With Gratitude: Teacher Appreciation Week

Photo: Camden Catholic High School
Yearbook  - ©1983

This is teacher appreciation week and I have been lucky enough to have so many wonderful teachers in my life who I would love to thank:

Ms. Dietenback, (K) Mrs. Mayer (1st)- Mrs. McCloy (2nd) - Mrs Murray (3rd)- Miss Drew (4th) - Mrs Whitworth (5th) - Miss Cavenaugh (6th)- Mr Lake (7th) - [ Apologies to my 8th Grade Teacher-I am drawing a blank!]

There have been so many others as well-art and music teachers as well as sport coaches - but I thought today it would  be fitting to tell you about a teacher who has educated, supported & influenced me the most on so many levels-personally, professionally and spiritually.

That person is Sr. Mary Philomena Gini.  (But I usually just call her "Aunt Ellie." )

In June, she will be retiring from 40 years at Camden Catholic High School (Cherry Hill, NJ), but  she has touched so many students and families in the nearly 20 years prior to that, not only as an educator, but also as a registrar, guidance counselor, as my paternal aunt, and as a Sister of Mercy.

In September, this amazing woman will also be honored for her sixty years of service to the Sisters of Mercy.  As one of my former classmates wrote, " I can barely commit to what I'm having for lunch-let alone 60 years to one mission!". I concur with his sentiment!

Camden Catholic was founded by the Sisters of Mercy in Camden in 1887, making it 125 years old-the oldest Catholic School in South Jersey. My aunt has been *volunteering in the guidance department all these years, and  is the last Sister out of a 125 year tradition to serve there.  

*(That is right-volunteering. Sisters do not get personal financial compensation for their work-their paychecks go to support the community of sisters and each Sister receives a monthly allowance.)

As a teenager, (and a student of Camden Catholic) it seemed as if I couldn't get away from her watchful eye-and believe me, I tried! She used to tell me that I was closest she would ever have to a daughter-and so I was stuck with her-and she meant it. It was amazing that every formal dance I went to, (about 8 of them between my class's events & those of my then, boyfriend's who was a year ahead of me)  the chaperon's table was always the one RIGHT next to whatever one I was seated at! In front of my friends I would express angst & irritation,  But what I never told anyone is that it also made me feel like someone sincerely cared about me & was really looking out for me. She wanted to be involved in my life and this was her way of doing that.

My aunt is a 5 foot tall delicate balance of loving compassion and dynamic kick-ass. You never have to guess or wonder where you stand with her, she says exactly what is on her mind. She laughs as easily as she expresses displeasure. Nuns have a legendary reputation for getting wicked with rulers, but not my aunt. One look of disapproval from her is enough. She expected the best from us-especially me-but was also patient when we-and I- fell short of those high expectations. 

Her office was always crowded-and still is-with mostly football and basketball players-people just saying hello, people with something to share and people with heavy hearts. Her office was a sanctuary-a safe haven where you shared news, supported each other through rough spots and got told what you were doing right as well as what you were doing wrong. I watched her for four years, as she embraced each one of us as one of her own, and I took mental notes on how to really support people-even those who are irritating you at the moment. She has a gift-does not have any children, yet has keen insight into what a child or teen needs at any given moment, and has shown me, by her example, how to still love someone even if you don't like what they have said/done.

She never pushed religion on me-but always set a good example and answered my questions when they would come up. I think she was secretly hoping that some 'good' would rub off on me when I would spend Saturdays with her at the convent with ALL of the nuns. One of my fondest memories of high school was the environment of Peace and tranquility there among the Sisters-and although I never had a desire to enter a religious order, those early, pleasant experiences helped to shape my understanding of spirituality, inner peace-how to live simply-taking only what you need and how to focus on and stay in the moment. 

My aunt was also the first one who I went to, at 18 and in my first year of college, when I found out I was pregnant. I made some bad choices-(and some good ones) and had many challenges - some self-imposed and some not- to overcome, and  no matter how long I have gone in between phone calls, she always has a smile in her voice and good insight when I talk with her.  She knows things about me that my own parents, brother and those closest to me do not know. She has given me simple guidance, and has always believed in me even through those days when I no longer believed in myself.

The thing that inspires and impresses me most about her is that she has dedicated her entire life to something that she is passionate about and truly believes in. (And when I say her entire life, I mean it. You know how kids play "doctor" or "teacher"? Well, my aunt used to play "Nun in the convent" from the time she was about 5 years old. There are no other nuns/priests in the family who may have influenced this-so I can only conclude that it was truly a Divine Calling.)

So as we celebrate teachers this week, I want to thank her- Aunt Ellie- Sister Philomena for her love, dedication,  inspiration, & passion- for teaching, supporting and inspiring youth - and families from all over the state NJ- for sharing so much of her time, knowledge, experience, charity, unconditional love, and years of her life with all of us. 

Further Reading:

Its About the Little Things

Sisters of Mercy

Teachers: 99 Reasons to Love Them



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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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Spring Cleaning: A New Definition

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Happy Cleaning!


Fish Hooks

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

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

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


Ribbons

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



The Window

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

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


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

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

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


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Adapting Yoga for Children with ADD

Photo: bodylogique.com 

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

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

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

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

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

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

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

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

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

Dear Barbara,

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

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

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

Any help you can provide would be greatly appreciated!  

With gratitude,

Davina

 Hello Davina 

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

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

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

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

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

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

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

Looking forward to talking with you soon!

Barbara

215-257-3193

Quakertown, Pennsylvania

http://www.bodylogique.com/

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



Related Articles:


Constructive Fidgeting for Self-Regulation

The Brain on Yoga

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

Easy Beginner Postures for Kids

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

20 ADHD Accommodations that Work

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