Testimonials

 

 

Principal Danny Garcia, Kohala Elementary School

Kohala Elementary School has partnered with Wellness Through Movement for over ten years.   Catherine Rosasco Mitchell has provided classes for students, teachers and community members to develop a stronger sense of awareness within them selves. We have incorporated the mindfulPrincipal Danny Garcia Kohala Elementaryness program into our daily culture here at KES calling them “PONO Breath” and “PONO Space” respectively. Our primary focus here at KES is to develop young children into young adults with a strong sense of self physically, mentally and emotionally.  Through the training both in movement and mindfulness with the WTM program, we have seen both individual students achieve success overcoming anxiety and other behavior issues, and improve in listening and communication. In addition there has been a school wide decrease in poor behaviors and referrals.

 

Our teachers use the “PONO Breath” with the students daily and our school counselor has incorporated the “Sensational Attention” video into her curriculum.  As the school leader, I personally believe in the WTM methodology and it’s importance in primary education.  I say, teach the body first than the mind will follow…we are spiritual creatures having a physical experience.

 

Mahalo Nui Loa,

Danny P. Garcia, Principal

Kohala Elementary School

 

 

 

Andy Russel, Health Coach, Video Tech

 

Andy Russel, Health CoachAfter documenting the Wellness Through Movement program at the Kohala eleme
ntary school it is obvious that the program positively affects cognitive performance and physical well being. What made the results from the Wellness Through Movement program unique was how each student developed personally and in the group; shy students became more expressive, boisterous students became more quietly engaged and the entire group benefitted from the improved dynamics. This allowed f

or more spontaneous involvement from all the students rather than the group developing a habitual hierarchy that would have benefitted some and stifled others. For this reason, I think the WTM program is distinct from and more beneficial than most physical education programs used in schools presently and has the potential to be used in an integrated way in any situation rather than only being used as a separate and isolated practice.

 

 

Andy Russell

Feldenkrais trainee, fitness and health coach

Testimonials

 

 

Principal Garcia, Kohala Elementary School

Principal Danny Garcia Kohala Elementary

Kohala Elementary School has partnered with Wellness Through Movement for over ten years.   Catherine Rosasco Mitchell has provided classes for students, teachers and community members to develop a stronger sense of awareness within them selves. We have incorporated the mindfulness program into our daily culture here at KES calling them “PONO Breath” and “PONO Space” respectively. Our primary focus here at KES is to develop young children into young adults with a strong sense of self physically, mentally and emotionally.  Through the training both in movement and mindfulness with the WTM program, we have seen both individual students achieve success overcoming anxiety and other behavior issues, and improve in listening and communication. In addition there has been a school wide decrease in poor behaviors and referrals.

Our teachers use the “PONO Breath” with the students daily and our school counselor has incorporated the “Sensational Attention” video into her curriculum.  As the school leader, I personally believe in the WTM methodology and it’s importance in primary education.  I say, teach the body first than the mind will follow…we are spiritual creatures having a physical experience.

Mahalo Nui Loa,

Danny P. Garcia, Principal

Kohala Elementary School

 

 

 

Andy Russel Health CoachAndy Russel, Health Coach

After documenting the Wellness Through Movement program at the Kohala elementary school it is obvious that the program positively affects cognitive performance and physical well being. What made the results from the Wellness Through Movement program unique was how each student developed personally and in the group; shy students became more expressive, boisterous students became more quietly engaged and the entire group bAndy Russel, Health Coachenefitted from the improved dynamics. This allowed for more spontaneous involvement from all the students rather than the group developing a habitual hierarchy that would have benefitted some and stifled others. For this reason, I think the WTM program is distinct from and more beneficial than most physical education programs used in schools presently and has the potential to be used in an integrated way in any situation rather than only being used as a separate and isolated practice.

 

 

Andy Russell

Feldenkrais trainee, fitness and health coach

Board & Hui

Board Members

Pat Linton: Secretary/Treasurer Former CEO North Kohala Community Hospital

William Prothero: Vice President Former Professor at University California Santa Barbara

Catherine Rosasco Mitchell: President Feldenkrais Practitioner 

___________________________________________________________________________

Hui  of Educators, Professionals, Parents Advisors 

Susie Jones M.A: Physical Education Instructor/Administrator Hawaii Preparatory Academy
Esther Hughes M. Ed.: CSSS RT Comprehensive Student Support System Resource Teacher, Hawaii Department of Education
Jody Lubrecht Ph.D.: Consulting Clinical Psychologist
Doug Connors: Grant Writer, Laupahoehoe Train Museum
Catherine Rosasco Mitchell: Feldenkrais Practitioner, Feldenkrais Interest
Donna Rohr M.A.: Drama and Physical Education Instructor/ Parker Elementary School


Pigeon Toed Children

 

Solution Other the Casts

By Catherine Rosasco-Mitchell

 

Internal Tibia Rotation     Toe walking, knock-knees, and pigeon toed conditions are the most common orthopedic (muscular-skeletal) challenges in toddlers today. Many children grow out of these conditions as they learn to walk. Signs of improvement are visible by the age of six months by trained professionals. If there are no signs of improvement then drastic measures that are quite painful are often presented as the only option.

