a lot of fun building this lesson which is part of what teaching is to me, to make it as fun as I can for my students. I know that the daily schedule is already very tight and many teachers have a hard time fitting in DPA, but I feel that students can not use only their mind all day, they need to use their bodies. They are kids after all and they love to move! Who doesn’t? When I did my practicum I fit DPA into the places where I could see my students needed a break, maybe only 10 minutes at a time? I did chair aerobics a few times to music for only 10 minutes and the work focus was increased every time after we did move like this. For the Action Phonics it can be built into the day this way, and it will actually cover some DPA as well as LA, so it’s a great use of time to a busy class/teacher. I know I have a huge bias for movement, as I love fitness and feel that kids need to be physically fit as well as mentally fit. Thank you so much for taking the time to write, I know it’s a long drive home for some of you. Take care. Leah
I really liked this presentation. I love action and moving in the classroom so I think that is why I connected to your lesson. You visuals were great and the hand out was anice touch. I will use this lesson inthe future for sure, it is an excellent way to tecah phonics. I alos enjoyed that you talked about how imporant it is to meet the different learning styles of students through : visual, kinetics, etc Thanks for sharing
I really enjoyed your lesson tonight, and it is definitely something that I would use one day when I have my own classroom. I thought that your presentation was very organized and you presented the information very well. I like how you incorporated physicality with phonics; I think that it is something that children would really enjoy. I also know that teachers do have 15 minutes in their day where they can introduce and practice new letters during the week. Your group also was great for the multiple intelligences within the classroom. Introducing the Q and R at the beginning for the lesson is very beneficial for classroom management. I just wonder what it would be like when you pass the letters that only have one sound? Thanks for a fun lesson.
- introduction- very thorough- referring to PLO and why Action Phonics is helpful to primary students - lesson- the lesson was very fun and engaging, incorporating movement and speech. It was noted that if you make the skill acquisition fun then it would incorporate cognitive and physical development of children. The explicit teaching was clear this enables ESL student to really distinguish the different sounds and how the actions associate to different things. They can even learn new words that relate to actions.
I thought that this lesson was great for ensuring that the entire class was involved. It was fun, exciting, and had everyone smiling and laughing. I liked that the lesson engaged everyone with both physically and cognitively. It was good for connecting with a diverse group of learners. Really interesting lesson and something I can see myself using in the future! Thanks!
Hi Lejla: Great question, about the letters that are not reliable, that is they have more than 1 sound. A simple way to teach these letters would be to go over the 2 different sounds on different weeks. For example if you use the letter “C”, it can be soft, like in the name Cher, or it can be hard as in the word cat. A “shhh” sound or a “kkk” sound. One week you can do the soft c and put “soft c” on your sound chart with your accompanying action phonic, and the next week you can do a “hard c” with the accompanying phonic. They are 2 different sounds, even though the same letter and since Action Phonics teaches sounds, it is teaching two different sounds for one letter. It would not be hard to do; you just have to get creative to think of all the Action Phonic -actions. But there is so much information on Action Phonics on the internet that you can easily print off a list of actions for each sound. If you are still unsure we can talk after tutoring any day this week. Cheers, Leah
Action Phonics I really enjoyed your presentation. It was wonderful to see how dedicated you are to your passions and want to pass them on to your students. I really liked how you repetitiously did it once, did it together, and let them do it. That is so important. I had one small concern with the action for the sound Ss because it might get confused with the sound we make when we say Shhhhh (as in be quiet). Perhaps it might be less confusing if the action were more like a buttoning of the lips with both hands or something. I don’t know the answer… it was just a thought. Thanks for a great presentation, Crystal
I also thought this lesson was great. I liked how the group incorporated movements with both arms and legs to foster inclusion of all abilities. I also like the fact that this could be incorporated into the DPA.
Question: on the handout one word used was pray. Do you think this would pose a problem? Muslims will pray differently than Christians, so it's just a thought and something to ponder.
All in all, I thought that the lesson was very well done and very detailed. Being able to have the kids move around will not only keep them engaged during the lesson but it will also give them the opportunity to burn off energy and focus on the task at hand. I also thought that each group member identified possible pitfalls with the lesson and addressed how to solve them. Great work!
