SMArt Kids (Using the Body's Logic)

Incorporating Sensory Activities for Whole Child Learning

2012-01-26T22:51:00.004-05:00

When we talk about "whole child learning" we are talking about more than sitting still & listening while learning math, reading, social studies and other subjects. These skills while important, are not enough to prepare a child for long term success.

Whole child learning does not just engage a students' ears. It engages all of the senses, the body & brain, the attention as well as the imagination. By engaging and supporting the whole child in their own learning process, they learn better, form mutually supportive friendships, retain information longer & are better prepared to think creatively & critically as they evaluate data, solve problems, and communicate with one another.

A "whole child" approach puts students first, matches up resources and adaptations to a student's unique needs, and provides a more balanced approach to learning. In order to be effective for lifelong success, all the different parts of education must work in coordination, not separately. When subjects and lessons are presented in a compartmentalized manner, the student feels the disconnect and disengages because they simply do not hold any real meaning for him.

When you can keep children engaged & challenged they will be better prepared for building on their education, work, social and civic life.

So, how can we easily adapt lessons & curriculum's to be engaging & challenging, allowing the whole student the opportunity to move, communicate, be creative & develop positive character?

How can we incorporate visual, auditory, olfactory, proprioceptive and tactile stimulation to improve the way our students take in and process, understand and utilize information?

This is the topic of a professional development workshop I am presenting at the Center for Lifelong Learning in Sayerville, NJ tomorrow. 100 educators and therapists will be joining me as we explore yoga and other holistic based tools and techniques for engaging students more in the classroom.

I am in the process of making this course available on our E-Learning page and I hope to have that ready by mid-February. In the meantime, here are just a few ideas to get you started:

1.Make learning more hands-on by having your students dream up, name & create their own dinosaur or constellation.

2. Let your students make their own tactile sensory boxes using shoe box lids and rice, sand, beans or other material. Have them "write" the alphabet, their names, numbers or play tic tac toe.

3. Adapt the sensory box activity from #2 to be a relaxation activity. Play some soft, instrumental, harp or Native American flute music, and have the students draw circles or shapes to the music. To deepen the self-calming effect, have them do this with their eyes closed.

4. Create a Vanishing Slate using individual slates and paint brushes with water. The students can "paint" a positive word, their name or a design on the slate with the water and watch it slowly disappear. Can be done to low frequency, slow tempo music.

5. Create a labyrinth (a maze) in the classroom with masking tape or rope, or with sidewalk chalk outdoors. Have the children slowly walk the path, and walk back out. (A labyrinth differs from a maze in that there is only one way in and one way out.)

6. If you don't have room to make a large labyrinth, here are 4 different labyrinth designs students can use while sitting at a desk or lying on the belly on the floor. (Directions included.)

7.Teach children math concepts & fiscal responsibility by having them plan a week's worth of meals, and creating a budget for their purchases using actual grocery advertisements. You can then go grocery 'shopping' at an online store.

8. Play relevant interactive & technology games between lessons and during transitions between classes. Encourage the students to solve puzzles and meet challenges as if they were their favorite video game character: Dora, Mario, Zelda, Angry Birds, Etc.)

9. Use photos, art, journals and literature to help your students create a timeline that highlights people's lives during significant historical or personal events: ( The Crusades, Christopher Columbus sailing to America, The first Thanksgiving, The Civil War or the day they were born, made the basketball team, etc.)

10. Guess what substances are in boxes or jars by smelling only. You can use a blindfold and do one or two "Mystery Smells" a day. (Use ONLY natural substances such as coffee, vanilla bean, cloves, sage leaves, lemon tea bags, peppermints, etc.)

*(Do not use fragrance oil or perfume as it can have a toxic or allergic effect on the nervous system of some children. Be sure to ask parents about allergies before you do this activity! )

11. Have children each bring in a fruit or vegetable and take them through the steps to make a salad together for the class to share. (Please check with parents for food allergies and special diets.)

12. Play the 'Pizza Game'. Improve body awareness and deep muscle input by using pool noodles as "rolling pins" and the students as "dough" (Directions at this link.) To make this an activity that children can do for themselves, see this link here on how to stimulate pressure points: Pool Noodles

13. Adaptive Yoga is being used successfully in classrooms all over the world. Take a few minutes to put on some music and stretch, move and breathe! You don't have to know the 'poses' or the Sanskrit names. Just ask the students: "What would my body look like if it were a [fill in the animal, natural or transportation object]" Younger children will have fun taking turns moving and imitating and older kids will enjoy the creative movement.

What are some of the creative ways that you incorporate sensory, social & self-care lessons into your daily classroom work?

We would love to hear your ideas! Please leave a comment below!

To schedule a professional development workshop for your school or organization, Contact Barbara@bodylogique.com

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Limits, Labels & Lessons

2012-01-24T02:24:00.004-05:00

*NOTE: This is quite a long post that I wrote years ago before I had a blog. It was intended for a book I began and then later decided to not prusue. I've edited & updated some, but left it mostly in entirety. I think as teachers, its a relevant situation. I hope you enjoy!

I have been a Children's Yoga Teacher for 11 years. I love what I do because no matter where I go, I learn something new. Most of what I learn is the result of direct interaction with my students. One of my greatest learning experiences was one summer when I was invited to a teen shelter that housed at-risk youth age 12 to 17. I was asked by Kate, a former student, to help her with her Girl Scout service project. My role was to present on two different days, a Dance/World Music class to the girls & a yoga class to the boys. I was touched that she thought of me.

I was experienced at working with women and girls & I had several ideas for that class, but as I contemplated a presentation for the boy’s class I came up blank. I felt strong resistance to this assignment.

After a few days of making excuse, (I was not in their world…they would not relate to or engage in what I was saying/doing…I was not experienced enough with this population, etc.) I convinced myself that I could not do the boy’s class.

I felt a responsibility to Kate, so I suggested (what I thought was) a more suitable activity: karate. I asked my daughter's Sensei if he would be interested in visiting the shelter & he was happy to do it. A weight was lifted from me & I called Kate to tell her. She was very excited & called the karate teacher right away to set it up. I smiled all day, "patting myself on the back" at my ability to bring people together & solve dilemmas.

Later that same day, I received a phone call from Kate. She told me that she felt that the boys needed a more calm way to focus and relax & Yoga would be great in addition to the karate class. (Suddenly, I was not feeling so smart and skilled.) As I hung up the phone, all my insecurities & fears came up to the surface. Why?

It wasn’t about my qualifications. I am qualified & experienced. When I sat (and sulked) & observed my gut for a bit, I had to be honest. It was more about judgment than anything else. No one likes to be judged, and I had been judged for being different and thinking differently my whole life. I believed that this would turn out the same way and these students would reject what I was teaching and in effect, reject me. I thought I had put this issue to rest, but here it was & I knew I had no choice but to fact it if I was to move beyond it.

I was to do the girl's class on a Tuesday, and the boy’s class on Thursday. (Karate was on Wednesday.) Monday, instead of preparing something for the boy's class that would be special for them, I wallowed in my angst, procrastinated, questioned the Universe, yelled at God (and every other deity I could think of) for "doing this to me". I finally gave up & decided that I would teach the girls knowing I had two more days to work on the other class.

When I arrived at the shelter on Tuesday, what greeted me in the community room was 12 teenage boys patiently waiting on a large room-sized mat. Panic seized me- and I heard those deities laughing. I found out that Kate was not coming & there was a scheduling mix up. They were expecting me to do a boys class. Girls were Thursday. End of story and that was that. I had to figure out (very quickly) how to present this boy's Yoga Class with the15 colorful silk hip scarves, finger cymbals and Belly Dance Music I had brought. I excused myself back to my car “to get something” and nearly cried, partly because I truly wanted to present a useful class but mostly because I felt sorry for myself. The very thing I had resisted had materialized. I had some "spare" music in my car that I hoped would work & at this point it would have to. I composed myself, grabbed the CD and ran back inside.

I introduced myself & I began to talk about yoga. I was spontaneously inspired by a thought (that seemed to come to me as if it was not my own) to talk to them in terms of sports. I did, and I had their attention. They (and I) had playing sports in common. This was my key, and they were allowing me to open a door with it; body language keeping at a distance, but still asking questions & commenting.

We talked about sports, nutrition & exercise. They talked about Sensei Nick's karate & how they loved it. They let me open that door a bit wider when I told them that I knew him (Thank you Sensei!) We talked about what real power and strength was vs. physical force. We discussed stress management, anger control, imagery and being "in your game". They were polite, interested and extremely intelligent.

As I began to relax I saw that it had been me judging them instead of the other way around. In my teacher's mind, I thought I knew what they would understand and what they would respond to and as it turned out, I did not. I judged them instead of listening to them, and imposed limits in my own mind. That in turn placed a limit on myself, stopping me from seeing ways to support them. I felt very humbled at that moment and accepted that it was exactly where I needed to be, for my own learning as for theirs. We talked about judging & labeling ourselves & others and how it confines us. In spite of never having been exposed to yoga before, these young men had an uncanny grasp of the intangible spiritual concepts of yoga, of life & what I was teaching them. I saw a light in each one of them, and they ignited one in me.

We continued the class with Sun Salutations moving to the music I brought from the car. My instinct to bring in this particular CD proved correct. Salio El Sol, (The Sun Came Out) by Don Omar was something they all related to. The energy and the rhythm of the reggaton spoke to them as they moved into each posture. Three of them were embarrassed at first and the others challenged them. When they saw how much focus, strength and balance they needed to do the exercises, they got into it and moved with the music. One young man even put his own ‘flair’ and moved as if the music were moving him.

I told them how yoga can improve concentration, manage anger, improve their performance in sports, in school, in relationships, and in making better Life decisions. Soon, they were all moving and breathing as one as if they had done this their whole life. I could see by their faces, their breath, their movements they got it and they loved it. I saw years melt away and their youthful energy come out. I saw them as boys-someone's brother, someone's child, so lost & scared, and trying to be tough so no one knew the real them. It took an incredible amount of trust for them to let me in & do what I was asking them. I felt overwhelming compassion & understanding-real understanding for each one of them, no matter what they had done to get there.

At the end of the class I showed them Mudra-(hand gestures). The 3 gestures came from Reiki: Cho, Ku, & Rei. They mean: "May my energy be aligned with the Universe; May my energy be aligned with the people around me; May my energy be used for the highest good." I suggested this is an intention to set every morning and when faced with a difficult person or situation. The boys liked this idea prompting me to repeat it several times so they would remember. I told them that their thoughts & actions reach out and touches everyone, then flows back to them & to be aware of what they are projecting at all times. The Cho, Ku, Rei Mudra helps us to remember and activate this and can be done discretely if needed.

One young man smiled and remarked. "Yeah-that's how it’s gonna be now Ms. Barbara, All my energies used for my highest good." Judging by how his intense, radiant smile smoothed away the roughness of his street life, I believed he would do just that.

Someone once told me that you cannot help someone as long as you are judging them. Maybe my being there was for me to understand this, release my judgment, love them as they were & learn from them so I could get out of my own way & actually help them (and others) better. I can only hope that I had as much of an impact on them as they had on me. I send each one of them Love & Gratitude for their trust, and the lessons they taught me that day, about labels and limits, that I will never forget.
Cho, Ku, Rei

©2007, Visionary Publishing
Originally Published May, 2007
Edited and Re-Published January 24, 2012

Inclusion is Belonging

2012-01-17T08:34:00.001-05:00

Many people have debated back and forth over the idea of inclusion for years. Some say its helpful and others say it is not. From the position of an adaptive movement educator, inclusion is the whole reason I do what I do: I simplify & break down stories, exercises & movement games so that ALL kids can feel competent and motivated to participate with a group of peers.

