Understanding that children feel the “mana” behind our words more then what the words mean may help ease the pain of kids talking back at us.

Younger children grades K-4 feel 85% more then they “think” about what you are saying. So if you are upset while talking they are just going to hear the “heaviness” or “loudness” of your voice.  This turns anyone off.  This will delay any response from them to follow your directions.  As time runs out more anxiety, frustration and anger can amplify the problem.

Take deep breath OUT 5-7 seconds longer then your inhalations.  Do this for 2-3 minutes.  Long exhalations calms and centers the nervous system for a short period.  Then verbally and calmly address what the child is doing, feeling, and wanting to do.  Turning the table to meet their position captures awareness of his/herself personally and opens  ears to your words. Now you have a window of attention long enough to hear what you want to share.

The older kids will want to  talk back  but talk to them like you are them  talking to themselves (from inside…compassionately).    I know it’s hard when we are upset but just give it a try and see if the results is worth the challenge. What is going on with them?  What do they need to hear?  If they are angry something deeper is really going on.  What is it?

Asking these questions to yourself while talking to your children  OPENS ears and hearts for listening.

Attention leads the direction we  head.  Attention takes what we value and mixing is up with what we are conditioned, and like a ping-pong match struggling between the heart and the head,  finally leads the way to the direction attention points.

The funny thing though about attention is though there can be a truth deep in the heart, a conditioned head can overrule… pointing us further and further away from where we want to head.  The results?  Awareness… awareness of what we are used to, what is truly in our heart, and which direction the “rubber hits the road” and we follow. .. no matter how crazy it may seem.

Getting Children’s Attention

Through Awareness

By Catherine Rosasco-Mitchell

2/7/12

After he stabbed his high school teacher with a butcher knife over a low grade, Jason Haffizulla pleaded “temporary insanity.”   The judge ruled him innocent.  It struck me how two years later the Gainsville Sun focused on how Jason “Climbing to the top after Setback” becoming valedictorian. Jason never apologized to the teacher and his obsession for academic excellence wasn’t just from the pressure he put on himself.  When asked what happen Jason said, “My mind just went bananas.”  The mental health of Jason and many struggling children is related to our cultural values.  Today child suicide, depression, violence in schools and obesity cases are higher than ever before and congress is starting to ask why?

Attention is a hot topic in schools because teachers (and schools) are judged according to grades. However congress is re-evaluating the laws of “no child left behind.” Leaders of schools are being introduced to research in brain and behavioral sciences recognizing emotional and social health crucial for peoples’ success (Goleman, 2006).

“Reading and math, reading and math,” vibrates in the hallways of a school atmosphere. As these values hum beneath the minds of teachers stress rises… and so does the need for new doors to open up in what we teach as important.  Essential to getting attention, is Read More

There’s a paradigm shift happening today.  More and more people are realizing we “think” with our bodies.  This shift recognizes the differences of learning from the head compared to from the body. The two paradigms, though very different, are related.  Education for over 100 years has focused on teaching from our heads.  Now a revolutionary look of how the body acts as a mirror to perception is showing us how we learn.  In other worlds our bodies are the filter systems to what information is taking in and “made sense.”

Katie, a 2^nd grader got a glimpse of what her body did to her brain.  The good news is even with only a glimpse the choices she makes in the future can further the unfolding of this powerful insight.

Life holds a mirror up of our history.  The mirror is traced in the shape and function of Read More

Teachers often ask how to get children to stop goofing around and pay attention. Take a moment and watch their spontaneous behavior. Wonder, could this behavior be “unintentionally” trying to listen?  Our first reaction may think “no,”  but watch their movements.  Their behavior could be giving clues as to why they are not paying attention.