Thanks for pointing that out Crystal. I hadn't thought of that and you are absolutely right. I like the button your lip idea too! The actions that we used were taken from the handout we were given in the first few weeks of class. One could most definitely change the actions to whatever they might like. For example, as Alanna pointed out. Pray for the "p" sound could be problematic. You could easily change this to something like pounce or pick.
I think you gals did a great job for teaching phonics in a fun and interactive way. Especially with children so young, they are constanting wanting to move around and figet, so I think this is the best of both worlds. The children get to move around and use some energy, while at the same time learning phonics that will help them with reading.
Also, with the DPA for 30 mins/day, I think this is a great way to fulfill those needs. I liked how this could also be taken out of the classroom and done for P.E. or outside so that children can take advantage of the outdoors and the fresh air.
I also like fact that you gals addressed multi-abilities, by addressing physically disabled students and ESL students.
With Alanna's comment about P for 'pray,' I think would be great for student's to make the personal connection. They could have different actions, but it's an action that makes sense to them and I think you could turn it into a 'teachable' moment about diversity and acceptance.
This group was a great group to start with, incorporating action and movement into a lesson makes it all the more memorable and enjoyable. - The sound wall was interesting, I had never thought of incorporating sound and images in that context. I can see how it would be an excellent tool for teaching students the beginning of sounds as well as making sure they are getting in their daily DPA. - I really liked the fact that you thought of the gifted student as well. I was very pleased to hear that you would provide these students with an opportunity to help the class and the teacher be successful in creating an action for the sounds the following week. Helping the teacher gives these students a sense of ownership and a challenge that they will latch onto. - The bookends were also a good strategy. I find that with this age group they need a sense of routine and review.
Overall the presentation was very well done ladies.
Great lesson ladies! It's a fun and uplifting way to get kids to move around, have fun, and learn at the same time! I really liked that we got to move around, as I'm a bit of a fidgety person! The refelction and explanation afterwards was fantastic. You all have such great teacher presence and wonderful enthusiam! Great job!
I thought this was a fun and engaging lesson. Having pictures with words is great for ESL learners and a good reference for students if they may forget a sound representation. Having the S and Q sounds at the beginning and end of the lesson is a good way to settle kids down after an interactive lesson like this. A thought would be to have students choose what actions might go with each of the sounds. Fantastic Job!
I thought this lesson was a great way to incorporate daily physical activity. By using visual and auditory clues I think the lesson was set up to help all students, from visual to ESL learners, succeed. I overall it was developed well and that the group gave clear explanations of the reasons behind certain aspects of their lesson. Great job!
Action Phonics. It is always amazing to see all the differentiated learning in action. We all had the same instructions on this project and it all comes out the other side looking so different. The Action Phonics is such a great way to engage students in their learning. Throughout my kids lives I spent a great deal of time singing and doing actions while driving (mostly at stop lights), and in lines, waiting rooms, etc. It was always so much fun to see what happened when the information is processed. In the movie “Aquila and the Bee”, the actions meet her spelling and it is magic. This kind of learning is magic for so many! Congratulations on engaging all of us in our learning, I am sure many of us will use this kind of activities is a variety of ways. The only caution I have for you would be to think about the nervous “ah”, “umm”, and “yeahs”. Perhaps in front of children in the classroom this is not an issue. Like Crystal said, in front of the kids it is easy; it is the adults that make us nervous. PS Remember to introduce yourselves when you do a presentation.
It was a great lesson. The lesson was clearly presented and reminded me of TPR (Total Physical Response) approach. TPR is built around coordination of speech and action and it attempts to teach language through physical activity. I thought that the lesson was great for engaging students to remember the beginning sounds of letters through physical activity.
Your presentation was well organized and I liked how Heidi stayed in her teacher role throughout. I am presenting tomorrow and I think it will be hard to resist the temptation to stop and explain what I am doing! I think even more importantly than the exercise that this activity provides is the additional connection that children can make between the movement and the sound. When you had a movement component to a visual/auditory lesson, it provides another connection to be made in the brain. The more connections that are made, the more the experience is integrated into memory. I think one of you said something like that, but I thought I would say it again! Great job!
