The speaker continues, complaining again to Mrs. Butler about Derek Drew. The young speaker tells her teacher that the boy is taking her rubber or eraser, and she wants him to stop. The third stanza follows a very similar structure to the first. Then, the fourth stanza conveys the same dismissive attitude readers saw from the teacher in the second stanza.

From the opening verse of the first poem it is easy to see how beneficial such a collection is to a child's understanding of the features of the literary form such as structure, verse, rhythm and rhyming couplets: According to a list I saw the other day, Please Mrs Butler is one of the top ten favourite children's poems in the UK. It is the first poem in this collection and we used to have it read to us in infant school every day so it felt. Due to oversaturation, it is not my favourite of the collection, but I do think this whole book is filled with very clever observations of the absurdities of both children and teachers and creates a lot of nostalgia. They are a little old-fashioned. Even when I was in school, teachers didn't smoke in the staffroom and headteachers couldn't punish children with slippers, and that was over thirty years ago, so I've no idea how accurate it is to MODERN primary school life, but it certainly feels accurate to what I remember. I always think this would make an excellent school play. I used this poem as a tool to help the children write their own poems, as well as getting them to replace ‘Derek Drew’ for their partners name as an alliteration. I read this poem to my year 1 class during BSE and they absolutely enjoyed it. Although this poem is fairly outdated, the comical content still produced a lot of laughter from the children. Moreover, the repetitive nature of the poem engaged the children to participate in the reading of the poem.

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After this, the teacher refers to the student as “my lamb.” This is no doubt meant as a term of endearment, but it also comes across as patronizing and dismissive. It’s clear the teacher doesn’t want to spend any time on this issue. The book is a collection of verse, all set in the school environment on familiar themes. Organised in to sections that follow the pattern of the school day (school time, play time, dinner time etc), there are nice poems of different sorts about things like supply teachers, telling tales, excuses for being late, notes and parents.

The italics used to emphasise the "our" and "other" make the verse very effective for reading aloud to a class, and the children can have great fun joining in with this. The rhyming words and structure of the poem can be demonstrated in a literacy lesson. The poem is divided into three parts. The first contains a young student’s plea for her teacher to stop one of their fellow students from copying their work. Rather than provide a solution, the teacher dismisses the issue and tries to get the student to solve it themselves. Throughout, the poet uses amusing and outrageous language that is meant to entertain, especially in the teacher’s rather outlandish suggestions. Please Mrs. Butler’by Allan Ahlberg is a six-stanza poem that is divided into sets of four lines, known as quatrains. These quatrains follow a simple rhyme scheme of ABCB; changing end sounds from stanza to stanza. It’s also worth noting that all the odd-numbered stanzas and even-numbered stanzas follow a simple line structure. This helps keep up a steady rhythm and makes sure that the three parts of the poem are very easily distinguished from one another.

Differentiated group activities Using the technique of text marking the children are to find and mark the different sections of the poem, identifying any patterns that they notice. This begins with noting the rhymes in individual stanzas; and could lead on to how the six stanzas are divided up into 3 'sections'. Death of a Naturalist’ – the title poem from Heaney’s first collection of poems, published in 1966 – is a poem about a rite of passage, and realising that the reality of the world does not match our expectations of it. Here, specifically, it is sexuality which is the theme: the speaker is appalled and repulsed by the reproductive cycle of frogs, which doesn’t quite tally with the view of nature offered by his teacher, Miss Walls.

Reading again as an adult I notice poems such as Slow -reader with a greater sense of empathy and the poems take me on more of a reflective journey. Discover more classic poetry with these poems about work, these poems about animals of all kinds, these fine devotional and religious poems, and these poems for birthday occasions. Whole class activities Shared writing. Begin by asking pupils to help you make a list of the things people say in school. This could be divided up into two halves: things teachers say, and things children say. Compare the different statements. What do the children's statements have in common with each other, and the teachers'? How are the two different kinds of statement different? What do they tell us about the people concerned? What kinds of tone of voice are they spoken in? Discuss the feelings of both parties. Hyperbole: an intentional exaggeration that’s meant to entertain or emphasize a certain point. For example, “Take your books on the roof.” Haircut' depicts a common fear in many children's lives - standing out. At school consistency is key; the minute you change your appearance someone will have something to say about it. Ahlberg captures the annoyance at being told the blatantly obvious;

The ping pong song

The lines conclude with, “But don’t ask me!” Although the teacher is the only one who has the power to do anything about these minor inconveniences, she is not willing to. This is clearly quite frustrating for the student but, very likely, not nearly as frustrating as being constantly barraged by questions and issues is for the teacher.

There aren’t many modern or contemporary poems which recall schooldays with affection, but ‘In Mrs Tilscher’s Class’ does just that. Duffy paints a fond picture of her time at primary school and on the brink of adolescence, powerfully suggested by the poem’s final image of the sky breaking into a thunderstorm. Allan is perfectly tuned in to the language of the classroom, the playground and the kitchen table. His first book of school poems was published over thirty years ago, but you will almost certainly recognise some of the things that the children, teachers and parents say. (So will your teachers, we’re willing to bet!) In ‘Please Mrs Butler’, you can hear him speak with voice of the teacher and the child. Both sound more and more desperate. Allan Ahlberg is best known for his school poems. There are poems about lost scissors, the class hamster, making friends and falling out, the excitement of a stray dog in playground – and the infamous Derek Drew! He captures the noisy playground moments as well as the quiet -thinking-in-the-corner moments. He notices the small, absurd things that go on all the time in every school. There are a few different themes that one might interpret from this poem. One of the primary options is self-reliance. The teacher is unwilling to provide the student with the answers they are looking for. Instead, they are forced, in theory, to solve their own problems.

Teaching about the latest events?

Through rhyming couplets and short punchy lines Ahlberg creates a fun yet informative read for children of all ages. Younger children can enjoy the musicality of the poems when read aloud, whilst older children can appreciate the rhymes and relatable content of the verses. The young speaker uses polite and formal language, but the lines also convey the speaker’s age. It seems likely that they are around 10 or so years old. The fact that they need to ask their teacher what to do suggests that they’re quite young but old enough to know that everyone is supposed to do their own work. Allan Ahlberg's collection of witty and comical poems about the trials and tribulations of being at school is superb. Although some of the content is pretty dated, having been written in 1983, the comedy contained within still manages to produce laughter in the classroom. Children of all ages can relate to the various aspects of school life such as friendship, breaking up and making up, misbehaving and getting into trouble, and mean and unsympathetic teachers. The third part of the poem progresses in the same way, with the final issue being raised in the fifth stanza and amusingly dismissed in the sixth.