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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

21:31

TWTBIM_0345 Correspondence

Teaching With The Body In Mind ·

2025/09/09

Refreshed from a summer break, the group is ready to dive into deep thinking with Tom. He's brought some light reading to decipher. What does it mean to correspond with children versus interact? Ross's school dance analogy is just the thing to help everyone understand.

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18:48

ENCORE EPISODE: Creating the Conditions

Teaching With The Body In Mind ·

2025/08/27

Tom's parking cars at the State Fair, Joey and Ross are busy setting up classrooms, and Mike is prepping for another possible podcast (more later). Enjoy this encore eposide in the meantime! What happens if you create the conditions where children know they can try things vs. run a classroom where children are allowed to do things? It's a subtle difference that can lead to a stance of curiosity and appreciation. It can be as simple as the set up for how children access paint or having towels easily

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21:47

TWTBIM_0344 Effort and Attention

Teaching With The Body In Mind ·

2025/08/19

A recent experience with new glasses has Joey thinking about executive function and how effort drains attention. Adults often forget the effort involved in tasks that seem like they should be automatic such as walking down a hallway in a line, sitting in a group for storytime, washing hands or unzipping a backpack. If we watch for signs of effort, perhaps we can lighten the load for children instead of burdening them with sequences of difficult tasks. It might make everyone's day more pleasant.

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22:15

TWTBIM_00343 Exploring Boundaries

Teaching With The Body In Mind ·

2025/08/12

Tom has some questions about boundaries and rules. For children, the edges of boundaries are the interesting part. Boundaries are more "stretchy" and can be more dynamic than rules.

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21:55

TWTBIM_0342 Table Centric

Teaching With The Body In Mind ·

2025/08/05

Early childhood classrooms are often "table-centric." What experiences might children miss when activities are confined to tables? Are table-centric spaces also teacher-centric?

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19:57

TWTBIM_0341 The Need to Fall

Teaching With The Body In Mind ·

2025/07/29

Ross values falling as an important skill. When children fall, they are learning about balance. Tom sees it as way to calibrate the vestibular system. Joey feels the creep of worrying about falling as an adult biasing her feelings about falling. Mike, your thoughts?

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19:32

TWTBIM_0340 Spaces Determine Behavior

Teaching With The Body In Mind ·

2025/07/22

Soccer domes say,"Run!" Cozy nooks inspire children to crawl in. Open shelves invite pretend bedtime games. Our spaces are not passive entities. They have unique characteristics that determine behavior. As Tom, Joey and Ross discuss what happens in different types of spaces, they speculate about Mike's position on runways.

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23:14

TWTBIM_0339 Objects Can Bring Us Together

Teaching With The Body In Mind ·

2025/07/15

Joey reflects on social interactions related to desired objects. Conflicts that arise over "things" are not always a problem. When objects promote social interaction, it's a good thing.

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21:06

ENCORE EPISODE: Foraging

Teaching With The Body In Mind ·

2025/07/08

With summer in full swing, Joey wants to talk aboout children's foraging for berries and other tasty things. When we trust children's ability to meet their self-care needs in foraging, we can see how capable and competent they are. It's a whole body and mind practice as children rely on their executive function skills and experience immersive sensory input. Tom's grandchildren have been teaching him what to look for on neighborhood walks. Mike knows that tasty plants can be found even in urban

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21:03

TWTBIM_0338 Ross' Summer Homework

Teaching With The Body In Mind ·

2025/07/01

Ross invites us to reflect on our work. Have we been fun to be around? Are we paying attention to the important things? Have we had any "aha" moments? Mike recalls the time he trusted himself--and the children--to study ants. Tom had a perspective shift about what he was watching for. Joey dropped the no fun cooking projects. Ross will be looking for your essays in the coming weeks.

