Spring Cleaning: A New Definition

Quan Yin, The Goddess of Compassion
Watches over my garden, &
reminds me to let go of past hurts

To some of us (women) spring means more daylight, warmer weather, a newer wardrobe and to others it means "spring cleaning".

As a child, the coming of spring to me was associated with the overwhelming smell of Pine cleaner as my mother scrubbed everything from top to bottom. The house was turned upside-down, windows open, curtains removed, quilts put away, old items put out for a yard sale or donation and we were expected to clear out closets and drawers of what my mom considered 'junk'. My brother and I viewed this "junk" as "treasures" and hid it all carefully away so mom would not toss it. (I still have a few little boxes of treasures put away.)

Last week, Jay & I moved my office to a bigger room in my house. It was a major move because I have almost 100 books, just as many files, programming curriculum's, art supplies, musical instruments, awards, letters, gifts and paperwork from the last 11 years of teaching. This is not including the tablets of paper with random thoughts and outlines and notes written or the other personal paperwork-bank statements, insurance and business licenses, etc. I won't even mention how many albums & boxes of photos I have. My computer its just as full with way too many e-mails coming to my inbox that I don't have time to read.

As we moved the office and I sorted through and threw out old paperwork, I thought about how much we tend to accumulate & how we attach to these things and the memories that go with them. Every item reminded me of a student or a teacher I had, or of my kids, or of experiences, both good and bad. I started asking myself if these are items I really need or if I'm just not ready to let go of the memories yet.

Could it be that our outer environments reflect what we are feeling on the inside?

Look around your classroom, office or workspace. Is it cluttered? Maybe you are feeling "cluttered" in your life & need to eliminate or delegate some tasks instead of taking them all on for yourself, rectify and  let go of old emotions or back away from  those people in your life who drain you. Is your home too clean to the point of being afraid to "mess it up"? Then maybe you are too quick to push things to the back of your memory and you need to resolve those old hurts so you can move on.

The truth is, we only really need about 20% of what we have. The other 80% of  the"stuff" we own is just clutter. We don't have to attach to anything & we can remember anything we want, anytime we want to. These excess items we hold on to are only symbols of what we want to remember on an emotional level. When we hold on to too many "things" in our physical environments, it ultimately prevents us from enjoying life as much as we could.

You can begin to teach you children and students this too, and if you make it a regular event, the "letting go of treasures" seems less traumatic.

As I've gotten older, I've adopted the habit of  engaging in a much different kind of "Spring Cleaning". Spring is a time for new beginnings. Its a good time to clear out what's cluttering & overflowing inside of us and that is where the bulk of my spring cleaning takes place. On the inside.

You don't have to wait until spring. You can do this at the change of every season, or every day, once a week or on a montly basis. Do it as much as you think you need, but make the time for yourself to do it. Its just as important as all of the other tasks you have on your "To Do" list. Time will never become available on its own. You have to make it.

I use Imagery often to help me re-focus & get rid of some of the more stubborn hurts, frustrations and memories that hold me back. Imagery is a simple process that takes about 5 minutes. It re-directs that negative or hurtful memory that you have and re-writes the painful story you or others are telling you about it. Imagery is a useful tool that anyone can use, that can help turn painful experiences and people into something more constructive, positive & less hurtful.

You can teach this method to your kids too. The more they get rid of past hurts and painful memories, the more they will understand how to live & learn "in the moment".

I've included 3 helpful imageries below for you to use for yourself or with students/kids..

Happy Cleaning!


Fish Hooks

*[For letting go of those who have hurt us. You will need about 5-10 minutes of uninterrupted time. Shut off phones and other devices until you are finished. Keep a glass of water or a water bottle nearby.]

So sit or lie down comfortably & close your eyes. For a minute just  notice the rhythm of your breathing. Now, imagine that you are in the middle of a lake, in a boat. Picture this as clearly as you can. Now picture a person who is troublesome to you, on the shore of the lake. In his or her hand she is holding a fishing rod and you can see that she/he has "hooked" you and is trying to reel you in. You may see that there are a few hooks in you and can see them digging deeper into your body as you try to pull away. You can feel the pain of each hook when you resist, so finally you grasp a hook with your hand & gently work it out from under your skin & out of your body. Imagine yourself taking that hook and tossing it away from you back into the water. Do this for each hook and tell the person to go. The person on the shore reels in the line and walks away. Wish them well. You now have wounds that you tend to by placing your hand over and imagining that they are healing. As they heal, focus on your breathing for a minute and then slowly begin to imagine yourself here, now in this room and when you are ready , open your eyes. Take a sip of water and stretch.