"Inclusive programs create accepting environments and send a powerful message that all children are welcomed and valued. This provides all children with an authentic sense of belonging." ~Angela Moorad, MS, CCC-SLP, IAYT, RCYP-2 - Founder, OM Azing Kids Yoga

Angela Moorad is another Yoga teacher I know who develops inclusive programs for children in Norman Oklahoma. She has incredible energy, many years of experience & a great vision of a Universal Design for Inclusion. She has generously shared some of her inspiring ideas as well as a dozen excellent resources for educators on her blog here: (You can also find Angela and OmAzing Kids Yoga on Facebook)

Universal Design for Inclusive Kids Yoga: Inclusion is Belonging

Inclusion is belonging. Do you have a resource or an idea for inclusion that you'd like to share? Please post it below in the comments!

To contact me: barbara@bodylogique.com

Helping Your Child Sleep Well

2012-01-15T20:56:00.002-05:00

Illustration by:
Mariko Francis

It is estimated that as many as 30% of all children may have a sleep disorder at some point during childhood. Sleep disorders can impact health, school performance, day to day activities & social-emotional adjustment. For this reason it is important for both parents and educators to understand these disruptions and simple ways to assist children to rest and sleep better.

After just 1 night of poor sleep, the decision making part of the brain shuts down & anxiety takes over. After a few nights of disturbed sleep, blood sugar and electrolytes go off balance & concentration on even simple tasks is extremely difficult if not impossible. Long term sleep disruptions cause lower immunity, elevated stress response, changes in mood, obesity, depression and diminished ability in cognitive functions.

While the average adult requires 8 about hours of sleep per night, babies 1-12 months old, need at least 14-15 hours of daily sleep. For children ages 1-3, the average amount is 12 hours; age 4-12, 10 hours; and for teens, 9 hours a night.

Although these numbers are ideal, many children do not come close to reaching them & getting the restful sleep they need. In particular, ADHD and sensory challenged children cannot get to sleep, and when they do finally get to sleep they have a hard time staying asleep.

We all want our children to participate in recreational activities, however, please be selective about how much and what kind of activities you allow your child to engage in. Children need down time-time to rest. What may seem like a fun & active schedule to adults can be overwhelming, deplete energy & disruptive to a child’s healthy sleep patterns, and leave everyone feeling tired, cranky and unbalanced.

One of the distinctions I like to make is that rest and sleep are two different things. The human brain needs both to function properly.

Sleep is a passive, unconscious activity in which only the brain, heart and lungs are active. There is no conscious awareness of the environment. Rest is when you are fully & consciously aware of your surroundings. The environment might be neutralized from all excess sensory stimulus, activity stops and thought is directed to less intense processes-(such as towards the breathing or a specific mental image in order to calm and 'recharge the batteries'. This is commonly called imagery or meditation. I will discuss these techniques in my next article.)

For now, below are three of the most common sleep problems and some tips to help address them:

Problem:
Can’t get to sleep: Mind is racing-can’t “shut it off”.

Try This:

• Stick to a consistent bedtime & waking schedule no matter what. Exposure to light/dark at the same time every day helps the body regulate itself to sleep and waking activities.

Supported Child's Pose
Photo ©2011 B.Gini

• Exercise! But not within 4 hours of bedtime. Movement (such as gentle yoga) will help release excess muscle tension and facilitate restful sleep. Try restorative postures like "Supported Child's Pose" pictured at right.

• Shut off the TV, computer and video games at least 30-45 minutes before bed. The flashing images stimulate the brain and cause an adrenalin response, similar to the stress response, that prevents sleep.

• Do a calming visual activity to wind-down. Coloring, painting, bead necklaces, Colorforms or making a collage or album of peaceful images will assist in the calming process and transition to bedtime.

• Take a warm bath. Warm bath water raises and lowers the body temperature, making it feel tired. You can also try 3 drops of chamomile essential oil in the bathwater. *(Please use aromatherapy with caution with allergic & sensory challenged children! Read more about Aromatherapy here.)

A simple "Bed-Night" snack (as my friend's daughter used to call it) with a combination of carbs, calcium and protein about 30 minutes before bed will also help to induce sleep.

Problem:
Won’t stay asleep: Eyes open same time every night.

Try This:

• Absolutely NO caffeine/Sugar for 3-4 hours before bed time. These chemicals stay in the system for at least 8 hours preventing the brain from entering deeper sleep.

• Read a bedtime story, look at photo albums or play an instrumental music CD, (designed to distract, not engage the attention) until sleep happens.

• Darken the room as much as possible. Light from a night light, clock, streetlamp, or iPod passes thru eyelids and signals the brain to ‘wake up’. You can use a bandanna or scarf to drape digital clocks.

Acupressure
Photo ©2011 B.Gini

• Encourage the child to stay in bed. Show then how to gently self-massage the hand, (shown at left) foot or scalp to help relax them back to sleep. (There are thousands of nerve endings in each hand and foot as well as the scalp. Massaging gently in a circular motion with help give input to the sensory system, signaling it to relax. Heavy work activities & a deep pressure massage on back, arms and legs before bed will help calm the sensory system for several hours.)

Problem:
Auditory Sensitivity- Falls right to sleep, every sound wakes her up.

Try This:

• Natural, low level soothing sounds of nature helps calm and soothe an over reactive auditory system.

• Pillow position: ensure that neck and spine are aligned to relieve cramps and discomfort. Use a flatter pillow for stomach sleepers.

• Remove furry family members. Pet activity increases late at night and the early AM and will disturb human family members.

• Transition time: Take at least 45 min to an hour to prep for next day before going to bed: pack backpack, make lunch, lay out clothes, etc. Then prep self: brush teeth & hair and do some yoga or stretching before relaxing in bed with deep breathing or soft instrumental music.

Another little known strategy is to encourage the child to lie on his/her Right side. (For older children you can use stuffed animal to hold or a pillow to 'hug'.) The reason is that every 30-40 minutes our nostril dominance changes-meaning we naturally alternate breathing (primarily) out of one nostril or the other. The side we breathe in and out of will stimulate the opposite side of the brain. Sleeping on the right side, encourages the left (top) nostril to open & will stimulate the area of the brain that controls calming & restful sleep.

Sleep Well!

For more information on Relaxation, please contact me at:
barbara@bodylogique.com

Related :

Playing Outdoors Can Improve Sleep
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Let's Play!

2012-01-05T23:27:00.009-05:00

Have you taken time to play with your children & teens lately?

It seems that our society is compelled to discourage play as 'unproductive' in favor of imposing knowledge through drill and repetition & pressuring kids to 'learn' more & more facts, even before they can stand, walk or talk. But what about playing? Where does that fit in?

One of the reasons that I love teaching children yoga is because we are learning while we are playing. (Three of my favorite activities all at the same time!) Maybe its that element of play that I miss in my adult life, and I am recapturing it for myself as I work with the kids, but it has made me aware of what engages them.

Play makes healthy activities like yoga more available for children by harnessing the exciting elements of surprise, imagination, spontaneous problem solving and using them as a vehicle to engage & teach children a variety of tangible and abstract topics: the science of health, yogasana (postures), anatomy, movement, nutrition, biology, astronomy, history, mythology, world cultures, manners, character development and more. This now becomes not only recreational, but therapeutic and educational as well. The kids become more healthy, they learn incidentally and in a natural, relaxed manner and retain what they learn without a single lecture, worksheet, quiz, exam or 'standardized' test. They have fun playing and have no idea that they are learning too!

For the past 100 years, many educators and scientists have developed play theories:

Herbert Spencer, psychologist and philosopher, (1820) stated that humans have a constant amount of energy that must be expended. Early in our existence, that energy was used meeting survival needs. As our civilization has advanced, less energy was used meeting these needs. We compensate by releasing our excess energy through play.

Sigmund Freud, psychoanalyst, (1856) suggested that play was a therapeutic way of expressing socially unacceptable behaviors in a more acceptable manner.

Karl Groos, zoologist, (1861) studied play first in animals, then in humans. He explained that play was a way of preparing for survival in the adult world.

Maria Montessori, (1870), elaborated on Karl Groos' theory. She proposed that children would be better off if they spent their play learning, or imagining, useful things. These two theorists feel that "play is the child's work."

Jean Piaget, psychologist, (1896) focused on intellectual development in children. He suggested that human intellect develops in stages through assimilation (transforming the environment to meet the requirements of self), or play, and accommodation (transforming self to meet the requirements of the environment), or work.

Lev Vygotsky, psychologist, (1896) emphasizes social development aspect of play. He suggests that there is an ability level that children can reach but not without help from adults, which he refers to as a zone of proximal development, or ZPD. When children play, they give cues to adults about their readiness to learn new skills with assistance.

David Elkind, chair of the Department of Child Development at Tufts University, suggests that children play for personal reasons, and any developmental value is beside the point. In other words, they just want to have fun!

Many in depth studies have been done on the effects of movement and spontaneous play on brain development & the data shows overwhelmingly that there are numerous benefits to play on many levels: physical, emotional, social, cognitive, sensory, affective, attentional, receptive and expressive verbal as well as experiential/educational. Movement is the way our brains develop and play is the way we move. Play has been used successfully by educators as a specific methodology for educating & working with children. Play is the Child's Work!

But what about grownups?

Childhood is the time of our life when we feel most alive, because of the way we play, and use our bodies & imaginations, although many of us don't remember this as adults. As childhood gives way to adulthood, many of us just stop playing. We exchange play for studying, work, family and other responsibilities. When we finally do have some 'free' time, we sit in front of the TV or computer rather than engaging in some brain-and-body stimulating active play.

By giving ourselves permission to play we can continue to reap its benefits throughout life.

Both indoor and outdoor play is a necessary activity for both children and adults. It teaches us how to manage and change our "negative" experiences. It helps relieve stress, and connects us to others, nature and the world around us.

So what are you waiting for? Go find a child-your child (maybe your inner child) - and Let's Play!

Physical Benefits of Play:

•gross motor learning

•fine motor skills
•body awareness
•balance & flexibility
•sensory integration
•improved metabolism
•improved heart and lung functions
•tension release
•brain/body integration

Social/Emotional Benefits of Play:

•cooperation
•sharing
•turn-taking
•conflict resolution
•leadership skills
•self-control
•self-expression
•confidence
•anxiety reduction
•fun, enjoyment, love & belonging

*What are your favorite creative ideas for indoor/outdoor play? We'd love to hear about them! Please leave a comment below!

RESOURCES:

Find Interactive movement Games on BodyLogique® here:

Sensory-Motor Games

Yoga Poses

Best Play Ideas of 2011 (New Year Blog Hop)

Read More:

UN Convention on the Rights of the Child

Play=Learning: How Play Motivates & Enhances Children’s Cognitive & Social-Emotional growth. (New York, NY: Oxford University Press)

The Benefits of Play and Playwork- ( playscotland.org)

Montessori Philosophy & Practice

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Best Play Ideas of 2011 (New Year Blog Hop)

2012-01-03T12:23:00.000-05:00

Happy New Year! and Welcome to our very first Blog Hop!
( I have been inspired by "Creative Connections for Kids" )

"What the heck is a blog hop?" you ask...

A blog hop is a great way to connect with other bloggers, find information & share ideas through a link list that is duplicated and posted on multiple blogs.

When several blogs put the same link list code on their blog, the exact same list appears on each blog. Visitors can easily submit their link entries on any blog that contains the list. All link entries will appear on each blog where the list resides. Blog readers see the same list on each blog, and can "HOP" from blog to blog seeing that same list of links to follow.

