Forgetting What You Know (How to Start Thinking & Creating)

Photo: Jacob Barnett, You Tube

Forgetting what we know is essential to learning by, thinking and creating.

Educators and Parents: For a few minutes today, forget everything you know. Stop learning & just watch, think & create with this amazing young man!

Jacob Barnett is an American mathematician and child prodigy. At 8 years old, Jacob began sneaking into the back of college lectures at IUPUI. After being diagnosed with autism at the age of two and placed in his school’s special ed. program, Jacob’s teachers and doctors were astonished to find that he was able to teach calculus to college students.

Jacob is also CEO and founder of Wheel LLC, a business he started in his mom’s garage, and is in the process of writing a book to help end “math phobia” in his generation.

Jacob’s favorite pastime is playing basketball with the kids at his charity, Jacob’s Place. It is a place where kids with autism are inspired every day to be their true authentic selves…just like Jacob.

In the TEDxTeens video below, Jacob urges us to: "Stop Learning & Start thinking & Creating"

I think the bigger lesson to be learned for parents & educators is this: when that "difficult" or "non-compliant" student is not communicating or jumping through our educational/social hoops, they just might be thinking and creating beyond our perception. 

I am so inspired right now to forget everything I know (and start thinking & creating...)


Jacob Barnett TEDxTeen talk





Contact: barbara@bodylogique.com 




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In Case You Missed It: Summer Travel & Learning

Wilma Rudolph, Rome, 1960

Ever since I was a child, I have always loved watching the Olympics. My favorite part was the parade of nations-all the colors of the flags and the medal ceremonies fascinated and inspired me.

There are some amazing athletes this year that bring back that sense of wonder I had watching Olympics as a young girl who loved participating in sports.

One of my childhood heros and inspirations has been Wilma Rudolph, who is pictured on the left. She overcame so many obstacles to participate in the Rome Olympics in 1960 and opened many doors for underprivledged youth wanting to participate in sports.

When I feel like life is handing me a bad hand, and I want to quit or retreat, I think of her and so many others - past and present - who have persisted in the face of adversity to become true champions. I am reminded of how we can transform ourselves physically and mentally through activity, but also through the many things we learn incidentally through the joy of sport.

Hoping that you are inspired to find and encourage a physical activity that your child enjoys participating in, that transforms them beyond their challenges.


Have a great weekend.


~Barbara




Travel Tips for Special Needs Families

Exciting Kids For Back to School

What Athletes with ADHD Can Teach Us

6 Great Oline Games for Summer Learning

Pets Improve Social Learning in Kids with Autism

Boy with Cerebral Palsy Finishes Triathalon, Thanks to His Brother



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In Case You Missed it: Top Posts for the Week of March 5- 9

Photo:
missedmytrain.com

"In Case You Missed It" is a new feature on the S.M.Art Kids Blog.

Each Friday, we will feature the top articles (archived and new) that are relevant to students, educators & our personal interactions that week.

To read the original article, click on the title link. (A short description taken right from the article appears under each link.) The source is listed next to the article title. If you have an article link you would like to add, contact Barbara at the e-mail at the bottom of this post.

Have a great weekend!

~Barbara


8 Creative Ways to Share Yoga With Children 
(Mind Body Green)
The great thing about yoga is that it naturally addresses all of these modes of expression; from partner poses, to singing, to learning about angles as they relate to the body and our bodies as they relate to the natural world....


What to look for When Looking for a Babysitter for your Autistic Child 
(AutismUnited.org)
It is not enough that your potential babysitter has babysitting experience. What is more important is that she has experience in looking after autistic children....


Is Immaturity being mistaken for ADHD?
(Medicine.Net)
The study raises new concerns that some children who are simply immature (compared to their classroom peers) may be misdiagnosed and unnecessarily treated for ADHD, which is characterized by poor attention and impulse control...


How to Coach Your ADD Child Athlete
(ADDitude Magazine)
11 ways to help the coach of your ADHD child expose her natural talent, better provide instructions, and make her team-sport experience a good one...

7 Keys to Adapting Movement for Special Needs Children
(S.M.Art Kids Blog)
The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children...


Societal Values & Policies May Curtail Physical Activity for Preschoolers
(American Academy of Pediatrics) 
Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers.


Physical Activity Boosts Learning
( SportsConcussions.org)
School administrators looking to restructure the academic schedule should consider the placement of physical education classes, according to research released today by the American College of Sports Medicine. The study, titled “Effects of Varying Types of Exertion on Children’s Attention Capacity,” is published in the March issue of Medicine & Science in Sports & Exercise® and finds that adding physical activity into the school day helps children concentrate on their academic work.