[You may need to do this a few times in order to feel it has minimized your conflict with this person. Do it as many times as you need.]


Ribbons

This imagery is very similar to the "Fish Hooks" one, but instead you will imagine that there are ribbon attached to both of you. You release that person by taking a pair of scissors, cutting the ribbons, and setting that person free. Wish them well. Repeat as necessary.



The Window

*[Taught to me by my Meditation Teacher. Good for stress management, observing a situation objectively, problem solving, and for remaining "neutral" about a situation. Kids respond well to this imagery and can learn to use it in any situation. ]

Imagine that you are sitting in front f a large window. You can see a conflict or a situation, you or others are involved in, taking place outside of the window. You watch this as it happens, seeing it all very clearly, but you are not directly involved in it. You observe it as a bystander, on the other sideof the window, not getting overly emotional and are able to see the situation more objectively. In your mind you see ways to minimize or solve the conflict. In some cases you decide to remain a bystander. In others, you decide to take action. You have control of when to take action and when to remain the observer. Intend that the situation is resolved for the highest good of everyone concerned.


*Our S.A.F.E Spaces™  for Learning & Living helps you create perfect environments  for any situation. 

Our R.E.A.Ch ™ Program is Relaxation Education for Adults & Children. 

To book a Consultation, workshop or class, or for a customized Stress Management program, for yourself, your staff or school, contact me: barbara@bodylogique.com


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Big City of Word Skyscrapers

Spelling words, spelling words, oh how we're growing tired of spelling words. If you've been a faithful follower this month, you might have noticed a pattern - spelling word activities every Monday. (I think it's safe to say we're in a rut.) So, without further adieu, I give you the last spelling activity you'll see here for awhile.

Some spelling activities are best for review, after a fair amount of practice. This activity, like Spelling Race and Roll &Write, is perfect for that early practice when a child is just beginning to memorize the correct spelling of a handful of words.

The supply list is short: graph paper, pencil, and a yellow highlighter.

Make a Word Skyscraper

Along the bottom of the page, my son wrote the spelling words, one letter in each box. He spaced the words with one empty box between each.

Then he repeated the words, omitting one letter (either the first or last) on each line, making a stair-stepped skyscraper building for each word from the bottom up. The top of the skyscraper had just one letter (either the first or last).

Here's one of his skyscrapers:

i

in

inv

inve

inven

invent

inventi

inventio

invention

inventions

(The repetition of writing the letters again and again really helps my son with memorization.)

Who's Home in the Word Skyscraper?

Once each word skyscraper was complete, I had my son look at each line of letters (or each story in the skyscraper). Were there any other real words revealed?

In the example above, there were five: I, in, invent, invention, and inventions.

He colored those boxes with the yellow highlighter, simulating lights. (Everyone that lives on the ground floor is always home.)

Tell Me About Your City

With his city of words complete, I asked him several questions.

• Which skyscraper is the tallest?
• Which skyscraper has the most people home?
• Which skyscraper has the fewest people at home?

Repetition works. And spelling practice can be fun.

DIY Kaleidoscope

Did you have one of those cardboard tube kaleidoscopes as a kid? I did. And I still remember how magical it was to turn it and see the patterned colors change before my very eyes. As an adult I've ogled those fine art kaleidoscopes made of glass and mirrors a few too many times to count.

So when I was thumbing through 50 Science Things to Make & Do by Georgina Andrews and Kate Knighton, the kaleidoscope craft immediately caught my eye.

Could it truly be done? Was it really that simple?

The answer to both questions is yes. And, boy oh boy, is this cool.

Here are the supplies you'll need:

• 4- by 6-inch piece of chipboard (recycle a cereal box)
• 4- by 6-inch piece of flat, clear plastic (if you don't have something in your recycle bin that will work, buy an acetate sheet from your local copy shop or a clear report cover from an office supply store)
• aluminum foil
• glue stick
• tracing paper
• markers
• tape

Step 1

Fold your piece of cardboard in half so the short edges meet. Then unfold, and fold each of the ends in to the center fold, so that your chipboard rectangle has three heavy creases.

