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 year old), 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 an internal dialogue is louder than a voice talking. Address first emotional turmoil or physical imbalance, and a self-directed learner unfolds. Teach children to sense the impact of their bodies to help them understand how to calm down and center themselves. Often we say, “Take a deep breath…” to calm children, but it doesn’t seem to last. Children have a hard time understanding what they are feeling. Take this breathing solution a step further and help children feel their bodies to hear their emotions. Once the internal dialogue is in awareness, children understand what they need to become present and engaged. 

Imagine, if in seconds, children could calm down their reactions and identify Imagine if children could calm down their reactions and identify their emotions in seconds. Frustration, confusion, or just feeling overwhelmed can shut down children’s ears to hear. Whether it is at the dinner table, playground, or school desk, discovering how to balance the dialogue of the inside of the body with outer reactions helps the brain. The Get Sensational Attention (GSA) program has been tested and proven effective with hundreds of children for personal growth, communication, and learning for years to come. Free Programs

Even though the body feels the mind, children need to be taught Sensory Body awareness to bring harmony between the inner and outer worlds.. As the body ages, the children use the inside the body to share inner processes.. Learning how the body helps the brain, the children become engaged and self-directed in learning. If the SB is taught at an early stage in life a magically world inside organically begins to sense the uniqueness of oneself. Usually, people do learn the sense of self until their twenties if ever. Once children learn about the SB it will improve with age.

Biological influences in the body strive for balance, yet can be off balance and change life’s trajectory. The biological influences of the SB come from a motor sense without the child knowing it.

Teach children awareness of their SB, and the new orientation of the self unlocks Teach children an awareness of their SB, and the new orientation of the self unlocks their unique treasures. However, this “SB” needs to be learned, applied, and understood. Children first learn through bodily sensations. Bodily sensations are what form identity.

After forty years of experience with the Feldenkrais® work, I am convinced the sensory-motor systems helps learning, attention, and general well-being. After forty years of experience with the Feldenkrais® work, I am convinced the sensory-motor systems help learning, attention, and general well-being. If children feel a physical imbalance in themselves, it is hard for them to listen or sit still. Re-educate an overactive sympathetic nervous system (flight or fight reactions) and the whole child improves. “Reeducate” in this context means using the nervous systems’ nature to change the sensory-motor function’s programming. Use the nature of the mind and body as a whole system, and it changes children’s demeanor. (Testimony, 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.

CHECK LIST

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. intro program

Please note movement lessons in Part II of WTM werenecessary 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

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