People Aren't Robots

Photo: Qatar Chronicle

When I was a kid, we had gym once a week and went outside after lunch every day. Sometimes, we would hold science class outside. We also would go up to the school yard after school-or out in the street-and play kickball, street hockey or just ride bikes. I often wonder why things are so different now?


School Physical-Ed, sports programs as well as art and music departments have been significantly impacted as administrations feel compelled to make curriculums more academically 'rigorous'.

We have a daily motor time in preschool and Kindergarten. Why do we suddenly stop this practice in upper grades and adulthood? We still need movement. Humans need movement. Movement is how the human brain grows and thinks. As one gym teacher puts it: "If the bum is numb, the brain is too."  Wise words.

Movement educators & PE advocates have been making the case that more time in the gym has not only physical benefits, but academic benefits as well. There has been a large body of research in neurology and brain development that supports this. The question is, if we know this, then why are we not applying it?

Something a friend of mine (also an athlete) said today in response to an article link I posted yesterday on this topic, struck me:


'There are so many aspects that are important. Giving the mind a break in the day so you don't get overwhelmed. Exercise is a natural mood booster. Social skills. Coordination. The list goes on... Some similar arguments can be made of Art and Music. People aren't robots. So frustrating! Good for the people who are out there fighting for what's right.'

People aren't robots...

No. We are not, and neither are our kids.

It IS frustrating. Given the increasing rate of learning & behavior issues in kids, general stress in schools AND in the workplace combined with the fact that we already KNOW the benefits of movement/exercise... it seems as if we have an answer to at least to some of the problems we face, but the powers that be, won't even acknowledge it, let alone apply it. They just keep imposing more rules and restrictions... and administering more tests to see how we're doing compared to the rest of the world-and putting more kids on medication before we've ruled out every other possible solution. Wouldn't be much easier for everyone involved to just put preventative programs in place before behavior and learning problems get out of control? 

Its frustrating & ridiculous, but most of all, its doing our kids a huge disservice.  Kids are not wired to sit still and listen to rote, lecture and do worksheets for 6 hours a day. Kids are not learning more in spite of 'enriched' curriculums and more instruction time. Kids are wired for fun & movement. They are wired for the novel and the unusual. Many classrooms are recognizing this and are incorporating some innovative types of group & blended learning methods. But for the rest, the kids are being routinely bored and/or traumatized on a daily basis-(NOT the teacher's fault!) and this is being sanctioned and sometimes encouraged by the state and US Boards of Ed. Our kids are being set up to fail, (and teachers are too) and parents and educators (and kids) are all expected to just deal with it-academically, emotionally, financially and otherwise.  

Well, the good news is, it doesn't have to be this way. A parent is a child's first (and best) teacher. So start by leading by example- get moving and get the kids moving too. I  know you are tired. We all are. We work hard to support our families. The movement will improve your energy level and do everyone a world of good. Resist the temptation to throw it all into a teacher's lap and say "Its his/her job to [fill in the blank]" Be proactive. Teach kids that if they need a movement or hydration break, to ask for one. They can stretch in their seat if they can't take a break. If they need to study more at home and put more effort into their academics, then they should. Be a good example and above all don't allow them to stagnate- to do nothing at home. There are plenty of everyday tasks at home to keep kids moving, engaged and connected with their families. 

Teachers, schedule daily movement breaks in the classroom-preferably at the beginning and halfway through.  Let the students water plants, (if you don't have any, get some. Not silk, not plastic. Real ones.) dance, stretch, yoga, Tai Chi, march in place, clean out desks, take a water fountain break, move furniture, have a "Chinese Fire Drill" and switch desks...it doesn't matter what type of movement it is, just encourage it. Three to five minutes per class period is all you need. If you can fit ten minutes in every half hour-even better, but start somewhere. You will find you get more done in less time.  Student cooperation and learning readiness will improve along with self-confidence, efficiency and motivation. At the same time, stress, lethargy and boredom will decrease. 

At first, you will feel silly-but give yourself permission to be silly-even with High school students who need it the most-along with the cognitively, socially or sensory challenged. After just one week, you will notice a difference in the atmosphere and demeanor of the class. I promise you.

Smithfield Elementary in south Charlotte, SC has figured out a way to balance physical movement time with the increased academic requirements: students take a "Brain Break" every 20 minutes.  The kids dance, maybe do a few calisthenics while counting by fives or saying their multiplication tables.  She says kids are more engaged and teachers actually feel like they fit more reading and math into the day.

Its your classroom-(and parents, they are your kids). Take charge and use what works. After all, we are not Robots.