Contact: barbara@bodylogique.com
 
 
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Introducing Yoga in the Classroom

My favorite classroom is definitely the outdoor one, but as the weather gets colder and damper, I take my yoga adventures inside to classrooms and living rooms across PA & NJ.

If you have ever watched children move and play, you will notice how different their activity is from an adult's. There are short bursts of energy, followed by a lull, followed by another burst, etc. Traditional classrooms are an unnatural environment for children to be in before a certain age because they need to move. Expecting them to sit still and be quiet for long periods of time is not only futile, but stressful. This is where a well thought out and cleverly implemented yoga program can help them stay engaged in learning and the adults engaged in teaching.

Yoga is a complete holistic health system that has been used for thousands of years. Although we tend to think of yoga as a mysterious exercise that only the flexible can do, this is not true! Yoga exercises are designed to regulate the nervous and glandular systems and is an activity for everyone. Most children take naturally to yoga. It can be adapted to any age or ability, making it accessible to any child (or adult) who wants to try it, even children with adaptive needs. No special skills or equipment is needed, and all participants will derive some benefit from the movement, the breathing, the relaxation as well as the sense of belonging to a part of a group and participating in a community.


By moving, 'posing' & making noises like animals, (or mountains, stars, trees & other natural objects), and by using creative stories, we make yoga fun and dynamic for children so they can better understand their own outer & inner natures, as well as the nature of the people and world around them. In addition, an opportunity is created to meet new friends & move & exercise, grow & build healthy bodies & minds. Yoga gives them the experience of having naturally integrated senses through play, imagination and movement. It calms them and re-focuses their attention on the activity at hand, allowing them to live in the moment.


Yoga is a versatile tool that can be used by children (and grownups) to release frustrated pent-up energy, to self-calm and reduce stress in the classroom (before a test) at home (before bedtime) or anytime & anywhere the need arises. Movement & Sensory games can help release tension, build physical strength, character and confidence & can be done indoors or outside. Yoga can infuse fun into rote or predictable learning.


You do not have to be an experienced yoga teacher to begin exploring movement with children in the classroom. Start slowly and build a sequence. Our Pose Page can help acquaint you with some of the movements and games that are played in a adaptive or non-adaptive yoga group class. Try some of these at home with your child or in the classroom with your students. Have fun with it and try making up your own poses & movements. If you are studying Egypt for example, ask the children: "What would my body look like as a sphinx?" or "Who can be the most strong, steady pyramid?"

If you are studying the Planets, get in your rocket ships (chairs) and blast off into space-go on a space walk-moving very slowly as you explore. See the constellations Leo, Orion, Ursa Major and ask "How would my body look if it was the constellation....." ? You can incorporate flashlights, music, puppets or any other prop as you teach each lesson.

By moving the body, the brain becomes more learning ready and integrates information more quickly and permanently. By making the lesson come alive with a fun story, movement or props, you have now taken learning to another level.
Here are some General Suggestions for introducing Yoga in The Classroom:

• Yoga in The Classroom can be of great benefit to all students & staff! Its best to set up a daily or weekly routine so the children know what to expect.
• In a Yoga studio shoes are off at the door, you get your mat, find your space and sit or lie quietly waiting for class to begin. You can designate a time, area & routine for yoga much in this same manner, using this same procedure as a template.
• Yoga sessions should be of a length to suit the age/ability/attention span you are working with. In general, the younger the children, or for children with sensory/cognitive challenges, the shorter the class.
  
• For an elementary class 20- 30 minutes is good. For a Middle school child 30-50 minutes and High school an hour is fine for a formal practice. Teaching in a conventional classroom may not allow this duration, so short 5- 15 minute intervals of movement & incorporation of various techniques such as storytelling, breathing & art & imagery can be used effectively to release excess or nervous energy, re-focus, relax and reduce overall stress. Highly effective prior to test-taking!

• Remember that yoga is called a "practice"... it is not called a "perfect" & it does not have to be! Encourage children to do their best! Just watch your students or children have fun & remind yourself to do the same!

*For more information click the links below.
 
Adaptive Yoga
 
Individualized Yoga Programming
 
E-Learning
 
 
 
*To contact us regarding program development or consulting, e-mail: barbara@bodylogique.com

Keeping Teens Engaged: Active vs Passive Learning

"What I hear, I Forget. What I see, I remember. What I do, I understand. " ~Confucius





One of the reasons I love teaching yoga to kids is because its dynamic. It gives them a balance between movement & down time. It gives them permission to move, engage & to re-connect with themselves-their bodies, their senses, their thoughts & feelings. It is an active learning experience. I've been able to design fun interactive movement games for the purpose of re-enforcing sensory integration & introducing these concepts of health, stress and relaxation, social and emotional learning and more.

