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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

23:36

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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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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