Step 2

Put the piece of clear plastic over the top of your chipboard. Now use a ruler and scissors to score the plastic where the folds are on your chipboard.

Step 3

Set the plastic aside for now. Put glue all over the chipboard and top with aluminum foil (shiny side up). Trim the excess.

Step 4

Lay the scored plastic over the foiled chipboard and fold into a triangular shape (one side with overlap). The foil and plastic should be inside the triangular tube. Tape to close.

Step 5

Cut a small square of tracing paper that's bigger than the triangular opening of your tube (ours was about 3- by 3-inches). Using markers, add a colorful pattern to the paper, filling most of the space with bright colors. The pattern will work best if it radiates out from the center.

Step 6

Now hold the triangular tube up to the light, put it to your eye, and look through it; place the tracing paper pattern over the open end and turn it. Light will shine through the tracing paper and the pattern will be reflected off the sides of the plastic-covered foil, creating a magical transformation of colored shapes.

ENJOY!! (We did.)

Want to try other great ideas like this one? Get the book 50 Science Things to Make & Do!

Adapting Yoga for Children with ADD

Photo: bodylogique.com 

I received a question several weeks ago in my inbox from an educator in Hong Kong, pertaining to constructing yoga classes & sequences for children with ADD.

My personal thoughts on how we diagnose and treat ADD could be a whole separate blog-(not just one single article-I mean an actual separate BLOG...) but to keep it succinct, I will just pose this question to you:

Do you find it odd that we place children-energetic children-who have growing bodies and curious brains-and a natural tendency to move and explore-into an 'educational' setting that not only isolates them from natural, active, outdoor play, but also directs all their activities and thinking, for almost all of their waking hours-some more than 12 hours daily if you throw in before and after school care--and then expect them to sit still, be quiet AND pay attention?

AND when they do not sit still, be quiet and pay attention as we want them to, diagnose them with a condition and recommend a course of 'treatment'?

Could it be that the "Attention Deficit Disorder" is actually a "Priority Preference Complex"- and the child is not paying attention because he/she is either bored, not mature enough to give you his/her attention, or has other priorities (playing) at the moment?

To put it another way: If a child was hungry or thirsty, would you deny them food and water? Of course not! Well, I feel that many schools deny kids other vital essentials-such as movement, sensory input, group learning activities as well as down (nap/quiet) time. We as educators and parents need to take back control of our kid's education and start using tools & methods that help support success and overcome challenges-not perseverate conditions.

This is one of the reasons I decided years to leave the traditional education system and become an independent educator. I now have the ability to reach and support many more children by supporting their parents and other educators-and therapists from around the world, in giving their kids more of what they need-in and out of the classroom.

Yoga is not the answer to everything, however it is a highly effective and adaptable method that naturally regulates the sensory system, and improves concentration when it is needed. It can be an activity that supports the other interventions that are put into place. Our kids need as much support and guidance as we can give them.

Below is the question I received and my response. Although it is directed at a question about a yoga class, it can be applied to any learning environment. (Some parts of the original e-mail  have been edited slightly to protect privacy) Please feel free to add any advice or resources you may know of  in the comments area below.

Dear Barbara,

Hope you are well!! I stumbled across your incredible work online on yoga with autistic children in Yoga in my school (http://yogainmyschool.com/2011/04/06/yoga-for-autism-with-barbara-gini/ ).  The reason I am writing to you is because I would love to seek your expert advice on teaching yoga for the first time to a child with special needs.   

I am a certified Basic Integral Hatha Teacher (200 YT) and was recently approached about teaching yoga to a nine year old child.  According to the father, the child has problems concentrating and has slight ADD.  I was asked to conduct a trial private yoga session with his child and so began my research on yoga for children with special needs.  

I would love it if you could perhaps share some words or wisdom, advice or online resources as I prepare my class structure- from what I gathered in your interview, being creative, using sound, repetition and simplistic language would be essential.  

Any help you can provide would be greatly appreciated!  

With gratitude,

Davina

 Hello Davina 

Thank you so much for the e-mail and I am glad you enjoyed the interview with Donna.

There is such a need for people to work one on one with children who experience these challenges. I blend a lot of different information and science to customize the activities and sequences.