 But the truth is, in the world we live in, kids would much rather be in front of a hand held game or some other form of electronic entertainment then listening to me sing or watch me fly like a bird, sway like a tree or walk like a bear. The older the children get, the harder it becomes to keep their attention, and when we hit the teen years, (whether you are talking about a 'neurotypical' teen or one with challenges,) you know how hard it is to get them to pay attention to much of anything non-electronic. I can feel it and I know when I've 'lost' them. I have to be over the top or in their world in some way or they won't even look at me. On average, I use about 75% of my creative (and physical) energy keeping them engaged in what we are doing, and the other 25% actually doing the activities.


I am a firm believer that movement & outdoor play is still the best way to help a child grow, engage and learn & that Yoga in the classroom is an excellent idea and one solution to a growing problem of keeping children active in the learning process.

We hear so much about 'unplugging' the kids and getting them involved in physical activity and nature and I am in full agreement with this as I have seen this to be helpful. But we can clearly see where we are going as far as electronics and technology. While encouraging health, movement & connection to nature, we still have to teach our kids how to be responsible with technology and how use it for learning and communicating in a positive way. We of course have to be realistic with our expectations and strike a balance between the outdoor and indoor worlds.

I also know that in order to educate, we have to meet a person where they are. What if 'outside' is simply not where your children or students are ?

What about a child's indoor environments such as in a classroom where they are expected to sit still for many hours each day, be quiet and passively 'absorb' information? What about the school districts, administrations or individual educators that are opposed to bringing more movement into the classroom, whether it be a budget issue, a time constraints or personal beliefs? How do we keep the attention of these students? Is there a creative way to incorporate electronics & other technology to help keep kids stay actively engaged in their own learning process as we gradually engage them with each other and the outside world?

One teacher thinks so.

  Caitlin Tucker is a High School English teacher from California who has listed some fantastic strategies for keeping her high schoolers engaged by incorporating & using the technology that they love and relate to. As much as I encourage movement and outdoor activities, I love her creative thinking for indoor learning and I think you will too. Read Caitlin's article here: "Fighting Engagement Deficit Disorder"

** What are some of your ideas to keep teens engaged, with or without technology? Please leave a comment below!







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Special Education: How labels Can Help

Photo Courtesy of: science.howstuffworks.com

We live in a world that has become very attentive and mindful of what words we use to describe people, especially when we describe children or adults with special needs. For example, we don't say "autistic child" we say "child with autism".  We say "challenged" and "differently abled". These words and phrases are an effort to not place a permanent label and therefore not put a limit the individual's abilities.

While our efforts to use more respectful, person centered speech is admirable, there are times when we would all just say it as it is as I do think there are occasions when a label can be very helpful for both the labeler and the labeled.

Some of you will object to this idea of labeling, especially since society has worked so hard to remove certain words from our vocabulary, and considering my work as a special needs  yoga  educator & as an  advocate of adapting activities for the purpose of inclusion of all children of all abilities. However, hear me out as you consider this: If it were not for the labels, I would not know how to approach and communicate and engage the children so that I can help them. I would not be able to adapt or customize programs so that all of children can participate. Children cannot learn unless we know their 'label' and therefore how to teach them.

If I don't know that a child has the label of "dyspraxia", I don't know how to break down yoga sequences or even the individual poses into smaller more manageable movements so that the child can build motor memory or planning; If I don't have the label of "non-verbal" then I don't know to use an alternative form of communication with that child.

The truth is, we label each other all the time. How many times have you referred to your boss as "type A" or your coworker as "neurotic" or your neighbor as "friendly", that woman flirting with your husband as "trashy" and the girl behind the grocery checkout as "rude" ?  These labels give us a clue into how we will approach-or avoid-a person or situation. We also label ourselves, sometimes positively, and sometimes not.

While every person is truly unique and no amount of labeling will ever be able to categorize all human beings, we need not be afraid of labels, nor do we need to eliminate them from our vocabulary all together, especially in education. In entirely removing them, we are doing these children a disservice by limiting our own ability to communicate the nature of the learner's difficulties & deficiencies more efficiently and to find better ways to approach & strategies to ultimately help them.

I came across an article written by Gavin Bollard (Life With Asperger's Blog) discussing Temple Grandin's three types of Thinkers in Autism . I think Gavin makes an excellent point  that if we know how a person thinks, then we can find the most effective methods to help that individual to learn.

