Teaching With The Body In Mind

Each week, Mike, Tom, Ross, and Joey reflect on the connection between moving and thinking. The discussions remind us that teachers should be supporting children's bodies as well as their minds.

TWTBIM_0383 Rewards and Needs 08/11/2026

TWTBIM_0383 Rewards and Needs Ross is thinking about motivation and the impact on children’s feelings of worth. How does it feel to be asked to do something versus forced to do it? This leads the group into a conversation about intrinsic and extrinsic motivation and the dreaded “rewarding of bad behavior.” Mike points out how things often get muddled because the older language of behaviorism doesn’t match our more current language about regulation. If we shift the focus to meeting children’s needs, won’t children feel more competent (and therefore motivated) if their needs are met? /episode/index/show/twtbim/id/42377200

TWTBIM_0382 Calm Corners 08/04/2026

TWTBIM_0382 Calm Corners Joey is all in on cozy spaces, but "calm corners" have never really worked for her. It turns out Mike, Tom and Ross share her concerns. They discuss the challenges of asking children to regulate all alone and how a pinterest-inspired space can't replace proactive stratgeies and skillfull, nuanced responses to children's needs. /episode/index/show/twtbim/id/42298830

TWTBIM_0381 Gendered Classroom Spaces 07/28/2026

TWTBIM_0381 Gendered Classroom Spaces Tom's thinking about who uses what space in the classroom whether it is gendered. Mike explains gender schema theory. Ross is reminded of the gender-coded ailes at stores like Target. Is this code replicated in classrooms? Joey reflects on her bias against toy dinosaurs and the role of gender in her dislike. Tom sees access to movement as the key to making spaces welcome for children on all genders. /episode/index/show/twtbim/id/42221055

TWTTBIM_0380 Hug 07/21/2026

TWTTBIM_0380 Hug Tom's been watching the World Cup and thinking about the many different ways people hug. Naturally this leads to a conversation about what children learn about hugging. Is hugging professional? How is it diffrerent for men in the classroom? What if you don't want a hug? What is the role of family culture? /episode/index/show/twtbim/id/42142185

TWTBIM_0379 Joint Ventures and Friendship 07/14/2026

TWTBIM_0379 Joint Ventures and Friendship Ross has been taking notes and wants a follow up conversation on the ways that physical play creates an entry point for social relationships. Tom points out how joint ventures in the physical world create openings for friendship—bumping cars, filling big buckets with sand. Joey is reminded of recent statue game where physical play was a path to quickly forming relationships. Mike wonders if physical games are more like choreography than a written script. In the end, do we just need more time for play? /episode/index/show/twtbim/id/42046535

TWTBIM_0378 Allow Social Mistakes 07/07/2026

TWTBIM_0378 Allow Social Mistakes Mike emphasizes the importance of allowing for mistakes while children are learning social skills. There will be bumping and complaining, but also essential development. Tom recalls two children who happily squished close together to fill a tube at the sensory table. A blanket rule about squishing would have shut down that learning. Helping children tune in to one another is the goal. /episode/index/show/twtbim/id/41965095

TWTBIM_0377 The Body is a Social Tool 06/30/2026

TWTBIM_0377 The Body is a Social Tool Joey is thinking about the role of the body in social learning and building social skills. Ross reminds us of the importance of making mistakes while we learn. Sometimes you have to spill the water on Mike to learn how much he doesn't like it. Tom is running late, so it's up to Mike to coin the phrase, "the body is a social tool." Tom finally arrives and gives his approval. /episode/index/show/twtbim/id/41852010

ENCORE EPISODE Sharing Isn't Always Caring 06/23/2026

ENCORE EPISODE Sharing Isn't Always Caring Ross circles back to a conversation about what sharing really means. Tom reminds us that when teachers strictly impose time limits or make decisions about when children must "share," they take away the chance for the children to define what is possible. When children are included in decision-making, we see more sharing and acts of kindness than we may have thought possible. /episode/index/show/twtbim/id/41722670

TWTBIM_0376 The Rules Way 06/16/2026

TWTBIM_0376 The Rules Way Tom reflects on a friendly game of cards with his grandson that became locked into a fight. When and why is it important to follow the rules when playing games with children? When do you play the "friends way" and when do you play the "rules way"? /episode/index/show/twtbim/id/41661430

TWTBIM_0375 Nonlinear 06/09/2026

TWTBIM_0375 Nonlinear Mike leads a discussion about the nonlinear nature of learning. As Ross explains, children's learning looks like a "Family Circle" cartoon, not a straight line. /episode/index/show/twtbim/id/41533740

TWTBIM_0374 Happy with Approximations 06/02/2026

TWTBIM_0374 Happy with Approximations In a continuation of last week’s conversation about how children learn, Ross is thinking about how unprompted feedback can squash intrinsic motivation and discovery. The conversation flows from there. The group talks about the stages of the learning cycle, how play based teaching can sometimes gloss over these stages, the importance of attunement, and the impact of the timing of feedback. /episode/index/show/twtbim/id/41481160