Every child is so different-and the key is getting to know your student and being aware of the subtle personality quirks. Being creative (and sometimes un-conventional), using sound, repetition and simple everyday language in general is a good start, but you also must take into consideration the child's sensory tolerance and how easily they get overwhelmed. We want to take them just to the edge, but not over it. We want the experience to be one they will want to repeat instead of avoid, and in doing this we need to take care not to go the other way and give them no guidance or structure at all. Everything in balance.

In general, with ADD and sensory kids I work on first releasing tension through sensory input and weight bearing postures (disguised as games) and I focus on breathing & imagery for self calming. There are lots of activities that will stimulate & use the sensory system to calm anxiety and bring better focus.

ADD children will have highs and lows to their energy and its our job to direct it-not place a blanket  over it. Children like to move and the more movement (games are the best way to do this) the better. Gradually take them down to a calmer energy and give them tools to stay in that calm-ness for longer durations. 

ADD can be an asset if its directed properly. The problem is that kids are expected to sit and be quiet and compliant for long durations and its unnatural. My goal is to give them yoga and sensory-based tools so they can blend and function better in these unnatural environments.

I can give you some other basics and some resources or I can work with you more personally so you can gradually introduce methods with your student. In either case, I would love to talk more by phone or Skype if possible-there is so much information it would take me hours to type it!

Looking forward to talking with you soon!

Barbara

215-257-3193

Quakertown, Pennsylvania

http://www.bodylogique.com/

If you have a question regarding a child with ADD or other challenges and would like a consultation or to brainstorm ideas by phone or Skype, please contact me at: bodylogique.info@gmail.com 



Related Articles:


Constructive Fidgeting for Self-Regulation

The Brain on Yoga

I Will not Allow My Exam Grade to Decide My Fate  (Video)

Easy Beginner Postures for Kids

In Case You Missed It: March 2012 (Article Links)

20 ADHD Accommodations that Work

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

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3 Simple Spelling Review Activities

Is it the end of the school year yet? Oy! Those spelling lists just keep on comin' home with my son.

If you're like me, you'll do anything to find a creative way to make practicing them fun. (Sadly, there is always grumbling from my son when I pull out the list to review.)

Here are some new ideas he's enjoyed recently.

No. 1: Spelling Review Ball Toss

My son is a kinesthetic learner. It's like his brain gets moving when his body is moving too. One day I picked up his Nerf football and we practiced the words one by one, tossing the ball back and forth. I'd say a letter and he'd come up with the next one, with the ball whizzing between us. 

If the ball dropped, we started the word again. If his spelling was incorrect, I explained the error and we began again. We can't continue on to the next word until each one is spelled right.

VARIATION: Take your spelling practice outside. Grab a basketball. Read the words on the list and as your child recites the spelling, have them dribble the ball (one bounce per letter).

No. 2: Invisible Ink Spelling Review

Okay, so I'm exaggerating a little with that title. But seriously, crayon resist makes it easy for kids to self-check their spelling practice. Simply grab a piece of paper and fold it in half the long way. If it's not lined, make lines. Using a white crayon (or I use a fine-tip Crayola twistables colored pencil), write the correct spelling of each word on the right side of the fold. The child spells each word on the left and then gets to use watercolor paint to reveal the "invisible word" on the right. Maybe my son is naive, but he thinks this is nothing short of magic.

No. 3: A-MAZE-ing Spelling

I can't take credit for this idea, although I'd like to. It's genius. Alissa at Creative With Kids shared this idea back in 2011. You can actually turn your child's spelling words into mazes. It takes a little front-end prep (you need to sign up for a free account at Fontstruct and download the Mazey font; also free), but once your computer is equipped with the new font, it's just a matter of typing the spelling words and hitting print.

NOTE: Because my son had the words groan and grown on his list the first week that we did this, I added a sentence above each of the word's mazes to help him understand the difference in the word's use and meaning.

My son had LOADS of fun with this! Once he'd wound his way through the maze, he colored the letters in the maze so it was easier to read the word.

Ink

Photo: http://www.nohscbwi.org

A short post today:


 I felt a need to post something inspirational today, after the week of events that the US and the world has witnessed and experienced. 

The post below comes from an actual experience of my friend Lisa, who is an elementary school art teacher in Camden NJ.

I could not have relayed this message any better: sometimes a simple activity can have a huge impact & speak volumes to a much bigger lesson.

Hoping everyone has a peaceful weekend.



"Today we used gold and silver scratchboards for a 4th grade art project. This was what happened when a new student used his tool and saw the gold for the first time:

"Oh my god, this is beautiful"...

scratched a little more...

