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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

21:30

TWTBIM_0291 Long Ago Kid

Teaching With The Body In Mind ·

2024/06/18

Ross wants to talk about navigating transitions. As the school year comes to a close, we often notice a ramp up in children's (and adults') level of dysregulation. How do we support children and teach the skills for managing the many inevitable changes of life? We talk about what is staying the same alongside what will be different...we practice rituals for saying goodbye...we involve children in concrete actions, such as cleaning, giving mementos...we engage in rituals that encourage reflection and

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17:37

Encore Episode: Learning from Silence

Teaching With The Body In Mind ·

2024/06/04

While we're on a brief recording break, enjoy this episode from the archive: Inspired by Stephen J. Smith from his book Risk and Our Pedagogical Relation to Children, Tom asks the group to consider the idea of silently observing children's movements as "reading their actions as they're being written." What more would we learn about children if we watch in silence and listen instead of always talking? (recorded November 2018)

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19:09

TWTBIM_0290 Connection

Teaching With The Body In Mind ·

2024/05/28

Mike leads us into a discussion about the importance of connection. Social connection is how children get through the hard things...Connections build resilience...Children are always looking for connection...All play is social and all learning is social...We're wired to learn from the group so why is assessment still tied to individual achievements...Shout outs to: Vygotsky, Gilligan and Usain Bolt...The most important job of teachers is to be there.

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20:00

TWTBIM_0289 Inner Strength

Teaching With The Body In Mind ·

2024/05/21

Joey wants to talk about the idea of emotional strength. How do we support children in building inner strength without making assumptions about what they can handle? Mike reminds us that stress--in the right amount--supports growth. Tom shares the experiences of listening to children and being an advocate for their feelings. We need to watch out for accidentally giving the message that being "strong" means you don't feel sadness. Ross advocates for expanding children's (and everyone's) emotional

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21:42

TWTBIM_0288 Who Wins?

Teaching With The Body In Mind ·

2024/05/14

What is lost when adults let children win at all the games? Ross worries that it gives children the false sense that they can never lose. How do you keep games fun when the skill set is mismatched?... Do kids know what is happening when adults let them win?... Letting children win can be a form of power reversal play... It can be disrespectful when adults check out of the play and let children win... There is a level of challenge needed to make a game fun, motiviating, and to increase your skill

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19:47

TWTBIM_0287 Piles and piles

Teaching With The Body In Mind ·

2024/05/07

Monkey piles, piggy piles, "pile on"--Tom has noticed that children often pile up together. This physical play provides close contact and a little unpredictability. What other needs are met in piling up?

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11:23

TWTBIM_0286 Environment (continued)

Teaching With The Body In Mind ·

2024/04/30

The conversation about environment wasn't quite finished. Joey, Mike and Tom continue to work their way through the jargon in search of more practical and meaningful language.

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20:15

TWTBIM_0285 The Environment is Not a Blank Canvas

Teaching With The Body In Mind ·

2024/04/23

Mike invites us to unpack the term environment as it is used in the field of early childhood. Does emphasis on "creating the environment" overlook the fact that you are in a specific place that already exists? Does it take into account the children and people who inhabit the space? How can we avoid fighting against the place we are in?

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20:15

TWBIM_0284 Give Them Space

Teaching With The Body In Mind ·

2024/04/16

How can we give children chances to explore space (and the feeling of having a lot of it)? Spending time outdoors is one of the best ways. Inside, perhaps children can experience a feeling of being in a separate space under a table. Spending time alone in an empty classroom can also tap into an expansive feeling. As Tom sums it up, it is an awesome experience "exist in the expanse."

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21:40

TWTBIM_0283 Cooperative Games

Teaching With The Body In Mind ·

2024/04/09

Competition has been ramping up in Ross's class. Children compete over who gets to the door first and even who can complete a puzzle the fastest! The introduction of cooperative games has helped to change the tone. The group gets thinking about some of their favorite large motor cooperative play activities--freeze ball, bridge jumps, building with two-person planks--and breaks down some of the key components to include when inventing new cooperative games.

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18:47

TWBIM_0282 Spinnies and Ka-chunk

Teaching With The Body In Mind ·

2024/04/02

Joey shares an experience with children "just playing on a swing" that was really so much more. Mike recalls a similar play episode with children playing on a flexible bridge. In both instances, children embodied high-level social skills: empathy, cooperation and collaboration. Tom reminds us that generosity flows naturally from the joy of play. Let's never forget that!

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20:47

TWTBIM_0281 It's All Social

Teaching With The Body In Mind ·

2024/03/26

Tom's been observing how children forge social connections through large motor play. Whether filling buckets with sand, negotiating space in big empty boxes or taking on roles in pretend play, children learn social skills by using their bodies.

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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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195 results

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