TWTBIM_0373 When Does the Learning Happen? 05/26/2026

TWTBIM_0373 When Does the Learning Happen? Joey is triggered by a guest to her school wondering when the “learning” would happen. What could she say to this visitor if she could go back in time? Ross might turn the question around to help make the point that adults also need interest, excitement, and motivation to learn. Mike is reminded of a Lillian Katz quote which points out we are often wasting time for most of our students when we think we are helping them learn. Tom points out that children are always learning. In the end, Joey gets the answer she needs. Now she just needs a time machine. /episode/index/show/twtbim/id/41419930

Me First! (Encore Episode) 05/19/2026

Me First! (Encore Episode) Joey wants to talk about racing and competition as she's been spending time with children who shout, "I'm first and you're not!" Is competitiveness and hierarchical ranking just part of typical development or does it reflect a system of values that we are modeling for children? Mike and Tom share ideas for de-escalating when emotions run high at competitive moments. Tom is reminded of shoppers' behavior on Black Friday. Perhaps we should take a closer look at our environments and be sure we are not creating competition due to scarcity. (From June 2021) /episode/index/show/twtbim/id/41321490

TWTBIM_0372 Intervene/Interrupt 05/12/2026

TWTBIM_0372 Intervene/Interrupt Ross is thinking about unhelpful help again. How much are we helping children and when does our help cause an interruption? Joey recalls a time when intervening to support a child’s speech interrupted the flow of a conversation. Mike thinks about a child who likes to knock things down and the decision whether to intervene before someone’s tower comes crashing down. Perhaps we need one more word that starts with “I”: intention. /episode/index/show/twtbim/id/41238090

TWTBIM_0371 A Container for Focus 05/05/2026

TWTBIM_0371 A Container for Focus Joey notices that asking children to slow down on a "collecting walk" creates a strong sense of focus. Mike observes a child caring for a tiny ant for over a half hour. Ross's students give deep consideration to what items they want to keep on the "saving ledge." Setting parameters can help children pause to notice what is important and filter out what is less important. /episode/index/show/twtbim/id/41130285

TWTBIM_0370 Milk Will Be Spilled 04/28/2026

TWTBIM_0370 Milk Will Be Spilled Mike reminds us of the inevitable problems that come up each day. If we can remind ourselves of what's developmentally normal for young children, we may be able to catch ourselves before we start crying over that spilled milk. Ross is surprised by the depth of his feelings related to puddles of milk. Joey sometimes feels like crying over dried out markers. As we so often find, the chance to reflect and get some perspective is the key. /episode/index/show/twtbim/id/41017255

TWBIM_0369 He said, "Poop." 04/14/2026

TWBIM_0369 He said, "Poop." Joey is looking for insight about poop and pee talk during mealtimes. What drives the urge to say "poop" while eating lunch together? Tom often breaks the taboo and joins in the conversation while teaching more sophisticated vocabulary. Mike notes that the jokes are about making connections. And, let's face it, young children have a limited repetoire when it comes to small talk. Turns out, there's more going on than it might appear when the chatter around the table is all about poop, pee, and toot. /episode/index/show/twtbim/id/40816585

TWTBIM_0368 Literacy in the Body 03/31/2026

TWTBIM_0368 Literacy in the Body Tom encourages us to consider the connection between physical play and literacy development. Where do children choose to read? In what position? Mike is thinking of how important physical connection is in building a love of reading. A love of books is built upon close physical connections with caregivers. Joey recalls how children actively engage with favorite books--grabbing at the pages and sitting tightly among friends. What about the physical skills that support literacy, such as eye tracking, moving to a rhythm, and vocal production to discern letter sounds? Tom is right again. Reading is so much more than sitting in a chair with a book. /episode/index/show/twtbim/id/40651825

TWTBIM_0367 Bouncing is What Tiggers do Best 03/24/2026

TWTBIM_0367 Bouncing is What Tiggers do Best Inspired by the 100th annivesary of Winnie the Pooh, Mike is thinking about the Tiggers of the world (and our classrooms). Can we enjoy our Tiggers or have we turned into judgemental Rabbits? How can we anticipate their presence and their needs? /episode/index/show/twtbim/id/40573100

TWTBIM_0366 Notice and Reflect 03/17/2026

TWTBIM_0366 Notice and Reflect How do you notice and reflect on the things children do? Mike recently created a list to prompt reflection on "seven daily things, plus one." Tom recalls listening to a child at play and discovering that they had a knowledge of open pit mining. Ross looks back on photos to reflect on children's interests and abilities. Joey sings the class "anthem" to help children notice and reflect on their own accomplishments. When it's all working, we can create a virtuous cycle where children are engaged in ways that align with our values. /episode/index/show/twtbim/id/40486405

