Taming Your Toddler

Children are natural explorers and the world is here waiting for them to discover it! Sometimes, when bedtime arrives, children can become very intent on delaying it for as long as possible, much to the frustration of a parent or caretaker. This is when its helpful to set up a bedtime (or nap time) routine to 'tame' the Wild Explorer & ease him or her into sleep.

I received this e-mail last week from a mom:

"Hi Barb,
I was just reading your posts regarding calming toddlers down and was particularly interested in the Starfish Relaxation techniques. I am having a little trouble getting my son to sleep so this might work well.
Also, I think I want to try the "Breathing Ball" for deep breathing. He tends to get frustrated, (thank God not all the time,) and throws things. He knows he should jump on the trampoline, tackle his tackle buddy or take a deep breath... However, the sphere is tangible and portable and he could use the imagery in places other than at home.

I love learning new things!
Thanks!"


Toddlers are dynamic bundles of energy. As a toddler, my daughter used to get wound up before bedtime or nap time too. She was (and is) very inquisitive and thinks she is going to"miss" something! At 11 years old, she still drags out and delays bedtime as much as possible!

What I have found is that the calm (and sleep) will come only after the excess physical energy is released and the active (or overactive) mind is guided to calm down. The key is to do this long enough before, yet close enough to bedtime so that the 'release' is sustained and the 'calm' can take effect.

Some effective ways to release excess energy are jumping on a trampoline, (if you have access to one) playing with thera-putty or heavy work activities.

While it seems counter-intuitive to put a child to work before bed, heavy work activities are known to calm the central nervous system down for the longest period of time (4-6 hours) Heavy work includes anything that combines movement with resistance. Lifting books, shoveling snow, pushing or carrying a laundry basket of toys, carrying a backpack, etc. are all examples of heavy work activities. The idea is to make the items or activity heavy enough to challenge and work the muscles but not so heavy as to frustrate the child or hurt the joints. This can be the start of your bedtime routine up to an hour or two before the "calming" rituals start.

I used to play "Log Roll" with my daughter. I would have her lay on the floor, hands at sides, like a log, and I would push & roll her over a few times and back again. Then, I would lay like a log and have her try and roll me over. I could use my own muscles to vary the amount of force she needed to move me and resist her enough that she would have to push pretty hard to roll me-or, I could let her roll me easily at times by "helping" her. She never knew if I would be a "light log" or a "heavy log" .  She would dig in her little legs and push with all her might when I was "heavy", and sometimes sail over top of me when I was "light". We would both be laughing hard by the end of a 15 minute game. (Laughing, by the way is another-no-its the best way to release muscle tension!)

The added benefit of these activities is that they also help improve balance, respiration and body awareness and this has an overall stabilizing, grounding & calming effect on the body.

After the muscle tension is released, then you can use a story, the "Breathing Ball" or any of the other calming breath & imagery or art techniques to further facilitate & encourage inner quiet to the busy mind and active body.

One of my favorites is the Starfish Imagery. You can guide your child or your students through this until they know the "story" and can guide themselves. Most children can easily relate to and visualize a starfish, resting quietly, in the sand, under the ocean waves. Its also easy for most children to lay down like a starfish-arms out & legs out like a star. (There is even a Starfish art activity to go with the Imagery, so that each child can have their very own Starfish to help remind them when & how to be calm.) You can use some soft music to set the mood and make a deeper association with the calming imagery.

For the wintertime, you can adapt this to be a Snowflake Imagery instead-and the little delicate snowflake floats softly from a cloud, through the air and slowly down to the ground with the other snowflakes (or by itself) and as the sun comes up and shines down on the snowflake, it gets warmer & warmer and then slowly, it melts...

One of the reasons yoga is so calming to the body is because breathing deeply & correctly & moving specific large muscles simultaneously work directly on the central nervous system. This is especially true with children and toddlers. If the process is made fun and engaging, and a regular part of a daily routine, the child learns the techniques in a natural non-threatening way and will eventually self-regulate & apply the methods themselves as they need to.

I like to add stories, fun games, puppets, props, art & imagery activities to Children's Yoga. This helps to keep them engaged, actively moving, focused and, when the time comes, as tame as possible so they can rest and be ready to explore the world another day!