You are invited to submit a link! At the bottom of the list, you will see the words You are next... and a link "Click Here to Enter". Click that link and follow the simple instructions.

I'd love to see some of your favorite post links from 2011, from Educators, Therapists, Parents and others in the Special needs community, relating to play, art, story or yoga (or movement) based activities for children with and without adaptive needs. (Also feel free to post personal insights and other educational & informative articles!) There are quite a few already to get you started...(175 as of 12:21pm...)

Don't forget to Like, Join & Follow as many of these fantastic blogs as you'd like to!

Then post the code on your blog and pass it on!

Ready? Let's BLOG HOP!

~Barbara

*For questions or problems please contact barbara@bodylogique.com
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Keeping Warm with a Winter Sensory Diet

2012-01-02T10:41:00.003-05:00

It finally feels like winter today. I will miss the mild temperatures as I have never liked the cold. Even as a small child, while my brother & my friends were outside sledding, building snow forts & snowmen and having snowball fights, I would only last a short while before I began to feel cold & uncomfortable.

As an adult, even when 'bundled up' in the winter, I still get that cold feeling in my bones as soon as the temperature drops and the wind blows. I can't stand the feeling of cold air blowing into my face and eyes.

I also dislike ice skating, (but love roller skating) the feeling of cold air conditioning & fans blowing right on me in the summer, swimming in a cold pool, washing my hands and showering in cool water (as in when you have an old hot water heater and the 'hot' is not very hot at all) and I prefer not to have ice cream and other ice cold foods and beverages.

(And for as much as I love to create art, I also can't stand the feeling of finger paint, clay, glue, dirt, dough or any other sticky substance under my fingernails.)

Judging from this list, you may get the idea that I'm a Sensory Avoider. If we knew when I was a child, what we know now, I might be called Tactile Defensive. (I almost wish I had, because then maybe there would have been an explanation for these 'quirks' instead of being called 'prissy', 'shy', 'moody' or 'weird'.)

The Tactile Sense is our sense of touch and is controlled by our largest organ, our skin. Input from skin receptors send messages to our brain about what we feel: touch, pressure, temperature, pain and even the movement of the hairs on our skin. A disruption in this or any other sensory processing or sensory integration is termed ‘Sensory Processing Disorder’.

While we all have a sensory preferences, it does not necessarily indicate a processing disorder. It is only a disorder when it significantly impacts one or more areas of functioning. Some common clues indicating a disruption or disorder of tactile processing can include:

sensitivity to clothing textures, seams & labels
reacts to dirty hands or feet
itchy, tickly skin
fidgets/wiggles
dislikes hair being brushed/cut/washed
prefers being covered up with clothes or prefers wearing no clothes where possible
unusually sensitive to being too hot or too cold
over reacts to pain
reacts badly to being touched unexpectedly
hates to stand in line
reacts badly to being in a crowd or has a particularly wide personal space
fails to register if too hot or too cold
dresses inappropriately for the weather
seems to crave and/ or avoid touch

My reaction to and avoidance of the cold was (and still is) mild compared to what some children with SPD experience. However, my own experience helps me to understand better and empathize more with others who have sensory challenges.

Last year, my daughter and her friends asked (and begged) me to help them build a snowman during the "Snowmageddon 2010" Storms. Being 11, I knew there would not be many more years that she would ask me to play with her in the snow. For her sake, I did my best to confront and address my avoidance of the cold.

The first thing I did was move around a bit and had something warm to drink. (I had a cup of soup.) Then I put on a hat, a scarf, earmuffs, fleece, gloves and an insulated coat (with the recommended layers underneath). After about 15 minutes, I still felt cold again. I went inside, warmed up tried again, sadly with the same result. (My daughter, being compassionate and understanding, forgave me anyway.)

In my search for ways to keep myself warm, inside & out this winter, I found some excellent tips for Winter "De-Sensitizing" here on the Sensory Smarts web page. I hope these will help you, your child and your students enjoy & keep warm and integrated during the upcoming winter months!

Read More Sensory Diet Tips (on "Sensory Smarts") here.

* What are some other ways you use to help children integrate senses and/or stay warm during the winter?

Please feel free to leave your tips and suggestions below!

To find more Sensory Games and Activities please visit:
BodyLogique.com

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Kindness: The Gift You Pay Forward

2011-12-20T09:13:00.008-05:00

Photo by: thecomplexmedia.com

If you ask a random sampling of people what their best/favorite gift they ever received was, each will give you an answer unique to what is important to them. I love asking this question to kids, as the answers will make you smile and sometimes cry.

My best gift ever would be a toss up between two gifts- but if I had to pick just one, it would be one that was given about 15 years ago.

I was a single mom of two young sons, and had been laid off from my job, on my birthday, a few days after we returned from the Thanksgiving break. Rent was due, Christmas was coming, I had no job and no one was hiring. No one as a parent wants to disappoint their kids, especially at this special time of year, and I felt overwhelmed and ill-equipped to handle Life as it was at that moment. Even though my sons did not believe in Santa anymore, they still enjoyed the holiday and getting gifts. I struggled enough while I was working and had no idea how I was going to manage this while I was unemployed.

My neighbors, friends and even former co-workers were empathetic & helpful and would contact me about possible job openings and watch my sons if I needed while I went on interviews, but as each day went by, I felt myself become more and more stressed and discouraged.

One evening, about a week before Christmas, after a day of job hunting, the boys and I came home, carrying in a few groceries up the long stairway to the second floor, when I noticed a light on at the end of the long hallway we called our apartment. I was very careful about turning off/unplugging lights and electronics, as I had to be frugal with electric use. I walked down the hall to investigate and into the living room fully expecting to see the floor lamp on.  I was stunned at what I saw instead.

There, in front of me was a live Christmas tree, set up, lit up, and fully decorated, complete with wrapped packages under it for the boys. Stockings were carefully hung (and filled) on the window sill and there was a card that read "Merry Christmas from Santa's Elves". Of course, I cried my eyes out. My boys re-discovered the magic of "Santa Clause" as they looked at each package to see who it was for. They assumed I has set this up for them and when I told them I did not, they were both very touched as I was.

I never did find out exactly who masterminded this or how although I do have an idea. No one had a key to my apartment, however, the door was not very secure and could easily be opened with a butter knife by anyone determined enough. Whoever it was, I can never thank them enough.

I hope that "Santa's Elves" realize how much their kindness affected me and my sons in a positive way that year and for years afterwards. To this day I can't re-tell this story without getting teary eyed and emotional. I did find new employment and moved forward, but that small act of kindness and thoughtfulness in the midst of transition and uncertainty helped me find my gratitude, and restored my temporary loss of faith in human nature as well as myself. It helped remind me that the best gifts really don't come in packages, and don't have a price tag. In the spirit of "Santa's Elves" and the kindness they showed us that year  I have paid this act forward many times, with the help of my sons as they grew up, and now my daughter, (who is the same age as my sons were that year), gets to be a part of the tradition too.

Compassion and Kindness are  important Life Lessons to teach our children (and students) & is one way for us to keep perspective no matter what is thrown at us, what time of year it is, or which holiday we celebrate.

In the midst of all the adults stressing over holiday logistics, and family and what to buy and going into debt over gift-giving; and still others stressing over unemployment, heating bills, and putting food on the table, we can all be reminded that simple acts of thoughtfulness, kindness,compassion, empathy, friendship, togetherness, respect, tolerance & acceptance-(all are different forms of love) will never put you in debt because they don't cost a thing.

While its a beautiful thing to unwrap a gift box of something that has been carefully selected especially for us, those intangible gifts are also perfectly acceptable to give, and receive, at holidays or any other time. Kindness is always the right size & never goes out of style. It has a lifetime guarantee of a long-lasting positive effect on the recipient, (even if he/she is one of those people who can't/won't show it on the outside.)

Best of all, if you do decide to 're-gift', no one will ever fell slighted nor insulted; in fact re-giftinig is encouraged!

Wishing you and yours a Healthy, Happy & Abundant Holiday Season!

~Barbara

*Tell Us: What is your most memorable gift ever and why? (Either from childhood or adulthood, material or otherwise.) Please tell us in the comments below!

Encouraging Social Interaction During Recreation & Recess

2011-12-05T06:27:00.003-05:00

In the 1950's it was considered normal to have 3 recess periods throughout the school day. By 1998, 40% of the schools in the United States had cut recess or considered it, opting to even build schools with no playgrounds. The reasons cited ran from fear of injury and lawsuits to problems with aggressive (rough) play and the idea that children playing is a 'waste of valuable instruction time'. (See references here.)

The debate regarding recess has been going on for years, with administrator's, parents and play advocates on different sides of the argument. However, I will always vote on the side of recess being a valuable learning experience for all children, especially the social aspects.

Being able to participate during recess creates a sense of release, freedom and self-reliance. There are so many valuable opportunities for students to initiate positive interactions with peers during recess & other recreational activities such as scouting, swimming, karate, dance, yoga and sporting activities. The social skills learned in these environments cannot be taught in a clinical environment or with a social story book alone. They need to practice those skills and interactions in real situations. If we take away these opportunities for children to learn, because we are afraid of what might happen, (as we do when we take away recess), we do them a huge disservice. We send the very clear message that we are afraid and don't trust them to handle & manage their own life. Fear is the wrong reason to make a decision & we have now taught them (by action and example) how to be fearful, helpless and dependent. How will a child gain confidence & trust himself if we don't first show confidence & trust in him?

I know what you are thinking: that fighting, bullying & roughhousing takes place on the playground. Kids can be cruel & get injured. Yes, sometimes it does sometimes they are and sometimes they do. All of these reasons for skipping recess are based on our own fears. If you take away recess, these things will still happen. There will always be shy children that are picked on and boisterous children that push buttons. When the 2 worlds collide, this is the time for an adult to step in and give the shy child tools to be more confident, the boisterous child ways to self-calm and guide them all, without labels, (such as 'bully'), drama or judgement, through the process of building more positive interactions. This is how children learn, not by eliminating the possibility of any social interaction at all.

The playground staff should be given intervention tools and be attentive to the children. Without electronic distractions, really observe them. Know when to step in, when to just stay nearby and let them work it out themselves. We don't have to solve every problem for them before it becomes a problem. Let them have the confidence to know that they are learning how to solve problems & conflicts & make better choices with the ways they can interact. Be there to guide them, but let them know that you have confidence in them, and they will rise up to the higher standard you have set for them. This is true for all children, at any stage of development, including children with social challenges. Even if they cannot verbalize it, they can feel it and they know when we trust them and when we (out of fear) do not. Help them overcome their challenges, by overcoming your own projected fears.

To further illustrate why I think recess is a perfect place to teach social skills, I will leave you with a personal story.

Years ago, I worked in a public school in NJ and I shadowed a very energetic 9 year old girl (I will call her 'Joy') with severe autism who had very sporadic spontaneous language skills and would not stay with any activity for very long (except My Little Pony computer games).

One day she was especially active, running randomly all around the playground, and avoiding my prompts and attempts to get her to engage in an activity or interact with any of the kids playing. She avoided eye contact and was humming to herself. Some would say that she was being 'non-compliant'. In particular, she kept slowly circling one area of the playground and then suddenly darting away from me & running right through the center of a ball field of 5th grade boys playing kickball.

After about the third time, I stopped her and asked: "Joy, would you like to play kickball?" She immediately stopped squirming to get away from me, looked right at me and said "Yes Miss Barb."

I approached the boy who appeared to be running the game and I asked him if they would mind of my student took a turn at kickball. (The kids all knew who she was.) He said 'sure' without any hesitation. I prompted her to ask for a turn, and they boy said to her "Sure Joy."

