TWTBIM_0344 Effort and Attention
Teaching With The Body In Mind
A recent experience with new glasses has Joey thinking about executive function and how effort drains attention. Adults often forget the effort involved in tasks that seem like they should be automatic such as walking down a hallway in a line, sitting in a group for storytime, washing hands or unzipping a backpack. If we watch for signs of effort, perhaps we can lighten the load for children instead of burdening them with sequences of difficult tasks. It might make everyone's day more pleasant.
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TWTBIM_00343 Exploring Boundaries
Teaching With The Body In Mind
Tom has some questions about boundaries and rules. For children, the edges of boundaries are the interesting part. Boundaries are more "stretchy" and can be more dynamic than rules.
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TWTBIM_0342 Table Centric
Teaching With The Body In Mind
Early childhood classrooms are often "table-centric." What experiences might children miss when activities are confined to tables? Are table-centric spaces also teacher-centric?
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TWTBIM_0341 The Need to Fall
Teaching With The Body In Mind
Ross values falling as an important skill. When children fall, they are learning about balance. Tom sees it as way to calibrate the vestibular system. Joey feels the creep of worrying about falling as an adult biasing her feelings about falling. Mike, your thoughts?
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TWTBIM_0340 Spaces Determine Behavior
Teaching With The Body In Mind
Soccer domes say,"Run!" Cozy nooks inspire children to crawl in. Open shelves invite pretend bedtime games. Our spaces are not passive entities. They have unique characteristics that determine behavior. As Tom, Joey and Ross discuss what happens in different types of spaces, they speculate about Mike's position on runways.
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TWTBIM_0339 Objects Can Bring Us Together
Teaching With The Body In Mind
Joey reflects on social interactions related to desired objects. Conflicts that arise over "things" are not always a problem. When objects promote social interaction, it's a good thing.
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ENCORE EPISODE: Foraging
Teaching With The Body In Mind
With summer in full swing, Joey wants to talk aboout children's foraging for berries and other tasty things. When we trust children's ability to meet their self-care needs in foraging, we can see how capable and competent they are. It's a whole body and mind practice as children rely on their executive function skills and experience immersive sensory input. Tom's grandchildren have been teaching him what to look for on neighborhood walks. Mike knows that tasty plants can be found even in urban environments. (From July 2024)
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TWTBIM_0338 Ross' Summer Homework
Teaching With The Body In Mind
Ross invites us to reflect on our work. Have we been fun to be around? Are we paying attention to the important things? Have we had any "aha" moments? Mike recalls the time he trusted himself--and the children--to study ants. Tom had a perspective shift about what he was watching for. Joey dropped the no fun cooking projects. Ross will be looking for your essays in the coming weeks.
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TWTBIM_0337 Constraints That Regulate
Teaching With The Body In Mind
Joey leads a conversation about the positive effects of setting constraints when children are overwhelmed. Starting with an example of when children were too enthusiastic about their artistic expressions, the group talks about ways to support children when they are disregulated by their excitement. Tom shares his approach to limiting screen time. Mike supports sore losers in Candyland. Ross talks about consequences involving paper scraps. And everyone has negotiated bad deals with children in good faith.
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TWTBIM_0336 Run Away and Scream
Teaching With The Body In Mind
Mike is fascinated by the way children show their thoughts and feelings about bugs and other interesting (but creepy!) things. Ross sees it as the reverse of the circle of security. Joey recalls a recent encounter with a snapping turtle and Tom is reminded of the time a mouse ran through the classroom.
info_outlineTom's been wrestling with the idea of beauty in the classroom. Does it mean markers aligned in rainbow order? Cardboard boxes and duct tape in the sensory table? Is beauty stagnant or dynamic?