Teaching With The Body In Mind

ENCORE EPISODE

When children stretch to the edge of their abilities, teachers stretch their skills alongside them. Tom invites the group to discuss the thinking and decision making that supports teachers in supporting children to reach to the edge of their limits.

 

Inspired by Stephen J. Smith from his book Risk and Our Pedagogical Relation to Children, Tom asks the group to consider the idea of silently observing children's movements as "reading their actions as they're being written." What more would we learn about children if we watch in silence and listen instead of always talking?

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Mike asks the group to think about what happens when teachers interrupt children's play to ask questions.  How does adult questioning change the agency and power dynamics of the situation? Do these interrupting questions help children reflect on their actions? Why do we ask so many questions?

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In Part 2 of a conversation about language, the group discusses how language shapes children's self-concept and understanding of relationships. Are we using clear, respectful and authentic language with children? Do we talk differently to girls and boys about how we feel about their actions and appearance?

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Ross invites the group to consider the impact that adults' language has on children's movement and sense of their physical abilities.  Tom wonders, "Is there just too much talking?"

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Tom's recent experience on the bumper cars prompts a conversation about how the State Fair is a whole body experience.  Are there parallels to the classroom?

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The art of teaching involves knowing when to refrain from our reliance on verbal dialogue and choose a dialogue in movement instead. This is especially important when children's bodies are flooded with emotions and feeling "big feelings."

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Ross asks the group, what would you include on your ideal playground?

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Are stillness and silence required to meet the goals of Circle Time?  Mike leads a discussion about times that children are asked to sit still.  Does the expectation that children "sit still" create a distraction from our true learning goals?

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In Part 2, Ross and Alyssa discuss typical sleep patterns and needs of young children and where those needs sometimes conflict with the schedules and habits of the adults in their lives.

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