Where Do I Go From Here?

Its been several months since I have updated this blog and I felt that I owe my readers an explanation as to why I have been absent.

Not to dwell on a point, but as you know, this past spring/summer, my computer crashed and I lost 95% of my files and images. That amounts to more than 7 years worth of work-children's programs, book drafts, instructional videos, etc. Gone, gone, GONE!

This event subsequently led me to the hard decision to dissolve & downsize some of the projects I was working on. They simply were not viable enough for me to invest many, many more hours in rewriting & replacing all the material and content that was lost.

While my computer was getting an overhaul-and my insides were a wreck-I found out that my former mother in law has advanced bone cancer. My daughter is devastated & I simply 'melted down' as the expression goes. I did not write any more on this blog and I did not set foot in my office for an entire month and a half. I simply could not.

I started to spend more time doing the things I enjoy and the things that were needed: being with & supporting my daughter, cooking, walking in the woods near my home, cleaning out my office, and as I did these things, my head began to clear. Balance returned. I was able to objectively evaluate the past 7 years, and what-if anything-I could have done differently to be more successful in my personal and professional endeavors. (Other than the obvious-having a more reliable system for backing up my files...)

As I re-lived & reviewed, I noticed that each and every obstacle that I faced related back in some way to one thing: a school or camp administrator, manager or other individual making the call on whether or not my programs and services held value. (For those of you who are just joining us, or who don't know, I founded the S.M.Art Kids® programming, which is movement based programming for children with special needs.These programs were designed to support sensory, academic & social, development, but have been relegated (under protest) to being just a summer and after school recreational program at this time.)

While many schools indicated that they liked what I was offering, some passively undermined me, my programs, and then expected me to offer my services for "free"- (an idea that I am not opposed to on some occasions-but I am opposed to offering free services all the time.) Some did not pay me until 6-10 weeks (no exaggeration) after I delivered services. So not only did I suffer emotional distress, but also financial.

On the occasions I did work within (public) schools, while the students were outstanding and receptive, there was a general attitude of dismissive-ness among the staff, to the point where they openly & often interrupted me to correct students I was working with, came in late, texted and played on phones while I was attempting to show them some useful techniques, and then, they left early, and before I they had a chance to truly assimilate the lessons & activities & before I had a chance to get valuable verbal (and non-verbal) feedback from the students.

Then the obvious hit me: This program is not seen as 'valuable' because it doesn't belong. It does not "fit" nor "align" with the (all powerful) Common Core curriculum standards, no matter how I attempted to do that. (and now I am glad it did not fit in with it.)  My program was viewed as just one more thing to squeeze into an already busy day & just a random program to stick in place for the benefit of keeping the State happy-for the schools to show that they were "doing something" about bullying, stress, or whatever.  My epiphany was validated by some great "off the record" insight from an educator friend of mine and so the "Common Core Meltdown" had begun. The new blog's name intentionally reflects the spirit of the process of an actual Nuclear Core Meltdown.

At first, I thought, as many still do, that "Common Core" was a set of high standards to keep our students engaged and challenged and moving towards excellence. After all, isn't that what we want & what it has been billed as? What is so bad about that?

But then-I began to research its history, its roots and where it came from to begin with. I began asking lots of questions-many left unanswered, such as: Why has there not been any discussion-nor input from parents, educators & students as CC was being created?  why are some states so secretive as to whether or not they are implementing it-and why are others banning it altogether? why is my child being told that she is "not allowed" to bring home textbooks any more? Why was she placed in a "remedial" math "support" class when she carries a 79 (High 'C') in math and all A's and 2 High B's in other subjects? Why am I being led to believe that I am "not allowed" to refuse math support? And such questions only seem to lead to other questions.

Over the last 6 months I've researched. I've talked with parents & professionals from all over the country and from all walks of life. I've paid closer attention to my daughter's school assignments. For many reasons, I don't like what I'm hearing, reading & seeing with my own eyes.