I would like to see us all become more careful and responsible of how & when we use labels and of how we use and interpret the information contained on the label. We need to use that information to help-not hinder nor harm each other. A label should never be used as a crutch or an excuse to not try our best. We also need to keep in mind (and remind the kids)  that the label does not define an individual- it is only a small part of who they are and a part of the journey to becoming who they are going to be.





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Inside The Box: Are Our Schools Killing Creativity?

As I was reviewing materials from the workshops I attended last week, I came across this article with an excellent video talk by Sir Ken Robinson who makes some great points regarding our education systems.

He talks about the ADHD epidemic, and  urges us to collaborate more, encourage and build creative and science-based curriculums and to think of new and innovative ways to 'categorize' students in all  learning environments.

He points out that our systems are isolating & alienating our kids and serving them less because we have approached education from an industrialized 'production line' mentality. He calls for educational revolution rather than reform.

Sir Ken's knowledge, candidness and  humor not only offer simple solutions but also inspire new thinking. Well worth watching for all parents, educators and administrators (about 8 minutes-semi-animated format.)  Changing Education Paradigms

Original Post found here: The Frugal Teacher

More from Sir Ken Robinson:  Learning Revolution

To ask about our Yoga-based creative learning programs, contact Barbara at: barbara@bodylogique.com


*We welcome your comments, suggestions and insights. Please feel free to leave them below.

~Barbara

Children, Yoga & Executive Function

Today I came across an article that  drives home the point of why our kids are so overwhelmed & stressed and have trouble learning. It discussed the importance of teaching children to focus, which is controlled by a mental process in the brain called "Executive Function".

Executive function is a term used to describe a set of mental processes that help us connect past experiences with present actions. It is the part of our brain function that controls the planning, organizing, strategizing, paying attention to and remembering details, &  managing time & space.

Executive functions include organizing, prioritizing, focusing, sustaining and shifting focus to tasks, regulating alertness and processing speed, managing & regulating emotions, and self-monitoring and regulating action (often called inhibiting). All of these skills enable us to formulate a goal, plan for reaching that goal, then initiate, sequence, sustain or inhibit behaviors to work towards and finally attain that goal. It helps us override procrastination & emotions that would otherwise interfere with these other important activities.
 
Children who have executive functioning weakness often have trouble with focus, attention, organizing, memory, time management, transitions, regulating emotions & dealing with frustration.

In a well planned children's yoga program, all of these important skills can be reinforced through targeted movement, guided imagery, interactive movement games, storytelling and deep relaxation.

As you read the list of executive functions above, it should be clear that these are all skills necessary for children to succeed in school, understand social interactions at home and in the community, and manage daily schedules and routines. Children with good executive functioning take all of these tasks in stride, but those with deficits in executive skills struggle with school and homework demands, social interactions, and changes in schedule. These ever fluctuating dynamics feel overwhelming & confusing.

Executive functioning weaknesses can be managed with a plan & consistent support. There are some simple strategies that can assist the child with weak executive skills. These include:

• Maintaining a regular routine at home and school, as much as possible
• Posting a daily schedule so the child can refer to it throughout the day
• Informing children of changes in schedule, ahead of time (such as a doctor's appointment )
• Create a short set of rules. Be clear on expectations & consistent with following through on consequences for breaking the rules.
• Use Reminders to prepare for a transition: "Jay, 10 minutes until we leave the playground. 3 Minutes ...1  ..... time to go.

The other intervention that is being widely studied by scientists is movement.

We know that daily and varied movement is what helps our brains develop and we know that executive function can be significantly improved, especially if interventions are consistent & begin at an early age. In the current issue of   The Wall Street Journal,  author, journalist & neuroscientist  Jonah Lehrer talks about why executive function is so important. He points out that the very activities that will help our kids develop  are the ones being cut out of school budgets. I like Jonah's candidness. Among other things, he cites studies tracking how this relates to an increase in rates of crime and drug addiction to ways to overcome information overload.

In his article, Learning How to Focus on Focus , he talks about why our kids are so overwhelmed and what can be done by parents & schools to help our children succeed in this age of information. Martial arts, yoga and  board games are mentioned as other interventions to this growing problem.

As I always stress to parents: you are your child's first teacher! If the school doesn't offer what your child needs, get it for him! Don't wait for someone to give you permission to help your child. There is a wealth of information out there all at your fingertips. I hope you find Jonah's insights a welcome addition to your resources.

Find Jonah's Blog here: http://www.wired.com/wiredscience/frontal-cortex/

Thinking Outside The Lesson Plan: 6 Ways to Accomodate Alternate Learners

Working in Ms. T's pre-school early intervention classroom 5 years ago was one of the most memorable  learning experiences for me. I have taken so much of what I learned there from both Ms." T", my co-workers and the kids themselves and have applied that to my current work as a children's yoga teacher. In addition, I have been able to offer workshops & trainings to hundreds of parents, therapists, educators & other children's yoga teachers showing them how to do the same.

