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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

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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23:36

Spooky Stuff (Encore Episode)

Teaching With The Body In Mind ·

2023/10/24

Eek! It's scary how fast the days go by. But don't be afraid, we found this classic episode to tide you over until a fresh one is ready next week. As his favorite holiday approaches, Ross wants to talk about spooky stuff. Being faced with scary things, from monsters to giant potatoes, is a big part of childhood. Fear will pass (like all emotions), but what do children do when they have these feelings and how should adults respond?

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20:55

TWBIM_0263 Cut it up

Teaching With The Body In Mind ·

2023/10/17

A child's newfound love of scissors has Joey wondering what is it about cutting that children love so much? Tom sees cutting as an act of agency. Mike and Ross note that scissors are a tool that offers the chance to act with a level of precision not usually available to a young child. A question for our practice is, if a child doesn't know how to use scissors yet, can they learn if we don't let them try?

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19:09

TWTBIM_0261 Drop it

Teaching With The Body In Mind ·

2023/10/10

The grandkids were playing with the laundry chute and now Tom is thinking about how much children like to drop things as part of their play. Is it a need? Should adults to create opportunities to experiment with dropping things or is it better for children to invent their own games? Mike has fond memories of his childhood laundry chute. Joey recalls joyful flower petal tossing games. Ross declares that he's all in for team gravity.

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25:13

TWTBIM_0261 Redefining Play

Teaching With The Body In Mind ·

2023/10/03

Mike would like to broaden the definition of play and what it means to participate in it. Something is going on even when children "just watch" others at play. Tom reminds us that watching sports can be a fairly active pursuit. Ross remembers a highly engaged observer of wrestling play in his classroom. Joey wonders when concern is warranted if children only observe and never join in. Mike teaches us S-O-U-L.

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20:14

TWTBIM_0260 Do they have to join in?

Teaching With The Body In Mind ·

2023/09/26

Ross wonders who has to participate. Do children have to join in to be considered part of the group? Mike remembers the stress he felt as a child when he was pressured to participate in activities. Tom reminds us to take the child's point of view. Ross shares an aha moment from his early teaching days.

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23:25

TWTBIM: #cute (Encore Episode)

Teaching With The Body In Mind ·

2023/09/19

We'll be back soon with fresh conversations. Until then, enjoy this cute little episode. Is cute a meaningful attribute in creating environments for children? Is it how we would like to be described as professionals?

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20:39

TWBIM: Serve and Return (Encore Episode)

Teaching With The Body In Mind ·

2023/09/12

Back to school is a busy time of year! Enjoy this encore conversation while we get on top of it all. Mike reminds us of the useful metaphor of serve and return. Children initiate interaction--verbally and non-verbally--in the hopes that we will reciprocate. Joey shares a recent example of returning a child's serve. Tom admires the complexity of it all. Ross cautions us not to miss the moments when children are serving up the chance to connect with them, even if (especially if) they are still

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22:24

TWTBIM_0259 Uncomfortable with Princesses

Teaching With The Body In Mind ·

2023/09/05

Mike takes us on a deep dive into the uncomfortable feelings that princess play can evoke. Do we want girls to play out scenarios of waiting for a man to save them? Joey wonders if it's similar to gun play in that children are just playing out what they have learned about the "rules" of society. If we see problems, should we work for change in our adult world rather than put our expectations on children? Tom reminds us that princess play, like all play, offers valuable insight into children's

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20:21

TWTBIM_0258 Floor Time

Teaching With The Body In Mind ·

2023/08/29

In looking through his photo archives, Tom has noticed how much time children spend on the floor. Should we think about the floor as a place to play? Joey points out that some materials are just easier to use on the floor--they'll wind up there anyway. Mike reminds us how much easier it is for children to anchor themselves on the floor which allows for more focus on their chosen task. What about adults? Should we be sharing this physical and emotional space alongside the children?

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23:47

TWTBIM: Sharing (ENCORE EPISODE)

Teaching With The Body In Mind ·

2023/08/22

When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we use the term "sharing." Mike reminds us of Fred Rogers' wisdom: "There's a world of difference between insisting on someone's doing something and establishing an atmosphere in which that person can grow into wanting to do it." (Recorded December 2019)

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21:36

TWTBIM: Attunement (ENCORE EPISODE)

Teaching With The Body In Mind ·

2023/08/15

Mike's original reference to attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out of tune" with children. Mike posits that noticing disharmony is one of the first steps to attunement. Who doesn't love a musical metaphor? (Recorded November 2019)

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25:37

TWTBIM_0257 But in the Real World...

Teaching With The Body In Mind ·

2023/08/08

Joey wants to talk about how the artificial constraints of environments and schedules restrict children's ability to meet their needs in any given moment. Tom describes a special type of "flow" that occurs when we give children time in spaces that support a wide range of interests, energy levels, and physical needs. Mike points out how we often use the phrase, "but in the real world," to justify the limits we place on children. What if we offered them a more "real world" environment instead?

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