This blog is the result of my "meltdown"-designed to not just be an outlet for me, or for others -disgruntled parents & educators, but as an educational  resource for parents, educators & students. As a parent, and Independent Educator, I want to pass on what I've learned-and offer you the best of how to TRULY educate, motivate & support your kids in every way-and how to take action to get us back to Common Sense and away from Common Core. This includes public school-ers, home school-ers and private school-ers together. We have our work cut out for us, but in large numbers, we can do it. Not only CAN we do it-we HAVE to do it.

I will be still be addressing topics relating to education, child development, health & learning. Some topics and posts will be researched and pulled from noted sources and others will involve interactive commentary and discussion. Either way, this blog is intended to be an interactive network of students, parents & professionals who want to support our kids in the best way possible. I will do my best to present information from as many reliable resources as possible. I hope you will join us and I welcome your participation, feedback, input, insights and life experiences.

While I always welcome comments and insights from all perspectives, I just ask to keep it respectful. In my actual life, I do not mince words, and I am not a 'politically correct' person by nature: I say things directly & bluntly. You certainly don't have to agree with me and I don't expect you will always agree.

Regardless of personal views, I do NOT condone overtly intimidating or hateful speech and ask that everyone also refrain from hate, excessive cursing & name-calling or you will be banned. The new blog's purpose is to make connections, start the discussions, and motivate us all to take action together. (By the way, Spammers will also be banned.) All comments will be moderated for this reason.

Please understand that I am not bitter and I did not entirely abandon what I was doing before: I am still an educator. Its just that I have identified critical areas of need and I am endeavoring to address them through education in a blog format.  "Common Core Meltdown" is not a "Feel Good" blog and nothing that I write there is meant to harm nor offend anyone. My sincere intent is to share information, to open discussion, to educate, to raise awareness and provide tools and resources to spark effective action towards more common sense education practices. (And I'm not against sharing some humor there as well!)

If you would like to submit a relevant  resource, article or commentary, please do so by e-mailing me at: bg.bgini@gmail.com 

Please help spread the word and Thank you in advance for joining us!


Barbara Gini
Independent Educator
Author
Founder S.M.Art Kids® &
"Common Core Meltdown"

Now its Personal: Get Angry & Change the World

Image: hideyourarms.com 

I started this blog as a way to communicate, educate, motivate, inform-and sometimes entertain, with insights into Mind-Body Health and education.  My message has always focused around the integrative & positive approaches, and today I am taking a much different position because I feel that I am not effectively doing my job as an educator if I continue on the "Keep Calm & Do Yoga" path. 

While mind-body techniques and positive thinking absolutely has its place, in reality, it would be much more truthful and accurate to say that my intrinsic nature has always been more in alignment with, "Getting Angry & Changing the World".

In the last few weeks, through several eye-opening events, (personal, domestic and international) much self-reflection, a few glasses of Sangria, (and yes, of course, meditation) I have finally gotten back in touch with my "Inner Bitch" and I think she may have saved me from a life of misdirection and a false sense of complacency. 

Read why here.
 

Contact: bg.bgini@gmail.com 

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 

.

In Case You Missed It: Blended Learning

Photo: changeboard.com 

Had the Internet existed back when I began teaching, I would have definitely flipped my classroom and used the variety of blended learning opportunities that exist today.

Blended Learning is an innovative approach to course design that 'blends' the best of both face-to face & online learning. Its main intent is to build from both approaches to create an efficient, effective and well-rounded learning experience.

We live in a hybrid world-we communicate face-to-face as well as online. Blended learning mixes the best of both of these worlds for instructional & learning purposes.

A well-designed blended learning course will leverage what needs to be done in person, (group presentations & discussions and hands-on instruction) in combination with what can be completed by the learner independently & online (reading, research, worksheets, document management & organization, individual projects, etc).  This is especially effective for high school, college and adult learning.

There are basically 2 approaches to blended learning:  the supplemental approach and the replacement approach.

The supplemental model keeps the basic structure of traditional course lectures & textbooks and supplements with technology-based, out-of-class activities.

The replacement model reduces the number of in-class meetings and replaces some of that in-class time with out-of-class, online, interactive learning activities. This makes significant improvements in the remaining in-class meetings. 