 

“Braces, casts and surgeries are not the only options for orthopedic conditions,” says Dr. Moshe Feldenkrais who is the world-renowned physicist and professor in the fields of neurology, development and movement. This Nobel Prize assistant created a method called “Functional Integration® (FI) that is a sensory motor movement that changes orthopedic conditions. Other colleagues agree development is based on sensory perception inside the body and is a key to healthy functioning (See Society of Research for Child Develop, Teaching Institute 2015 Blog: http://wellnessthroughmovement.com/srcd-teaching-institute-presentation-philadelphia/ Pigeon toed children do not feel their sensory body.

 

FI uses the sensation of motion and touch to build receptive impulses of necessary information for healthy alignment and development. The sequence of sensations in developmental movement is key to how information is processed and incorporated from-the-body-to-the-brain. Sensations of motion in sessions integrate muscular and skeletal function between parts to correct alignment and balance. Results are seen as early as after one session if there are no bone deformations.

 

How does it work? Sessions introduce missing sensory-motor development. Correction of condition demands not just the mechanical function but also neurological intelligence (Goddard, 1957). The sensory level integrates life changes in psychological and emotional well-being and relieves pain and suffering. Does this sound too good to be true? Leading physical therapists are training with Feldenkrais work because of its amazingly quick and long lasting results. FI sessions take the suffering off the table. Instead gentle movement clarifies and utilizes the intelligence of the natural development through the skeleton to the muscles and their alignment, posture and position.

 

When children with pigeon toe (or flat foot) conditions correct them selves it is because movement stages were developed correctly. Each stage of developmental movement creates the next stage forming building blocks for healthy function (S. Randolph and M. Heiniger, 1998). If any stage is missing the condition will not correct itself. The FI session introduces corrects missing stages.

 

For example with in-toeing (pigeon toes) sensory impulses rotated bones of the tibia in a torsion affecting the whole leg, pelvis and even spine. Sensory motor reeducation gives the system the sensation of how parts work together. This is how nature corrects conditions if addressed in the first year of life.

 

 

 

The Feldenkrais® Method is also foundational to the success of hundreds of children in the Wellness Through Movement programs (See www. WellnessThroughMovement.com). More information about the Feldenkrais® Method can be views at: www.FeldenkraisInterest.com.

References

  • Bower, TGR (1941); The primer of infant development
  • Feldenkrais, Moshe (1972); Awareness through movement; Harper and Row, San Francisco CA
  • Goddard, Sally (1957); Reflex, learning, and behavior; Fern Ridge Press, Eugene, OR.
  • Randolph, Shirley and Heiniger, Margot (1994); Kids learn from inside out; Legendary Publishing Company, Boise ID
  • Ratey, John (2001); A user’s guide to the brain; Vintage Books, Random House, New York, NY

 

 

 

Get Sensational Attention Video RELEASED

TEACHER’S Version

“Get Sensation Attention” video is a tool for elementary school children to improve attention through expanding  self-awareness and sense of  well-being.  In school we want “Eyes up here. Ears uphere.”  Attention deficient is the most common challenge for children today but their bodies are telling us why. Neuroscientists (study of nervous system in both brain and body)  are finding  educators want to learn about the “science of character.”  Difficulty controlling behavior, feeling hyperactive and needing to move are signs of what is in character that is  causing attention deficient.  Character is learned by self awareness and self awareness begins by learning to point attention inside.

Is sensation related to attention? Scientists say “yes.” See http://wellnessthroughmovement.com/blog/(Society for Research in Child Development). Attention negotiates with sensation.

First step is to build awareness of physical presence for the child. Key factors to this type of awareness are attention and movement. This awareness is physical condition and takes practice to learn (three weeks).

There are two videos. The “Kid’s version” of “Getting Sensational Attention” can be viewed into two or three segments. The “Teacher’s version includes the research. Watch the video then ADAPT, ADAPT, ADAPT. Adapt the sensation of “home” to daily situations. How? Ask the children to remember the feeling of “home.” Are they present inside? Repeat the lesson until they can feel how to “home” speak (or listen) from home. And listen. Do they need to share?

In sensation lie the urge to behavior, the curiosity to listening and the ambition to achieving. Help your student become fully present and attention will expand. Grades and social behavior also improve. Teach attention, dual attention both inside and “out there.”

