Educational Teachers

I Need Help With…

( √ ) My students don’t listen well

Often, if the student is not listening, it is not intentional. Younger students feel through their bodies to listen. For young students (5 to 10 years olds), listening is a whole-body experience. The body carries the dialogue of sensations, both physical and psychological. For example, students love to get buried in the sand, roll in the waves, play through movement but are not aware this movement is helping development and listening.

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I want something quick and easy to do if my students aren’t listening

The program, Get Sensational Attention (GSA) has a quick and easy technique proven effective in increasing the ability to listen, lengthen attention, and improve wellbeing. The GSA program is not actually “a program” but a way to set up the culture of a school, classroom, and home life. Once learned, it weaves into any school, classroom, or family culture. This program offers steps on opening a student’’s inner world of the body to an emotional reaction. Questions in the User Guide develop a student’’s ability to communicate clearer.

Check this link for the Fast Track of the GSA program.  If you want grades to improve, look over the Long Track. 

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Once awareness of the body is experienced

  1. The student becomes aware of what is going on emotionally  
  2. The emotion calms down with attention inside the body 
  3. And the physical feeling inside is used to guide the student’s attention 
  4. Within seconds the student is able to shift emotions and share
  5. When they learn how to share, they will be able to listen better.
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There are two tracks to this process, a fast or long track  (Get Sensational Attention GSA). The fast track helps for temporary relief. The long track adapts a body-mind awareness into daily living, so improvements continue as the student ages. 

This is a free program to help teachers, parents, and families understand and enhance their child’s wellbeing and personal growth.

( √ ) My students come full of emotions: mad, solemn, or even tearful.  I can’t get them to be present

It is crucial to understand that children learn from the inside out as well as from the outside in.

It’s hard to teach math and reading when there is all this internal dialogue of emotional turmoil. Address first emotional turmoil in a new way before moving into academic learning. Teach the child how to use the body to help calm and center oneself. Often we say, “Take a deep breath…”  Children have a hard time understanding what they are feeling. Take it a step further and help the child feel the body and the emotions are “heard”. Once the internal dialogue is in awareness, a child becomes present. 

Imagine, if in seconds, children could calm down their emotional reactions and identify their emotions. The frustration, sadness, and anger can find a way out of turmoil. As a result, the children can focus their attention on themselves and how they effect others. There becomes a sense of groundedness that increases their ability to reason. Learn more about the nature of the systems in the body to help children listen. Frustration, confusion, or just feeling overwhelmed can shut down a child. Whether it is at the dinner table, in the playground, or at a classroom desk learning to feel how their bodies affect their reactions. The Get Sensational Attention (GSA) program is how we help children find this field. GSA has been tested and proven effective with hundreds of children for personal growth, communication , and learning with children for years to come.

What is important to understand, even though the body feels the mind, children need to be taught how to recognize the feelings in their body and use them. As the body ages, the child uses what they feel inside because the body will share when it is time to change. Learning how the body helps the brain, the children feel how to stay engaged, and be self-directed. If taught this magically world inside, children organically begin to sense the uniqueness about themselves. Usually the value of this “a sense of self” isn’t discovered until the twenties or sometimes never. Learn as a child one’s uniqueness and it will improve with age.

Biological influences set up the trajectory of life and without the child knowing it. Teach children awareness of feeling their bodies, and a new orientation to learning unlocks their unique treasures to life. This “awareness” from the body to the brain is a skill needing to be learned.To understand the science, the most important point to understand is when children feel their bodily sensations they can identify how they need to learn. I have forty years of experience as a Feldenkrais® Practitioner proving sensory-motor systems help learning by helping attention, listening, emotional reactions, and behavioral challenges. Re-educate an overactive sympathetic nervous system (flight or fight reactions) and the whole child improves. “Reeducate” means using the nature of the systems to change how the sensory-motor system functions with the brain. Use the nature of the whole system (mind and body) and changes are not only sustainable, they improve with age. ( Science and Biomechanics of Psychology)

( √ ) I teach fidgety kids

Why are our students fidgety and need to move? Imagine being a bundle of energy and being told to sit still. We need to be able to control our students but telling them to sit still to them can feel like a time bomb ready to explode. Getting exercise or movement releases energy but there is also a sustainable solution.

To begin try to reframe how you look at “movement.” If you build on the concept that movement is movement patterns and have an internal dialogue between the brain and body, brain development and well-being improve. The methods we teach have been tested and proven successful. Learn More ( Methods)

If the students have a severe hyperactive character there is more that is needed. What we did is physical movement that changes how the motor patterns operate with the brain. With Part II of the WTM programs we do physical movement games that reeducate mind/body movement patterns. Part II is designed for groups of children (ages five to ten years of age). Send us your email and when the program is posted we will let you know. (In the meantime, read more below and it will help calm your nerves.)