"This is amazing. SO beautiful"...

a little more scratching...

"This is SOO beautiful, I could cry". ..


He had me smiling at his amazement and enthusiasm, for this little black ink covered board.  He made my day with his joy over this project.

In a world that seems insane, crazy and falling apart, have faith that there are still children who are inspired and encouraged by the simple things. 

Help your children uncover the "gold" under the "ink" of life."

~L.W
♥





Contact: barbara@bodylogique.com 



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Multiplication BINGO

This is the fourth BINGO game I've made for my son and I can honestly say that the shine hasn't worn off. My boy still loves BINGO and I still love how easy it is for him to learn amazing things by playing it.

When my son's classroom teacher told me he was ready for multiplication and division at the last parent-teacher conference, I took it as my green light to start really challenging him to learn the math facts.

I made six BINGO cards with the answers to a variety of multiplication problems. (Download the game I made here free). I printed them and the problems on card stock, grabbed a multiplication table (in case my son got stuck), and a bowl of cheerios to use as game pieces. We were ready … almost.

When my son got home, we read a great book of multiplication math problems cleverly disguised as children's fiction. My son had loads of fun with Suzanne Slade's book Multiply on the Fly. We whizzed through the book with my son firing off answers to the insect-inspired queries as quickly as the buzzing bugs on the pages within.

Then we got busy playing.

I turned over all the calling cards so the problems were face down and one by one drew them. I was careful to cover the answer with my thumb as I showed him the problems.

If the answer was on our game cards, we placed a cheerio over it.

We got through quite a few problems, and my son only needed to reference the multiplication table once (8 x 8), before he got a diagonal 5-in-a-row and hollered exuberantly, "BINGO!!!!"

He might have won the game, but having made practicing multiplication a riot for my son made ME feel like a winner too.

I love that.

Yoga for Special Needs Children: Strengthening Core Muscles

Photo: Children in Bow Pose,  artsriot.com 

Today I am happy to have a guest post from Craig Hanauer of Every Kids Yoga

Craig is a New York State Certified Creative Arts Therapist, a Kripalu Certified Yoga Teacher, and a Yoga Alliance 500-Hour Registered Yoga Teacher.

Committed to the health and empowerment of children, Craig has developed "Every Kid's Yoga", a unique and successful program for children with special needs, that integrates the creative arts, yoga, and play.

Today he writes about strengthening the core through yoga. The core is the area where all other movements originate from and Yoga can be a great way to support core strength as a supplemental activity for OT, PT and other types of traditional therapy. However, please use caution and common sense when selecting postures for children who have spine, joint or other weaknesses or injuries. Start with basics and build movements slowly, modifying and adapting as needed. Use the modifications that Craig has discussed below and if you are not sure if a posture is appropriate, please consult with the child's doctor and other therapists.

If you are not sure how to modify, or adapt, you can leave a question in the comments area for Craig or myself, or find more information in the "Related Articles" links below.



Yoga Strengthens Core Musculature

by Craig Hanauer

The muscles of the core include those surrounding the pelvis, those adjacent to the spine, and those surrounding the scapula, all lying closest to the bone. When these muscles contract, they stabilize the spine, pelvis and shoulder girdle, and create a solid base of support. One is then able to generate powerful and controlled movements of the extremities. The goal of core stability is to maintain a solid foundation and to transfer energy from the center of the body out to the limbs.

When working with children, Sheila Frick, OTR/L recommends placing emphasis upon activating the core musculature to achieve deeper respiration and to increase core strength and endurance. The goal is to develop the deep muscles that lie closest to the bone, especially the muscles providing three-dimensional support around the central vertical axis of the head, neck and trunk. It is important to maintain a continuous flow of breath with focus on the exhalation during core activation so as to coordinate movement with the breath.

When these deep muscles are engaged, postural control and breath support become effortless, as minimal conscious effort is required. Thus, surface muscles, designed for skill, are released from undesirable "fixing" and are instead able to function according to their natural design. When the body moves with ease and fluidity, the child is free to creatively and independently execute complex reasoning for communication, problem solving, planning, organizing and executing life tasks and roles.

Engaging young children in musical movement sequences that engage the core musculature and prompting them to sing along is a sure way to increase core strength and postural support.  If they are singing while they are "swimming" they are taking a deep inhalation followed by a long controlled exhalation.