Samantha, a fourth grader, was not following the directions.  Her attention was on something else.  To teach children attention we first have to help children turn attention inside.  To pull Samantha’s attention inside we did the Home Breath lesson (a lesson to center a child’s mind in their heart).  But it was futile.  Each time Samantha was giggling so loud she was disturbing the rest of the class.  Instead of listening   she was trying to Read More

Sixth Day Kohala Winter Camp

By Catherine Rosasco Mitchell

Some people think it is impossible to teach children to feel and understand what goes on inside them, yet alone put their attention to the feelings inside while simultaneously having attention with others.  Earl proved he could do even more.

“No one will play with me. I asked Simon if he would play with me and he’s not paying attention,” Earl complained as he reached for his lunch box.

“Earl we aren’t having snacks now.  Please go get Simon and come here,” I replied.  Earl continued to fiddle with a baggie of carrots.

“Simon, could you please come here a minute,” I called across the playground.  Simon, a five year old with a sticky blond Mohawk haircut and angel blue eyes came toddling across the field.

“Simon, Earl wants to share something with you but first I want you both to find home.”  Both boys closed their eyes and did the Home Breath lesson.

“When you find Home put your hand where you feel it in your body and see if you can still feel it when you open your eyes?” I asked.  Earl and Simon repeated the Home Breath three or four times. Earl placed his hand on his heart. Simon placed his hand on his upper chest.

“What does it feel like inside when you find Home Earl?”  I asked seeing his attention inward with closed eyes.

“It feels warm,” he replied.

“What about you Simon, what does your Home feel like inside?”

Simon said, “It feels happy”.

“Ok, now we are going to let own Homes talk about what upset us. Keep your hand on your body where you feel Home so you can remember your Home is the one that is going to talk.  Earl, you share first.   What did you feel out on the playground?”

Earl’s eyes opened and the minute he did his attitude shifting to blaming and complaining… “Simon is mean.”

Simon jumped in, letting go of his upper chest and mindlessly pulling at the top of his Mohawk pointing the tips of his hair straight up like a cat ready to brawl.  He shouted, “I just want to play!”

I stopped them both, “Oh wait, look what just happen!  Can either of you still feel Home?”  I looked at Earl.

Read More

Yes it is true, feel free to email us and get FREE lessons: info@wellnessthroughmovement.com

Lesson will include:

• Why we do the Movements
• Science behind the Movements
• Other Areas the Movements Can Help
• Age and Time Lessons will Take

In Your Email:

• Tell us what ages you are working with? (we have lessons f0r 5 years and older)
• What behaviors and/or academic studies you want support?

Here’s our list of Areas we cover for Movement Lessons:

Movements Lessons Helping:

Attention

Focus

Listening

Read More

Hi Renee,

ADHD causes are on an individual basis… the foundation of causes in ADHD  I believe most often is missing some developmental movement (see research on psycho-physiology) that helps orchestrate feelings with thinking, thinking with action and action with the immediate environment.

Please recommend to the parents to have the children join the camp break sessions at school where we go through developmental movements to help catch these children up.

Every special needs child I’ve seen are missing some primary movements,… the affects throw coordination off thus their sense of self (as well as the synergy of all senses) off… unable to be totally present with what is happening around them for a very long period of time…

ATTENTION:

Let’s try to create some attention inside first with the Home Breath and Personal Bubbles lesson .  First we have to teach spatial orientation so they physical sense where Read More

Aloha Rebecca,

Thank you for your interest.  Enclose are three lessons for your special education class to calm anxiety, attention and focus…to begin.

Please remember if children are hyper and have been sitting or not active for more than 30 minutes they may need to get some of this energy out…Hopping in place with “Magic Zippers” (their mouth closed), Running as fast as you can (with magic zippers)… or getting outside are some options.

For:

Calming

Home Breath Lesson on bellies, with knees bend rocking side to side will help calm anxiety.  The rocking motion with long exhalations helps relax Read More

To Join our Mailing List ….and get free lessons including Home Breath, Pancake Body, and Personal Bubbles Freeze Dance lessons.

Send us an email at:: info@wellnessthroughmovement.com.