Educational Teachers

Every teacher knows each child learns in their own way. Wellness Through Movement (WTM) isn’t another “program.” Teachers will learn how to help children use what they feel inside as they learn. Teaching becomes a process of learning from the inside out and the outside in. Each person will find their own unique way to build a bridge into the inner world. Help children build a bridge to their worlds from inside, and they discover the heart of who they are.

Did you know children are…

“… feeling creatures that think, not thinking creatures that feel?”

— Jill Bolte Taylor, Ph.D., Harvard

What is WTM About?

Children listen from the neck down.

Children can feel emotional if they have a physical instability.

Children can feel hyper if they feel lost inside.

Help children feel inside so they help themselves learn.

Give Me Details


( √ ) I can’t add one more thing to my plate.

Don’t worry. We found that it was best to get the elementary school principal to lead what we call, the Get Sensational Attention program. This program helps children learn from inside, and is proven effective for “character and academic achievement” according to our pilot school Principal Danny Garcia. Talk to the school counselor, they too can help. Teachers have to teach the method, but it is a school wide cooperation.

Click Have the School Help You

(√) I am running out of patience. Help!

A Gift for You!

Click Take a Break

This gift is a lesson while lying down with eyes closed

Do it before bed… even in bed, and enjoy. If you want your systems to get rejuvenated, do the lesson daily for two weeks.

This lesson is an adult version of a lesson called, “Pancake Body,” ( p. 40 of the book A New Sensory Self Awareness), foundational to introducing the Sensory Body.

( √ ) 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. 

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 can, within seconds, change a situation. Emotions calm and a clear understanding from whole field inside to what is going on opens. 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.

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. (refer to GSA)

Biological influences set up the trajectory of life and we don’t know 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)


( √ ) 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 old), listening is a whole-body experience. The body carries the dialogue of sensations, both physical and psychological. For example, students may love to get buried in the sand, roll in the waves, and 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 the student’s inner world of the body to an emotional reaction. Questions in the User Guide develop a student’s ability to communicate clearer.

Get Sensational Attention Program

Proven effective, and both tracks are EASY to do!

Click Short Track

Click Long Track

Get the Principal on board so the whole school can participate. Grades and character of the children will improve. See Principal Garcia of Kohala Elementary School testimony here.

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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, students will be able to listen better.
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There are two tracks to this process, a fast track or a 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.


( √ ) 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.” Build on the concept that movement is movement patterns that have an internal dialogue between brain and body, and brain development and well-being will improve. The methods we teach have been tested and proven successful. Learn More: Methods link.

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). 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.)

See Tips for WTM Movement

(√) 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. 

Read more

(√) 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), as 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 educate 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.

To get the science educators, please see Scientist page or contact us.

Astonishing changes can 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. intro program

Please note movement lessons in Part II of WTM were necessary for the most challenging behavior. With all behaviors, we taught lessons in this book A New Sensory Self Awarenesss. (Rosasco, 2013)

(√) 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 for them 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

More Ideas for Groups of Children

Thank You! Mahalo! To teachers: Joyce O’Connor (40 years) and Cherry Sanford (30 years) for your guidance to this webpage..