[You can use "The Goldfish Song" K-2  (3:28), Laurie Berkner, from the CD "Victor Vito" ]


Movements:

• Resting in prone position with head to the side
• Cobra (wake-up)
• Shake lower legs (shake out your tail)
• Locust Pose with arms extended (swimming)
• On knees act out shower and brush teeth
• Supine position propped on elbows, bicycle/extend legs
• Pat mouth and yawn (sleepy)

Modifications:

• Gently touch below collarbones to prompt lifting the chest
• If they are unable to lift their chest off the floor for swimming, place a pillow or folded blanket beneath the chest to provide support

Benefits:

• Increases core strength
• The song naturally vacillates between high and low energy
• Children are engaged and grounded in one place
• Simple chorus for singing along
• Supports receptive language skills with simple acting out scenarios
• Contains humor

Contact & Connect with Craig on 

Facebook

Find Craig's Full Training Descriptions:  

http://everykidsyoga.com 

To find additional adaptive yoga training, visit: 

www.bodylogique.com 

Related Articles:

Breaking it Down

If You Give a Kid Their Core...

Games that Build Core Strength for Kids

Good Posture from the Ground Up

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

Contact the blog administrator: bodylogique@yahoo.com 




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Shapes, Letters, & Towers: Building with Marshmallows

You know what I love even more than when an activity goes exactly as planned? When my kids take the lesson even further than I'd dreamed. That sends this deceptively educational mom over the moon!

This simple engineering activity is a perfect example.

I got the idea from a local STEM event eons ago, that provided kids with mostly edible building supplies and asked them to build and evaluate which shapes created the strongest, most stable structure. On the table were gumdrops, marshmallows, toothpicks, and uncooked spaghetti noodles.

For our experiment, I omitted the gumdrops. Marshmallows would suffice as our "connectors."

I started by asking my oldest son to build a cube with toothpicks and marshmallows. What he soon discovered was that it was wobbly, wonky, leaning, and shaky (choose whichever adjective you like best).

To stabilize it, he added diagonal lengths of broken spaghetti noodles (essentially X shapes around all the sides). We checked the cube; no more wobbling! He was excited. Now the pace of building REALLY picked up.

While he was busy popping marshmallows in his mouth and building his four-story tower, little brother came wandering by.

"I want to do that," said my preschooler. "I want to make a triangle."

This was when the questions came spilling out of my mouth. "How many sides does a triangle have? How many toothpicks will we need?" In no time flat, he was exercising his fine motor skills to make a triangle.

"I want to make an E," he said next. This took a little more instruction from me but boy, oh boy, was he proud when we were done.

What started as an engineering activity for my oldest son became that AND a lesson in shape and letter recognition for my youngest son. That made the nominal amount I spent on supplies for this activity WELL worth it!

15 Ways to be a More Effective (Yoga) Teacher

Photo: BodyLogique.com 

We all strive to be more effective teachers and there are so many different ways we can do that.

The following 15 tips are written in the context of children's yoga teachers but can be applied to all educators and Para-educators. What others can you add to this list? (Please feel free to add your own ideas in the comment section!)

Room Check: Be sure that equipment is working properly and that here are no spills, unsecured area rugs or furniture or other potentially hazardous items in the instruction area.

Smile & greet each student individually as they come to class. This puts students at ease and helps them feel comfortable coming to class each week.

Introduce new students to the class and welcome them. Let them know where to put their things, and what the process is so they know what to expect.

Know your subject! Educate yourself as often and from as many different sources as possible.

Adapt & modify instruction and activities for students who need it. This helps create a more inclusive environment & allows everyone to participate on their own level.

Keep it fresh! Use familiar sequences & warm-ups as weekly standards, but also incorporate a progression of new postures & activities each week to keep it challenging and interesting. (In an adaptive class, introduce one-three new postures and one new activity per week.)

Keep it moving! Too long of a sequence or activity or too much explanation or instruction will de-motivate and dis-engage your students. Keep the class flowing-transition quickly to new postures or activities after a brief ( 30-60 seconds) of rest/questions or introduction. 

Vary the Pace to match the students' varying energy levels. Kids move in short bursts-while adults gradually build and sustain activity for a longer period. Observe your group to see when that energy level comes up and when it dips. Have a library of activities on hand to help release energy as it builds up-and to bring it back up when it begins to decline.

