Stress balls!

Have you ever squeezed a stress ball?  It squishes in your hand but gives enough resistance to keep your hand and arm muscles active.   When you release the ball it bounces back to it's original shape and your hand relaxes.  It feels really good!

Some kids need to keep their muscles active, need to feel resistance or just need to fidget and keep their hands or bodies busy.  They learn better and are more productive when they are moving, feeling, sensing and/or experiencing something.

Even though I teach movement and dance I have told students to "stop moving and pay attention."  It's silly when I think about it.  I am asking a child to stop in order to process what I am saying.  What if he or she needs to move in order to process the information?

I can't sit still to learn.  I can sit still but I won't retain the information.  In other words, if I want to truly learn something I have to see it, feel it, and experience it.

If you give me a map of my own backyard I will need a search party to rescue me!  In order for me to get from one place to another I need to focus on landmarks like the colors and shapes of buildings and the winding path of the road.  (My Garmin helps as well!)  When learning someone's name I visualize the spelling of the name and associate the sound with a visual picture if it is a hard name to remember. And when I need to activate my creative side, my problem solver side or my comical side, it is necessary for me to move my body.  When I want to get in touch with my feelings and emotions I need to stop moving and sense how I am breathing, how I am holding my body and feel how the energy is flowing (or not flowing) from my head to my toes.

When I am angry, anxious and frustrated it feels really good to squeeze a stress ball.  I can actively feel my muscles speak to me.  I can hear my body talking to me. Squeezing the ball enables me to do the opposite - I am able to let go and relax.  My body teaches me.  If I engage then I can release. 

Instead of telling a child to stop a behavior - redirect the behavior.  If a child needs to move ask them to move big!  Engage their muscles, their senses and their brains in new ways.   Look closer at a chatty child.  Are they intentionally not paying attention or do they need some background noise.  Can they sing along to music you are playing?

Think of the whys, the hows and the how- tos.  And when you think about how to engage the children in your life squeeze a stress ball.  It feels so good!

Sincerely,
Stacey

Don't Tip Toe When it Comes to Behavioral Issues

It's been awhile since I have written last.  My daughter has had some tummy issues that have taken my full attention.  Which leads me to the idea for this post.  We will not always have happy children in class.  Sometimes an uncooperative behavior is due to an underlining issue.  What are teachers supposed to do?

1. Check in with the parents.  Is there anything you need to know?  Sometimes parents can be hesitant to let you know any personal struggles their children are having because they don't want their children labeled.  First discuss the positives and then ask them how the child feels about coming to class.  You can say " I have noticed Sara is having a challenging time with sharing the green scarves."  You might not need to say anything else.  The parents might fill in the blanks.  If they don't then you have left the door open for future conversations.
2.   Keep food celebrations to a minimum.  This is where it gets tricky with my daughter.  She has many food allergies which makes her feel left out at times and having the offending food can make her behavior erratic.  What I have noticed through this experience is that so many celebrations revolve around food.  There are many children with allergies and food restrictions  (which effect behavior.)  Find. a different way to celebrate. It be helpful to the children in your class and it teaches kids that sweets are not the only treats for a job well done.
3. Don't force participation.  It will only lead to anxiety and a power struggle.  Let the child watch and enter at their own time.
4. If the child is watching have them engage in other ways.  And make sure to give choices.  "Sara, would you like to stop and start the music or hold the scarves?"
5. Praise for effort.  Praise the child for when she does participate and praise the class when they show kindness to each other.
6. Dance class is a place of exploration, art and a place of community. Practicing these skills in the studio makes them dance to life outside the studio!!

Enjoy creating a classroom environment for all your dance students!

Sincerely,
Stacey