For more information on incorporating movement games & art into children's yoga visit: www.bodylogique.com

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Snowmen At Night

One of the things I love about my work is the inspiring creative people I get to meet, talk with and learn from every day. We all share, use and adapt ideas to what our children or students are working on at the moment. I LOVE the creative ideas and inspirations I get back! I received an e-mail last week from one such inspiring, energetic teacher.

Her name is Margaret Ricciardone & she has been working with children since 2004. She is a yoga teacher at Ridgewood Montessori in Paramus, NJ.

Margaret has also provided yoga programs for several preschools in the Bergen County area, as well as storytime, art, and cooking classes for the Saddle River Cultural Center. It is her mission to share her love of yoga with children in a warm, fun, non-competitive environment.

As a new mother, she participated in "Mommy and me" yoga classes with her two boys and worked as a co-op mom in their preschool, making her realize that working with children is her heart's desire.

Storytelling is an integral part of Margaret's curriculum and the children use their imaginations & bodies to become an active participant in the story. Margaret wrote to me about one way she creativity engaged the children in the story of  "Snowmen At Night"  and it was so awesome that I wanted to share it with you here:


Hi Barbara,

Just have to tell you, it was a fun class yesterday. Thanks so much for your ideas. Here's what we did:
 We opened with the Namaste song from Storytime Yoga. Then we [warned our hands by rubbing] and woke up our eyes, turned on our ears to listen better, etc. We became sprinklers/fountains, watering the grass and it started to get cold and the water turned to snow. Then we were snowflakes gently falling, then became a blizzard and then freezing rain.

I asked them what they liked to do in the snow and that led of course to our "SNOW-GA Adventure"! (I used Music-'Wipeout' to take them through the activities they were telling me). We then became snowmen. Our snowmen slowly melted and we put them back together using happy baby pose and rolling up and down on our backs to form the snowballs. Then we rested with Snowball Breath by imagining a snowball in our bellies getting bigger and bigger until it was big enough to throw. On the exhale we threw them....and they pummeled me with snowballs!

After that, we dusted ourselves off and read "Snowmen At Night". The children then imagined what snowmen did  and  we played a game where we did what we thought our snowmen do at night... dancing around, sledding, skiiing, etc (to the music of "Squirrels in my Pants"!) When I stopped the music, they had to "freeze". I pretended to be shocked that the snowmen were not as I had left them, commenting on each snowman and sometimes trying to move their frozen limbs. They loved it!
For relaxation, we imagined we were snowmen melting in to the yoga mat. To wake back up again we rebuilt ourselves in our minds.

I was going to have them draw their snowmen, but we ran out of time. I'm saving the "Snowflake Dance" for next time. I used coffee filters to make them (using kids scissors that cut jagged/curvy lines) and they can take them home next week.

PS- I was thinking about "The Mitten" story. If you use a bed sheet as the mitten, when the kids are all in the middle, hand them (or they can grab) a piece of the edge and bring it to the middle and up to their chins to look like they're in a mitten. Then they can give a giant sneeze, jump up and let go of their end. The same for a yoga mat - after they roll up, they can 'sneeze' their way out of it.

Thanks again for all the inspiration/ideas. Yesterday was a blast and I can't wait for next week!

Talk to you soon,


Margaret
 

You don't have to be a very experienced "Yogi" to play & move with kids and teach them in this manner. You can find a qualified children's yoga teacher to present a program for you. In the meantime, you can just grab a book and look around for inspiration! Don't just read a story BE a story!

(Thank you so much Margaret for sharing your fantastic ideas with us! : )
 
To contact Margaret about classes or to read more about her you can find her bio  here at Storytime yoga (under "Find a teacher in NJ"):  http://www.storytimeyoga.com/teacher_mRicciardone.html

To order a copy of "Snowmen At Night" click the link.




Contact: barbara@bodylogique.com

Lessons of The Purple Tree

I was cleaning out some old boxes and files in my office last week and came across a picture that one of my elementary school students had made several years ago. It was of a tree.

"Oh-that's cute-a Tree!" you think. However, this was no ordinary tree. It has become my favorite tree- a tree of miracles. A symbol of what I need to remember as a parent, an educator and as a human being.