To read the full article that inspired this post:

PE Advocates Argue Gym Benefits Not Just Health but Academics Too

To help get kids moving, you can find some inspiration on our You Tube Channel or find our Sensory Games and Activities 

To learn how to incorporate more movement into your classroom or home environment, visit our BodyLogique Online Workshop & Training Page (Schedule is currently being updated for Summer and Fall classes, 2013.)


To contact us with questions: bodylogique.info@gmail.com


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Constructive Fidgeting for Self-Regulation



Photo: sensiblematheducation.com

 How many times have you told a fidgety student to sit still and focus so they can complete a task?

Telling a child to "Stop fidgeting" and “Sit still!”, "Quiet hands/body" or “Look at me when I talk to you”  is counter productive. Instead, understand and acknowledge that these actions (sometimes called "stims" ) are not signs of disrespect or bad behavior, but a way for the child to self-adjust when they have difficulty paying attention. All children require fidgeting & sensory-motor activities to help them function well.

I see lots of fidgeting from kids at the beginning of an adaptive yoga class: rolling or "folding" the mats, picking chunks out of them, pulling threads from socks or inspecting/removing lint in between toes are some common ones. We usually begin with a process called "The 4B's" which helps satisfy the need to fidget and gets them to focus & engage in what we are doing in the group. I follow with a story and movement to keep them rolling. As soon as I see I am losing them, I switch to another activity-I can always come back to the movement later in the class. We always end with relaxation to help train active bodies and brains that its OK to rest and relax.


Well-meaning statements such as: “Try harder..." or "You need to concentrate" , or even "You can become whatever you want to be if you put your mind to it....” can be frustrating & discouraging for an active student or a student with ADHD. Even though their inattention may not be their strong point, research suggests that inattention increases when a task is repetitive, lengthy, and familiar, and there is a way to use fidgeting constructively as a means to enhance sensory input & improve focus.


A child with ADHD will begin to disconnect when a task becomes repetitive & boring. By doing a secondary activity along with a primary one, the brain can focus better. Any activity that uses another sense besides the one required for the primary activity (such as listening to music while reading a book ) improves the performance of children with ADHD. (This secondary activity is sometimes referred to a “distractor”.

Explore students' different sensory needs and allow and encourage them to try new, minimally disruptive ways to fidget with a purpose. Here are ways that work for my students: (Try them yourself and see if you notice a difference.)

Doodling: (visual/kinetic)

Doodling is one of the least intrusive tools for improved focus. Have students doodle words, numbers or pictures while listening to instructions. Doodling an "X", a circle with designs inside or a sideways "8" are also very helpful to bring visual and mental focus to both sides of the brain at once. Some students doodle a Mind Map to include the lecture ideas or instructions for review later.

Putty, Koosh Balls or Erasers: (tactile/kinetic)

Moving the fingers & hands also facilitates focus when a child is listening or thinking about how to answer a question. You can use any kind of small prop for this: a small rock, seashells,  paper clips, erasers, small rubber balls or toy animals or cars. You want to be sure they are small enough to allow use without distracting classmates.

Music: (auditory)

Background music during classwork, homework or chores that is steady, and not too loud or fast will help improve focus. According to research, the two hemispheres of the brain become stimulated by certain sound types and frequencies. Playing a variety of music helps overcome attention problems by strengthening the connection to both hemispheres of the brain.

Chewing Taffy or Gum:  (proprioceptive/tactile/olfactory/kinetic)

The action and movement of chewing gooey or crunchy foods will help children concentrate for an extended period of time. If you are a teacher who is distracted by the sound of gum chewing, have your students suck on a hard candy instead. Peppermint or spearmint is alerting and adds additional sensory input of taste and smell.

Walk and Talk: (kinetic/proprioceptive)

If your students tune out when you give instructions, try having them move around, put things away or carry out classroom jobs as you talk. Other activities such as standing & stretching, working a puzzle, sidewalk chalk, coloring, cleaning the blackboard or playing catch will also work. This strategy will make it easier to facilitate a discussion, talk about how a child’s day went or gather other important feedback.

Hand/Foot/Scalp Massage: (tactile/kinetic/proprioceptive)

Taking a moment to massage both hands or feet, or even the scalp not only reduces muscle tension & calms and relaxes the central nervous system, but helps both sides of the brain communicate with more clarity.  A hand massage can be done discreetly at a desk and will  not disrupt other students.

*What are some ways that you allow and use constructive fidgeting in the classroom?

To find out more about our "Calm & Connected" program & other classroom tools &teachniques for teachers, please visit our distance learning page.

To find movement based S.M.Art Story™ curriculum guides, filled with dozens of ideas for constructive fidgeting, please visit our products  page.

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Contact: barbara@bodylogique.com