Whilst an adult can sometimes present a daunting authority figure to a young child, a puppet is seen as a neutral entity, non-threatening, a colourful friend. So for teachers and assistants working at Key Stage 1 puppets represent an invaluable resource to overcome barriers and encourage participation in class activities.

I first used a puppet - a long necked emu - to entertain my nieces and nephews after a family lunch. I later became involved in other conversations but continued to listen to the children's chat, and animated the puppet with suitable head and mouth movements so that the emu could still interact with them. Whenever the puppet needed to chip in with some erudite remark I would have it tap me on the shoulder before whispering its contribution in my ear which I would then pass on to the children.

So how does this anecdote translate to the school experience? Well, I learned that to a young child an amalgamation of material and thread can be just as alive as a puppy or a rabbit. Second, I found that the children were saying much more to the puppet than they had been saying to their aunts and uncles that afternoon. Characteristics that can be utilised in the classroom to great effect. But I don't know anything about puppets! No problem, help is at hand - literally.

For the classroom puppeteer the first and perhaps most important lesson is to never let the children see the puppet 'dead'. Keep it in a container that only you have access to and which will shield the puppet from the children until you have it moving on your hand. While you are putting on the puppet try speaking to it to establish that a friendly visitor is about to emerge. Then at the end of the session have the puppet appear tired or ready for its lunch or tea to facilitate a credible exit.

Your puppet must also appear to have its own thoughts and feelings. For example, if your puppet is a puppy then while you are talking it might fidget and occasionally lick your face. During story time you could have it express surprise, shock, excitement, happiness or concern as events unfold. But remember that a puppet can be effective even when it is still, so try not to manipulate it like a spring in an earthquake. And should you want your puppet to appear to speak - for example, during a class song where its (silent) voice cannot be heard - remember that children pay most attention to the first and last words of each sentence, so you can be less precise with intervening mouth movements.

Another useful aspect of puppets is that they can make mistakes. In a numeracy lesson for example, you can have your colourful visitor suggest answers which will sometimes be wrong. If you explain this to the class beforehand, they will be more willing to propose correct answers and reticent pupils will be more inclined to participate. Phonics is another area where your puppet can help by having the class verify or contradict its attempts to decipher a sound or word. But let us not forget that your puppet can also be a source of positive reinforcement that reacts with pleasure when one of your class gets the right answer.

As well as helping in the purely academic sense the puppet can also be a tool for behaviour management. Should you be distracted or helping another group, the puppet can still monitor what is happening in other parts of the room as my emu continued to participate in my opening example. Sometimes making the puppet look in the direction of a misbehaving child can be enough to control the situation. Other times you can use the 'tap on the shoulder' followed by a whisper in your ear to highlight a misdemeanour.

This brings us onto another aspect of puppetry that needs careful handling. Although you have a benign object in your hand, some children are frightened by cuddly toys that apparently come to life. In these situations you may wish to locate the affected child near the back of the group or class, and have other children touch or stroke the puppet at the beginning or end of the session to show that it poses no threat. By repeating this routine, and gradually moving the child closer to the puppet's location over time, you should be able to conquer their fear. But do not rush this process or force the child to approach the puppet as you will create barriers that will be even more difficult to deal with in the future. Conversely, some children find it easier to talk to a puppet than a human being which can be invaluable in a counselling situation or when dealing with a delicate problem.

Finally, before you take your puppet into the classroom you should spend time with it in front of a mirror practicing movements and behaviours. Explore the various movements that your hand and arm can make both with and without a puppet. Consider what movements are appropriate for the type of puppet you intend to use, then try out favourite class stories and rehearse how your puppet is going to react. Look at your numeracy and literacy lesson plans to see how your new, but slightly uncertain pupil can help you make lessons more fun and exciting. Then simply keep practicing until your puppet becomes as natural and real to you as you want it to appear to your children.

Footnote: Puppets By Post (www.puppetsbypost.com) is a good source of such puppets and advice on how to use them.