Listening 4 BASIC Steps


Children may be able to hear us but can’t listen.  An adult may have a similar challenge when the internal dialogue of what he/she feels  (physically or emotionally) gets in the way of understanding what is being said. Researchers Alfred Tomatis and Christian Vold focus more on the problems of “listening” then “hearing.”  The brain gets a great deal of “silent traffic” from a matrix of metabolic processes (sensations in the body) that can get in the way of listening.  Could this be one reason our children can’t “hear” us?

Take care of the basics on listening first by taking care of the sensations of the body:





Body-to-Brain Communication

  1. Drinks lots of water.  Sound simply? If you want your child to take better care of his/her self and their attitude have them drink water.  The brain is growing rapidly in a child and the brain “eats” water.  Drinking water makes “salt water,” an ionic charge assisting communication between thinking feeling, moving and learning.


  1. Is your child hungry and does he/she eat balance meals? Is the plate of food full a variety colors?  Serving a variety of foods will insure getting a balances meal with all the essential nutrients they need to think, grow and learn. These nutrients are from the basic food groups especially: vegetable, protein (meats or legume + grain), and grain. Eat sugar? Eating sugar wipes out the power of nutrients so try to only have on occasion, and not when sick. Can’t get kids to eat veggies? Blend veggies into smoothies with fruits, mix into grains chopped fine, or sneak them into a sandwich spread.  Surprisingly if just one food group is missing all other essential nutrients have a hard time getting absorbed into the body. Ideas for healthy snacks: eat food from the earth to the mouth (nuts, fruit, carrot, etc.).


  1. Rest and physical activity. For children rapidly growing and learning rest is essential. Children “download” information while sleeping.  Physical Activity (especially aerobic and joyful!) helps release pent up energy and physical tension. If children sit still (at computers) for too long their bodies could affect emotional health. Lack of movement can also make the mind “numb” to others. If a child is medicated or confined sitting still for too long the body-to-brain information can’t communicate and attitude can slip into lack of motivation, emotional instability, even depression. Regular movement clears busy minds, moves stagnation and relieves stress.


  1. Wellness Through Movement lessons are Body-to-Brain steps in finding the WHOLE CHILD (See A New Sensory Self-Awareness book).
    No Place Like Home Breath and Personal Bubble trains attention to be both inside and with others. “Home” is deep sense of self, the feeling sensation from long exhalations and attention inside. Attention follows the movement of sound vibrating the word “home.” Children are taught to feel the physical sense of “home” (or in Hawaii the Na’au). Difference in communication is compassion versus emotional reaction.  Awareness of “Home” slows down reactions that are fueled by attention solely “out there” versus what is truly trying to be expressed from inside.  Attention shifted inside fines kinder choices of words and actions to communicate. The sense of “Home”  (or Na’au) from sensory motor relearning steps attention back away from “out there” to a deeper sense of the heart.  The whole child comes into the situation and challenges “out there” feel less intense, while curiosity finds a new way to response.


Still no improvement?  Motor Patterns May Play an Important Role


For some children physical activity or attention “inside to out there” may not change behavior. What could be more important is how he/she feels inside. Motor patterns can lock them into habitual behavior controlling our emotions instead of us.  A trained Feldenkrais Practitioner observes how movement explains the inner dialogue stuck in a pattern dysfunctional to comprehending or listening.  Wellness Through Movement (WTM) games integrate body-to-brain communication: physical to emotional and emotional to mental, and mental and emotional back to physical. How we move (or motor circuits) reflect habitual ways of “thinking.” Scientific American Mind says, “Motor circuits (muscle movement) doesn’t just feed thinking THEY ARE THINKING.” WTM reeducates motor circuits to improve sense of self thus self-regulation and self-help. When mind and body work together character improves, and sense of self and awareness to one’s uniqueness is honored.


More information or free consultation: 808-885-7190



Transition Times From the Body to Brain

Transition Times from the Body-to-Brain

Caution: The body is organic and so is the mind. People understand movement helps children refocus but is can also do the opposite.   If children are moved around every 10 – 15 minutes it will be very difficult to get them to listen or follow directions.  The framework of time doing a certain task has to be for a long enough period of time for the body to adjust, the mind to understand (the direction), and the task to be carried out. Plan on it.  Transition is an organic process; it is not just a change “in thought” especially for children.  Too little time on one task doesn’t take into the account the time needed for the whole body, mind, and spirit to adjust to the new direction. Remembering transition is an “organic” process and so is following directions.  If the brain could be thought of as a sensation, and feeling all with a thought you as a teacher or parent my have more patience for children’s adjustment period.  Measure the amount of time on a specific task.  Keep them on task for at least 20 (K-1 graders) to 30 minutes (2-3 graders) and no more then 45 minutes for older children.

Okay now I’ll tell you how to speed up Transition:

To speed up Transition time: Make every transition a routine of steps recalling the physical actions.  This means us the same words in the direction: 1. Say what the children are doing.  2.  Then say what the children are going to do  3.  And for how long  they will be doing the next step.

