Teaching With The Body In Mind

By Teaching With The Body In Mind

What's Teaching With The Body In Mind about?

Each week, Mike, Tom, Ross, and Joey reflect on the connection between moving and thinking. The discussions remind us that teachers should be supporting children's bodies as well as their minds.

Download our free app to listen on your phone

Teaching With The Body In Mind episodes:

04.30.2024
TWTBIM_0286 Environment (continued)
The conversation about environment wasn't quite finished. Joey, Mike and Tom continue to work their way through the jargon in search of more practical and meaningful language.
04.23.2024
TWTBIM_0285 The Environment is Not a Blank Canvas
Mike invites us to unpack the term environment as it is used in the field of early childhood. Does emphasis on "creating the environment" overlook the fact that you are in a specific place that already exists? Does it take...
04.16.2024
TWBIM_0284 Give Them Space
How can we give children chances to explore space (and the feeling of having a lot of it)? Spending time outdoors is one of the best ways. Inside, perhaps children can experience a feeling of being in a separate space...
04.09.2024
TWTBIM_0283 Cooperative Games
Competition has been ramping up in Ross's class. Children compete over who gets to the door first and even who can complete a puzzle the fastest! The introduction of cooperative games has helped to change the tone. The group gets...
04.02.2024
TWBIM_0282 Spinnies and Ka-chunk
Joey shares an experience with children "just playing on a swing" that was really so much more. Mike recalls a similar play episode with children playing on a flexible bridge. In both instances, children embodied high-level social skills: empathy, cooperation...
03.26.2024
TWTBIM_0281 It's All Social
Tom's been observing how children forge social connections through large motor play. Whether filling buckets with sand, negotiating space in big empty boxes or taking on roles in pretend play, children learn social skills by using their bodies.
03.19.2024
TWTBIM_0280 Path of Least Resistance
On location at his new program, Mike points out design features that create the path of least resistance to support teachers' engagement with the children. The group discusses strategies to find paths of least resistance for other recurring challenges: material...
03.12.2024
TWTBIM_0279 Unresolved
Ross is feeling unresolved about the portraytal of problems in children's media. It's always a happy ending and "hooray we did it!" Does this have an impact on their ability to tolerate frustrations in the real world?
03.05.2024
TWBIM_0278 Bootjack
Joey's classroom climate has been transformed by the introduction of a useful tool. This raises questions about our perceptions of who "deserves" help. Taking a close look at the skill of taking off boots reveals the ways in which we make...
02.27.2024
TWTBIM_277 Who Gets to Define Play?
Tom is thinking about who defines play and the impact of those definitions. In the classroom, and in our community, the implications of adults' judgements about play can have serious consequences. We need to stay vigilant for bias in our...
02.20.2024
TWTBIM_0276 Materials Limits, Part 2
Turns out that there was more to be said about limit setting with materials. Tom stirs the pot with the suggestion that we could just get rid of the paint...
02.13.2024
TWTBIM_0275 Limit Setting with Materials
Where is the line? If children can carry a block to the dramatic play area, can they bring the paint to the blocks? What about pom pom balls in the kitchen? Are children showing creativity or destroying materials? Mike works...
01.30.2024
TWTBIM_0274 Definers
Tom warns against being a "definer" of children. Teacher definitions can limit how children view their own capabilities and how others view them--sometimes for years to come. Mike points out that basing our interactions on predetermined labels takes us out...
01.23.2024
TWTBIM_0273 Why is the Rule the Rule
IF we reflect on our rules and why we have them, what do we discover? Are some rules outdated? Do we know where they came from? Mike and Tom share skepticism about the practice of having children co-create the rules....
01.16.2024
TWTBIM_0272 First Steps
Mike has a front row seat to observe teachers (and children) taking their first steps to create an environment that allows for all kinds of learning and play--even running after bears in the classroom. No matter how many days--or years--of...
01.09.2024
TWTBIM_0271 Control Yourself
What does it mean to be in control when teaching and caring for children? We often think it means we can control children's actions when in reality we can only control ourselves.
01.02.2024
Cabin Fever (Encore Episode)
Looking for relief from cabin fever? Ross leads a discussion about how we can do big things in small spaces. What kinds of activities alleviate the stress of being cooped up when we're not able to go outside? How can...
12.26.2023
What Does Happy Look Like (Encore Episode)
Who wouldn't want a room full of happiness? From the early days of the show, the group reflects on how to read happiness in children. From running free in a big open space to contentedly sitting in someone's lap, we...
12.19.2023
How Much is Too Much? (Encore Episode)
Travel back in time to the early days of the show for a conversation about materials and limit setting. How do we decide where to set limits when children are experimenting with squeezing (lots of) glue, pouring (lots of) water...
12.12.2023
TWTBIM_0270 Who Does Batman Call
Who does Batman call when he's scared? Ross wants to know. Does Batman get scared? Is he allowed to show fear? Maybe he should call his mom. Hopefully his teacher would help. How can we help children who wear the...
12.05.2023
TWBIM_0269 Scary Play is Important
Scary play is important for children's development, but why? What is it about imaginary bears, snakes, and monsters that keep children coming back for more? Tom shares his recent research about the distinction between fear and "scared." Perhaps, in play,...
11.28.2023
TWTBIM_0268 "I" is for Irritate
Mike puts the I in "I statements" with irritate. The conversation also includes such I-word favorites as intention, interaction, and internal. As children learn to recognize and name a range of emotions, how do they continue to navigate their relationships...
11.21.2023
TWTBIM_0267 Owning Authority
Joey asks the group to help unpack the phrase, "own your authority." Along the way, we touch on the dangers of too much negotiation and a tendency towards manipulation.
11.14.2023
TWTBIM_0266 Playing with Power
In the final episode of our power trilogy, we'll explore how children play with power roles when they engage with adults. "Teacher, that wasn't tea, it was really poison." This type of play is often a way that children can...
11.07.2023
TWTBIM_0265 Who Owns the Block Area?