A few boys looked like they were going to protest, but this young man, looked at them all and said "okay, she's got a turn next." pointing to Joy and they all went along with it.

I walked up to the home plate with Joy and stood behind her. The boy rolled the ball gently to her. She kicked it awkwardly and then smiled and stood and watched it. The boys told her to run and on every one's prompt, she ran, with me at her side. I ran with her to each base and back home as she laughed and smiled and a few of the boys cheered her on.

When we got to home plate, I prompted her to say "Thank You. That was fun!". And she seemed to just lose interest and walked back to another area of the playground. However, the next day, she saw a different group of kids playing with a ball on the playground, and told me she wanted to play with them. I prompted her through the process again and she played for a few minutes before moving on to something else.

Not only did my student have the opportunity to learn how to ask to join a group, and how to be in the group, but the other children learned how to compromise, accept and include people who are different from themselves.

As for the boys that allowed Joy to play kickball, I followed up with their classroom teachers and made a point of recommending them for a "Student of the Week" Award. Their kindness will never be forgotten and I saw first hand how much it did for Joy that day.

No Character Education or Social Skills program can ever compare with this kind of spontaneous learning as what took place at recess that day or on any playground anywhere on any other day.

If you are a classroom assistant, paraprofessional or educator who wants to learn more about facilitating social learning at recess, here are several links to visit:

Recess: Supporting Social Participation of All Students

The Committee for Children

Kids Play Unplugged

Head Start Body Start

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Partridges & Pear Trees

2011-12-01T07:20:00.000-05:00

Have you ever asked yourself where some of the words to Christmas songs came from? Why a Partridge and why a Pear Tree?

From the earliest human writings, trees have symbolized many things, through the power of nature of their special attributes. In many cultures, birch is the tree of health, wisdom, and safety, was used in baby cradles and cribs. Cedars were the trees of paradise in the mid-East. They were also symbols of faithful lovers in China and held as sacred in Nepal.

Junipers were planted as protection from thieves and witches & Oaks have been known as the symbols of strength and power. In China, pine was the symbol of friendship in adversity since it remains green all year.

In Germany, it was customary to plant a tree at a wedding. As each child was born, an apple tree was planted if it was a boy and a pear tree for a girl. The age and amount of fruit the trees bore were thought to give strength to the marriage and the respective children.

But what about Pear Trees?

In the Chinese culture, the pear symbolizes longevity, as pear trees are known to live long. Marco Polo reported after his travels that the Chinese planted many trees because they believed "he who plants a tree will live a long life."

But as far as the Partridge in the Pear Tree and the origin of the Holiday Song, The Austin Public Library research department found that words from this song first appeared in a book published in 1780 (or 1783) in England titled "Mirth Without Mischief."

The melody apparently dates back much further and originated in France. The book describes "The Twelve Days of Christmas" as a "memory and forfeits game" played by children at that time.

The leader recited the first verse, the next child recited the second verse, and this continued until someone missed his or her verse and had to pay some kind of penalty in the game. "The Twelve Days of Christmas" became popular at the "12th-night parties" (Feast of the Eppiphany) that took place during the Christmas season.

You can play a fun adapted version of this game with your children or students to help improve concentration, auditory processing, sequencing and memory skills.

You can modify the words as follows:

"On the first day of Winter Break my teacher gave to me..."

(Or if playing with family, 'On the first day of Christmas/Hannukah my Grandma/Nonnie/Baba gave to me...')

For younger children who can read, you can print out or write the names of the 'gifts' down on gift tags (or slips of colored paper or paper snowflakes) using one tag for each player. The gifts can be animals, toys, foods, characters or any theme you select.

You can also play this game with non-readers, using miniature animals or other items placed in a grab bag. The children each select an item, and hold theirs up when its their turn, as they recite the poem. Prompt as needed.

Each player selects a tag or slip of paper to see what their 'gift' is. Instruct them to not tell anyone what they selected. The teacher then begins by saying or singing:

"On the first day of Winter Break my teacher gave to me...(Example: ) a Cardinal in a pine tree."

The second student takes his/her turn: "On the second day of winter break my teacher gave to me...(Example) 2 white gloves and a cardinal in a pine tree."

Each child continues reciting or singing the gifts, first saying their own, and then the others before them.

(Examples:) Three French Fries... Four Angry Birds... Five Golden Teeth....Six Bags of Licorice...Seven Fruit Cakes...etc

If needed, the other participants can be asked to prompt, help give clues or guess the gift if the player gets stuck.

The teacher then goes last, reciting each gift-(pretending to struggle and prompting the children to help remember what the sequence is.)

The gifts can be nontraditional-and relevant to what children like to do. Footballs, bicycles, iPads, Super Mario Games, etc.

For older children, they can each come up with their own 'gift' in the sequence. Play as above.

In order for non verbal children to participate, use photos, illustrations or PECS. Print out the pictures and laminate. Prompt them to hold up their picture when their turn comes. (Do not require them to recite the entire sequence that came before them unless their skills will allow it.)

*What are some other winter or holiday games that you play with your family in doors, out doors or in the classroom? We would love to hear about them! Please leave a comment in the box below.

Give & Take

2011-11-28T01:12:00.001-05:00

One of the things that yoga has taught me on so many levels is the lesson of balance. Not just in the poses, or the way I stand, sit and walk, but also in the way I contract and relax muscles as I work & move through my day. In my breathing. In my thoughts and speech and in my every action. In my work and play and in my emotions. I've learned that there must be balance in all things.

The hardest thing I have had to learn over the years would have to be balance in my relationships, specifically in the area of "Give and Take."

I am an oldest child. I grew up putting my needs aside to take care of my younger brother. I became a mother at 18 and again at 36 and put my needs aside to care for my children. My family raised me to be polite, compassionate & giving. They taught me to put myself in others shoes, understand and empathize with the needs of others and that the world did not revolve around only me. They taught me how to give the very best of myself at all times.

The thing they forgot to teach me though was how to take-how to receive. I've have a hard time with that, from not asking for help when I need it to not wanting to say 'no' to someone who really needs help. Its natural for me to just help whoever is asking me. Saying 'no' - and taking something instead of giving- has been one of the toughest, but most important lessons that I have learned through my life experiences. It is one that I have done my best to instill in my children.

Giving can be a wonderful thing, unless you are giving until you have nothing left. Its like draining a battery-you have to allow it to recharge once and a while in order for it to work properly. Does that sound selfish? Well, maybe it is, but selfish is not always bad unless its in excess. How can we really give to and help others if we don't recognize and take care of our own needs first? Its what we are supposed to do. Ultimately, the only one we have to answer to on this plane is ourselves and If we don't do that, then we have nothing real or substantial to give to anyone else. It is just as important to receive than it is to give.

The intention with which we give is also just as important as how much we give. Why do we give? Out of guilt? Out of expectations of someone else? Peer pressure or social status? Because someone gave to us? Or because we have something of value to an individual or group that we want to share with them? Each type of giving feels different and will either recharge your battery or drain it.

There are many ways to give and it does not always have to be something expensive, 'as seen on TV" and gift wrapped. For all the enjoyment we get out of giving, we know that ultimately, we get tired and bored with our 'stuff,' and so do others. Most of those gifts we give and receive will wind up in a drawer or closet within the next year or so. But when we give our attention, our time, our friendship, our unique talent & memorable experiences, these are the most priceless, useful and personal gifts that money can't buy!

As we come into this season of giving, talk with children about both giving, receiving and the etiquette for both. Teach them how to strike a balance between the two. Remind your children that gifts come in many shapes and sizes and the best gift you could ever give is to help around the house or to be a good friend to someone who may be having hard time. Teach them the proper way to ask for something-whether that means asking for help or a new video game.
If they want new toys and games, have them go through the ones they already have and give away the ones they no longer use. This has been a fall ritual for my kids and myself for about 25 years. There are many schools and organizations that will gladly take gently used items: coats, sweaters, boots, etc. along with dolls and books and other toys that sit unused in the closet or basement. It helps to make room for the new things we want-materially and symbolically. When children do this regularly and as a habit, it allows them to maintain balance. It allows them to not only to appreciate the act of giving, but also to enjoy & understand the value of receiving much more.

Most of all, set an example and allow yourself the pleasure of receiving. Put yourself on your holiday gift list. Accept someone's offer to help you. Say 'no' to people who cross boundaries. Shut off your cellphone and electronics for a few hours so you can have some undisturbed quiet. Do something for you. When was the last time you took yourself to a movie, a cooking class or had a spa day to yourself? This is the time for you to do that. Pretend its from Santa.

If you don't celebrate Christmas, pretend its from all of those, known and unknown people whom you have given to and helped over the years. Its a Thank You from the Universe for all the good work you have done here. Accept it and receive it graciously and enjoy!

*What are some of the best gifts that you have given or received for the holidays or a birthday? Please tell us about it in the comments below!

Below is an article link that I saw about a 69 year old woman who has taken Giving & Receiving to the next level. I find it both interesting and fascinating although I don't know that I would have the courage to try it! “Gib und Nimm” (Give and Take).

Read more about the spirit of giving here:
La Befana

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Introducing Yoga in the Classroom

2011-11-16T08:31:00.001-05:00

My favorite classroom is definitely the outdoor one, but as the weather gets colder and damper, I take my yoga adventures inside to classrooms and living rooms across PA & NJ.

If you have ever watched children move and play, you will notice how different their activity is from an adult's. There are short bursts of energy, followed by a lull, followed by another burst, etc. Traditional classrooms are an unnatural environment for children to be in before a certain age because they need to move. Expecting them to sit still and be quiet for long periods of time is not only futile, but stressful. This is where a well thought out and cleverly implemented yoga program can help them stay engaged in learning and the adults engaged in teaching.

Yoga is a complete holistic health system that has been used for thousands of years. Although we tend to think of yoga as a mysterious exercise that only the flexible can do, this is not true! Yoga exercises are designed to regulate the nervous and glandular systems and is an activity for everyone. Most children take naturally to yoga. It can be adapted to any age or ability, making it accessible to any child (or adult) who wants to try it, even children with adaptive needs. No special skills or equipment is needed, and all participants will derive some benefit from the movement, the breathing, the relaxation as well as the sense of belonging to a part of a group and participating in a community.

By moving, 'posing' & making noises like animals, (or mountains, stars, trees & other natural objects), and by using creative stories, we make yoga fun and dynamic for children so they can better understand their own outer & inner natures, as well as the nature of the people and world around them. In addition, an opportunity is created to meet new friends & move & exercise, grow & build healthy bodies & minds. Yoga gives them the experience of having naturally integrated senses through play, imagination and movement. It calms them and re-focuses their attention on the activity at hand, allowing them to live in the moment.

Yoga is a versatile tool that can be used by children (and grownups) to release frustrated pent-up energy, to self-calm and reduce stress in the classroom (before a test) at home (before bedtime) or anytime & anywhere the need arises. Movement & Sensory games can help release tension, build physical strength, character and confidence & can be done indoors or outside. Yoga can infuse fun into rote or predictable learning.

You do not have to be an experienced yoga teacher to begin exploring movement with children in the classroom. Start slowly and build a sequence. Our Pose Page can help acquaint you with some of the movements and games that are played in a adaptive or non-adaptive yoga group class. Try some of these at home with your child or in the classroom with your students. Have fun with it and try making up your own poses & movements. If you are studying Egypt for example, ask the children: "What would my body look like as a sphinx?" or "Who can be the most strong, steady pyramid?"