Follow a general routine so kids know what to expect from week to week. If you start with a greeting activity-then do that consistently each week (you can vary the actual activity-just keep it as a greeting activity) If you follow the greeting activity by a warm up game-then do that second each week- and so on. Keep your class structure simple, consistent and easy to follow. 

Be Flexible! Sometimes the kids will want to play a game longer than you planned for. Let them. The point is that they are engaged and learning. If you planned for them to learn 5 things-but they are completely engaged and will only learn 2 things-that is much better than rushing through so you can check off items on your lesson plan. Relax and allow the kids to show you when to move on (such as when a game does not thrill them as you thought it would!) and when to let them finish exploring the concepts they are interested in.

Be positive and supportive! The class is not about you-its about the kids. Don't bring your personal troubles or worries to class, and be attentive to NOT project your frustrations onto the kids. Kids sense when we are angry or frustrated and will personalize and internalize that and think its their 'fault'. You might be the only person that day-or at all-that has supported and motivated that child, so keep it positive & sincere. Its not our job to make them into perfect yogis-but it is our job to guide & support them in their exploration.

Be Kid-Friendly. There is so much to learn about asana, pranayama, doshas, the sutras, the chakras, the Yamas and Niyamas, the Sandskrit terms for every asana... Ayurveda & even chanting mantras...but the kids don't care about any of that. They just want you to play with them. Use games, art, props and simple, everyday language to break complex concepts into simpler ideas that they can actually use. Show them how it can help them in "real life" outside of yoga class. Figuring out a way to combine Super Mario or the Legend of Zelda into your yoga class, will go  much farther than teaching them obscure words & concepts they are not ready for. Introduce it here and there, and wait until they start asking specific questions to elaborate.

Laugh. Don't take yoga, teaching, or yourself - too seriously. Have fun & laugh. It releases tension & breaks down barriers to learning. It improves oxygen flow to the heart and brain and boosts efficiency & immunity. It really is the best medicine.

Answer questions as simply and directly as possible, even when you are in a hurry. When you take that time to respond to a student, it goes along way not only for learning but for their self-confidence. It encourages them to explore and learn more. If you don;t know an answer, tell them so-and tell them that you will look into it. Keep your word, and come up with an answer by the next class.

Always end with relaxation. This is the time when students can assimilate & process the exercises, breathing and information they have participated in during class. Its a time for them to re-charge their batteries and re-set their thermostats. Do not rush this process as it is the most important! Play soft background music, give foot or hand rubs (if time allows) and let them know that this is their time to just rest. Allow plenty of time for them to come out of relaxation slowly, re-orient and give feedback at the very end.

Contact: Barbara@bodylogique.com

To Find a printable version  of this post click the link at: BodyLogique.com 

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R.E.A.Ch™ Relaxation Education

A New Relaxation Education program by BodyLogique® Health & Learning,  helps parents & professionals support "Calm in the Classroom" & beyond.

Photo: BodyLogique.com

More and more children and teens of all ages & abilities are being affected by stress each day, with devastating results. The statistics are staggering:

In 2010 U.S. Spent $12 billion on troubled children and youth. Three quarters of them did not have needs met. (Rand Research)

In 2009, $9.6 billion was spent on antidepressant prescriptions in the U.S. alone, reported Intercontinental Medical Statistics (IMS).  (That rounds out to be about 200 million prescriptions.)

The percentage of children aged 5-17 using antidepressants was 1.4% in 1995 and this increased to 2.6% in 2005. 

In another study researchers are saying that they see evidence of depression in children as young as three years of age. (Health Central)

Recent studies show that, at any given time, as many as one in every 33 children may have clinical depression. The rate of depression among adolescents may be as high as one in eight. (Department of Health and Human Services)

Recent studies have shown that greater than 20% of adolescents in the general population have emotional problems and one-third of adolescents attending psychiatry clinics suffer from depression. (The Canadian Journal of CME)

More than 160,000 children skip school every day because they feel threatened by another student. (National Association of School Psychologists)

A report by the Substance Abuse and Mental Health Services Administration indicates that, in the past year, one quarter (26.7 percent) of adolescent girls participated in a serious fight at school or work, group-against-group fight, or an attack on others with the intent to inflict serious harm. (SAMHSA) 

Suicide is the third leading cause of death for 15 - 24 year olds (approx 5,000 young people) and the sixth leading cause of death for five - 15 year olds. (American Academy of Child and Adolescent Psychiatry)

The rate of suicide for this age group has nearly tripled since 1960, making it the third leading cause of death in adolescents and the second leading cause of death among college age youth. (American Academy of Child and Adolescent Psychiatry)

The worst part is, that even though children and teens (ages 8-16) are feeling more stressed, anxious and despondent,  many of the adults in their lives (about 88%) had no idea that their kids/students were stressed at all. (That means that only about 12% of adults are paying attention.)