One of the first and most important techniques I learned was how to create non-threatening  environments that accommodate a variety of alternate learning styles & challenges & offer the best opportunities for all children to be successful. This concept is at the very center of my adaptive yoga programs. I work with many children who have autism, visual or other sensory perception challenges, poor motor planning or dyslexia, poor auditory or cognitive processing delays and other adaptive needs that make it necessary for me to make accommodations. To do this effectively, I have to think a little bit (sometimes alot) outside of the lesson plan.

Here are 6 accommodations that I have found are the most common & most useful, especially for older children, teens & young adults:

1) Talk with the student: (For all students) Ask how he/she learns best. Often these students can explain in their own words what helps them learn and this input can be developed into concrete learning strategies. These strategies are usually easy to incorporate into a classroom setting or a yoga group setting. In this way you have made the student a partner-and an active participant-in his or her learning.

2) Use Visual Aids:  (For children with auditory/cognitive challenges)  PECS, simple pictures or felt boards can be used to demonstrate & communicate a variety of concepts and ideas. In a yoga group, model the postures or movements & breath work slowly for the student so he/she can see how its done. Allow students to partner up and play a modified & more age appropriate version of  the "Mirror Game".  In both classrooms, follow up with a brief explanation speaking slowly, clearly & using as few words as possible.

3) Use Oral Instructions/Testing: (for students with poor visual processing, poor motor planning & fine motor challenges) Tests can be read aloud to the students or provided on audio file, and students can give answers orally. In a yoga setting, this is how I assess the students level of understanding & also practice social & conversational skills-by asking/answering questions and telling stories. Its important to remember to be clear & use as few words as possible.

4) Modify Essay & Note Copying Assignments:  (for students with poor visual processing, poor motor planning & fine motor challenges)  It takes some students much longer to copy information from a book or a board. In some cases the student may not be able to even read their notes. Provide simple lecture notes, or discreetly assign a fellow student or peer to copy the notes using carbon less paper to make a second copy for the student to review.  For tests, use as many match and  fill-in-the-blank formats as possible. ( Multiple-choice questions also tend to pose a problem for some students because of the amount of reading required to answer the questions correctly.) A simple handout with a brief summary, stick figure drawings and simple captions works well for yoga classes.

5) Modify Research Assignments: (For all students) There are many ways to offer alternative assignments to demonstrate skill or content master for traditional as well as yoga classrooms. Alternatives to long written papers could include video or oral presentations, collages, photo journals, shadow boxes, role playing, dioramas, etc. I use lots of simple themed art projects in my yoga classes to go with each lesson to give the student a personal & physical reminder of the basic concepts presented.

6) Use Routine Skill & Concept Reviews:  (For all students) Good for reinforcement of academic as well as yoga concepts. Can be used before a test or as a transition before moving on to the next concept introduction. A review can be done at the end of the week, at the end of a unit, as an oral review or even as a fun class "Jeopardy" or "Wheel of Fortune" type game, incorporating flash cards or other visual aids if necessary. A simple 'study guide' (one page only) with short summaries of key concepts & vocabulary words can be made easily and given to the students to take home & review on their own. Encourage students to stay organized by keeping all notes in a binder or folder for quick reference. (For one of my teen girl's yoga classes I provided folders and let them decorate to have a personalized place to keep all yoga class notes in.)

Whether you are a traditional educator, classroom assistant or children's yoga teacher, its not difficult to make these simple accommodations for those who may need them. A little time and creativity will go a long way to benefit both educators & students.







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Eye-mazing!

Other than our brain, our eyes are the most complex organs in the body.Your eyes are composed of more than 2 million working parts & the average eye can receive & process 36,000 bits of information every hour. Your eye can also focus on about 50 things per second. (Talk about multi-tasking!)  Your retina contains 120 million rods for "night vision", and 8 million cones that are color sensitive and function best in daylight. The eye is the only part of the human body that can be at 100% functioning at any moment, day or night, without rest.

About half of our brain is involved in the visual process. Humans are visual animals with our eyes contributing towards 85% of our total knowledge.

Vision problems &Visual Processing Disorders can come in many forms, but they all involve the affected person having difficulty seeing or understanding information that they see. These disorders affect both adults & children however it is estimated that about 80% of children with autism or SPD will have visual challenges. Most of these deficits are not found through a traditional vision test, which are geared for acuity only. “The signs that a child has visual problems are frequently subtle and clearly visually related.” (The Mislabeled Child, 2006)

Deficits in vision can greatly inhibit learning as well as social confidence & many kids may not know they have visual processing challenges. For this reason it is important to remember that if they DO complain about their eyes...believe them.