If you are studying the Planets, get in your rocket ships (chairs) and blast off into space-go on a space walk-moving very slowly as you explore. See the constellations Leo, Orion, Ursa Major and ask "How would my body look if it was the constellation....." ? You can incorporate flashlights, music, puppets or any other prop as you teach each lesson.

By moving the body, the brain becomes more learning ready and integrates information more quickly and permanently. By making the lesson come alive with a fun story, movement or props, you have now taken learning to another level.
Here are some General Suggestions for introducing Yoga in The Classroom:

Yoga in The Classroom can be of great benefit to all students & staff! Its best to set up a daily or weekly routine so the children know what to expect.
In a Yoga studio shoes are off at the door, you get your mat, find your space and sit or lie quietly waiting for class to begin. You can designate a time, area & routine for yoga much in this same manner, using this same procedure as a template.
Yoga sessions should be of a length to suit the age/ability/attention span you are working with. In general, the younger the children, or for children with sensory/cognitive challenges, the shorter the class.
For an elementary class 20- 30 minutes is good. For a Middle school child 30-50 minutes and High school an hour is fine for a formal practice. Teaching in a conventional classroom may not allow this duration, so short 5- 15 minute intervals of movement & incorporation of various techniques such as storytelling, breathing & art & imagery can be used effectively to release excess or nervous energy, re-focus, relax and reduce overall stress. Highly effective prior to test-taking!

Remember that yoga is called a "practice"... it is not called a "perfect" & it does not have to be! Encourage children to do their best! Just watch your students or children have fun & remind yourself to do the same!

*For more information click the links below.

Adaptive Yoga

Individualized Yoga Programming

E-Learning

*To contact us regarding program development or consulting, e-mail: barbara@bodylogique.com

Anatomy of Sensory Overload

2011-11-08T08:27:00.000-05:00

A good majority of what I do in a typical group children's yoga class or adaptive individualized instruction is aimed at sensory integration. Yoga is the one very adaptable activity that naturally encompasses all of the senses at once, which makes it useful and effective for addressing the needs of both sensory seekers as well as sensory avoiders.

This time of year, as the busyness of the holidays approach, many of us have sensory overload on our minds. It affects everyone to some degree, but children, teens and adults with sensory regulation challenges are affected the most. Doing too much, eating too much and even excessive family visiting can cause stress on the senses and cause overload and shut down.

As educators, we may know what sensory overload looks like on the outside, but unless we have experienced it ourselves, we don't really know how it actually feels to the child or adult experiencing it.

I found this article in the "Autism at Home" website that does an excellent job of describing sensory overload from the perspective of someone who experiences it. The author, Thomas McKean, shares his personal experiences and offers some solutions for minimizing and regulating sensory overload. I hope both parents, educators and therapists find it useful. Read Thomas's article here: Inside the Mind of Sensory Overload .

**What are some interventions you use to reduce or regulate sensory overload in your child or your students? We welcome your comments and suggestions!

To contact Barbara e-mail: barbara@bodylogique.com

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Living in Color

2011-11-05T08:55:00.003-04:00

Photo by: B.Gini ©2006
(Tree at Cornwall Inn)

I love taking walks in the woods this time of year. The colors of the foliage is absolutely beautiful and so restorative & healing to me. My daughter often refers to this time of year as "Living in Color".

I remember once taking my (then 4 year old) daughter for a walk in the woods near our old home in NJ and helping her collect pine cones & leaves-of all different colors. We took her treasures home and made a colorful collage out of them. "The colors make me feel happy", she said to me when we hung it up on her wall. Was she referring to the activity we did or does color really have the power to affect our mood?

Everything around us is energy. If you have ever felt the vibrant energy of the colorful fall leaves-or that of a vegetable, herb or flower garden surrounding you, then you have felt that connection not only with your physical and emotional senses, but also with that part of yourself that we refer to as our spirit.

Color is a form of non-verbal communication. Colors say something to us when we look at them. What colors make you feel happy? Agitated? Color consists of many different energy patterns which vibrate at different frequencies. The reason we see color and the reason it makes us feel a certain way is because these vibrations are received by the color receptors (cones) of the eye, which then translates that pattern into a color & sends that data to the brain. The brain then begins the release of hormones and chemicals depending on the messages it receives & interprets. When the energy in one part of the body is out of balance, a chain reaction will begin leading to changes in all systems and organs as the body tries to restore balance. By surrounding ourselves with and looking at a particular color we may stimulate or suppress pituitary and pineal glands (located in the center of the cranium). These glands regulate the hormones for metabolism and growth of the body, sleep patterns and blood pressure functions, appetite and thirst sensations.

Since ancient times, every culture has used color for various art, customary rituals and clothing. It has long been known that light and color can have an effect on the body, the mind and the emotions. Colors on the walls, in art, in clothing and on furniture can energize calm, uplift, depress, irritate, anger and even heal. The use of light & color has been explored as its own form of holistic healing called Color Therapy or Chromotherapy. Although it has been deemed pseudoscience by its critics, citing the placebo effect, many therapists & educators feel that there is some use for color as a practical tool in daily living. It can provide a simple way to enhance the environment of adults & children, whether it be in a traditional classroom, and afterschool program or in a yoga class.

The origins of Color Therapy dates back to the Egyptians. The vibrant colors of nature were reflected in all aspects of their lives: floors of temples were green or blue (grass and water). They believed that red, yellow, and blue affected the body, soul, and spirit, respectively and used colored gemstones and crystals as remedies for many diseases. The cure was believed to come from the activated energy of the color of light reflected by sunlight.

Ayurveda refers to the Chakras as sources of subtle energy. Chakras represent the Life Force and energy of the entire body and are depicted as 7 circular areas that form a vertical line from the base of the spine to the top of the head. Each of the centers corresponds to a color and in turn an emotion as well as an organ, system or gland.

Color therapy is also applied in the practice of Feng Shui which uses the placement of furniture, plants & objects by shape, element and color encourage & ensure harmony & balance.

During the early 20th century, Rudolph Steiner, an Austrian philosopher, related color to form, shape, and sound suggesting that certain combinations of color and shape have either destructive or regenerative effects on living organisms. Steiner’s work was continued by many researchers all finding evidence that color preferences demonstrate states of mind and have measurable and predictable effects on the nervous system.

While more controlled research needs to be done, early studies are encouraging. In one study, 98 percent (49 out of 50) of participants with migraine headaches reported relief after being treated with goggles that alternately illuminated the right and left eyes with red light. (The Journal Headache, July, 2008)

The most clinically supported use of Color and Light Therapy includes the use of light boxes in the treatment of Seasonal Affective Disorder (SAD) & other mood, sleep & stress-related disorders.

Using Color in daily life can involve exposure to colored lights, art, furniture, plants & using imagery. This can help calm disrupted energy within the body and bring it back into balance. (Practitioners use this for both physical and emotional challenges, treating the body as a whole, rather than just addressing symptoms.)

In traditional or yoga, education or therapy, (OT, PT, SLP) or even at home, using colors strategically can help enhance the learning environment & the effects of the activity, lesson or therapy you are administering. Since each color has a different effect or association, try to match this with your expected outcome of the lesson or session. For example, if your student is lethargic, surround him/her in red or violet to envigorate re-energize and shift the mood into a positive direction. If your student seems anxious, restless and can’t seem to find concentration, Blue, Green and Indigo will calm & ease physical, emotional and mental tension and bring improved awareness and better concentration. Try accenting the sensory room with soft colored lights, mats, shawls, gems, candles, paintings, tapestries, plants, table cloths, shades, etc. (See Color Meanings Below)

Another easy way to incorporate color is to use imagery. Ask your student to close their eyes & imagine for a minute that he/she is a tiny balloon. Each time he breathes in he gets bigger and floats higher and each time he breathes out he releases some of that beautiful color into the sky. You can assign each child a specific color based on the effect you want the imagery to have or let them imagine their own favorite color. (Always prepare them to be brought out of the imagery gently and gradually by suggesting they imagine they land gently on the ground, wiggle fingers, toes and on the count of three, they can open their eyes.)

The Meaning of Colors:
In each category, consider all degrees of color and shades in that group, from jewel tones to pastels. Experiment & see what works.

RED: is beleived to stimulate brain wave activity, increase heart rate, respirations, blood pressure, and adrenal glands. It warms us and awakens us physically and has been applied to improve circulation. It is a good color to wear when we have low energy due to colds and poor circulation. (CAUTION: Too much red can over stimulate, agitate and make the illness feel worse.)

ORANGE: is the color of joy, creative energy and internal connection. It is believed to stimulate appetite and it is a good color for improving creative problem solving, clearing the lungs & balancing hormones.

YELLOW: is the color of wisdom, personal power, intuition and emotions. It energizes, uplifts, relieves depression, improves memory, stimulates appetite and has been applied to help with digestive problems.

GREEN: has a calming, balancing effect on the nervous system. Green sooths and relaxes, eases depression, anxiety & nervousness. (Since green is associated with and said to stimulate growth, it is suggested to be avoided in cancers and other tumors.)

BLUE: is calming and cooling & is often used to counteract stress & hypertension. It is the color for overall health and connects us to our higher thought and make us open to learning new things. (Too much blue can overwhelm and depress the system.)

INDIGO: is the color for healing. It is said to enhance immunity and connect us to our unconscious self.

VIOLET: is cleansing, strengthening, and awakening. It has been used to suppress appetite & in restoring a peaceful environment. It is supposed to affect the bones and has been applied to improve auto-immune conditions, cancerous illnesses, and arthritis. It has proven to be an excellent color for relief of eye strain, headaches and migraines.

WHITE: The color of Spirituality, softness, purity and Peace. Has been used to neutralize negative thoughts/emotions. (Too much white can be over stimulating, blinding & cause headaches. Substitute more subdued crèmes, beige or ivory shades if this is the case.)

BLACK: Black is the absence of color. It conveys mystery, mourning & rebellion. It is also grounding and calming to some, especially sensory challenged children and teens. Incorporate or simulate black by using softer lighting. (Use sparingly! Be sure to balance the use of black with other uplifting & energizing colors.)

• Use for Calming: Blue, Green, Turquoise, Silver

• Use for Alerting: Red, Pink, Yellow, Gold, Orange

• Use for Maintaining Balance: Purple, Lavender, Green, Turquoise

• Use to Neutralize or Unify: Brown, Beige, Ivory, Gray, Black, White

*What are some of the creative ways that you "Live in Color" and have used at home or in the clasroom? We would love to hear about your experiences! Please leave a comment in the space below.

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Birthday & Friendship Boxes

2011-10-28T14:30:00.001-04:00

My daughter celebrated her birthday this week along with several of my yoga students. Of course her favorite part is the gift opening. Birthdays are so special to kids and we all love to open packages with a surprise inside, but after I became a mother I have to say that now my favorite part of celebrations is watching a child-especially my own- open a gift.

Here is one way you can incorporate birthday celebrations and social skills into a children's yoga class a traditional learning environment or even in the home.

A while back, I found a colorful birthday gift box (pictured at left) in the Dollar Store and bought it originally to put a gift in, but the box was too small for the gift I had gotten. Rather than throw it out, I have turned it into my special "Birthday Wish Box".

In this activity I have the children sit in a circle. Each child then gets a turn to 'put' birthday wishes inside the box either by saying them into the box or by writing them on slips of paper and placing them inside. (This activity works best for children 6 or older.)

Each child is encouraged to look at the birthday child as they are doing this and to speak clearly and slowly. (Sometimes they need help with prompts.) The birthday child is encouraged to do the same and look at the person talking to them. Everyone uses their listening skills, letting one person talk at a time, and remembers their manners with a "Thank You" after each wish is given. The 'gifts' and sentiments are thoughtful, heartfelt and sincere, even among supposed 'enemies'. Both the givers and the receiver feel valued, cared for and special. The positive atmosphere carries throughout the whole day.