From our work and personal interaction with children who have a variety of alternate learning styles, we have seen that innovative learning is always in the student's best interest. We are now embracing these approaches in our adult education division. 

Our very first blended/Hybrid course will run 10 weeks, and combines an enhanced, interactive eBook manual with audio and video media, live group chats, phone/skype sessions, individual projects and a live, 1 day hands-on workshop. In the process of designing this course we have realized just how many benefits there are to this approach:

• places more control of your time and scheduling back with you
• flexibility/access to materials while retaining a sense of community
• reduces travel and lodging time & expenses
• experience enhanced learning through a variety of channels
• fully interactive and allows an opportunity to explore the subject in depth
• ensures thorough study and understanding of subject matter
• technology offers more opportunities for collaborative learning environment
• learning is guided & allows you to learn at your own pace with the help of instructor and others
• weekly email support, phone and Skype sessions allow you to ask questions and interact with your instructor
• not location dependent-learn anywhere
• low cost to produce materials-so tuition coast is lower for the learner

The Blended Approach offers numerous benefits and a more engaging & integrated learning experience for both instructors and students.

We have observed that this method is the most engaging, efficient and thorough way to learn complicated, involved or new subject matter, as compared to the more common 2-3 day "immersion" workshops, which are clearly not for everyone. Our (unofficial and non-scientific) research has shown that a participant is more likely to stay motivated & effectively assimilate, understand & use the newly learned material immediately when they participate in a hybrid/blended course, than when they take a weekend workshop.

(Compare: short and succinct exam study sessions spread out over a 3 month period, or "cramming" two days before the exam. Which would you rather do?)

We invite you to explore the informational links below - and  to be one of the first to take advantage of this newly expanded course offering.

EARLY Registration for the Spring/Summer Session (May 3-July 12) opens today!

Find out more on our Event Page on Facebook

Have a great weekend everyone!

Related Reading Links:

The Flipped Classroom: Turning Education on its Head (Infographic)

Understanding the Benefits of Blended Learning

What Sort of Research Should We be Doing on Blended Learning?

What is Blended Learning? (Videos)

Blended Learning Effects on Learning Disabled Students (Study)

Blended Learning: Combining Face-to-Face and Online Education

BodyLogique.com Distance Learning

BodyLogique.com Professional Development Workshops/Blended Learning Programs

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

Contact: bodylogique@yahoo.com  

.

Change a Paradigm & Change a Child's Life

This weekend at the BCASC Autism Conference, Carol Gray, the keynote speaker, said so many things in her phenomenal presentation that resonated. One thing she said though really stuck with me:

"Change a paradigm 

and you change a child's life".

A Paradigm is defined as:

     1

: example, pattern; especially : an outstandingly clear or typical example or archetype

     2

: an example of a conjugation or declension showing a word in all its inflectional forms

     3

: a philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind.

4: A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline. 

*Source: Merriam-Webster.com

Carol was referring to definitions #3 and #4.  Many assumptive paradigms exist in education, especially in the area of social skills. These accepted methods used by well-meaning educators & therapists in a variety of settings, only serve to systematically traumatize students further. 

One example that Carol discussed was regarding perceptions & the way we use language. A story she used to illustrate this, was about one of her students who had assumed that Carol had changed her dog's name to "Popcorn".

Instead of immediately correcting the student and saying "I didn't change my dog's name..." and causing the child more confusion, Carol stopped and said, "I need a moment to think..." and proceeded to look from the child's perspective and realized where the child's perception of the dog's new name originated from.

She revealed to us on her slides the reason: the student saw a popcorn bowl being used for the dog's food. For a child with autism, it was a logical assumption that the dog's name had been changed because of this visual evidence. (We believe most of what we see.) Had Carol not stopped a moment to look around, before she responded, she would have not realized the child's perception.

Carol instead replied "You know, I have a very true story to tell you..." and proceeded to explain that the popcorn bowl was there because the dog's other bowl broke. The student's response was "Okay-but can you turn it around? [so "popcorn" doesn't show].

Carol's presentation was filled with real-life examples, such as this one, of how we have the power to support & change interactions for kids. In those few split seconds between the stimulus & the response, how we use our power-and how we respond- can make a huge difference.

