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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

23:58

TWTBIM_0256 Equipment vs. Experiences

Teaching With The Body In Mind ·

2023/08/01

Mike wants to talk about how standards for quality often lead us to put more emphasis on the equipment in the classroom rather than the experiences of children. How important are those magna tiles and counting bears?

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21:43

TWTBIM_0255 Dysregulated to reregulated

Teaching With The Body In Mind ·

2023/07/25

Ross has been thinking about when children are dysregulated and the impact it has on adults' regulation. How do we tune in to signs of stress in children? Mike notes that we often don't notice more subtle cues. The group looks for the perfect analogy to describe the process of building regulation skills in partnership with children. Joey points out that when we avoid children who are dysreglated we miss the chance to build relationship with them.

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21:31

TWTBIM_0254 What if....good things happen?

Teaching With The Body In Mind ·

2023/07/18

Tom wants to address the concerns of teachers who worry about keeping control if ALL the children want to try something. What if everyone climbs the sensory table after you allow that one child to do it? Are they really all going to want to do the same thing? Joey wonders if we can flip the script and imagine that good things can happen when we're wondering "what if." Ross shares the scientific formula for the density of positive vs. negative results.

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20:37

TWTBIM_0253 Power & Control

Teaching With The Body In Mind ·

2023/07/11

In a follow up to last week's conversation, Joey reflects on the dynamic of power and control in the classroom. When is it OK for adults to take control? When are we misusing our power? Joey describes a standoff in the classroom loft. Mike shares an example of stepping in to help a child who seemed powerless in putting on their boots. We need to stay mindful of our reasons for keeping things "under control" and avoid having control itself become the goal.

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19:19

TWTBIM_0252 Comfort vs. Control

Teaching With The Body In Mind ·

2023/07/04

Mike urges us to reflect on our actions when children are out of control and need to de-escalate. Is restraint appropriate? What if we offered comfort instead? Joey counters that sometimes being held can provide a feeling of safety. How do we make the call?Tom reflects back on his early days of teaching and feeling uncomfortable when he used restraint. An important conversation about an uneasy topic.

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19:54

TWTBIM_0251 When Help Isn't Helpful

Teaching With The Body In Mind ·

2023/06/27

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?

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19:15

TWTBIM_0250 Accoutrements

Teaching With The Body In Mind ·

2023/06/20

Tom paints a scene of children loaded up with accoutrements--binoculars, strollers, baskets loaded to the brim. What is this about? It seems like more than playing "dress up." What drives children to collect and transport so many disparate items? What emerges from this play?

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20:31

TWTBIM_0249 Local Memories

Teaching With The Body In Mind ·

2023/06/13

In follow up to the conversation about local play, Joey has noticed that many of children's memories are local too. Moving through different locations and environments prompts children to connect with past experiences and begin to form their understanding of time. Ross wonders about the impact of restricted settings during the pandemic. Tom recalls "pig pen" hill and Mike describes the best playground ever.

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21:17

TWTBIM_0248 All Play is Local

Teaching With The Body In Mind ·

2023/06/06

Tom invites us to explore the idea that all play is local. The more local the play, the more complex it becomes. The group recalls highly "local" play related to saddles, toy washers and dryers, road construction, and prairie burns. Ross and Mike underscore the fact that highly specific play enriches diversity. See Tom's original blog post here

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19:13

TWTBIM_0247 Leapfrogging to Mastery

Teaching With The Body In Mind ·

2023/05/30

So often, we forget to appreciate the process of skill building and expect children to master skills after one lesson. Joey notices that even children can have unreasonable expectations for one another. When we forget how long takes to master a task, we don't give grace for mistakes and get frustrated. What about the role of effort and motivation? The conversation reminds us to be mindful of our expectations for children and how we communicate about them.

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21:44

TWTBIM_0246 Limit Setting

Teaching With The Body In Mind ·

2023/05/23

Ross wants to talk about limit setting and following through. How do our actions impact children's skill building for future competence? Tom gives an example of setting limits that is not punitive. Mike cautions against "banishing" children from activities and a reminder of children's sense of time. Joey encourages reflection--who needs the limit and why? Ross emphasizes the importance of having a plan for follow through after a limit is set. That child might still need you as a partner.

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21:33

TWTBIM_0245 Communication Rainbow

Teaching With The Body In Mind ·

2023/05/16

Mike shares his discovery of the expressive language rainbow metaphor. When we don't pay attention to what children are communicating with their bodies, we're not seeing all of the "colors" of the communication spectrum and most likely missing out on understanding children. Perhaps this concept of communication can reduce over-reliance on the phrase "use your words." There are also implications for our assessment tools.

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22:17

TWTBIM_0244 Transporting

Teaching With The Body In Mind ·

2023/05/09

Mike has a newfound appreciation for transporting after spending a day carrying around dinosaur feet with toddlers. The conversation about the ways that children--and all of us--engage in transporting materials highlights the importance of this life skill. There are implications for how we design spaces for children's play and support their abilities to transport.

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21:20

TWTBIM_0243 Seeing Cooperation

Teaching With The Body In Mind ·

2023/05/02

Cooperation between children happens all the time--sliding down hills, at the art table, or sharing space during crowded sensory play. Once you start looking for it, you see it everywhere, even in play that may not sound "nice." Adults can add to or detract from the cooperative spirit of children's play through our responses.

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TWTBIM_0242 It'e Never Just Walking

Teaching With The Body In Mind ·

2023/04/25

Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?

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20:30

TWTBIM_0242 It'e Never Just Walking

Teaching With The Body In Mind ·

2023/04/25

Tom's been noticing that children never just walk from place to place. They test their balance, touch things, and zig zag around through space. What to do? Can we be curious and try not to judge? Do we need to intervene? What are the skills we want children to develop and does straight-line, quiet walking support that development?

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13:05

TWTBIM_0241 Ross' Rebuttal (part 2)

Teaching With The Body In Mind ·

2023/04/18

Ross's response to recent the conversation about possession. He shares his thoughts on turn taking vs. sharing, the ethics of saving work, and who "owns" the classroom.

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18:29

TWTBIM_0240 Ross' Rebuttal (part one)

Teaching With The Body In Mind ·

2023/04/11

Ross is back and ready to revisit recent conversations about whether babies are stupid and how our values impact our work.

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20:12

TWTBIM_0239 Playing with the Ocean (encore episode)

Teaching With The Body In Mind ·

2023/04/04

If you can't make it to the ocean for spring break, you can at least enjoy this episode inspired by playing at the beach. Tom's been thinking about a recent trip to the ocean where his grandchildren played tag with waves. The discussion reminds us of other reliable playmates such as puddles, streams, and sticks. Ross points out that these playmates can meet children's seemingly insatiable need for play--the ocean will never be too tired to play tag. They are also emotionally neutral. There's no

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19:37

TWTBIM_0238 But I Had It First

Teaching With The Body In Mind ·

2023/03/28

Possession and ownership are complex concepts that come into play every day in an early childhood setting. It's amazing how well young children--even babies--understand the nuances of the unspoken rules that can change from one context to another.

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191 results

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