At the end, the birthday child has a turn: a wish for themselves and a wish for their friends.

This idea can be adapted so many ways. You can use an ordinary box with a bow on it-and it does not have to be a "Birthday Box. It can be a " Positive Wish" box or a "Friendship Box" & be used instead by children to give positive reinforcement to each other. Select a "student of the week" and Have the children write something they like about that student on a slip of paper and place in the box during the week. You can also do this as a circle time activity with each child speaking into the box.

It can also be used at home among family members, especially for those who are on extremely tight schedules or who has a parent who travels for business a lot.

I also saw this concept used with a Tibetan Bowl, (pictured at right) and have used this technique as well. Use this in the same manner as the box only with the bowl let each child hold the bowl as shown, and as they wish, strike the bowl to make it ring, sending "good vibrations" to the birthday child. (This has come to be known as the "Birthday Bowl" and the kids ask for it when they know a classmate's birthday is coming!)

*What are some ways that you make your students feel valued and special?

*What are some ways you encourage positive reinforcement among peers, especially those who don't get along?

We would love to hear your ideas! Please leave a comment below!

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Cat Pose: Holding on and Letting Go

2011-10-25T11:14:00.004-04:00

A few weeks ago as I was coming in from an early morning walk I heard a rapid, barely audible 'meow, meow' coming from my basement window well. When I went over to peek down I saw a tiny black kitten had fallen down into the well and could not seem to get out.

As I reached down to lift him out, he quieted immediately and started to shiver and shrink away from me. He did not appear to be hurt, so I guessed he was either scared or cold as it had been a chilly night and I had no idea how long he had been down in there.

I took him inside, wrapped him in a towel and warmed him up. He never purred nor made a sound, he just lay there, a bit calmer now, letting me hold him and scratch his ears, surrendering to the moment. I sat outside with him as it warmed up hoping the mother, with a collar and tags (with an address) would come looking for him, but she did not. I went and asked the neighbors if they lost a kitten and none of them had. After several hours, now attached to this beautiful creature, I reluctantly decided to take him to a local animal hospital to see if they could find him a permanent home. (I cannot have pets due to my lease agreement.)

When I brought him into the waiting room, he suddenly came back to life, climbing out of the towel, up onto my shoulder looking around. I took him to the receptionists counter & he climbed right out of my arms & onto the desk. He purred and meowed and sniffed and everyone fell in love with him. I left feeling confident that this was the right decision and he would find the perfect family. I named him "Midnight".

All the way home and ever since then, I cannot not help but think of how life is a series of experiences-of moments- requiring and sometimes challenging us to either 'hold on' or 'let go'. Sometimes we hold on to people, memories and things for far too long, and other times we let go of them far too quickly. It requires inner calm, emotional maturity and our full attention to know when we should do which. Each time we let go of something we no longer need, we make room for something else in our life. Every time we hold on to those things we no longer need, whether things or anger, painful memories or relationships that no longer serves us, we block ourselves from experiencing life the way we truly envision it for ourselves: Peaceful, loving, happy and fun. Its a lesson we all will learn either by choice or by force.

In my own practice, I think 'Cat Pose' illustrates this: Alternating between stretching the spine up and releasing it down towards the ground deliberately along with the movement of breath encourages us to release physical and emotional stress and pay attention to what we are doing, thinking and holding on to. It shows us through our body, that is absolutely OK for us to 'release'. For this reason it has always been one of my favorite postures to do at the end of the day.

For kids, its a fairly easy posture to *practice, and to adapt, either on all 4s on the floor, seated on the floor, exercise ball, in a chair or even a wheel chair. Cat Pose helps release tension in the spine and shoulders (where many of us 'hold on' to physical/emotional/mental tension) and helps to stimulate digestion, elimination and other functions of the internal organs. It also improves posture and improves concentration. Most children find it fun to 'meow' or 'purr' and will tell stories of their own cats or other pets which encourages interaction, verbal expression, communication & other social skills. 'Purring' or 'meowing' releases tension in the vocal chords. (Encourage them to meow or purr loudly and then softly, etc.) Most children find it very calming and will ask to do more of Cat Pose. (It also falls in with the upcoming holiday theme of Halloween.)

It also is something common that they can all relate to & provides a non-threatening way to teach about adjusting to transitions: holding on and letting go.

A mantra or 'chant' can be added with the movement & breath for children who are old enough and when its appropriate: "Don't hold on-Let it Go" or simply "Hold on-Let go".

Sensory aspects addressed are proprioception, interoception, balance, auditory and tactile ( practicing on different surfaces: mats, carpet, furry area rug, etc.)

Some simple illustrations for Cat Pose are below. Remember to encourage children to move slowly, and to breathe (exhale as you round the spine up or backward and inhale as you move the belly button down toward the ground or forward.) The can do this with a 'meow' or a 'purr' to encourage them to take a full breath and release it. Its best to practice on an empty stomach and allow the children to hydrate with plenty of water after exercising, (and throughout the day) even if only moving around a little bit.

Please check with a doctor or therapist to be sure that the posture is safe for the child to practice. (For example, Cat Pose would not be practiced if a child had a rod or pins in the spine for some reason. If you are ever in doubt always ask a professional.)

Keep in mind that for children the postures do not have to be purr-fect (I couldn't resist that one!) just as long as they are not injuring themselves or others, let them move and explore in a fun environment!

*Please supervise children at all times when practicing yoga, exercising or on exercise equipment!

For further adaptations, please contact me: barbara@bodylogique.com

To see full, illustrated instructions on how to practice "Cat Pose", visit Yoga Journal .

Cat Pose on all 4s

Seated Cat Pose (cross legged on a mat or the floor)

Seated Cat Pose (feet flat on floor seated in a chair)

*Seated Cat Pose (on exercise ball-feet flat on floor)

Bullying: Helping Kids Find Their Power

2011-10-20T12:35:00.001-04:00

I love it when the house it quiet for that first hour in the morning after everyone leaves. Its a time when I can be with my thoughts and reconnect with my strengths, ideas & talents and find my true source of power: Me.

I practiced yoga this morning as I watched the sun rise up through my front living room window. I don't always practice in the early morning, but when I do, I notice a different kind of energy in and around me all day. Its as if I have somehow gone from average to invincible and no matter what I do or who I encounter that is difficult in the course of my day, I feel calm, in control & like I will know the right way to handle it. On the days that I don't practice at all, I can tell you that I feel powerless over my own reactions & things have a whole different outcome. I have learned over the years how to find and keep my power level where it needs to be. I am trying to show & teach my daughter this now as she navigates the complicated world of being raised by divorced parents, understanding female friendships, boy-girl relationships and other peer interactions.

When I was finished & as I was making my "To Do " list and checking my e-mail I came across this article about a Father Trying To Get Phila School To Stop the Bullying of his First Grade Son. This family came here to get away from the violence & powerlessness in their country only to find more of it here unleashed on their son. I hurt for them. It breaks my heart to think about how we take away other's and give away our own power on a daily basis.

This strikes a triple chord with me, first having been bullied in school myself, then trying my best to help my own 3 kids through it, and now working with children with special needs as I do. Teasing/bullying comes up a lot and I do my best to work with parents to help kids understand the dynamic and then have tools to combat it. Believe it or not, there are many opportunities for self-empowerment during yoga, and I use these opportunities as well as storytelling to their fullest to present scenarios for children to solve conflicts and use in real life situations.

There are no easy answers or solutions and each case if different, but the one thing in common is that in all cases someone ('victim') is willing to give away their power, (or does not know how to keep it) and another ('bully') is willing to take it (or does not know how to resist taking advantage of perceived weakness.) In all cases, both the bully and the victim suffer from a feeling of dis-empowerment.

Empowerment is defined as: increasing the spiritual, political, social, or economic strength of individuals and communities, leading to the empowered developing confidence in their own capacities and abilities.

I think the question should not be "How do we address/prevent bullying as it happens," but rather "How to we teach kids-all kids-(bullies as well as victims) to find, build, keep and take back their true power"?

Its beyond obvious that the problem is way out of control. Bullying goes on every day in schools and on playgrounds and beyond. Some of you will disagree with me, but I'm starting to understand that its ultimately not up to the schools to stop it in most cases. (In the case of the family in the story at the link above, they clearly need some help navigating the system and the school does need to address it immediately.) While the schools definitely need to address it immediately as it happens within that environment, ultimately, its up to us as parents to help our kids to end it.

I want to clarify that I feel this should not even be an issue. We should all respect others no matter what they look like, talk like, believe or where they come from. Every child has a right to go to school and learn without fear. If children are failing to act appropriately in school, then we need to re-examine whether or not our messages are getting through & how we have taught them at home. Just as we want to scrutinize a teacher for a child not learning math or reading properly, we need to be willing to look at ourselves through the same lens when our children fail to act appropriately when not under our watchful eye. Its a group effort between school and home that begins at home.

Bullying is not done in plain view. Its done when no one is around therefore its not witnessed by anyone in authority and they get away with it.Not fighting back only empowers the bully. There is no consequence so they feel they have gotten away with it some more. They know if the victim does go to the teacher, something may or may not be done, and they now have an 'excuse' to harass them more for telling. Its a vicious cycle.

I do not advocate nor encourage violence as a solution to problems, but the victims need to be able to fight back appropriately & successfully. We are talking about fighting back by finding power-not by using force. Teach your children & students the difference and give them effective strategies to find & use their own power to set limits and boundaries.

Teachers and administrators need to be especially vigilant if there is a special needs child or other child that is a target for bullying. Let students know on the first day of school that harassment is not tolerated. Look carefully for signs of stress and fear in your students. In my daughter's school they do a "Citizenship Check" once a week. The children are encouraged to write down (anonymously) incidents or persons of concern who are acting destructively towards themselves or others, as well as those who are helping and kind to others. In this way staff and parents are made aware of any potential problems and can intervene if necessary & encourage the proper behavior.

We need to remember children who are given excuses & allowed to get away with bad behavior (bullies) become adult bullies and have a hard time fitting in their whole lives; and children that are victims and are not taught how to effectively set boundaries have a hard time fitting in and remain victims their whole life. Both sides need help & support as far as I see it, but it has to start and end in the home and it has to start at a young age. Once they are teens it is much harder to get them back to that point of self-control.

We cannot empower bullying behavior by denying there is a problem and making excuses nor by perpetuating the 'victim mentality' to the victims & expect bullying behavior to stop. So maybe its time to look at ourselves as parents first. Ask ourselves: 'Is it possible that my child is a bully? If yes, Why is my kid bullying/ taking advantage of someone weaker? Where did they learn/why do they feel the need to do this?' Talk with your child and listen to them, but don't ever make excuses for them!

Parents, we need to make the schools aware that we want to be a partner in solving the problem & want it to be addressed swiftly on an administrative level. Then take steps to empower our own children so they are not viewed as easy targets. Help them take back their power by letting them think and handle some less traumatic situations themselves, with guidance and encouragement of course. In an effort to help & protect them, we do way too much for our kids, especially our kids with special needs. Most kids can do at least some things-and some can do many things for themselves, more than we realize. Start with daily routines & living activities. Get them active in sports, karate or outdoor hikes. The feeling of climbing over rocks, doing forms or kicking a soccer goal can instill a sense of self mastery & control over their environment and build a support network of peers that can be called upon for other situations such as bullying.