Hi! sorry about my late response - for some reason, I could not get logged into the blog!
I really loved your lesson! I too am a big supporter of DPA and loved how you incorporated DPA and Reading. I think kids would really like this activity. Kids respond so well to strategies that are helpful for remembering, such as jumping for 'j' or marching for 'm' Thank you for sharing your lesson plan - this will be helpful for me because I really want to eventually teach K-1, which is when the letter learning is so important!
Hi ladies, I am also sorry for the late response, I had this typed out earlier and just needed to get internet access but it totally slipped my mind. Oops! Anyways, I just wanted to tell you that I was extremely impressed with both your lesson idea and how you implemented it. As PDP students or teachers, I think most of us have seen the reason why DPA in the classroom is so important and this activity is perfect because it not only gets the students moving but also helps them to gain phonics strategies that they can use. I have been listening to a lot of hooked on phonics tapes this week (for a parent who wants to know what I think of them), and while they are good, I can't help but think that the words they teach are very simple and not words they would use daily. Not only does this lesson help with vocab that students will use every day but I think it is a great introduction to other phonics tasks and most importantly it seems fun and engaging. This was definitely a lesson that I wouldn't mind borrowing in the future! :)
I really liked how you could integrate DPA with this activity! It definitely worked for me, because I was really tired at the beginning of our class and getting up and moving helped a lot. I also really liked that you could use it with ESL kids and that they would have a visual prompt to help them learn what the sounds/words were. I also really appreciated the handout that you gave us!
I really enjoyed this lesson! I was lucky enough to see Leah's excellent DPA program in action during practicum, and I appreciated how your whole group acknowledged the difficulty in working it into the day sometimes. Lessons like this are wonderful ways to accomplish the very necessary physical and academic activities children need. I also think it would work well to settle down hyperactice kids or wake up kids who have been working on an assignment for a long time.
I appreciated all the accomodations for students of different levels and abilities that you gave.
I also thought this lesson was great. All of you were enthusiastic about your topic and really presented well! I like the idea of integrating DPA into lessons, and connecting actions to learning/ reviewing letter sounds. Kids respond so well to actions! I agree with other posts, the use of pictures to remind ELL learners of the sound and action associated was a definite bonus, as well as your inclusion of accomodations for different student abilities. Great job!
Incorporating the teaching of sounds with movement is a great idea. Students will definitely remember more when actions are added to the sounds. It was a refreshing new take on this area of reading development and a good way to get in the recommended DPA. Excellent job and will definitely think about this lesson in the future.
Blogg 9: Group 1 – Action Phonics (2 stars and a wish). I love this lesson and can see it being used daily. I think the kids would look forward to it. There are many opportunities for expansion too such as having the students come up with actions for long or short vowel sounds, this might mean learning more verbs.... My middle son was fortunate to attend a kinesthetic preschool which included action phonics. I am sure it was activities like these that helped kick start him to be a strong reader. I can’t remember what letter we were trying to find an action for in class but the funniest one used at “Jumpsmart” is O says oscillate lol: so they are learning new vocab. too! Great execution, good transitions, nice flow. The one question I have is starting and ending with sit/quiet, It feels like a contradiction to the action lesson. Okay I don’t know how to make that a question but it doesn’t feel right to me, I understand it is a management point to get them ready for this lesson but maybe walk/quietly if action phonics is done at the carpet or stand/ quickly if it is done desk side.
Ashok’s 3 stars and a question for group 1:
ReplyDelete-I like how you are integrating the idea of DPA with reading and making it a daily thing like physical activity… Daily Reading Activity(lol). Very cool concept.
-I liked how you had visuals i.e. Ss Sit, Qq Quiet, etc.. as you were also verbally going through the exercises. Kids will really benefit from this.
-Delivery of lesson was well executed and it did really feel as if we were in a grade 1 classroom. Good job :)
- With so much already on a teacher’s things to do and with DPA being mandatory, can teachers really make the time for doing something like this regularly? I think so, but there are some people who will feel overwhelmed with doing this regularly. As there are some teachers already who do not do DPA regularly as they are supposed to.
God Bless and it was an excellent presentations and way to set the mark for the rest… :)
Ashok K.
This comment has been removed by the author.