This is a perfectly majestic, magnificent, magical  Purple  Tree!

Now most would  say...'shouldn't  a middle school child be old enough to know that trees should in fact be colored... 'green'.

So before you rush to judge, and get stuck in conformity and the way things "should" be, let me explain to you that this student was a non-verbal child with autism, and to him, at least that day, trees should be purple.

I remember clearly the day that the students did this activity. A newly hired & well meaning 1:1 aide kept attempting to impose "green" on him, but this student insisted on [his verbal approximation of] "purple". The aide was very flustered and I gently suggested to her to just let him use purple. She asked me how would he ever learn the "right" way to color it if she let him use purple instead of green ?

I pointed out to her that the important thing was to first get him to color-which she sucessfully did. None of us had been able to get him to sit for more than 2 minutes. He hated the smell of crayons and would ultimately peel them, break them into pieces and wind up sliding himself onto the floor, crying.

To many this may not seem so monumental. But to us, his therapist, his mom, and to parents of non-verbal children with autism everywhere, they can appreciate the miracles here....that he asked for purple...that he actually sat still in the chair, drew & colored with other children. That the smell of the crayons did not gag him this time, sending him into sensory overload. That he asked for and shared the crayons...and he left most of the paper on them...that he was engaged, calm and creative and that he completed the activity. This is huge!

This is what makes this Purple Tree so special and so beautiful.

I often see a good amount of rigid thinking and imposed knowledge in educational settings which makes me all the more appreciative that I am able to provide a break from that in the form of creative movement, art & other enrichment activities: to give them a structured activity that still allows for free exploration and creativity; that lets them be children.

I know of preschool and Kindergarten teachers who will not put out puzzles, dolls, play tea sets or art supplies in the classroom because they "make too much mess".  This does them a great disservice. I say, let them make the mess. Let them have fun creating. Be there with them as they mess/create. Messy activities also create a perfect opportunity to teach them about "cleaning up" ! Don't rob the kids of the experience because of a mess-one that can easily be cleaned up.

While lesson plans, structure, ABA, schedules & procedures are absolutely needed and have their place, too many times we are so quick to fence ourselves, our children and our students into compliance & conformity, forgetting the higher skills/lessons that are being learned in the creative 'free play'  process.

Take a moment and think: is it more important that the tree is colored green or that the child is coloring & interacting appropriately? Is it more important that the room is "mess free" or that the child has experiences that teach him to interact & play appropriately? We need to pick our battles more carefully & strike a balance between these worlds, in the best interest of ourselves and the children we are influencing & setting examples for.

So I will suggest that the next time you-or your child wants to color a tree purple, or a cat green, or wear 2 different socks to school, let them. (My daughter's signature fashion statement has become her two different, yet color coordinated socks. Children & adults alike ask to see her socks and I assure you, no harm has come to her because she is not "matched" !)
As my former business partner used to say: "Sometimes we have to get out of our own way" [as a parent, educator or therapist] "and just be with the child-let them lead you to the lesson that needs to be taught."
Let them Play. Let them be children. Let go of how you think things "should" be & let them teach you how to play too.

These are the Lessons of the Purple Tree.

Have a Magical Day!

~Barbara

*Here are a few of my favorite books about colors! Hope you & your child enjoy!

When the Teacher is Ready ...

‎There is a Buddhist Proverb that says:  "When the student is ready, the teacher appears." As every year passes, I always am amazed at how many "teachers" appear in my life at my children's yoga classes.

Even though I go out the door to my classes with my mat, my lesson plan and an expectation of what I will teach the children that day, I come home, humbled with the lasting impressions and lessons that the children teach me.

"Friday Yoga With Lisa" always proves to be fun and full of surprises such as this, and spontaneous (incidental) learning for everyone!

Lisa is a is a very talented, experienced nationally board-certified, PA state licensed Pediatric Occupational Therapist and the owner of  KidsPlayWork  in Cheltenham, PA. We have been working together since the fall of 2010 to provide therapeutic yoga classes for a group of 6 children, ages 4-8, with varying degrees of autism, cognitive, sensory and behavioal challenges. Our most recent Friday class was even more special than most.