Put your own fears aside, and your need for neatness/cleanliness & let them wash dishes or make lunch for themselves. When we prevent them from participating & do too much for them and let them slack it takes away their power and makes them think and act like victims-(or bullies). Give them responsibilities, expect them to be taken seriously and let them feel self-reliant. Build on those skills & let them take pride in and feel good about doing things for themselves. If this is done consistently & correctly, and with firmness & love, it eliminates the need for the bully to take the power of one perceived as weaker and raises the esteem level of the victim to the point where they will be better equipped to handle it if faced with a bullying situation.

These simple but empowering actions will not eliminate the bullying problem completely, but it will begin to teach children about using -not physical force, but true inner power. Giving children responsibility and allowing them to complete tasks themselves shows them you trust them and this will help them trust themselves more. That is the beginning of true power. This will help move them towards more positive social interactions and build the self confidence they need to stop being a bully or a victim and to finally take back and keep their own power.

*What are some interventions and solutions that you have used as a teacher, parent or administrator to minimize or stop bullying? Please leave your ideas, suggestions & comments below.

Read more to understand bullying at the links below:

American Academy of Child and Adolescent Psychiatry

Edutopia: What Works In Education

Tigerman-Non Violent Superhero (Interactive Bullying Prevention Program)

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Sensory Strategies Part 1: Avoiding Halloween Overload

2011-10-14T06:54:00.001-04:00

The fall is a very interesting time of year, especially for the senses. Right now it is a cool, wet rainy morning where I live. If I step out onto my office porch, I can smell the rain, the wet grass and the neighbor's fireplace burning. I can hear the light pitter-pat of the raindrops falling on the leaves and an occasional acorn or twig dropping on the roof of the porch. I can feel the dampness & the light cool breeze on my face and I see the many vibrant colors of the foliage starting to emerge as the trees begin their autumn metamorphosis.

When I walk in the woods the senses are heightened even more as I steady myself over rocks and uneven terrain, hear animals scampering in the woods and look through a lens to photograph the trees, lakes, rock formations & environment around me.

Most of us welcome the break from the office & computer & the opportunity to experience such a rich and diverse range of elements, however there are some that have difficulties filtering and processing all of that stimulation at the same time. That acorn falling on the roof sounds like a cannon exploding. And the smell of wet grass makes them nauseated. The animals scampering sounds more like a stampede. This is sensory processing disorder and it can be frustrating, uncomfortable and even painful to some.

For children with sensory challenges, the upcoming fall & winter holidays bring these difficulties into a different light. Halloween brings the addition of events & traditions that may escape the sensory & socially challenged child's understanding: noisy parties, scratchy (and scary) costumes, sweaty plastic or latex masks, darkness, strobe lights, things (and people) jumping out at you, and processed sugar overloading delicate digestive systems. If you really think about it, it can be a literal nightmare for both the child and the family who loves him.

For some families that live with these challenges on a daily basis, the idea of holiday gatherings can cause extreme stress. I will be offering some ideas, tips & strategies for the next few months to help children & families integrate & regulate the senses & enjoy the approaching holiday season with reduced stress.

For October, which is also Sensory Awareness Month, I have posted some specific Halloween tips at OUR Journey Through Autism, a site & community dedicated to finding ways to help children with autism, dyslexia and other sensory challenges to overcome obstacles and grow in health & learning.

You can read the complete article here: Halloween: A Spooky Time for the Sensory Challenged

* Therapists, Educators & Parents: What are some other ways to help our kids during holidays & other high stimulation events? Please feel free to leave your suggestions & comments below!

Please share this article with others you know who have students or a children who are struggling with sensory challenges!

To contact Barbara e-mail: barbara@bodylogique.com

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Where the Mind, Body and Technology Meet

2011-10-11T23:08:00.002-04:00

Those of you who know me know that I would rather be outside than anywhere else & that I am a big advocate of outdoor movement for children.

When I was a kid you couldn't pay me to stay inside. (Unless it was snowing out. I did not like the cold much and still don't.) 4 years ago, I moved myself and my daughter to an area with plenty of parks, rocks to climb, biking & hiking trails and lakes. I am surrounded by the beauty of the woods & 'out doors' is a large part of my life. But as much as I advocate movement, sensory integration and art & nature being vital for children to learn & thrive, I want to also acknowledge that there are many places where the mind, body & technology meet and can live in harmony.

For many of us, ironically, it meets in the studio, right on the mat. How many of us who practice yoga will listen to our 'yoga music' using a portable media player instead of the sounds of nature (or silence)? The music that we play can help mentally transport us to a distant peaceful land, or to that meditative quiet place inside of ourselves that we are looking for.

I was at a wedding not long ago where in the church, hanging on the back was above the alter was not a crucifix, but a very large plasma TV. (I have to admit, being raised in a religious familiy as a child, this one messed with my head for a few days!)

Technology is everywhere-in offices, schools, yoga and even in church- and its not going away.  However, some resist change, or have had bad experiences or cannot keep up with all there is to learn & have gotten the mistaken idea that technology is a bad thing. Its not. Its the overuse and over dependancy on technology that is bad.

We hear everyday that our kids are spending way too much time on computers, internet and game devices texting on cell phones, sending innappropriate photos of themselves to complete strangers and that they are lacking in social skills. Some will blame technology. I don't. I don't think it means technology is bad so much as we are failing our youth by not guiding them and not being vigilant enough to show them how to use it properly.

Hippocrates said that "Everything in excess is opposed to nature." This includes yoga, technology, nature itself, and everything in between. We need to find and teach balance. We should do this by words and by example. We still need to move, create, write & to be connected with nature, but also to recognize that technology can help us-and our kids-in so many ways! And we need to help them learn how. We cannot just give young children these electronic devices unsupervised and set them loose in the world. Its as irresponsible & dangerous as just handing them the car keys before they have passed their driver's exam.

One of my favorite uses of technology are the iPad assistive communication programs. (See article:  Top iPad Apps for Children With Autism) We have heard so much about this great technology for so many children & families who have not been able to communicate with each other. This is just one way that technology can enhance quality of life. There are many others that are being used in classrooms, therapy centers and homes everyday. (The Wii Fit is another example of a great use for technology. It brings wellness and movement to those who may have limited access to outdoors. )

We don't need to be afraid of technology and we should not keep it from our kids entirely. What we need to do is to step up as parents and educators & teach our kids how to use it properly, safely & responsibly. Use it with them and keep an eye on how much they are using it.  Balance technology time with other pursuits: sports, music, art, outdoor, creative play, (and of course, yoga) to keep them well rounded, well educated and just well.

Read about some other great ways technology can help our kids:
How Technology Helps Students Learn

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Keeping Teens Engaged: Active vs Passive Learning

2011-10-05T07:13:00.026-04:00

"What I hear, I Forget. What I see, I remember. What I do, I understand. " ~Confucius

One of the reasons I love teaching yoga to kids is because its dynamic. It gives them a balance between movement & down time. It gives them permission to move, engage & to re-connect with themselves-their bodies, their senses, their thoughts & feelings. It is an active learning experience. I've been able to design fun interactive movement games for the purpose of re-enforcing sensory integration & introducing these concepts of health, stress and relaxation, social and emotional learning and more.

But the truth is, in the world we live in, kids would much rather be in front of a hand held game or some other form of electronic entertainment then listening to me sing or watch me fly like a bird, sway like a tree or walk like a bear. The older the children get, the harder it becomes to keep their attention, and when we hit the teen years, (whether you are talking about a 'neurotypical' teen or one with challenges,) you know how hard it is to get them to pay attention to much of anything non-electronic. I can feel it and I know when I've 'lost' them. I have to be over the top or in their world in some way or they won't even look at me. On average, I use about 75% of my creative (and physical) energy keeping them engaged in what we are doing, and the other 25% actually doing the activities.

I am a firm believer that movement & outdoor play is still the best way to help a child grow, engage and learn & that Yoga in the classroom is an excellent idea and one solution to a growing problem of keeping children active in the learning process.

We hear so much about 'unplugging' the kids and getting them involved in physical activity and nature and I am in full agreement with this as I have seen this to be helpful. But we can clearly see where we are going as far as electronics and technology. While encouraging health, movement & connection to nature, we still have to teach our kids how to be responsible with technology and how use it for learning and communicating in a positive way. We of course have to be realistic with our expectations and strike a balance between the outdoor and indoor worlds.

I also know that in order to educate, we have to meet a person where they are. What if 'outside' is simply not where your children or students are ?

What about a child's indoor environments such as in a classroom where they are expected to sit still for many hours each day, be quiet and passively 'absorb' information? What about the school districts, administrations or individual educators that are opposed to bringing more movement into the classroom, whether it be a budget issue, a time constraints or personal beliefs? How do we keep the attention of these students? Is there a creative way to incorporate electronics & other technology to help keep kids stay actively engaged in their own learning process as we gradually engage them with each other and the outside world?

One teacher thinks so.

Caitlin Tucker is a High School English teacher from California who has listed some fantastic strategies for keeping her high schoolers engaged by incorporating & using the technology that they love and relate to. As much as I encourage movement and outdoor activities, I love her creative thinking for indoor learning and I think you will too. Read Caitlin's article here: "Fighting Engagement Deficit Disorder"

** What are some of your ideas to keep teens engaged, with or without technology? Please leave a comment below!

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Special Education: How labels Can Help

2011-10-03T06:23:00.003-04:00

Photo Courtesy of: science.howstuffworks.com

We live in a world that has become very attentive and mindful of what words we use to describe people, especially when we describe children or adults with special needs. For example, we don't say "autistic child" we say "child with autism". We say "challenged" and "differently abled". These words and phrases are an effort to not place a permanent label and therefore not put a limit the individual's abilities.

While our efforts to use more respectful, person centered speech is admirable, there are times when we would all just say it as it is as I do think there are occasions when a label can be very helpful for both the labeler and the labeled.

Some of you will object to this idea of labeling, especially since society has worked so hard to remove certain words from our vocabulary, and considering my work as a special needs yoga educator & as an advocate of adapting activities for the purpose of inclusion of all children of all abilities. However, hear me out as you consider this: If it were not for the labels, I would not know how to approach and communicate and engage the children so that I can help them. I would not be able to adapt or customize programs so that all of children can participate. Children cannot learn unless we know their 'label' and therefore how to teach them.

If I don't know that a child has the label of "dyspraxia", I don't know how to break down yoga sequences or even the individual poses into smaller more manageable movements so that the child can build motor memory or planning; If I don't have the label of "non-verbal" then I don't know to use an alternative form of communication with that child.

The truth is, we label each other all the time. How many times have you referred to your boss as "type A" or your coworker as "neurotic" or your neighbor as "friendly", that woman flirting with your husband as "trashy" and the girl behind the grocery checkout as "rude" ? These labels give us a clue into how we will approach-or avoid-a person or situation. We also label ourselves, sometimes positively, and sometimes not.

While every person is truly unique and no amount of labeling will ever be able to categorize all human beings, we need not be afraid of labels, nor do we need to eliminate them from our vocabulary all together, especially in education. In entirely removing them, we are doing these children a disservice by limiting our own ability to communicate the nature of the learner's difficulties & deficiencies more efficiently and to find better ways to approach & strategies to ultimately help them.

I came across an article written by Gavin Bollard (Life With Asperger's Blog) discussing Temple Grandin's three types of Thinkers in Autism . I think Gavin makes an excellent point that if we know how a person thinks, then we can find the most effective methods to help that individual to learn.

I would like to see us all become more careful and responsible of how & when we use labels and of how we use and interpret the information contained on the label. We need to use that information to help-not hinder nor harm each other. A label should never be used as a crutch or an excuse to not try our best. We also need to keep in mind (and remind the kids) that the label does not define an individual- it is only a small part of who they are and a part of the journey to becoming who they are going to be.