ReplyDeleteThank you Ashok for your thoughtful comments. We had a lot of fun building this lesson which is part of what teaching is to me, to make it as fun as I can for my students.
ReplyDeleteI know that the daily schedule is already very tight and many teachers have a hard time fitting in DPA, but I feel that students can not use only their mind all day, they need to use their bodies. They are kids after all and they love to move! Who doesn’t? When I did my practicum I fit DPA into the places where I could see my students needed a break, maybe only 10 minutes at a time? I did chair aerobics a few times to music for only 10 minutes and the work focus was increased every time after we did move like this.
For the Action Phonics it can be built into the day this way, and it will actually cover some DPA as well as LA, so it’s a great use of time to a busy class/teacher.
I know I have a huge bias for movement, as I love fitness and feel that kids need to be physically fit as well as mentally fit.
Thank you so much for taking the time to write, I know it’s a long drive home for some of you.
Take care.
Leah
I really liked this presentation. I love action and moving in the classroom so I think that is why I connected to your lesson. You visuals were great and the hand out was anice touch. I will use this lesson inthe future for sure, it is an excellent way to tecah phonics. I alos enjoyed that you talked about how imporant it is to meet the different learning styles of students through : visual, kinetics, etc
ReplyDeleteThanks for sharing
I really enjoyed your lesson tonight, and it is definitely something that I would use one day when I have my own classroom. I thought that your presentation was very organized and you presented the information very well. I like how you incorporated physicality with phonics; I think that it is something that children would really enjoy. I also know that teachers do have 15 minutes in their day where they can introduce and practice new letters during the week. Your group also was great for the multiple intelligences within the classroom. Introducing the Q and R at the beginning for the lesson is very beneficial for classroom management. I just wonder what it would be like when you pass the letters that only have one sound? Thanks for a fun lesson.
ReplyDeleteAction Phonics lesson
ReplyDelete- introduction- very thorough- referring to PLO and why Action Phonics is helpful to primary students
- lesson- the lesson was very fun and engaging, incorporating movement and speech. It was noted that if you make the skill acquisition fun then it would incorporate cognitive and physical development of children. The explicit teaching was clear this enables ESL student to really distinguish the different sounds and how the actions associate to different things. They can even learn new words that relate to actions.
Great fun lesson, very helpful for ESL students
I thought that this lesson was great for ensuring that the entire class was involved. It was fun, exciting, and had everyone smiling and laughing. I liked that the lesson engaged everyone with both physically and cognitively. It was good for connecting with a diverse group of learners.
ReplyDeleteReally interesting lesson and something I can see myself using in the future! Thanks!
Hi Lejla:
ReplyDeleteGreat question, about the letters that are not reliable, that is they have more than 1 sound. A simple way to teach these letters would be to go over the 2 different sounds on different weeks. For example if you use the letter “C”, it can be soft, like in the name Cher, or it can be hard as in the word cat. A “shhh” sound or a “kkk” sound. One week you can do the soft c and put “soft c” on your sound chart with your accompanying action phonic, and the next week you can do a “hard c” with the accompanying phonic. They are 2 different sounds, even though the same letter and since Action Phonics teaches sounds, it is teaching two different sounds for one letter. It would not be hard to do; you just have to get creative to think of all the Action Phonic -actions. But there is so much information on Action Phonics on the internet that you can easily print off a list of actions for each sound.
If you are still unsure we can talk after tutoring any day this week.
Cheers,
Leah
Action Phonics
ReplyDeleteI really enjoyed your presentation. It was wonderful to see how dedicated you are to your passions and want to pass them on to your students. I really liked how you repetitiously did it once, did it together, and let them do it. That is so important.
I had one small concern with the action for the sound Ss because it might get confused with the sound we make when we say Shhhhh (as in be quiet). Perhaps it might be less confusing if the action were more like a buttoning of the lips with both hands or something. I don’t know the answer… it was just a thought.
Thanks for a great presentation, Crystal
I also thought this lesson was great. I liked how the group incorporated movements with both arms and legs to foster inclusion of all abilities. I also like the fact that this could be incorporated into the DPA.