In this session, we have been working on 2 main group goals of respecting boundaries & facilitating smoother transitions. Each child has 2 or 3 individual goals as well. We are using color association to teach the children about emotions and self control, (based on the book "Majhical Mee, The Rainbow Inside of Me" ) and specific yoga movements to acheive the desired state of emotion. (Red & "Peace Pose"  are for confidence & connectedness; Orange is for warmth, like a sunset and we do "Sunset Pose" [Forward Bend], and so on for each color.)

"Story Stick"

The group worked very well together last night. We began with our "Breathing Ball" exercises then used the "Story Stick" in the circle to greet everyone. We did our "Warm Ups" and "Sun Salutaions" before we took our "Majhical Mee" Rainbow Yoga adventure!

The most special moment came, after relaxation, when we got to sing "Happy  Birthday" to one of the students. Each child then held a special "Singing Bowl" and sent a happy  "Birthday Vibration" and a special birthday wish to her.


A "Singing Bowl" for birthday wishes!

 The room was transformed. The children were very solemn & intensely focussed on sending the most special wish they could think of to the birthday child: happiness, lots of toys, a flower pressing kit, new friends, birthday hugs, etc.

As each child took their turn they looked the birthday child in the eyes & concluded their wish with a *Namaste, then passed the bowl to the next child. The room was filled with love & they all were absolutely glowing!

After all the children sent their wish, we then gave the birthday child the bowl, and Lisa asked her if she had a wish for herself. She hesitated a moment, the whole room quiet, waiting. She slowly looked around the circle, making eye contact with each of us, smiling, as if thinking of what to say next.

Then as she was still looking around the circle, she said in a very sweet slightly quivering voice, her eyes very wide, "I wish that I could always have this love from all of you; my friends." 

I was so filled up with the profound simplicity of it; at that very moment, I was ready & student became my teacher. It was so clear & tangible to me that at our very deepest level it is what we all wish for:  to be loved.

Eac of us expresses our wish differently, and some not at all, yet it is the one common thing that bonds us; the one thing that makes us all the same on the inside, regardless of how we speak, act, or look on the outside.

Namaste!



*Namaste: (Na-ma-stay) An Indian [Hindu] greeting which means “I bow to you” having the underlying significance of negating, reducing and humbling one's ego in the presence of another.


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Mittens & Snow-ga!

Today I had the pleasure of visiting the Mom's Club in Levittown for some yoga fun! (I have not posted any actual pictures, to comply with the SLBC Mom's Club privacy policy.)

I walked into the community center to 8 very energetic 4-6 year old children (& a few younger siblings) &  for a brief moment, I pondered if they would pay attention & engage in the activities I had planned for them.

As I was putting down my bags, one curious young man (about  2 years old) wandered over to me and started to pull the colorful kid sized mats out of the bag.

I got down on his level and began to talk with him, and suddenly, not wanting to be left out, the others came over to see what we were doing.

"What's that?",  asked one "can I have it?"

"I like the teal one!!" said another (and yes, he actually said "teal"!)

"What are those for?"  asked the third as he was munching on Fish Crackers.

I seized the opportunity to explain (briefly) that these were my yoga mats and asked if they would like to play some games with me on the mats? They all said "Yes" excitedly (thank goodness!)

So thus began my class by putting them to work: "Okay, if you want to play, let's first take off our shoes and put them by the door," (and they did so very quickly & orderly I might add.)

"Now let's all pick up a mat and sit on the floor together so we all can see. " I had them sit in a semi circle in front of me, and (while they were still paying attention) I began the adventure!

We started with "The Om Song" (From the CD "Come Play Yoga!" Thank you Shari From Karma Kids! ) and then used a technique I use to bring focus: we rub our hands to make heat & "wake up" our eyes, (to see better) "turn on" our ears (to listen well) & "find" our voices ( to sing, speak clearly & use nice words to our friends).

"So who likes to play in the snow?" I asked and all of their hands went up! I continued with "What do you like to do in the snow?" and they each, one by one told me their favorite snow activity.