Optical Illusion

I've been thinking about my own visual health quite a bit lately after a recent brunch with some friends, when I realized that I have been having a difficult time seeing details. To be specific, my cell phone keyboard, that tiny writing they put on menus, the "ingredients" on a box or jar of food, the price tags of items or even in the notations in the margin of some books.  I even mistook the word "destiny" for "dentistry" on a display rack of charms much to the amusement of my friends but to my own secret horror. That was the day I finally bought one of those little pocket magnifiers with a light on it to tuck away in my purse for the next time I need it. (I use it at least once a day!)

 

So why don't I just quit whining & get glasses? Is it vanity? Is it denial? Maybe a little of both, but regardless, there is a lesson in there and so being who I am, I have decided to put together some information about visual processing & how it can be improved & strengthened. I realize that eventually I may have to get glasses, but for now, I have found some activities/exercises that will relieve fatigue & strengthen my visual processing & may be of help to you and your child. These activities & exercises listed here apply & are appropriate for children as well as adults.

• Frequent Breaks: When you allow yourself or your student/children to become overly fatigued from visual tasks, the result is fatigue, headache, stomach ache, de-motivation and/or oppositional behavior. In addition to leading to avoidance behaviors, this fatigue also has the potential of further damaging an already weak visual system.
• Physical activity: Movement re-engages the nervous system, and allows for another short period of visual focus & mental concentration. You can try simple stretching or yoga. (Did you ever wonder why kids sharpen their pencils so much? They are giving themselves a time out from an extended visual task and a chance to re-engage in the activity.)
• Gross muscle movement: A major strategy for improving sensory motor integration and visual processing disorders. The general rule, for not only children but adults exhibiting overall eye strain or difficulties with visual processing is short periods of concentration with lots of movement breaks.
• Coloring: Simple geometric pictures or mandalas are calming, help strengthen the cone receptors in the retina and help re-focus attention. (Also Try  'Crazy 8s')
• Vision Boards: A collage type project. Pictures or stickers are placed on a canvas, cardboard or construction paper. You can use a theme or a word (such as "Family") to work the collage around.
• Kaleidoscopes: Another simple toy to help strengthen the cone receptors in the eyes (used for day vision, color perception & black/white perception, reading & fine detail.) Be sure to use BOTH eyes alternately, not just the dominant one. (Your dominant eye is the one you usually bring the scope to first.) Order a kaleidoscope  and other visual toys for kids here. 
• Eye Yoga: Moving the eyes in various configurations can strengthen the ocular muscles (visual motor)and the ability to focus (visual perceptual). For complete exercise instructions click here.
• Eye Palming: Rub your hands together until they feel warm. Then close your eyes & cover them by cupping your warm hand over them. Now look into and at the dark. If you see spots of light its ok. Relax & wait a few minutes. You will see the dark. Do this at least twice a day for 5 to 15 minutes or if with a child, for as long as they can.
• Hydration: Hydration & proper nutrition are vitally important not just for eye health, but for overall optimum functioning of the body & brain. Plain fresh water, fresh fruits and fresh vegetables should make up most of your & your child's diet. It is important to remember that while we want our kids to be healthy, they have different nutritional needs than adults. Lean protein is very necessary for formation of brain tissue and proper brain & organ function. Children especially need proper amounts of lean or organic animal protein that cannot be found in plant sources. Please consult with your physician or dietitian before eliminating any foods from your child's diet!
• Imagery: Imagery is another easy way to relieve visual fatigue & improve inner &outer focus. Picture a familiar object in your mind, clearly and in as much vivid detail as you can. (It could be anything: your child's face, a cow, an apple, a pizza, etc.) Now hold that image for 5-10 minutes. (You can start out with 1 minute intervals and gradually increase the duration as your brain becomes more trained.) If your mind wanders, just bring it back to focus on your object. Children can do this simply for a few minutes at a time, with you guiding them through the process.

(Planning meaningful activities for children to do during very necessary work breaks helps make learning pleasant and minimizes damage to the child’s self-confidence. To create an atmosphere of success, find their area of strength and emphasize that. Every child has something that they do well. Find that strength and keep them busy at that task as you gradually offer more clallenging tasks. Keep detailed visual activity to a minimum during breaks. Books can be put on tape and will help strengthen the auditory sense as the visual sense is taking a break. )



For more information on visual processing:
 
Education.com
 
Understanding Learning Disabilities
 
The Jess Oppenheimer Story
 
Optical Illusions 


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La Befana

I turned 46 last week. I love celebrating a birthday around holidays. I use this a time to self-evaluate-where have I been, where am I going and how can I become a better version of me?