TWTBIM_0365 They Had a Good Day 03/10/2026

TWTBIM_0365 They Had a Good Day Tom thinks simply telling families, "they had a good day," dispatches nothing. He challenges us to have a story to tell or a beautiful image of the child to share. Mike has observed how choosing photos to share with families offers teachers a chance to pause and reflect. Joey finds that broadly painting things as a "good day" washes over the challenges and hard work that are part of every school day. Ross points out that sometimes there have been lengthy conversations that have happened in the background and we shouldn't judge the "good day" check in out of context. /episode/index/show/twtbim/id/40356010

TWTBIM_0364 It's All Fun and Games Until Dysregulation 03/03/2026

TWTBIM_0364 It's All Fun and Games Until Dysregulation Ross takes us on a deep dive into the art of teaching. How do we respond when children's big play tips into dysregulation that takes over the group? Tom talks about taking responsibility when we decide to stop play. Joey reminds us that helping children stay regulated requires us to also be regulated, which can be hard to do in a chaotic environment. Mike thinks of a bell curve depicting regulation. Ideally, we can help children re-regulate before they slide over the top of the curve. /episode/index/show/twtbim/id/40269480

TWTBIM Here Comes the Bad Guy 02/24/2026

TWTBIM Here Comes the Bad Guy How does it feel when the bad guy shows up in play? The children are often eager to have the villain enter. Are we ready to welcome them? /episode/index/show/twtbim/id/40185275

TWTBIM_0362 But That One Time... 02/10/2026

TWTBIM_0362 But That One Time... Our brains are wired to remember "that one time" that the bad thing happened. How can we use our negativity bias to power reflection instead of restriction? What about when "that one kid" did that thing? Does that mean we never offer it again? To anyone? /episode/index/show/twtbim/id/40033730

TWTBIM_0361 Focus and the Phsyical Environment 02/03/2026

TWTBIM_0361 Focus and the Phsyical Environment Mike reflects on how the physical arrangement of a space can support children's ability to focus and build inhibitory control. Cold puddles on the floor are a terrible distraction when children are trying to get cozy with a book. Classroom design that helps children find focus also helps children be themselves. Mike and Ross riff on how providing focus does not mean that children's experiences are limited to any one developmental domain. /episode/index/show/twtbim/id/39950995

TWTBIM_0360 This Could Get Messy 01/27/2026

TWTBIM_0360 This Could Get Messy Last week's discussion about beauty in conflict has Ross thinking about the mess that can also accompany conflict and the value within it. Tom has observed that children are engaged in continuous non-verbal negotiation, which can get messy. Mike makes a musical connection between mess and creativity. Joey wonders if we can learn to prepare ourselves for the mess and always have the right “cleaning supplies” handy. /episode/index/show/twtbim/id/39867115

TWTBIM_0359 Conflict Can Be Beautiful 01/20/2026

TWTBIM_0359 Conflict Can Be Beautiful Squabbles over dinosuars, golden kitties or deeper issues are necessary and beautiful. When we rush in to solve children's conflicts, we make it all about us. Resolving conflict is an open-ended activity that can lead to creativity. Early childhood settings are a great place for learning to solve conflicts because they are usually low stakes. /episode/index/show/twtbim/id/39792610

ENCORE EPISODE: When Help Isn't Helpful 01/13/2026

ENCORE EPISODE: When Help Isn't Helpful We'll be back for real next week! Until then, one more from the archives: Ross is losing sleep after being too helpful. Did he take away a learning opportunity by attaching the wheels to a child's car? We offer help with the best of intentions, but perhaps our help sometimes undermines development. What kind of help do they need? (originally released June 2023) /episode/index/show/twtbim/id/39709175

ENCORE EPISODE Hanging Out 01/06/2026

ENCORE EPISODE Hanging Out Ease into the new year, with a relaxing conversation about hanging out. Tom asks the group to define hanging out--a social act of "being with" with no agenda, a relaxed feeling, open, and freeform. He wonders, is it worthwhile in the classroom? (Resounding YES) Ross points out that you don't have to set your plans aside to allow for moments to hang out, you can make space for both. Tom's wish is that we can slow down and appreciate moments of hanging out in our daily practice. /episode/index/show/twtbim/id/39603885

TWTBIM_0358 Joining In 12/30/2025

TWTBIM_0358 Joining In As Joey was reminded while crawling through cattails, joining in to children’s physical play can give us insight, understanding, and joy. Mike recently learned the tricky balance spots in a playground obstacle course. And we all remember how much fun the kids had when Tom “fell” off the balance beam. Ross cautions—yes, but it shouldn’t become about us. When do we join into children’s play and how do we phase out? /episode/index/show/twtbim/id/39495180

Teaching With The Body In Mind

TOPICS