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21:16

TWTBIM_0337 Constraints That Regulate

Teaching With The Body In Mind ·

2025/06/24

Joey leads a conversation about the positive effects of setting constraints when children are overwhelmed. Starting with an example of when children were too enthusiastic about their artistic expressions, the group talks about ways to support children when they are disregulated by their excitement. Tom shares his approach to limiting screen time. Mike supports sore losers in Candyland. Ross talks about consequences involving paper scraps. And everyone has negotiated bad deals with children in good

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19:58

TWTBIM_0336 Run Away and Scream

Teaching With The Body In Mind ·

2025/06/17

Mike is fascinated by the way children show their thoughts and feelings about bugs and other interesting (but creepy!) things. Ross sees it as the reverse of the circle of security. Joey recalls a recent encounter with a snapping turtle and Tom is reminded of the time a mouse ran through the classroom.

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22:03

TWTBIM_0335 If You're Not Having Fun

Teaching With The Body In Mind ·

2025/06/10

Tom's back and he's ready for some fun. At least he's ready to talk about fun. All this talk of fun brings back Mike's memories of fixing the dryer. Ross argues that a lack of funshuts down pathways to learning. Teachers don't need to be clowns, but it is important to check that fun is present in the work.

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22:33

TWTBIM_0334 Holding Back Can be Kind

Teaching With The Body In Mind ·

2025/06/03

Ross wants to talk about the gray areas where we might hold back to build children's capacity for care. When we step back, children can learn how to give the kindness to themselves and each other. Mike shares an experience of toy dumping chaos and a child's power to repair. Joey tells a story of a child who built her sense of agency bit by bit. Mike tries to remember Bandura's elements of agency and everyone likes the metaphor of trees growing stronger in the wind.

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17:33

TWTBIM_0333 Bandaids and Crackers, Part 2

Teaching With The Body In Mind ·

2025/05/27

Turns out there was more say about acts of caring. From changing wet shirts to loaning out favorite shoes, we have many opportunities to give children care. We may not be able to meet 100% of children’s needs, but we need to be reliable. Mike points out the important thing: finding your favorite napkin may seem like a small thing, but it’s not trivial. Just ask Mike and Ross how they feel about their favorite cereal spoons.

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21:30

TWTBIM_0332 Bandaids and Crackers

Teaching With The Body In Mind ·

2025/05/20

Children’s comments from teacher appreciation week make Joey reflect on what really matters to the children in our care. Our bandaids and crackers let children know that they are safe and we will help if they get hurt or sick. Mike recalls children's questions of "why don't we learn anything at this school?" Care is something we don't talk about a lot, but it is the essential foundation for learning.

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20:48

TWTBIM_0331 Match More, Talk Less

Teaching With The Body In Mind ·

2025/05/13

Mike encourages us to pay attention, match children's physical actions and use fewer words. He has found this approach to be especially supportive of children who tend to be very quiet and those who are loud and boisterous. It might require us to slow down a little, which can feel hard in the midst of a busy day. Ross reminds us that it's OK because children are not volcano birds.

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19:12

TWTBIM__(Encore) Backwards Bike

Teaching With The Body In Mind ·

2025/04/29

While we're out on our bicycles celebrating spring, we hope you enjoy this conversation. We'll be back with fresh episodes next week. Mike shares a video of the "backwards bike," (watch here) an excellent example of embodied knowledge. You can explain it, but you can't do it until you can feel it. How many experiences do young children have like this each day? They may "know" something, but can't do it yet. How often do educators experience the frustration of trying to implement new skills and yet

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24:50

TWTBIM_0330 Beauty

Teaching With The Body In Mind ·

2025/04/22

Tom's been wrestling with the idea of beauty in the classroom. Does it mean markers aligned in rainbow order? Cardboard boxes and duct tape in the sensory table? Is beauty stagnant or dynamic?

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22:37

TWTBIM_0329 Reading and Responding to Energy

Teaching With The Body In Mind ·

2025/04/15

How do we read children’s energy? How do we respond in ways that don't interrupt the flow of child led play? Tom recalls joining in to rough and tumble play to help children regulate. Mike's first instinct is also to join in and help "course correct" if needed. Ross acknowledges the influence of the adult's energy level and the context of prior experiences. Mike brings up Anji Play as an example of an approach that looks very hands off, but actually has a lot of adult intentionality.

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195 results

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