ReplyDeleteQuestion: on the handout one word used was pray. Do you think this would pose a problem? Muslims will pray differently than Christians, so it's just a thought and something to ponder.
All in all, I thought that the lesson was very well done and very detailed. Being able to have the kids move around will not only keep them engaged during the lesson but it will also give them the opportunity to burn off energy and focus on the task at hand. I also thought that each group member identified possible pitfalls with the lesson and addressed how to solve them. Great work!
ReplyDeleteThanks for pointing that out Crystal. I hadn't thought of that and you are absolutely right. I like the button your lip idea too! The actions that we used were taken from the handout we were given in the first few weeks of class. One could most definitely change the actions to whatever they might like. For example, as Alanna pointed out. Pray for the "p" sound could be problematic. You could easily change this to something like pounce or pick.
ReplyDeleteAction Phonics - Leah, Jennifer & Heidi
ReplyDeleteI think you gals did a great job for teaching phonics in a fun and interactive way. Especially with children so young, they are constanting wanting to move around and figet, so I think this is the best of both worlds. The children get to move around and use some energy, while at the same time learning phonics that will help them with reading.
Also, with the DPA for 30 mins/day, I think this is a great way to fulfill those needs. I liked how this could also be taken out of the classroom and done for P.E. or outside so that children can take advantage of the outdoors and the fresh air.
I also like fact that you gals addressed multi-abilities, by addressing physically disabled students and ESL students.
With Alanna's comment about P for 'pray,' I think would be great for student's to make the personal connection. They could have different actions, but it's an action that makes sense to them and I think you could turn it into a 'teachable' moment about diversity and acceptance.
Great job girls!
This group was a great group to start with, incorporating action and movement into a lesson makes it all the more memorable and enjoyable.
ReplyDelete- The sound wall was interesting, I had never thought of incorporating sound and images in that context. I can see how it would be an excellent tool for teaching students the beginning of sounds as well as making sure they are getting in their daily DPA.
- I really liked the fact that you thought of the gifted student as well. I was very pleased to hear that you would provide these students with an opportunity to help the class and the teacher be successful in creating an action for the sounds the following week. Helping the teacher gives these students a sense of ownership and a challenge that they will latch onto.
- The bookends were also a good strategy. I find that with this age group they need a sense of routine and review.
Overall the presentation was very well done ladies.
Great lesson ladies! It's a fun and uplifting way to get kids to move around, have fun, and learn at the same time! I really liked that we got to move around, as I'm a bit of a fidgety person! The refelction and explanation afterwards was fantastic. You all have such great teacher presence and wonderful enthusiam! Great job!
ReplyDeleteI thought this was a fun and engaging lesson. Having pictures with words is great for ESL learners and a good reference for students if they may forget a sound representation. Having the S and Q sounds at the beginning and end of the lesson is a good way to settle kids down after an interactive lesson like this. A thought would be to have students choose what actions might go with each of the sounds. Fantastic Job!
ReplyDeleteI thought this lesson was a great way to incorporate daily physical activity. By using visual and auditory clues I think the lesson was set up to help all students, from visual to ESL learners, succeed. I overall it was developed well and that the group gave clear explanations of the reasons behind certain aspects of their lesson. Great job!
ReplyDeleteAction Phonics. It is always amazing to see all the differentiated learning in action. We all had the same instructions on this project and it all comes out the other side looking so different. The Action Phonics is such a great way to engage students in their learning. Throughout my kids lives I spent a great deal of time singing and doing actions while driving (mostly at stop lights), and in lines, waiting rooms, etc. It was always so much fun to see what happened when the information is processed. In the movie “Aquila and the Bee”, the actions meet her spelling and it is magic. This kind of learning is magic for so many! Congratulations on engaging all of us in our learning, I am sure many of us will use this kind of activities is a variety of ways.
ReplyDeleteThe only caution I have for you would be to think about the nervous “ah”, “umm”, and “yeahs”. Perhaps in front of children in the classroom this is not an issue. Like Crystal said, in front of the kids it is easy; it is the adults that make us nervous. PS Remember to introduce yourselves when you do a presentation.