Then, I suggested we did some of those things right now and turning over on our bellies, on our [imaginary] sleds, we went on a "Sow-Ga" adventure right there in that room...we went sledding really, REALLY fast! We stood up carefully [on our imaginary snowboards] & began swooshing up & down & over big hills & deep valleys. We put on our skis, and went skiing cross country, down mountains and around the trees, to the left and right. Then finally, we went ice skating, gracefully balancing steadily on one leg on our 'ponds' . (*The actual yoga poses used were locust, warrior 2, warrior 1, chair and warrior 3.We used "Wipeout" to set the musical mood!)

We were pretty warm and winded after that, so we rested for a minute, using the "Breathing Ball" to calm and quiet our breath, and our beating hearts  then, we were ready for our story.

Since there is still snow on the ground, and more predicted, I selected "The Mitten" (an old folk tale of Russian origin.) For those of you unfamiliar with this story, a young boy, Nickolai, begs his grandmother, 'Baba', to knit him a pair of white mittens. In spite of her warnings that he will lose them and that they will be hard to find in the snow, he insists and she finally knits him a pair.

It isn't long before he has dropped a mitten and goes to look for it. A mole is the first to discover the mitten lying on the snow and crawls inside, followed by a rabbit, and a hedgehog, then an owl, a badger, a fox, a bear and, finally a mouse. As I began to tell it and as this magical story unfolded we became the story, acting out each animal in yoga poses. We even took turns calling out other different animals (not in the story) that may have climbed inside the mitten too. (We did this by each child randomly drawing a plastic animal toy out of a special red velvet "grab bag"!)

The story ends with a tremendous sneeze (they liked that part!)  from one of the animals who's nose was tickled and the mitten flies up in the air & is finally found by the boy.

After our story, came the "Snowflake Dance", a variation of "Freeze Dance" only much more floaty & slow!) I watched as eight beautiful little shimmering snowflakes floated & danced through the air to 'snowffalke'  music (Enya's "Tea House Moon" ) and slowly floated & landed back on the ground, to rest, peacefully & quietly..shhhhh!

We played one last game, "The Bell Game" (instructions found below) before cleaning up our mats and saying goodbye.

I knew the class was a success when one young man boldly walked up to me and stated matter-of-factly that he wanted me to come next time and play with them. I told him I would enjoy that very much. Hopefully, I will be invited back to share another adventure with these wonderful kids!

You don't have to be a master and learn all of the poses at once, or the Sanskrit names for them, to enjoy yoga & movement games with your child or students. The ancient Yogis moved their bodies like the animals and trees & other things they saw in nature. You can start the same way, a little at a time, by simply selecting a book, a favorite story or activity and seeing what types of movements you can come up with. Release the idea of how it "should" be. Embrace your own inner child, play, have fun & just see what unfolds.

The practice of yoga is said to 'bring together' all aspects of ourselves, body, mind and soul & when you motivate, engage, play and move with children  a little bit every day, that is exactly what will happen naturally!

To learn more about children's yoga visit: http://www.bodylogique.com/

To find templates and activity ideas for "The Mitten" click here

** To Play "The Bell Game" all you need is a small brass bell & 2 or more players.

Players begin by sitting on their mats, (or at their desks). Each player then will take a turn to carry the bell carefully (as not to ring it!) and set it down gently  in front of the next player. Play continues until each player has had a turn.

*(I don't "keep score" in this game. The objective is to improve concentration, motor planning, self-control and a steady hand. I keep the kids motivated by saying things like , "Its ok-you are doing great/your best!", or  "Just have fun & do your best!" and  "Keep going, just a little more!", "This is hard work and you guys are really concentrating!" etc.)

I learned this game from my first children's yoga teacher, Shakta Khalsa at Radiant Child Yoga. The kids LOVE this game and ask to play it often.

To find more Sensory & Skill Building Movement  Game Instructions, Click here.

Your feedback is welcome! have you tried this in your classroom or at home with your child? Tell us about it in the comments below.


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10 Tips for Paraeducators

For about 10 years before I was a self employed movement educator & children's yoga teacher, I was a Paraeducator (sometimes called a 1:1 Aide, Pareprofessional, Classroom aide, Teacher's Assistant or Instructional Assistant). I supported children in a classroom inclusion setting-(that is, a mixed classroom with typically developing children and children with varying degrees of autism and other learning challenges). I also provided support and ABA therapy (Applied Behavioral Analysis) in a self-contained classroom setting (that is a setting in which all the children have learning or physical challenges.) I still consider myself as a Paraeducator, working along side of parents, OT's,  PT's, Teachers, counselor's & therapists etc. to provide enrichment activities that enhance overall education of all children. So to say that I have a soft spot for 1:1's and Paraeducators is an understatement.