 

 

Child Development Teaching Institute Presentation

We have been accepted to present at the Teaching Institute for the Society of Research of Child Development (SRCD).  Teaching Institute is held at the preconference of SRCD Biennial Conference  2015 in Philadelphia.  Teaching Institute is designed for teachers of developmental courses of all levels wishing to develop strategies for engaging students, exploring new ideas, and update their knowledge with like-minded professionals.

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Announcement WTM Invited to Research Conference

Announcement: Wellness Through Movement Presents At

Society of Research Child Development (SRCD) Teaching Institute

We have been accepted to present at the Teaching Institute for the Society of Research of Child Development (SRCD).  Teaching Institute is held at the preconference of SRCD Biennial Conference 2015 in Philadelphia.  Teaching Institute is designed for teachers of developmental courses of all levels wishing to develop strategies for engaging students, exploring new ideas, and update their knowledge with like-minded professionals.

Continue reading

Update: “Get Sensational Attention” Video Animation Mindfullness Program

Have you ever thought of an exciting new idea and was gun-ho on making it happen?  And once you were in the thick of it, it got even thicker with details, complications, technical challenges and phases unknown to man, at least in your own mind?  Well making a 12-minute video whiteboard animation = is like producing a major film for someone who is new to the film world.  The film is really funny and coming along but alas taking more time then expected.

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Mindfulness with Sensory Body Animation Video Coming Soon

Thanks to the principal of Kohala Elementary, Danny Garcia,  Wellness Through Movement (WTM) has been requested to do a broadcast for the school to train students and teachers.  This is one way to build a bridge between the culture of the Department of Education and a higher quality of living from both for the mind and heart of our children.  Sponsors have helped us create a video to explain  the foundational lessons of the program for the whole school to view.

The whiteboard video will draw out cartoons as it “talks story”  to capture children’s attention, address Continue reading

Students Learn to Take Responsibility for Behavior

 

“…the majority were better equipped to take responsibility for their behavior.”

Article by Cherry Sanford

Elementary Teacher

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As an assistant in the Wellness Through Movement Program at Kohala Elementary this spring, I had the opportunity to witness evidence of progress in the children’s physical and emotional health and well being. While engaged in a variety of fun and enlivening movements, I observed children in the process of learning to listen to their own bodies and emotions.
After many years of teaching experience, I can easily see that elementary Continue reading

End of the Year 2014 Report

Class of 2014 K-2

Class of 2014 K-2

Wellness Through Movement Mentorship January 2014-May 2014 

 

BUILDING TOGETHER a WHOLE CHILD

 

 

WHAT HAPPEN (A list  at the end of this Blog)

With the Last Working Directly with the Children

Wellness Through Movement that has never happened before like this winter at Kohala Elementary. Information from the body, the heart of the child, is getting buried and further out of reach but success was made.  Teachers and parents are reporting health, vitality, and empathy may be declining as pressures increase and as a results more challenging behavior in children at younger ages.  Challenging behaviors are become more extreme and at younger ages.  Parents, Principal Garcia, Teachers Continue reading

The Human GPS

The Human GPS for Learning

How Movement and Cognition Unite

 Thinking and reasoning are used to address learning in Education but rarely is the brain and body considered an operation of two hemispheres opposite and complementary. Arts, movement, and even (western) yoga classes are valuable “breathers” to thought and reason but to educate the foundation of how the human nervous system learns awareness in quality of movement must be united with cognition. WTM does so by looking at the integration of three functions:

1. Motor Patterns (different than motor skills) – the character of movement form as perception

2. Cognition – development and structure of thinking

3. Perception – when the is brain activated (by a pattern of sensation) and attempts to notice and process

To clarify the above definitions:

Movement patterns are sensations synergistically operating with the senses in action, specifically the sense of “proprioception.” Proprioception negotiates between senses, thoughts and actions trying to carry out intention.   Proprioception in this context is defined as the sense of motion between body parts and character of motion as a whole. Cognition is the development and structure of thinking.   And the attempt to notice and process thought negotiating with the senses is what is labeled perception.

The design of structure and function in motion displays communication between thoughts and senses.  Mindset can be read by “movement patterns.”  Movement, its efficiency and dysfunction of patterns give insight to this body-mind communication. Continue reading

Research Project Continues

Dear Supporters and School Administrators at Hawaii Dept. of Education,

Just to let you know your efforts in helping the research team with WTM has not gone to waste. And a special thanks to the support from First Hawaiian Bank in making this project reach schools in all the islands of Hawaii.

Vassar professors and students and the research team is still working on evaluation of the body’s aid to brain function (or what scientists call “embodied cognition”).  We are evaluating assessments and working on composing rationale.  We hope to have the research project presented at the Society for Research in Child Development conference in Philadelphia March 2015.