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PODCAST

Teaching With The Body In Mind

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.

education education for kids

All Episodes

20:33

TWTBIM_0280 Path of Least Resistance

Teaching With The Body In Mind ·

2024/03/19

On location at his new program, Mike points out design features that create the path of least resistance to support teachers' engagement with the children. The group discusses strategies to find paths of least resistance for other recurring challenges: material storage, reducing line leader fights, signing in for the day, reducing wait time and bottlenecks, and clean up after messy play (clean up "dump trucks").

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22:43

TWTBIM_0279 Unresolved

Teaching With The Body In Mind ·

2024/03/12

Ross is feeling unresolved about the portraytal of problems in children's media. It's always a happy ending and "hooray we did it!" Does this have an impact on their ability to tolerate frustrations in the real world?

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20:33

TWBIM_0278 Bootjack

Teaching With The Body In Mind ·

2024/03/05

Joey's classroom climate has been transformed by the introduction of a useful tool. This raises questions about our perceptions of who "deserves" help. Taking a close look at the skill of taking off boots reveals the ways in which we make judgements about children's character traits based off of their physical capabilities.

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21:28

TWTBIM_271 Who Gets to Define Play?

Teaching With The Body In Mind ·

2024/02/27

Tom is thinking about who defines play and the impact of those definitions. In the classroom, and in our community, the implications of adults' judgements about play can have serious consequences. We need to stay vigilant for bias in our perceptions and in our definitions of "proper" ways to play.

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19:02

TWTBIM_0276 Materials Limits, Part 2

Teaching With The Body In Mind ·

2024/02/20

Turns out that there was more to be said about limit setting with materials. Tom stirs the pot with the suggestion that we could just get rid of the paint...

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22:29

TWTBIM_0275 Limit Setting with Materials

Teaching With The Body In Mind ·

2024/02/13

Where is the line? If children can carry a block to the dramatic play area, can they bring the paint to the blocks? What about pom pom balls in the kitchen? Are children showing creativity or destroying materials? Mike works to help us process what to do when you get that "uh oh" feeling with children's unexpected uses of classroom materials. (Within this conversation, Tom refers to Episode 250: Accoutrements. Find it here.)

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19:20

TWTBIM_0274 Definers

Teaching With The Body In Mind ·

2024/01/30

Tom warns against being a "definer" of children. Teacher definitions can limit how children view their own capabilities and how others view them--sometimes for years to come. Mike points out that basing our interactions on predetermined labels takes us out of attunement. Joey suggests using "I wonder" phrasing to hold more possibilities open.

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19:06

TWTBIM_0273 Why is the Rule the Rule

Teaching With The Body In Mind ·

2024/01/23

IF we reflect on our rules and why we have them, what do we discover? Are some rules outdated? Do we know where they came from? Mike and Tom share skepticism about the practice of having children co-create the rules. Long lists of specific rules can lead to tattling and power struggles. Joey points out that rules have their place in helping children understand social expectations. Everyone agrees that following a set of guidelines meets the need for flexibility and allows for success along a

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20:23

TWTBIM_0272 First Steps

Teaching With The Body In Mind ·

2024/01/16

Mike has a front row seat to observe teachers (and children) taking their first steps to create an environment that allows for all kinds of learning and play--even running after bears in the classroom. No matter how many days--or years--of experience we have, taking baby steps and reflection are the keys to success. Tom recalls children successfully navigating a full classroom at high speeds and Mike thinks back to a big bad wolf who never toppled anyone's art projects.

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23:29

TWTBIM_0271 Control Yourself

Teaching With The Body In Mind ·

2024/01/09

What does it mean to be in control when teaching and caring for children? We often think it means we can control children's actions when in reality we can only control ourselves.

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23:57

Cabin Fever (Encore Episode)

Teaching With The Body In Mind ·

2024/01/02

Looking for relief from cabin fever? Ross leads a discussion about how we can do big things in small spaces. What kinds of activities alleviate the stress of being cooped up when we're not able to go outside? How can we use our spaces differently to allow for the movement we crave? How can we plan ahead for success?

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11:49

What Does Happy Look Like (Encore Episode)

Teaching With The Body In Mind ·

2023/12/26

Who wouldn't want a room full of happiness? From the early days of the show, the group reflects on how to read happiness in children. From running free in a big open space to contentedly sitting in someone's lap, we can see children's joy in their physical actions. Can we create places where every child can feel happy?

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18:05

How Much is Too Much? (Encore Episode)

Teaching With The Body In Mind ·

2023/12/19

Travel back in time to the early days of the show for a conversation about materials and limit setting. How do we decide where to set limits when children are experimenting with squeezing (lots of) glue, pouring (lots of) water or stapling (lots of) paper into books? We may not get it right in the moment, but reflection is key. How can we involve children in the process of setting limits and the impact of their actions on each other?

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21:50

TWTBIM_0270 Who Does Batman Call

Teaching With The Body In Mind ·

2023/12/12

Who does Batman call when he's scared? Ross wants to know. Does Batman get scared? Is he allowed to show fear? Maybe he should call his mom. Hopefully his teacher would help. How can we help children who wear the mask of superheroes manage uncomfortable feelings rather than fight them away?

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19:21

TWBIM_0269 Scary Play is Important

Teaching With The Body In Mind ·

2023/12/05

Scary play is important for children's development, but why? What is it about imaginary bears, snakes, and monsters that keep children coming back for more? Tom shares his recent research about the distinction between fear and "scared." Perhaps, in play, children build their tolerance for the physiological sensations of scary feelings that might actually help keep fear away.

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19:45

TWTBIM_0268 "I" is for Irritate

Teaching With The Body In Mind ·

2023/11/28

Mike puts the I in "I statements" with irritate. The conversation also includes such I-word favorites as intention, interaction, and internal. As children learn to recognize and name a range of emotions, how do they continue to navigate their relationships among peers and teachers?

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25:05

TWTBIM_0267 Owning Authority

Teaching With The Body In Mind ·

2023/11/21

Joey asks the group to help unpack the phrase, "own your authority." Along the way, we touch on the dangers of too much negotiation and a tendency towards manipulation.

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28:05

TWTBIM_0266 Playing with Power

Teaching With The Body In Mind ·

2023/11/14

In the final episode of our power trilogy, we'll explore how children play with power roles when they engage with adults. "Teacher, that wasn't tea, it was really poison." This type of play is often a way that children can test their relationship with adults. Despite how it may appear on the surface, it shows that there is trust in the room.

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22:49

TWTBIM_0265 Who Owns the Block Area?

Teaching With The Body In Mind ·

2023/11/07

A follow up discussion of big block play takes a closer look the role of gender dynamics in this play. Who are the bosses? Who gets to be in charge of the block area? The answers are not all tied to gender, but if we pretend it doesn't have a role, we are missing something. The conversation extends to how our language and actions influence children's developing understanding of gender roles and expectations.

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21:14

TWBIM_0264 Big Blocks, Big Power

Teaching With The Body In Mind ·

2023/10/31

A listener question about big block play gets us deep into a discussion about navigating power dynamics. The scale of big block play, along with the relative scarcity of the material in the classroom, seems to create some universal patterns. We want children to feel strong, confident and powerful as they create with large blocks, but this means we also need to be ready to help navigate children's struggles about how to manage this sense of power. Do we find ourselves avoiding the challenge of it

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203 results

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