Paraeducators support students in the classroom and provide many other direct services to children and youth and their families, under the direction of a certified teacher or professional practitioner. Many also volunteer to spend time with families outside of these services, such as accompanying the family to a shopping trip or other outing, as an extension of the child's learning in different Life Situations & environments. The end goal is to support the student in becoming as independent as possible, in learning, socializing and self care.

The services and support that a paraeducator supplies are a vital part of academic, social & Life Education. Some of these services include: one-on-one tutoring; assisting with classroom management, instructional assistance in a computer lab, library or media center; facilitating parental involvement activities; acting as a translator & encouraging & facilitating inclusion among typical peers. Sometimes they are there to listen to a parent to brainstorm ideas, to provide encouragement or simply allow them to vent frustration.

Most of the Paraeducators I have had the pleasure of working with are dedicated and go over and above to ensure the safety, well being & highest potential of their student. We are a careful blend of  protector, teacher, and disciplinarian. We are one of the first to get blamed when a child gets teased or hurt, yet usually will not take credit when the child learns a new skill. (We give that glory to the student themselves.) We employ "tough love" and "conflict resolution" on a daily basis, feel pain when the student does and we cry tears of happiness when that child progresses-and ultimately moves up and on.

However, there are so many others that feel an overwhelming sense of isolation, division & frustration when they want to help, but simply do not know what to do for a student, or they disagree with other staff members about what to do. Some lose sight of the reason we are there in the first place. I have been in the situation where there is complete dissent between staff members, making for a counter-productive environment for both the staff as well as the students that need our full attention in the interest of everyone's well being.

One of my goals this year is to provide a special workshop series for Paraeducators that will support them in their work, improve interpersonal relationships,spark ideas, help them manage their own health & stress and reduce the frustration that we have all felt to some degree at one time or another.

For now, I have put together these tips especially for Paraeducators everywhere. If you are an experienced Paraeducator, consider taking a newly hired assistant  under your wing and show him or her what to do. Show support. If you are a newly hired assistant, focus on the students & know that there are people who will help you learn along the way. Seek them out & ask for guidance.

If you know someone who works hard to support the education & inclusion of children of all abilities, pass this information on, and please remember to thank all support staff for the very important work they are doing!

1- Risk/Mistakes: Let students be independent, take risks & make mistakes.Stay supportive, keep the child safe & let natural consequences be a part of their learning. Find what interests each child and be a motivating force &partner in their learning.

2-Voice/Volume: I have come to the conclusion that most of us talk too much so this is my new mantra: "Talk less-say more". Excess noise in the form of conversation is disruptive to the lesson & the overall learning environment. Save important discussions with staff for the hallway. Give as few prompts as possible and resist temptation to give verbal direction for every aspect of the task. Pair verbal directions with pictures or hand over hand prompting.

3-Discretion/Dignity:  Be attentive to the student's physical needs & do not verbalize comments. Be aware of facial expressions and your own body language. Do not express anger, disgust or inconvenience in any way, shape or form, verbally, facially or bodily. Schedule bathroom breaks, tube feedings or splint changes between classes & activities.

4-Communicate/Consult:  Keep families & other aides or caregivers informed. Many classrooms us a "Communication Book" that goes back and forth between home & school. Be there to listen to a family's concerns. Be willing to share strategies so that there is consistency between the school & home environments. Some strategies may work in both!

5-Positive Interaction w/ Peers : Encourage other students/staff to speak directly to the student rather than you. If the child is able, either through words, PECS or other communication device, encourage them to respond. Seat students & peers together during activities & lunch/snack time. Give students space (and maybe a little active prompting) to encourage students to socialize & develop friendships. Model positive interactions with staff members for the students to emulate.

6-Time Management: With a little practice, time management will come easily. Use class lecture time to make copies, get PECS or other materials together or program a communication device. A little time away from the student's side will also help to encourage independence.