A follow up discussion of big block play takes a closer look the role of gender dynamics in this play. Who are the bosses? Who gets to be in charge of the block area? The answers are not all tied...
10.31.2023
TWBIM_0264 Big Blocks, Big Power
A listener question about big block play gets us deep into a discussion about navigating power dynamics. The scale of big block play, along with the relative scarcity of the material in the classroom, seems to create some universal patterns....
10.24.2023
Spooky Stuff (Encore Episode)
Eek! It's scary how fast the days go by. But don't be afraid, we found this classic episode to tide you over until a fresh one is ready next week. As his favorite holiday approaches, Ross wants to talk about...
10.17.2023
TWBIM_0263 Cut it up
A child's newfound love of scissors has Joey wondering what is it about cutting that children love so much? Tom sees cutting as an act of agency. Mike and Ross note that scissors are a tool that offers the chance...
10.10.2023
TWTBIM_0261 Drop it
The grandkids were playing with the laundry chute and now Tom is thinking about how much children like to drop things as part of their play. Is it a need? Should adults to create opportunities to experiment with dropping things...
10.03.2023
TWTBIM_0261 Redefining Play
Mike would like to broaden the definition of play and what it means to participate in it. Something is going on even when children "just watch" others at play. Tom reminds us that watching sports can be a fairly active...
09.26.2023
TWTBIM_0260 Do they have to join in?
Ross wonders who has to participate. Do children have to join in to be considered part of the group? Mike remembers the stress he felt as a child when he was pressured to participate in activities. Tom reminds us to...
09.19.2023
TWTBIM: #cute (Encore Episode)
We'll be back soon with fresh conversations. Until then, enjoy this cute little episode. Is cute a meaningful attribute in creating environments for children? Is it how we would like to be described as professionals?
09.12.2023
TWBIM: Serve and Return (Encore Episode)
Back to school is a busy time of year! Enjoy this encore conversation while we get on top of it all. Mike reminds us of the useful metaphor of serve and return. Children initiate interaction--verbally and non-verbally--in the hopes that...
09.05.2023
TWTBIM_0259 Uncomfortable with Princesses
Mike takes us on a deep dive into the uncomfortable feelings that princess play can evoke. Do we want girls to play out scenarios of waiting for a man to save them? Joey wonders if it's similar to gun play...
08.29.2023
TWTBIM_0258 Floor Time
In looking through his photo archives, Tom has noticed how much time children spend on the floor. Should we think about the floor as a place to play? Joey points out that some materials are just easier to use on...
08.22.2023
TWTBIM: Sharing (ENCORE EPISODE)
When all the blocks are locked up behind the dragon's wall, do you make him share? Ross has been thinking about how adults can help children want to share. Tom thinks that we are not careful enough in how we...
08.15.2023
TWTBIM: Attunement (ENCORE EPISODE)
Mike's original reference to attunement. When teachers are skilled at attunement, children feel understood, seen, and heard. Ross points out that it takes time and effort to be in tune. Tom and Joey share experiences where teachers have been "out...
08.08.2023
TWTBIM_0257 But in the Real World...
Joey wants to talk about how the artificial constraints of environments and schedules restrict children's ability to meet their needs in any given moment. Tom describes a special type of "flow" that occurs when we give children time in spaces...
08.01.2023
TWTBIM_0256 Equipment vs. Experiences
Mike wants to talk about how standards for quality often lead us to put more emphasis on the equipment in the classroom rather than the experiences of children. How important are those magna tiles and counting bears?
07.25.2023
TWTBIM_0255 Dysregulated to reregulated
Ross has been thinking about when children are dysregulated and the impact it has on adults' regulation. How do we tune in to signs of stress in children? Mike notes that we often don't notice more subtle cues. The group...
07.18.2023
TWTBIM_0254 What if....good things happen?
Tom wants to address the concerns of teachers who worry about keeping control if ALL the children want to try something. What if everyone climbs the sensory table after you allow that one child to do it? Are they really...
07.11.2023
TWTBIM_0253 Power & Control
In a follow up to last week's conversation, Joey reflects on the dynamic of power and control in the classroom. When is it OK for adults to take control? When are we misusing our power? Joey describes a standoff in...
07.04.2023
TWTBIM_0252 Comfort vs. Control
Mike urges us to reflect on our actions when children are out of control and need to de-escalate. Is restraint appropriate? What if we offered comfort instead? Joey counters that sometimes being held can provide a feeling of safety. How...
06.27.2023
TWTBIM_0251 When Help Isn't Helpful
Ross is losing sleep after being too helpful. Did he take away a learning opportunity by attaching the wheels to a child's car? We offer help with the best of intentions, but perhaps our help sometimes undermines development. What kind...
06.20.2023
TWTBIM_0250 Accoutrements
Tom paints a scene of children loaded up with accoutrements--binoculars, strollers, baskets loaded to the brim. What is this about? It seems like more than playing "dress up." What drives children to collect and transport so many disparate items? What...
06.13.2023
TWTBIM_0249 Local Memories
In follow up to the conversation about local play, Joey has noticed that many of children's memories are local too. Moving through different locations and environments prompts children to connect with past experiences and begin to form their understanding of...
06.06.2023
TWTBIM_0248 All Play is Local
Tom invites us to explore the idea that all play is local. The more local the play, the more complex it becomes. The group recalls highly "local" play related to saddles, toy washers and dryers, road construction, and prairie burns....
05.30.2023
TWTBIM_0247 Leapfrogging to Mastery
So often, we forget to appreciate the process of skill building and expect children to master skills after one lesson. Joey notices that even children can have unreasonable expectations for one another. When we forget how long takes to master...
05.23.2023
TWTBIM_0246 Limit Setting
Ross wants to talk about limit setting and following through. How do our actions impact children's skill building for future competence? Tom gives an example of setting limits that is not punitive. Mike cautions against "banishing" children from activities and...
05.16.2023
TWTBIM_0245 Communication Rainbow
Mike shares his discovery of the expressive language rainbow metaphor. When we don't pay attention to what children are communicating with their bodies, we're not seeing all of the "colors" of the communication spectrum and most likely missing out on...