Action phonics lesson
ReplyDeleteIt was a great lesson. The lesson was clearly presented and reminded me of TPR (Total Physical Response) approach. TPR is built around coordination of speech and action and it attempts to teach language through physical activity. I thought that the lesson was great for engaging students to remember the beginning sounds of letters through physical activity.
Your presentation was well organized and I liked how Heidi stayed in her teacher role throughout. I am presenting tomorrow and I think it will be hard to resist the temptation to stop and explain what I am doing! I think even more importantly than the exercise that this activity provides is the additional connection that children can make between the movement and the sound. When you had a movement component to a visual/auditory lesson, it provides another connection to be made in the brain. The more connections that are made, the more the experience is integrated into memory. I think one of you said something like that, but I thought I would say it again! Great job!
ReplyDeleteHi!
ReplyDeletesorry about my late response - for some reason, I could not get logged into the blog!
I really loved your lesson! I too am a big supporter of DPA and loved how you incorporated DPA and Reading. I think kids would really like this activity. Kids respond so well to strategies that are helpful for remembering, such as jumping for 'j' or marching for 'm' Thank you for sharing your lesson plan - this will be helpful for me because I really want to eventually teach K-1, which is when the letter learning is so important!
Hi ladies,
ReplyDeleteI am also sorry for the late response, I had this typed out earlier and just needed to get internet access but it totally slipped my mind. Oops!
Anyways, I just wanted to tell you that I was extremely impressed with both your lesson idea and how you implemented it. As PDP students or teachers, I think most of us have seen the reason why DPA in the classroom is so important and this activity is perfect because it not only gets the students moving but also helps them to gain phonics strategies that they can use. I have been listening to a lot of hooked on phonics tapes this week (for a parent who wants to know what I think of them), and while they are good, I can't help but think that the words they teach are very simple and not words they would use daily. Not only does this lesson help with vocab that students will use every day but I think it is a great introduction to other phonics tasks and most importantly it seems fun and engaging. This was definitely a lesson that I wouldn't mind borrowing in the future! :)
I really liked how you could integrate DPA with this activity! It definitely worked for me, because I was really tired at the beginning of our class and getting up and moving helped a lot. I also really liked that you could use it with ESL kids and that they would have a visual prompt to help them learn what the sounds/words were. I also really appreciated the handout that you gave us!
ReplyDeleteI really enjoyed this lesson! I was lucky enough to see Leah's excellent DPA program in action during practicum, and I appreciated how your whole group acknowledged the difficulty in working it into the day sometimes. Lessons like this are wonderful ways to accomplish the very necessary physical and academic activities children need. I also think it would work well to settle down hyperactice kids or wake up kids who have been working on an assignment for a long time.
ReplyDeleteI appreciated all the accomodations for students of different levels and abilities that you gave.
I also thought this lesson was great. All of you were enthusiastic about your topic and really presented well!
ReplyDeleteI like the idea of integrating DPA into lessons, and connecting actions to learning/ reviewing letter sounds. Kids respond so well to actions!
I agree with other posts, the use of pictures to remind ELL learners of the sound and action associated was a definite bonus, as well as your inclusion of accomodations for different student abilities.
Great job!
Incorporating the teaching of sounds with movement is a great idea. Students will definitely remember more when actions are added to the sounds. It was a refreshing new take on this area of reading development and a good way to get in the recommended DPA. Excellent job and will definitely think about this lesson in the future.
ReplyDeleteBlogg 9: Group 1 – Action Phonics (2 stars and a wish).
ReplyDeleteI love this lesson and can see it being used daily. I think the kids would look forward to it. There are many opportunities for expansion too such as having the students come up with actions for long or short vowel sounds, this might mean learning more verbs....
My middle son was fortunate to attend a kinesthetic preschool which included action phonics. I am sure it was activities like these that helped kick start him to be a strong reader. I can’t remember what letter we were trying to find an action for in class but the funniest one used at “Jumpsmart” is O says oscillate lol: so they are learning new vocab. too!
Great execution, good transitions, nice flow.
The one question I have is starting and ending with sit/quiet, It feels like a contradiction to the action lesson. Okay I don’t know how to make that a question but it doesn’t feel right to me, I understand it is a management point to get them ready for this lesson but maybe walk/quietly if action phonics is done at the carpet or stand/ quickly if it is done desk side.