In order to move students forward-socially, academically and otherwise, Ms. Gray encouraged parents & educators to pause & think before we respond & to identify/ recognize existing paradigms so we can innovate new methods in order to change what's not working. She has provided a variety of tools to help us to achieve this and I highly recommend her site, her books and related site links to every special educator and para-educator.

As a parent or educator, what paradigms would you like to personally change? How would you go about it?

What paradigms or outdated methods would you like to see changed in general? 

(Please share your ideas in the comments below.)

To learn more about Carol Gray, Social Stories™, Comic Strip Conversations and her other work visit:

The Gray Center for Social Learning & Understanding

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

.

Waiting, Waiting, Waiting...

Magda Gerber

"By closely supervising our infants, by allowing them to do what they are capable of, by restraining ourselves from rescuing them too often, by waiting and waiting and waiting, by giving minimal help when they really need it, we allow our infants to learn and grow at their own time and in their own way. I believe that, no matter how much and how fast the world changes, a well-grounded, competent, and confident person is best equipped to adapt to it. This is our goal". 
~ Magda Gerber

Magda Gerber was a childhood educator & a passionate advocate for both infants and parents. Her goal was to make parenting easier and more enjoyable, while revolutionizing the way infants and toddlers are seen, interacted with and cared for. Her method was based on waiting and allowing children to learn and develop naturally at their own pace & treating infants with respect. 

Gerber was born in Hungary & received a degree in linguistics at the Sorbonne in France. Her inspiration came from pediatrician Emmi Pikler. Pikler's innovative theories on infant care were successfully tested during her tenure as medical director of a state-run orphanage in Budapest. Gerber incorporated many of Pikler's theories into her own philosophy, which she termed RIE (pronounced "wry") or Resources for Infant Educarers. 

Gerber emigrated with her family to the United States in 1957, and developed and directed the Pilot Infant Program at the Dubnoff School. In 1973 she began teaching parent/infant classes, and in 1980 she founded the RIE Center in Los Angeles.

The Resources for Infant Educarers (RIE) co-founded by the late Magda Gerber and Tom Forrest, M.D in 1978, is a non-profit membership organization aimed at raising the standards of infant care and education through parent and caregiver education.

The RIE philosophy is based on respecting infants as if they were fully functioning: spending quality time with them, learning their individual ways of communicating,  involving them in the things that concern them, being honest with them, not treating them like objects, and allowing them to try to solve a problem without adult interference.

The term educarer, which she also coined, refers to either a parent or other caregiver, and emphasizes the role that they play in both caring and educating.

I highly recommend her books. Whether you are a parent, yoga teacher, classroom educator or other child professional; whether you work with infants, children or teens, there is something for each of us to learn from Magda's approach.

Sources:
Magdagerber.org
Wikipedia
www.rie.org/about/our-founder

Contact: barbara@bodylogique.com  

.

Nine-tenths Disability, One-tenth Person

Photo: hslawyers.com 

"Unfortunately, too many people see me as nine-tenths disability, one-tenth person." ~Norman Kunc

One of the things I love about what I do is that I can design programs to be entirely adaptable and to include every child, no matter what their skill level, comfort level or perceived disability. I love that I am finally in the position to let the students be themselves and can help design customized activities & programs that focus on the child and how they can participate in spite of their limitations. 

I have been working with parents and professionals more and more to show them how to approach recreation, teaching and therapy with an element of fun: we are not "helping", we are "playing & learning" together. 

Why do I emphasize the fun? Because I have learned that when you approach teaching or therapy as if you are trying to help someone, you inadvertently set up an imbalance of power, with you being the competent "helper" and the other person being the incompetent "help-ee". With children, you already have that imbalance as the adult or authoritarian. Now, this person (or child) is not your equal, they are "less" than or weaker than you, and looking at the bigger picture, from a yoga and a human standpoint, this clearly does not help at all, does not move them towards autonomy, nor does it meet that child where they are: it meets them where you are.