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Social Skills: Helping Friendships Grow (Creative Strategies)

2011-09-28T07:52:00.005-04:00

When I left my job in a NJ public school to move to PA & start an adaptive yoga program for children with special needs, most people had no idea what to think and they couldn't imagine it. They questioned my sanity and if you could even teach children with autism or other challenges to move like that, sit still or understand any such concepts.

To be honest, I had no idea what to expect either. But in the last 4 years I have seen children learn how to move more fluidly, to self-calm, and to remember a story sequence. I've seen so many personal & therapy goals reached & so many more possibilities open up than me or anyone could have imagined.

When most of us who have never experienced it, hear the word 'yoga' it gives us images of moving our (somewhat imperfect) bodies into impossible postures, or sitting cross legged (and quietly) on a mat while we stress over having a million things to do at home or at the office. We question whether we can 'afford' that hour to ourselves. For children the experience is much different. They just do it. They don't question it and they are in the moment. They are not trying to learn and yet they do. Children's adaptive yoga is a very active & fun version of this 'mind/body experience'.

While the main effect of yoga is the calming & "bringing together" of one's mind & body, I've also observed the 'bringing together' of friendships, some unlikely on the surface at first, but then watching them growing spontaneously out of small groups with Lisa at KidsPlayWork, camp programs and studio classes. I have actively looked for ways to build opportunities for social growth & learning into yoga programming and so far, its been very effective & a good experience for everyone.

Friendships are so important to all humans, but especially for children with challenges. Social learning & building relationships is critical to a child's healthy development. Difficulty in making and keeping friends often leads to a number of emotional problems, such as low self-esteem and these problems usually continue into adulthood.  Once a group views a child as an outcast, this label is hard to overcome. Even if the child (or adult) changes the behaviors that originally caused this label, a reputation as a social outcast stays with him.

Children with poor social skills often do poorly in school and are at a high risk for delinquency, academic failure, and drop out. These are all the things we don't want for ourselves, our students or our own kids.

Social learning cannot be rushed, forced, nor dictated, but rather is taught by creating a number of real-life situations, scenarios, and teaching moments that the children are guided through properly. It is important to understand that until a child's body and senses are integrated, and until they have some basic self-control, cognitive & communications skills, (whether it be verbal or non-verbal) social skills cannot be taught effectively for the long term.

One of the ways that yoga can help introduce social learning is through partner poses. I will have a new group of children play the "Mirror Game" in which Lisa, myself  or one child leads the others in a pose or movement, and the other follows. Play continues for a few minutes and then they switch roles. (This is a good activity to do with a peer mentor or buddy.) The movements are adapted to ability level and done slowly and deliberately. Both partners have to watch the other or adjust their body appropriately to do the movement together. Sometimes we use slow-tempo instrumental music to pace them and sometimes we let one child lead the group to vary it. In this way the activity begins build a non-verbal connection to others in a non-threatening way.  We make it structured yet fun to ensure the children laugh. (Laughter helps to break down social barriers & tension.)

After the children are familiar with one another we incorporate other Adapted Movement Games and sometimes modified versions of common Board Games to encourage focus, teamwork, self-control and of course fun! Two of my personal favorites are Yo-Jenga and Yo-Spy. There are so many ways that common children's board & playground games can be adapted & incorporated in a traditional classroom to encourage friendships and social learning.

Some other ways to develop friendships in the classroom or studio:

Group Projects:
Collage murals, rice mosaics and interactive storytelling are three great activities that encourage social learning. You can use these activities to create situations where children must collaborate and work together. Consider individual interests and abilities and use dyads, triads or small groups to encourage interaction. Depending on ages and abilities, you can assign tasks such as writer, picture finder, paper cutter, glue person etc.  By helping children focus on a single task & using more or less structured instructions it will gradually help them interact with others more. To learn collaboration and compromise, older children, can select different tasks and problem solve how to complete the project together.

Story Sticks:
A Story Stick is a versatile tool that can be used in a classroom circle time, during yoga, or as a tool for story telling. Based on the idea of a Native American Talking stick, they can be created uniquely by children ages 5 and up with little or no help. (This activity is best suited for children ages 7 through teen.) When a person has the stick, he or she is the only one talking and the rest of the group practices listening. While in a circle, hold the community Story Stick and begin a story. Then pass it to the next child and they add to the story, (sometimes with prompting) and so on around the circle. Its a good exercise in spontaneous creativity, public speaking, listening, patience and working as a group. To learn more about how to make a Story Stick click here .

Interactive Storytelling:
This is a great way to practice social learning and to teach strategies for overcoming challenges or adversity. This is also a great way to teach science concepts, culture, history and social studies. Select stories that are simple, age appropriate, entertaining, have a definite theme or a message, and that all children actively participate in. Adapt or shorten as necessary. (You can also use actual Social Stories in which specific skills are taught, discussed and reinforced through interactive role play. ) Use props, costumes, movement and instruments to help the story come alive. Allow each child to tell a part of the story in their own words in sequence. Non verbal children can participate with props, PECS, instruments or flash cards. A felt board, story board or mural can be made to go along with the activity. (It is important that every child have a role in this activity and is encouraged to participate to their own ability level.!)

Therapists, parents, teachers and other educators can and should be willing to work together to share information and brainstorm ideas and ways to promote an interest in social learning and growing friendships.

What are some of your creative strategies for growing friendships? Please leave a comment below!

For more interactive Games please visit our Sensory Game Page.

To learn how to develop your own classroom based yoga or storytelling program please contact Barbara@bodylogique.com

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Inside The Box: Are Our Schools Killing Creativity?

2011-09-26T07:06:00.007-04:00

As I was reviewing materials from the workshops I attended last week, I came across this article with an excellent video talk by Sir Ken Robinson who makes some great points regarding our education systems.

He talks about the ADHD epidemic, and urges us to collaborate more, encourage and build creative and science-based curriculums and to think of new and innovative ways to 'categorize' students in all learning environments.

He points out that our systems are isolating & alienating our kids and serving them less because we have approached education from an industrialized 'production line' mentality. He calls for educational revolution rather than reform.

Sir Ken's knowledge, candidness and humor not only offer simple solutions but also inspire new thinking. Well worth watching for all parents, educators and administrators (about 8 minutes-semi-animated format.) Changing Education Paradigms

Original Post found here: The Frugal Teacher

More from Sir Ken Robinson: Learning Revolution

To ask about our Yoga-based creative learning programs, contact Barbara at: barbara@bodylogique.com

*We welcome your comments, suggestions and insights. Please feel free to leave them below.

~Barbara

Wild Things

2011-09-23T14:59:00.001-04:00

Lauren: My "Wildest Thing of All"

I have always loved reading and telling stories. One of my favorite Stories of all time is "Where the Wild Things Are".

Before I became a yoga teacher, I would read this story to my young sons, and they would feel inspired to become the wild monsters as I told the story using voices and animated expressions. Since then, this book has survived the love of many children, several relocations and even an apartment flood to become a permanent fixture in my personal library and in my children's yoga programming.

My daughter (pictured at left) suggested it as our "Story Of The Month" because as a little girl, she did the same thing her brothers did, 15 years before she was even thought of. She would become a "Wild Thing" spontaneously and suddenly as the story was being told.

The "Wild Thing" Pose is what I like to call a 'freestyle' pose and allows a child to freely move as their bodies want to and are able to.

Listen to the story here and practice the 'Wild Things' Poses with your child. As you tell & move with the story, it becomes a memory not only in their minds and imaginations, but also in their growing bodies.

Tell us what other stories you enjoy with your child! Leave a comment below and I will suggest various movements and poses to do that go with the story!

For more information on children's adaptive yoga contact: barbara@bodylogique.com

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5 Easy Ways to Improve Concentration Naturally

2011-09-21T22:48:00.006-04:00

Has this ever happened to you at work: you spend a week in meetings, training or out sick and then when you return to your desk you have tons of work to catch up on, and, as you dive into the pile of work you quickly tire, feel distracted, fidgety and overwhelmed? Do you find yourself fighting to stay awake and remain focused? Losing your place? Wanting to just get up and run? (Or scream!?)

Kids feel this too although they may not be able to verbalize. (And sometimes they DO Just get up, run & scream...and if only we could too!)

I just spent the last 2 days in workshops and have spent all day today returning e-mails and doing a ton of 'catch up' work! Its 10pm and I have had a hard time maintaining concentration & working efficiently all day. My daily work 'schedule' is definitely off. On a normal day I would have been finished long before dinner time, but today I feel like I am struggling to keep up & a bit off-balance.

Other than taking a yoga break, one trick I use is to stay hydrated! Water is a neuro-conductor and taking sips of water throughout the day will help you stay more alert & focused. This is true for students and toddlers as well. If you are a teacher, I encourage you to allow water bottles to be kept nearby.

Here are 3 other quick tips for Improving Concentration Naturally for both adults and students:
Environment: Take a minute and clean up your desk. Now!

Look around & see what the immediate environment looks like. The kids will pick up on the 'energy' of the room. We all 'read' and 'absorb' our immediate environments & kids-especially those who are sensitive, will absorb it much quicker. Is it cluttered? Too Dark? Too bright? The more "calm" & neat environments help the kids feel more calm. Cluttered, chaotic and unwelcoming environments can actually initiate a 'fight or flight' response in the brain, and shut it down. We are not capable of concentrating/learning when the brain is stressed, overwhelmed & goes into this survival mode.

Breathing: Take a deep breath...

Once the environment is 'calmed down' from visual 'static' use breathing techniques. It sounds way too simple, but I will tell you that about 80% of our stress and focus deficits can be managed with just breathing properly. The breath can be used to both calm and energize when needed and it can be done discreetly. Breathing through the Right nostril will alert, energize and improve concentration, breathing through the left will calm & relax. Alternating the breath between the two sides (by closing the opposite side with the fingertip) will integrate and 'balance', the brain hemispheres bringing more alertness, calm & focus for longer intervals. (Incidentally, our 'nostril dominace' changes every 30 minutes or so. Its best to go to sleep on your right side, so that the upper-( left)-nostril will be stimulated by breathing and relax the central nervous system.)

Pressure Points: Give yourself a hand massage...

Reflexology is a technique that stimulates all the energy and electrical channels within the muscles in certain areas or 'zones' of the body. (Reflexology is similar to acupressure only with acupressure individual pressure points can be stimulated and in Reflexology all areas should be worked at one time.) Basic pressure points are easy for the kids to learn, apply and is non-disruptive. There are 5,000 pressure points in each hand & each foot, as well as the scalp, face and ears. Rubbing & applying pressure with fingers to entire earlobe, will help activate & integrate the opposite brain hemisphere. Rubbing both ears will help stimulate both sides & improve concentration. Other "Brain Buttons" are at the back of the skull (right where the neck meets the head,) the forehead, (between and over the eyebrows) the wrist, (pinkie side, just below the hand in the bend) and the middle fingers (at the distal fingertip, on the sides around the nail bed.) Don't worry if you can't remember these exact points. Just an overall deep pressure rub on the hands/wrists, feet ears and scalp will do wonders to help stimulate blood flow and improve focus!

And of course, it goes without saying that a yoga, stretching or movement break will do wonders to help re-focus the attention to the pile of tasks! (In a classroom, its very easy to put on some music and have a "2 Minute Dance Off" or "Freeze Dance" game. Kids especially need to release the muscle tension and move around as much as possible and laugh often !

You don't nedd any equipment or special permission to begin incorporating any of thes 5 tips as soon as you like! (You can begin now!)

*For a detailed photo diagram of 9 common pressure points (4 pages) please e-mail me at Barbara@bodylogique.com

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