Of the adults that are aware, lack of support and stress management education leaves them feeling a little lost and asking "How do we stop & reverse the trend ?"  

In July, 2012 Calm & Connected  was published to provide parents & educators with tools for sensory support and stress reduction for elementary age children in the classroom, at home and beyond. The book contains simple, practical, real-life tools, images, activities & games aimed at helping younger children begin to recognize stress & take their own empowering steps to minimize it. This book started out as a children's class and then a workshop I presented to a parent's group. At the time, I had not realized that it was only scratching the surface.

The rise in childhood depression & violence shows an urgent need to address the problem in a different way than we have been. The violence we are seeing is a symptom of bigger problems, ones that start early in childhood. Stress, anxiety, depression, violence and suicide do not just affect the child who is depressed or angry-but has a ripple effect on everyone they come in contact with. In order to give kids and teens the support they need, we, as parents & educators, need to address the problems at an early age and from the inside-out: not from the outside hoping our help sinks in.
  
In an effort to help address the growing need for 'Calm in Classrooms'-stress management support in schools and at home at every age- our 'Calm & Connected' children's program & book has been developed further into an expanded 4 module program called R.E.A.Ch™ - (Relaxation Education for Adults & Children.) 

This program is based on sensory & brain science, as well as the latest research on Mindfulness & Meditation. The 1 day live/blended learning course will be available to educators, parents & child professionals beginning on June 1, 2013. The distance version will be ready by the end of the summer-(just in time for "Back to School!)

The four R.E.A.Ch™ Relaxation Education modules are:

Calm & Composed-for adults age 17 and up
Calm &Connected-Children age 5-11
Calm & Confident-Teens age 12-16
Calm & Creative- Art-based Relaxation Education for all ages

A shorter, modified version of this training, specifically for educators, "REACh Schools: Calm in the Classroom" will also be offered to local schools, therapy groups and non-profit agencies.

This is not just a stress-management course that teaches you "cushioning" (external) techniques after the stress pattern has taken root-it takes you through the science of and anatomy of stress and shows you how to address it from the inside-when & where it actually begins - to the outside-where we finally see its physical symptoms. It gets addressed from every possible angle-not just one or two. It gives you-the parent/educator, the tools to pass on to the child, so they can manage their own emotions and situations as they experience them.

More details, fact sheets and a syllabus will be available June 1, 2013 on our main website. (Check the calendar page often for updates.)

To learn more about the program and schedule, please visit: BodyLogique Health & Learning  

If you or your administrators are interested in hosting, sponsoring or scheduling this training-either the live (blended) workshop or the distance program, please contact Barbara at: 215-257-3193, with your name, your organization/schools' name and location (city/state). 

(Or e-mail: bodylogique.info@gmail.com )

*NOTE: Although this program has been an effective complementary support for improved concentration, and reduced stress and anxiety, for children or adults who are under a medical or mental health professional's care, we highly recommend continuing to follow the prescribed  treatment plan. This program is non-medical and not meant to replace professional/medical treatment. If you are not sure if it is right for you, please consult your primary doctor or specialist.

For other Questions Contact: bodylogique.info@gmail.com 

 For More child stress statistics visit:  ChildStress.org


Related Articles:


Promising Research on Meditation in Schools (Edutopia)

Sleep Cycles and Rebooting Your Brain with Meditation (Psychology Today)

The Human Brain & Stress (Franklin Institute.edu)

Autism Linked with Stress Hormone Levels (Science daily)

Adolescent Stress Linked to (Severe) Adult Mental Illness (Science daily)

The Senses, Stims & Stress (Smart Kids/ Health y Kids)

Improving Body Awareness Keeps Kids Calm & Connected (Smart Kids/Healthy Kids)

Self Calming in the Peace Garden (Guided Imagery)

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*Find a printable version of this post at: BodyLogique.com