I was sitting here last night in front of the fireplace thinking of all the celebrations in the past 46 years-some festive, and others not. I came to understand fully the significance of these ceremonies & milestones. The history we live, and the stories we tell about it, help us to identify with those qualities we want to embody and share with others.

In my quest (okay-suddenly its becoming more of an obsession) for remembering and finding more holiday traditions, I came across the legend of La Befana. (Sent to me by Sydney Solis of  'Storytime Yoga'.) She (La Befana...and Sydney for that matter) embodies the feminine spirit of benevolence.

La Befana  is a female version of Santa Claus in Italy, who loves children dearly. She is a kind old woman with magical powers who brings gifts to the children of Italy on the eve of the Epiphany. (Jan 6-the date that is said to be when the wise man found the baby Jesus in the manger.)

The name Befana is derived from the word epifania, the Italian name for the religious festival of the Epiphany. In the weeks leading to the  Epiphany, the children of Italy write notes to Befana telling her the presents they would like. They are on their best behavior because they know that Befana will leave a lump of coal, instead of sweets and toys, for children who misbehave.

There are several variations to this legend that takes place at the time of the birth of Baby Jesus, the Christ Child. La Befana is an old woman who lives in a house in the hills of Italy. She once had a husband and child, but now lives alone. Befana spends her days sweeping and baking, and gathering wood.

One night, Befana notices a bright light in the sky, she thinks nothing of it and goes back to her work of sweeping and baking. Later, a glorious caravan led by Three Wise Men stop and ask Befana for directions to Bethlehem and invite Befana to join them in their search for the new King-the Christ Child.

Befana is too busy and knows nothing of this far-away place nor the birth of a special baby. After the caravan disappeared over the hills, Befana thought of how much she missed her child who sadly died at a very young age. She changed her mind and wanted to visit this special child, because she loves children very much. So she placed some baked goods and gifts for the child in a sack, took her broom to help the new mother clean and raced out after the caravan in search of the Baby Jesus.

Befana soon was lost. And just as she tired, angels appeared from the bright light, the magic star, in the sky to give flight to Befana on her broom - after all this was a night of miracles. She searched and searched for the caravan & Baby Jesus and could not find him.

Befana still searches, even today, even after all these centuries. Every year on the eve of the Epiphany, whenever Befana comes to a house where there is a child, she drops in to see if it might be the child she seeks. It never is, but Befana leaves a gift anyway, for Befana has come to realize, over the years, that her searching is not vain; that the qualities and unconditional love of the Christ Child can be found in all children.

In another version, the children are afraid of her and think she is a witch even though all she does is sweep and bake. In fact, before people realized how kind she was, they rang bells made of earthenware and blew glass trumpets to scare her away. This has all been forgotten now, and, as her story shows, Befana never deserved it.

Storytelling and legends, are a way for us to preserve family history & cultural traditions. Share these stories with your children & students and encourage them to tell stories of their own. Help build positive character traits such as benevolence, acceptance and inclusion, encourage emotional growth and development, spark imaginations & open young hearts & minds.

Buon Natale!

Happy Holidays to all!


To read another version of this beautiful story, click here.

To order "The Legend of Old Befana" children's Book, click here
To read more about Holiday Celebrations, Stories and Traditions from around the world, click here.

To find more holiday stories that teach, Click Here.


*What are some of the legends & stories that you or your family tell during the holidays? Please tell us in the comments below!



~Barbara

Focus, Focus, FOCUS!

How many times a day does your mind wander? If the answer is more times than you can count, then you are not alone. In fact, the average adult loses focus every 6-10 seconds! Its a wonder anything gets done at all!

The reasons for this are complex, but simply put, its because the conscious part of our brains that control our imagination, judgments & decisions has a very limited ability to actually process information and when it does it can only do it in the short term.

The subconscious brain however, is responsible for running our inner biochemical reactions,(about 10 quadrillion reactions per second) and does so non-stop-24 hours a day for our entire lifetimes. This is the part of the brain that has the long-term processing ability and why we have trouble maintaining focus.

The good news is that there are ways to tap into the subconscious & "Train the Brain" to keep focus for longer durations, and increase efficiency of thoughts & actions at the same time. The following exercises will not only coordinate and integrate the conscious & subconscious parts of your brain, but will increase the brain' s ability to process information & hence will also greatly reduce stress levels as well.