I don’t have time for these hyper kids. Show me the key to flip their energy? 

Hyperactivity is like being a live wire without the ground wire. The results? Students feel over sensitized with no place to go. To flip the energy we have to help them find the “ground wire.” So much is going on inside them but they don’t understand it. Being sensitive is not a problem if the child gets grounded. 

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So, what can I do as a teacher of hyperactive students?

Most important is to give yourself the time to slow down and look for movements in their behavioral patterns:

  • What are the patterns of movement being repeated? 
  •  Is there an awkwardness in the student’s balance or coordination? 
  • Could there be a way my students are moving that show me an alternative solution to help how they learn? 

There could be a biological need in the action that is trying to calm the hyperactivity.    Understanding these biological needs takes time and patience. Here is a checklist to help determine if a professional is needed. 

Is there a way to find out if my student may develop a learning or behavioral disorder?

YES! This is a very good and KEY question! Here is a Checklist . Pay attention to the “5 points” statements. Keep track of your number of points and there will be an explanation below. For some of the statements, you may need to ask the parents.


1.    My student is extremely sensitive with one or more senses that she can’t function effectively in the classroom (such as sounds, light, or touch). (5 points)

2.    The positions and alignment of my student’s feet are different. (2 points)

3.    My student does not make noises when trying to verbalize. (3 point)

4.    When my student crawls, climbs, or walks, he is not coordinated from one leg to the other. (5 points key)

5.    When my student was an infant, she had a difficult time rolling from the belly to the back. The rolling motion was like a solid log instead of a spiral movement. (2 points)

6.    When my student was an infant, she could not move to a sitting position on both sides without any help. (3 points)

7.    When my student was an infant, and even now, he does not use his feet against the floor in a GI Jo crawl (belly on the ground moving like a lizard). (5 points)

8.    When my student was an infant, she did not crawl much, if at all, before walking. (5 points)

9.    When my student crawled, he did not move his legs and arms in homolateral and cross lateral movements. When the leg and arm move together forward and back from one side this is a homolateral movement (right arm to right leg). When the arm and leg move forward and back from opposite sides, this is cross lateral movement (right arm to left leg). (5 points)

10. When I watch my student climb up or down stairs, there is an awkwardness in her balance. (3 points)

11. My student exhibits strange behaviors such as repetitive movements. (4 points)

12. My student changed behavior suddenly. For example, stop talking, or isolate and withdraw from a group. (3 points)

What should I do if my student meets any of the criteria on the checklist?

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What does movement have to do with emotional and mental behavior?

This topic is the key to Wellness Through Movement. First think of the senses, or physical feelings of emotions (especially in a baby) are movements. With movements a baby doesn’t think. A baby (like a young child) is a bundle of sensations—these sensations of how the body and mind move educates the development of behavior. The sensations of movement begin to form and patterns set up.  The organization of the patterns are one, both mental and emotional behavior. Organizing the movement to affect the mind/body behavior takes a professional, but when movement is organized the senses harmonize, the mind settles, and the heart opens. This type of movement is not an exercise. Like learning to walk, it takes practice. To balance the body/mind’s wellbeing the feeling in the body has to be experienced with awareness of how to feel the movement connected with body parts and emotions.  The kids learn this easily because they are so young. The experience of the movement is the education and leads the students from the inside. 

If you can wonder about the needs in your children’s movement, you will see how the movement is trying to teach them. Seems simple, but many children are not aware of where and who they are in a situation. Wonder if there could be connections between their movements and their emotions? That is the question to ask, and it will speak volumes far beyond how to discipline and teach the child to learn. (Biomechanics of Psychology) To bridge scientists & educators please contact us.

Astonishing changes happen in students’ behaviors. Some of the results range from having longer attention spans to being simply kinder and supportive with their peers. With the movement program even physical conditions improved. With time, the students resourced the methods from the program on their own when needing to handle stress, violence, and depression. 

The most significant and sustainable results happen with students’ between the ages of five and eight; however, adults also reported benefiting from the process. Here’s a link to the intro program we did with the kids. In full disclosure please note, however, organizational movement lessons for the most challenging behavior was necessary. Here’s some more lessons we used in the book A New Sensory Self Awareness, Part I of the Wellness Through Movement program. 

Is there an alternative to medication to help my students?

There is an alternative to using sedative medications to manage your student’s behavior. Hyperactive students have little awareness of their behavior and how it disturbs others. Think of your student’s behavior not as misbehavior but as behavior that shows how to uncover the answers of what type of help he or she needs. The movement reveals the internal dialogue between the body and brain. When you help students’ brains feel and reeducate what is happening in their bodies, it clarifies how their actions affect others. The WTM methods help students learn the bridge between their actions and their brains by first teaching spatial awareness inside. ( Science, Biomechanics of Psychology, & Feldenkrais Work links) 

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