Those of us in the "Helping Professions" tend to think of our strategies & therapy as a way to improve a brain and/or physical function, and therefore the quality of life for our students. But if we stop to really think for a minute, we will understand that here is a difference between "quality of life" and "ease of living".  At the very heart of who we all are, I believe that we all have honorable intentions, however, I have recently been introduced to a man who has made me re-think our traditional, accepted approaches & how we define "quality of Life" and after seeing things from his eyes, I think that maybe we have all gotten ahead of ourselves.

Norman Kunc (pronounced "Koontz") was born with cerebral palsy and attended a self-contained school for students with disabilities from the age of three until 13 when he was then placed in a general education setting. Earning a Bachelor's Degree in Humanities and a Master's Degree in Family Therapy has augmented a lifetime of learning from his experiences of being labeled "disabled". Part of his work at the BroadReach Centre in  is to encourage professionals to rethink what their intent really is when working with children (and adults) with challenges.

He notes that relating other people's-our student's- stories to our own experience is part of developing that depth of thought and reflection needed as a therapist or educator to do what is truly in their best interest. He urges us to think and listen as people-rather than as professionals - and decide whether our intentions match our actions, and what are the possible consequences that will follow. 

Norman remembers from his experience that he felt therapists treated him as nine-tenths disability and one-tenth person:  "...professionals were too busy trying to improve my quality of life by putting me in a special school where I am supposed to learn to function better & they took away the opportunity for me to have friends and subsequently they actually interfered with the quality of my life..."  and he points out that: "...you don't gain the ability to deal with the complexity of people just by acquiring an abundance of strategies. You gain the ability to deal with the complexity of people from the depth of thought. And many people avoid seeking depth of thought because they are too busy acquiring this endless library of disjointed strategies..."  

I have always related to special needs children on the level of communication & being understood. I did not grow up with a disability, however I felt grossly misunderstood by so many, including my own family for a number of different reasons. This is where I make my initial connection with students, and after reading Mr. Kunc's story, I am more convinced than ever that as an educator, I have so much more to learn about the children I work with. I appreciate this insight and am certain that you will as well.

This is a powerful "must read" for every educator, therapist, para-professional, clinician and family member of special needs children or adults, as well as anyone who has contact with people with disabilities:

"The Stairs Don't Go Anywhere"



Contact: barbara@bodylogique.com

Visit Us: www.bodylogique.com 

Related Articles:

67 Things I've Learned from Children with Special Needs


.

Teaching Moments: After School

Barbara's Sons in 1990
After School Time outdoors

The child supplies the power but the parents have to do the steering. 
                                                                              ~Benjamin Spock 

Parents today are more educated, aware and  involved than ever with their kid's education, in spite of the fact that they are working harder, for longer hours and have busier schedules than ever.

Many have used one form or another of  after-schooling to help kids stay engaged in learning.

My daughter and I were interviewed recently for an article about After-Schooling, that was published online today. I found it interesting to see all the different ways that after school time can be spent.

After schooling is a term for a type of homeschooling, where parents and caregivers use hands-on experience, tasks or activities to re-teach and re-enforce the same subjects their kids are learning, (or not learning), in their classrooms. (For those of you who are 40+, back in our day, this was called "spending time with the family"!) They say that "every moment is a teaching moment" and after schooling offers an opportunity to create and maximize teaching moments.

Since I first became a mother in 1983, I have always considered my first "job" in this role, to be a protector from danger, and my second, as an educator. The times that stand out most in my memory are the ones where I've shared some skill, historic site, useful fact or legendary story with my kids, through a leisure or play activity. That look of "Ah-ha!" on their faces, and to know they are "getting" it has been a great motivator for me to find as many of these teaching moments as I can.

I have carried this over into my children's programming and even my professional development workshops to ensure that they are fun & engaging to the participants, and that something of value or personal importance is learned during our time together. 

"Education at its best is a partnership between schools and parents", the article says, and I wholeheartedly agree. You can read the article here: "Afterschooling" no Punishment

I'm curious to know how you, as a parent, use quality after school time with your kids to support and supplement their education? 

Please tell us in the comments section below.


Click the links to learn more about our children's programming and professional development workshops.


Contact and Connect with us



  .