BREATHE: Your breath is always right here and right now. One of the simplest ways to improve focus is the pay attention to your breath. Try doing nothing but focussing on your breath for a full minute. Think its easy? If you can do it the first time, then you have better attentiveness than most. Gradually work your way up to 5 or ten minutes or more. The longer you can do this, the more your ability to focus will improve. (You can mentally say or picture the words "Just Breathe' each time you inhale & exhale.) If your mind wanders, just bring it back to focus and continue to breathe. Doing this exercise for 5 minute intervals throughout the day will greatly improve focus and reduce stress.

IMAGERY: Imagery is another easy way to improve your focus. Picture a familiar object in your mind, clearly and in as much vivid detail as you can. (It could be anything: your child's face, a cow, an apple, a pizza, etc.) Now hold that image for 5-10 minutes. (You can start out with 1 minute intervals and gradually increase the duration as your brain becomes more trained.) If your mind wanders, just bring it back to focus on your object.



SIMPLE ART: Coloring is also a great way to integrate visual and brain processing functions. You can start by coloring or drawing a simple design. (Use a coloring book or print out a coloring page from the internet.)Stay in focus on coloring until your design or page is complete. (Another great calming stress-releiving activity for kids and adults.)

Its best to practice one or two exercises daily, for 10 minutes a few times during the day-and switch to different exercises each day. This will keep it interesting and gradually develop all parts of the brain, improve focus & efficiency and most importantly, help reduce stress!


Our R.E.A.Ch™ program (Relaxation Education for Adults & Children) is designed to share simple and effective stress management techniques with parents, educators and kids. For more information, please visist:
www.recprograms.com 

Child Development & Learning: Why are Movement & Creative activities so Important?

Varied & regular movement in babies & children creates learning readiness for children of all abilities by helping the primitive brain to break down & use the information being received by the 5 senses so that the correct response can be formed by the higher brain. This is called S.I or Sensory Integration & it is a vital element of learning for all children.

If a child's academic learning is pushed too much and too soon, before the body has had a chance to learn how to move as an integrated whole, the whole brain suffers as it becomes overloaded with stimulus it cannot process or make sense of, let alone know what to do with,so it just shuts down.(This is called 'adrenal shock' more commonly known as "fight or flight response" and is the brain's way of going into survival mode. This is the body's natural response to stress and the threat of danger, but many things can trigger it. Especially fear of failure or the words and images while watching TV.)

The brain is not capable of learning, processing or integrating while this response is occurring. The only things it can do is "fight" or take "flight". Forced learning will create a stress response exactly like this and the child's brain shuts down, which causes the parent/teacher to impose more homework, remedial drills, etc. on the student who shuts down more and now loses confidence because they feel something is "wrong" with them. This cycle of forced learning & sustained stress level eventually takes its toll on the child. Confidence, motivation & self-esteem is decreased as learning becomes more difficult. Low motivation, defiance, physical illness and general poor attitude can result.In most cases,the child has no idea why this all is happening.

As parents and educators, it is our job to help them through it & re-pattern daily routines and build movement into their life and most importantly: move with them. By moving with your child you acknowledge that you are supporting the child, rather than "fixing" him. As the brain relaxes,the child becomes more ready to learn, and the more they master skills the more confidence they have to learn more. If movement becomes a part of a child's (or adult's) regular daily routine, as early as possible, & continues through repetition & imitation, he or she learns to apply body integration to other areas.

Its a known fact that movement helps the brain to integrate, but art and music also enhances brain activity. This is because the visual and auditory processing are addressed. It comes from painting, clay, crafts, being in nature, singing, humming, playing an instrument or listening to music. These activities use color, depth & sound receptors & allow opportunities to re-organize those patterns in the brain. (Use of a TV or a computer does not provide this for children nor adults & causes adrenal responses in the brain similar to the fight or flight response.)

There is much scientific data to support this and we know that these all are vital elements of learning & tools for cultivating a confident, empowered child & a motivated successful adult. The more you do these activities with your student or child, the more the senses become integrated & brain becomes ready to learn.

Kinesiology is the study of how movement re-patterns brain/body integration & enhances the learning process. Yoga, dance, karate, creative writing, music, art, Brain Gym, swimming, walking in nature & all competitive & non-competitive sports are natural forms of kinesthetic sensory integration & can be targeted & adapted to a variety of ages, abilities, activities & environments. Simple daily creative art & applied kinesiology through varied movement will add significant value to a child's conventional education, sports activities, leisure or therapy & will assist in building many of the same skills as conventional S.I. Therapy, as all 5 senses & both parts of the brain are integrated during a 30-45 minute yoga, dance, martial or other movement arts session.

That is what we call using the Body's Logic...(or as we say..."Body-Logique".)


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