7-Foster Independence: Use verbal & physical prompts to teach a child how to do a task but do not complete the task for the child. This ultimately dis-empowers the student and limits their abilities even more. Limit hand over hand assistance as soon as possible  & give praise & encouragement for effort. A Good way to encourage independence and reduce pressure & fear of failing a task, is to simply say "Just do your best!"  (More about positive communication at this link: "Saying It Better" )

8- Allow Choices: We all like to exercise our right to choice. Children are no different. Give the student opportunities for choices, no matter how small or insignificant they seem to be. Teaching all children how to make choices is a vital part of development of responsibility and emotional maturity. It allows a child to exercise control over their environment and ultimately their reactions to their environment.

9- Authentic Work: Students learn best when they actively participate in their assignments. Motivate your student to "do their best" rather than push and impose learning. This allows them to be actively involved in their own learning. Never complete assignments, take a test for or answer questions for students. Praise effort and show family & other caregivers the child's authentic work progress.

10- Ask For Help: We teach the kids all the time to "ask for help" and yet we never follow this advice ourselves. You are not alone! Request assistance when you need it and take a break if you feel overwhelmed. Sometimes we have to stop being the aide, teacher or therapist for a minute, put our own fears and insecurities aside and just observe and listen to what that student needs. Then we can find a way to give that student what they are asking for.

Above all, take care of yourself: eat, sleep, exercise and manage your stress. We want to help the students by setting the example for them to follow. We cannot to that effectively if we can't first help ourselves!


For a list of BodyLogique's current workshop offerings  click here.

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Transitions

This month marks the beginning of a new year. Some adults mark this transition to the new year by making "resolutions" which are agreements with ourselves to make positive changes in our lives in the upcoming year. As we know, not all changes we experience are by agreement and can throw us into a state of upheaval, confusion & stress. This can be especially difficult for children & teens that have not yet developed sufficient coping skills and do not realize that changes are a part of life, but are also a temporary in the big picture. 

The general themes in all of my children's Yoga classes this month revolve around some form of transition and adapting to change: whether it be a new school, new friend or new family situation, such as a new sibling, an illness, family stress due to job layoffs or separation/divorce.

I emphasize to the students that although these changes are sometimes emotionally stressful or painful, that they also hold the key to personal growth and new experiences. We cannot stop changes from occurring, however we can change the way we react, respond & navigate through during times of upheaval & transition.

Its important to note that along with the lesson of adapting to change its equally as important to teach our children how to create & embrace new experiences & personal challenges  in a positive way as a part of our everyday learning & growing understanding of relationships & the world around us. New experiences can give us new insight, new skills and a new appreciation for ourselves, our abilities & all the things we have, know and want to learn.

By creating change by choice, childre can be empowered to understand how to adapt to those changes they have no control over, making for a smoother transition during the bumpy rides of Life. Striking a balance between adapting to change & creating change through new experiences ensures that we are always able to appreciate what we have, what we are learning at this moment and that we look for the right people to support us & the lessons to be learned in each transitional experience. It also creates a sense of empathy for others going through transitions & changes also.

I strongly encourage you to guide your children to identify the changes in their life and one lesson they can learn from it. Also guide them through ways to support someone who is also going through changes. Sometimes all it takes is to be a really good listener. A notebook or journal is a useful way to help create focus around this idea & brainstorm strategies to use to help adapt during times of transition.

Take 5 minutes each day-whether at dinnertime, before school or before bed, to talk about adapting to/creating new experiences during the month of January. No child is too young-or too old-to begin to learn this skill. Attitudes will transform & opportunities will expand and confidence will grow by leaps and bounds with this simple but important practice.

Our stories & activities this month will reflect the idea of transitions & new beginnings. Our Yoga S.M.Art™ Activity book," Dragonfly Adventures" is designed for parents & educators to to take their children through activities that teach & reinforce this theme. We have found that this beautiful story takes on so many different meanings to children of all abilities, and we hope you & your child will enjoy it as well!

Purchase "Dragonfly Adventures" Yoga S.M.Art Activity Book  Here!

May all of your transitions be smooth ones!

Happy New Year to all!

~Barbara