Three Destructive Myths Educators Still Believe

The part if my work that I enjoy most, right next to the creative process, is the process of helping others to learn. Giving valuable insight and relevant information so they can in turn it into something positive, inspiring or just pass it on to someone else is one of the most satisfying parts of what I do.

Through my own learning process, as well as through first-hand experiences, I have uncovered many untruths and myths that I believe not only hold educators of all kinds (including para-educators, yoga teachers, mentors, parents, etc.) back from doing the most good, but also inhibit the very students that we are trying to help.

Here are three of the most destructive myths related to general education special education, coaching and enrichment/recreational programming, that I would like to dispel today:

• The Anxiety Myth: 

What words would you use to describe how yow you feel when you're performing at your absolute best? I'm guessing that "anxious" or "stressed" are not on that list, yet educators and therapists are still using methods that create anxiety/false scarcity through comparing students to one another and using "rewards" or "punishments" for behavior or work quality . 

The Truth:

While stress and anxiety may at times be a source of energy during a crisis situation, and setting goals can keep one focused, when competition, rewards and punishments are consciously used to "motivate" students on a regular basis, it is counter productive and will come at a huge cost not only to learning, but also to the teacher-student relationship, level of trust and to the physical and mental health of all involved.

When we are anxious, or feeling threatened, the brain goes into "fight or flight" mode. This is the mode we go into when we are in danger and we need to fight for our safety or run away from that very danger. This is also known as the "stress response". This is an automatic response that we cannot consciously control. 

During a stress response, our brains flood with a chemical called adrenalin that is designed to make us react-not think. When we are reacting we are not thinking clearly or imaginatively. The brain cannot tell what kind of anxiety it is: (are we in danger or is someone just getting on our nerves or did we just watch a scary movie?) it will react in the same manner regardless of what kind (real or imagined) of threat it is.

The more intense and sustained the stress, the more adrenalin will flood the nervous system and the more reactive we become. Think of the number of times a day you attempt to "motivate" your students with the widely accepted but outdated "Punishment/Reward" system: (Example: If students don't have a task completed in X minutes/days, then a punishment/restriction will happen. OR... Only the students who do such and such task or behave in such and such manner will get ABC prize.) This number represents the number of times we unintentionally cause anxious, stressed brains to shut down.

As an educator, your position of "authority" already creates an imbalance of power to your students. Rewards and punishments only increase that divide and serve to impose fear, stressful expectations and interactions. In addition, these manipulative methods only work on a very temporary basis if at all. Besides, have you ever trusted someone who was constantly trying to manipulate you? Or listened to someone whom you were afraid of?

As a yoga teacher, I spend much of my time working one-on one with children-as young as 6- who have anxiety, and teaching them simple, useful methods to manage & counter-act their stress response. Its a skill that cannot be over-emphasized, but its only half the solution.

In the classroom, studio or on the field, any time your words, methods or actions are used to emphasize the imbalance of power (whether it is between teacher/coach and student or among peers/team mates) — or prompts negative, anxious emotions and reactions from your students— fear, stress and anxiety will greatly increase. (I often think of my days as an ABA therapist and how much anxiety I must have caused my students who were depending on me to support them.) In this stressful, imbalanced environment, students are less likely to cooperate and learn/perform effectively. They are more likely to try and take back their power through rebellion. 

If they do mange to get by and complete a task or an activity it will not be about "learning" but about "compliance" and "survival", and will only last until they can get away from that environment and you. Everything they have learned will be distorted or lost completely, and the internal motivation and the joy of learning for fun will have been severely damaged.

The Solution:

Learn ways to reduce stressful interactions and create a more Calm and Connected environment in your classroom or studio. The more supportive, positive and motivating your energy is, the more your position yourself as a partner in learning to be respected, rather than an authoritative educator, to be feared. The more approachable you are, the calmer and safer the students will feel to explore and learn. When you can do this effectively, the more positive and cooperative student's energy is likely to be, and the better the long term outcomes for all concerned.