What's Teaching With The Body In Mind about?

Download our free app to listen on your phone

Teaching With The Body In Mind episodes:

TWTBIM_0286 Environment (continued)

TWTBIM_0285 The Environment is Not a Blank Canvas

TWBIM_0284 Give Them Space

TWTBIM_0283 Cooperative Games

TWBIM_0282 Spinnies and Ka-chunk

TWTBIM_0281 It's All Social

TWTBIM_0280 Path of Least Resistance

TWTBIM_0279 Unresolved

TWBIM_0278 Bootjack

TWTBIM_277 Who Gets to Define Play?

TWTBIM_0276 Materials Limits, Part 2

TWTBIM_0275 Limit Setting with Materials

TWTBIM_0274 Definers

TWTBIM_0273 Why is the Rule the Rule

TWTBIM_0272 First Steps

TWTBIM_0271 Control Yourself

Cabin Fever (Encore Episode)

What Does Happy Look Like (Encore Episode)

How Much is Too Much? (Encore Episode)

TWTBIM_0270 Who Does Batman Call

TWBIM_0269 Scary Play is Important

TWTBIM_0268 "I" is for Irritate

TWTBIM_0267 Owning Authority

TWTBIM_0266 Playing with Power

TWTBIM_0265 Who Owns the Block Area?

TWBIM_0264 Big Blocks, Big Power

Spooky Stuff (Encore Episode)

TWBIM_0263 Cut it up

TWTBIM_0261 Drop it

TWTBIM_0261 Redefining Play

TWTBIM_0260 Do they have to join in?

TWTBIM: #cute (Encore Episode)

TWBIM: Serve and Return (Encore Episode)

TWTBIM_0259 Uncomfortable with Princesses

TWTBIM_0258 Floor Time

TWTBIM: Sharing (ENCORE EPISODE)

TWTBIM: Attunement (ENCORE EPISODE)

TWTBIM_0257 But in the Real World...

TWTBIM_0256 Equipment vs. Experiences

TWTBIM_0255 Dysregulated to reregulated

TWTBIM_0254 What if....good things happen?

TWTBIM_0253 Power & Control

TWTBIM_0252 Comfort vs. Control

TWTBIM_0251 When Help Isn't Helpful

TWTBIM_0250 Accoutrements

TWTBIM_0249 Local Memories

TWTBIM_0248 All Play is Local

TWTBIM_0247 Leapfrogging to Mastery

TWTBIM_0246 Limit Setting

TWTBIM_0245 Communication Rainbow