Then when the class returns back to a new lesson or task start the new task by asking the children recall where they left off with the last lesson of the same topic.  If there is no attention to this question ask children to check in with oneself (through “Home Breath” lesson. This is in the book A New SENSORY Self-Awareness).   Home breath lesson in the long run will save a lot of time.  When the direction is to intentionally direct attention inside the mind shifts letting go of past actions.  If the child doesn’t want to do this help them know they will have hard time with the lesson because “they won’t be there.”  If finding “home” becomes protocol or routine they’ll adjust quicker from one task to another.   We address this topic in the WTM lessons.  If any of your kids are in the program they will know exactly what you are talking about when you ask them if they are in “Home.”  They are just as important as the lesson, so we want them to be in find “home.”

Results to getting children on task will not happen right away.  This process must be repeated with every transition for two weeks.  You will see results quicker and quicker as the school year unfolds.  As the teacher (or parent) gets tired the student get more responsive.

Want your Children to Get Organized?


Want your Children to Get Organized?

Children seem lost when put in a situation where they have to be the ones to take care of themselves, cooperate with others, or to be creative in finding a solution to a challenge.  Even creating a new game child seems lost.  Being organized takes self-regulation.  Self-regulation takes self-awareness and responsibility of their actions with their attitude.  Get self-aware to be self-responsible to teach your children to be organized.   To be organized SELF- INQUIRE.


Start Young and Make Daily Process a Routine

Organization takes routine, review steps in a routine day after day, and ask what was learned at the start and the end of each day or lesson. To kindle memory and learning recall what happen the day before in a lesson.  If children don’t remember put them in the position they were in when they learned.   Then think of sequence of what was done step by step in the lesson and ask the children to recall and share.

Getting Self-Aware through Action and Memory

What did we do first?   What did we do next?  What did you learn?  How did you apply the learning in daily life (at home, school or with friends)?

Ask children the first thing they did in their _____________ lesson (math, reading lesson or if a parent what they do on a school day, a play day, a certain day of the week).

Recall the next step the children experienced in the lesson.  This kindles the physical sensation of the experience to remind the mind how the learning unfolded.  Rekindling the memory by recalling the sequence of steps in the lesson “Organizes” thoughts and instills memory.

Organization takes Repeating Patterns of Routine

Write the Agenda (in a pattern) for the day on the board so all the children can see what the day has in store.  Follow this routine daily if at all possible.  Routine steps set up automatic responses from the body-to- brain in learning.

 Recalling the Steps in the Routine of the Day on a day-to-day basis.  Each routine need to always include Self-Inquiry.  Ask children how they physically felt when they came into the classroom and if their attitude is associated with this feeling in the body.

They may come have come in hungry, tired, or thirsty. Parents we need to help address basic daily needs like good meals regularly, rest, exercise and drinking water.   Quiet the internal dialogue of sensations so deaf the ears can hear.    Improve self-responsibility and self-regulation by pointing attention to their actions and physical condition and how it may be affecting attitude. Ask your children to notice how they are feeling and if they are aware of how they got that way? If they are tired every morning did they go to bed early enough?  Ask as if it is not your responsibility but theirs.  Hungry? Did they get up early enough for breakfast? Do they need water? The brain “eats” water to communicate the information the teacher of parent is sharing.

This process of Self-Inquiry may take time at first but will save time in the long run.



Research Update

Aloha Kohala Community,

We want to let people know we didn’t get approval in time  from the Department of Education for the research project between Wellness Through Movement, University of Hawaii and Vassar College.   However we want to thank the DOE in all their efforts to try to make the research happen.   After postponing the Wellness Through Movement from September 2013 to January 2014 we felt it important to follow through with the school and community members on starting.

AND we do want to share the program has expanded reaching more children then ever excepted!

1. We went into an additional school, Waimea Elementary School, and did a Parent Hour with over forty more parents.

2. We are going into three additional classrooms reaching students (60) tools to self-regulation, listening and responsiveness.

3. We are training those three teachers of these classrooms tools on how to bring about sensory self awareness to improve self awareness to learning and self care while in school.

4. We are also consulting privately to now twelve difference parents about ways to support their child and bring a healthier more productive communication, self awareness and development in the home environment.

Thank you for your inquiries.  Wellness Through Movement will continue at Kohala Elementary bringing families, teachers and students together as a team for learning and healthy living… together is the only way there will be change.

Mahalo for your comments of guidance and appreciation.  It keeps us going.

And last a special thanks for the people who have given their time and commitment to support the program Cherry Sanford  and Andy Russell.



Catherine Rosasco-Mitchell

WTM Begins January 28, 2014 Kohala Elementary

Parents and staff from the WTM® program joined together for Parent Hour  at Kohala Elementary to share with community about the upcoming programJanuary 22, 2013 to May 14, 2013 for children in elementary grades.  In this program children will receive in-depth  support physically, mentally, and emotionally  all through exciting movement and tumbling games.  Program will be after the short school day starting at 1:30 p.m. – 4:00 p.m.

Program is free to the public of the Big Island of Hawaii thanks to the 21 Century Mentorship Grant and local community members support.