• The Multitasking Myth:

Somewhere along the line we have been led to make the assumption that: children are capable of doing and should be expected to do two cognitive tasks at the same time. They are not and should not. And I have news for you, neither are adults. We may think that we do and even brag that we have trained ourselves to move rapidly between many tasks. So rapidly that while we are doing one thing, we're not even aware of the other. Stop and think for a moment if this is really a good thing?

The Truth: 

According to Professor David E. Meyer, Ph.D, of the University of Michigan, switching time between tasks (multitasking) increases the amount of time it takes to finish the primary task you were working on by an average of 25 percent. Likewise, having students juggle and switch from many activities at the same time is an incredibly inefficient way to teach and for students to learn. (Especially students with cognitive processing delays and other challenges.)

The human brain can only fully process one thing (effectively)  at a time. Period. Stop fooling yourself. Just like a vehicle needs a minute to shift gears, or your computer needs time to load a program or a page, the human brain needs time to shift from one activity to another. When the brain gets overloaded it either shuts down or melts down.

The Solution:

As challenging as it is to focus on just one idea or task at a time in the middle of endless distractions faced in a classroom or studio, it's by far the most effective way to teach.  Work on one skill or task (or yoga posture) at a time and be sure students understand not only the task or skill, but when to apply it, before moving on to the next. Children will learn more and retain it longer. Transitional activities, such as games, movement/stretching or a quick riddle/puzzle will also help keep kids engaged and help them transition to the next activity with minimal stress.

• The Homework Myth:

In my opinion, no single myth is more destructive to students and teachers than the myth about homework. The best way for a student to learn and get more work done, is for them to work longer in the classroom and at home with homework. 

The Truth:

Children are not designed to operate like our computers — at high speeds, continuously, and for long periods of time. In fact, science has told us that our mind naturally wanders every 7 seconds. If you ever have really observed a child playing or doing a "free" time activity, you will notice that their attention varies as they move and interact. Its very different than adults: they switch intermittently between periods of intense engagement/activity/interaction and periods or inactivity/silence/rest. Great teachers and administrators use this to an advantage and adapt a schedule that correlates: they recognize that it's not the number of hours students work that determines the value of learning, but rather the energy, assimilation and personal meaning they apply to their learning during leisure time.

The Solution:

Breaks, hydration, rest and renewal through out the day makes it possible for students to digest lessons and learning in smaller chunks, and keep up energy and concentration steady all day long. Strategically alternating periods of concentration/work with intermittent fun, rest or even a movement break, at least every 30 minutes, (every 60-75 minutes for adults) makes it possible to help students learn more & get more done, in less time. Homework assignments, if given, should be used sparingly. They should be creative, fun, motivating and designed to creatively demonstrate how the lesson applies (or can be applied) to a child's personal life, goals or interests.

Tell Us:

What are some of the Myths that you have uncovered during your career as an educator, therapist or coach?  

What methods or techniques have you used with the best intentions, that later proved to be counterproductive? 

Please tell us in the comments section below.

Contact: barbara@bodylogique.com

Learn more about us at: BodyLogique.com 

.

In Case You Missed It: September 24-28

Happy Friday everyone! I hope you have some wonderful plans for the weekend. Lots of festivals and local events are happening this time of year-great fun for families!

I will be presenting our "Calm & Connected" live workshop for Pediatric Therapy Services in Conshohocken, PA this weekend.  Our 4 hour workshops are highly interactive, informative & fun!

To schedule one of our professional development programs for your organization or group, please contact barbara@bodylogique.com. (Remember, we now have a special "S.M.Art for a Cause"  fundraising program for schools and other non-profit groups.)

Have a gret weekend! Here are your weekly article links-please feel free to pass them on.

Enjoy!

~Barbara



Babies: Born Scientists

Mapping Media to the Curriculum

Exercise: Tools for Kids

Mindful Mantis (Kids Pose)

Can Exercise Improve Grades?

Calm & Connected

How Reading to Kids Pays Off

Education Enrichment: Helping Kids Learn

Caught in the Middle: Children & Divorce

Physical/Emotional Neglect Harms Children's Brains

Children Consume too Much Sodium

Children & Heart Disease



Contact: barbara@bodylogique.com