STRUCTURING THE CLASS, STATIONS, POSES

 

Challenging behaviors during teaching:

  • too high or too low energy
  • too many people in one room with different challenges
  • different ages
  • teachers feels overwhelmed (learning about your own weak points during these challenges)
  • no motivation
  • lack of reality in children
  • stuck in violence and dark energy

Challenges of the environment:

No proper type of classroom or space to work/play not safe not enough room etc.

 

Movement should not be treated as a reward.

 

Video: A case of a boy with psychosis, exposed to violence and under enormous academic pressure. Child lost of sense of social norm. A girl with brain damage, inappropriate behavior. Three other children were “trouble makers”. These are the children we learn the most from… (My observations: love the choice of music, Stephanie is doing a lot of vigorous physical work, imaginary games, children are cooperating nicely and engaged but not on the autopilot). Start with stories. Keep your calm and stand tall. Lots of touch interventions. Work in small segments, try things. Some children just want a friend. Do not overreact, don’t get intimidated, don’t take their negative behavior personally, and have a parent’s consent regarding policy in case of aggressive behavior – contact the parents/caregivers and discuss the strategy. Have a policy in place in case of violence.

We want:

  • creative peer interaction
  • stations (think the steps and why: this then this than what next”)
  • clarity in instruction and action (one movement at a time), relate whatever you are doing to the real world, objects, animals, plants
  • modeling and physical interaction
  • energy modulation
  • transform something negative into something beautiful
  • keep your own calm
  • connect with their interests.

 

Video: The Spirit of Re-Education

  • Life is to be lived NOW
  • Trust is essential
  • Competence makes a difference
  • Time is an ally
  • Self-control can be taught
  • Intelligence can be taught
  • Feeling should be nurtured
  • Communities are important
  • Body is the armature of the self
  • Ceremony & ritual give order
  • The group is important
  • A child should know some joy everyday

{POSITIVE EDUCATION PROGRAM}

  • Everything moves on this earth
  • Harmony and connectedness
  • Blend Form & Flow into holistic movement

Explorers Classroom:

  • Circle – movement out and in holding hands reciting a rhyme
  • Jumping over the blocks hand in hand
  • Crawling on the mat
  • Sleeping bag drag
  • Crawling the benches
  • Running as a group from mat to another mat to fall down

Inventors classroom:

  • Spinning (by arms, arm and leg, legs etc)
  • Jumping, leaping, frog crawl, hopping on one leg
  • Front roll
  • Leg roll
  • Dog crawl

Adventurers Classroom:

  • Working together (stacking blocks)
  • Partner dog (dog rides)
  • Partner log roll
  • Wheelbarrow a friend
  • Falling on arms connected to fly across the classroom and hi5

Builders Classroom:

  • Building a creative spirit
  • Creating own obstacle course
  • Designing a course (gluing the pieces of paper to make your own unique course based on practice/experience)

 

CLEAR RULES:

  • no running away
  • no screaming
  • no harming
  • waiting for your turn

(just a few basic rules: no harm, stay on the seat (marked), no bad words or screaming or yelling, give first warning  |  CLEAR CONSEQUENCES are set in advance, don’t single anyone (may miss swinging activity, etc.)  |  Stay CALM and TALL – do not overreact yet make sure aggressive behavior is addressed immediately, discuss parental consent in advance, talk to caregivers  |  RATIO – ideal is 1 on 1 (1:3), ask for help of parents in the class, less stress for you, safer environment.

STRUCTURING a CLASS

  • beginning & end is orderly, neat and the same i.e.: greeting time,  yoga cards, craft, drawing,  can start with —> savasana or breathing circle, then vinyasa in a circle —> middle structure i.e.: stations (3 poses with their variations) and with mats, balls, weights, stickers, tapes, partnering, blocks etc.) —> savasana (end, massage, breathing, etc.) and goodbye time.

 

RE: STATIONS:

  • fewer poses and more variations is better
  • keep it fun
  • keep it neat, the opening and closing part is the same every time
  • settings of the stations’ architecture as much as possible the same (for some time to master poses and keep the flow)

 

Try to blend together FLEXIBILITY, ROUTINE, FUN => BALANCE – get them used to the setting of these stations for some time and to the class structure. Routine is grounding and provides feeling of safety, allows time for mastery, as well as it decreases the need to discipline the child.

Discussed poses: praying mantis and windmill (props, stickers, partnering, group pose, games).

::: Homework: a rough lesson plan with 5-6 stations with poses and variations :::

 

Praying mantis or wind mill (half moon)

  • pick up a place
  • place the markers
  • if needed add adjustments and props
  • demonstrate
  • have them do it once
  • make a variation 1 (2, 3)
  • for older kids or who move a lot move the pose i.e.: jump together, animal meeting, hi 5, piggy ride, observers.
  • add props – benches, wall, stickers, weights, blocks,
  • partner: human pyramids, one-on-one, in a group, as a show, skid, as a story.

 

Variety of Movements:

  • imitate animals
  • imitate objects
  • imitate plants
  • dance
  • swing
  • tiptoe
  • grace
  • run
  • hop
  • skip
  • gallop
  • spin
  • jump
  • tap (dance toe dance)
  • crawl
  • roll
  • climb etc.

WITH WELL DESIGNED LESSON PLAN AND A STRUCTURE

YOU DO NOT NEED TO WORK TOO HARD & FEELING BURNED OUT

There is FORM and FLOW and BODY MIND LEARNING