Teacher
of a learning-challenged
3rd grade class
Project: To help her students
prepare for the state's standardized
high-stakes test, she wanted to incorporate yoga and breathing
techniques.
Results: “At one point, one of the students was
very upset by his
own inability to answer a question. I had him get up and use the
breathing and
the calming pose; it was effective and helped him to try the question
before he
moved on. He stayed calm for the remainder of the testing period.
I
can’t believe what a difference this activity can make for these
students. They still do the breathing when they are starting in the
morning and
during a recent reading assessment, one of the students asked if he
could do
the calming pose when he was having a hard time with a written extended
response. As I learn more about yoga, I hope to find a way to
incorporate it
into our day on a regular basis.”
8th
grade Language Arts teacher
Project: To deepen her students' understanding of the poems in her
poetry analysis unit, she wanted to incorporate movement as an
interpretive
tool.
Results: “The student’s interpretation brought out
the passion of
the words, and actually, it took my breath away.” At a parent symposium
that
was happening, he agreed to perform his interpretation in front of
parents ...
While one of my students read ‘As I Grew Older’ by Langston Hughes, he
gave his
bodily interpretation. The parents went wild.”
1st
grade teacher
Project: To integrate movement and learning, by using appropriate
movement activities throughout the school day.
Results: “I have had fun incorporating more movement in my daily
lessons. The students love the playful movements and always want to do
more. I
find that they are talking more about their new learning. I have heard
this
from the parents, too. … It’s so much fun to hear a 1st grader run out
of
school to meet mom saying, “Mom, guess what we did today!”
5th
grade teacher
Project: To help her reach all
students, by incorporating movement
into most class activities.
Results: “My students have been very receptive to my
newly
implemented movement plans and strategies. They are very intrigued by
the fact
that I am taking a class about movement and always ask me if I’ve
learned
anything new that I can share with them. They love trying out new ways
of
moving and being in charge of creating some of their own. My whole
class has
seemed a lot more energized, attentive, and happy since I have
consciously
started to incorporate all of these movement techniques. I plan to
continue
with these strategies and find new ways to get my students moving on a
daily
basis.”
Kindergarten
teacher
Project:
To support her preparation of students for academic
studies, by bringing yoga and visualization into her Open Court Reading
activities.
Results:
“I am very encouraged by the integration of yoga to
our kindergarten lessons. I see one student, N., responding to the
poses and
the deep breathing by quieting down, focusing more on himself and
invading
others’ personal space much less. I note that G. is more focused and is
engaged
because of the apparent challenge in the poses. I sense that he will
respond
the same when we learn the Warrior because I will encourage the
children to
link their thinking to the pose, i.e., being strong and focused like a
warrior.
I
also note that the typical kindergartner is more engaged in the
Open Court lesson because they have started the lesson in a calm yet
alert manner.
Using the poses to form and visualize a letter shape and to act out the
scenario of a lost lamb is very appealing to young children. I note
that they
are sharing energy in a positive and focused manner, which is a
benchmark of
the kindergarten year!
Lastly,
I feel more positive about myself as a teacher because I
have a new tool to assist students who may display DSI, Disorders of
Sensory
Integration, or students acting out because they struggle with anxiety
or
anger. I very much enjoy the minutes spent exercising, stretching and
centering
myself before I start a lesson. Yoga is my new pursuit not only as a
benefit to
my students but as a benefit to me!”
Teacher of a 4th-5th grade class
Project: To help students begin to
identify their feelings through
the practice of yoga.
Results:
“The students came up with some fantastic words to
describe what energetic, calm, and focused looks like. They also did a
really
great job observing the yoga pose first and then trying the pose on
their own.
Only
two boys out of 42 students couldn’t focus and take the
exercise seriously. I asked them to sit out until they felt they could
participate appropriately. They joined the group after about two
minutes.
The
students had a difficult time reflecting on their own feelings
and were not able to say if they felt a certain way … They were able to
say if
they liked the pose, if it was uncomfortable, fun and/or easy.”
8th
grade Language Arts teacher
Project: To help students deal with
performance anxiety in making
oral presentations.
Results:
“There was marked improvement in each of their
presentations and all of the students were definitely more relaxed and
seemed
more confident.”
1st
grade teacher
Project: To channel the energy of a
very active group of boys by
teaching time concepts through movement.
Results:
The students “were incredibly engaged and focused on
moving their bodies as minute hands. The focused and determined gazes
on many
faces really showed this. When students got opportunities to display in
front
of the class, nearly every student had their hand raised to
participate.”
3rd
grade teacher
Project: To channel students' energy
effectively by bringing more
movement into her general education classroom.
Results:
“I have developed a new respect and admiration for the
purposes, needs, and results of movement. I have planned specific times
within
my classroom that are completely devoted and set aside for movement. I
have
been struck by the outcomes and reactions that I have seen within my
students:
both in their increased attention toward their academic lesson (which
is
wonderful), but also in their excitement toward the movements
themselves. They
now ask me, ‘When can we try that new Yoga move again?’ or ‘Can I show
you something
new that we haven’t tried with everybody yet?’”
“I
have learned three powerful lessons. First: Movement is a MUST.
It helps me and it helps my students. Second: Certain students will
choose
certain or different movements depending on what makes them
comfortable. They
are capable of making appropriate decisions about what their bodies
need.
Third: Without a doubt, everybody has enjoyed and been very positively
receptive to all of the new types of movement that I have included into
our day
and encouraged them to try. There has been no hesitancy from anybody.”
5th
grade teacher
Project: To smooth transition times
through the use of calming,
energizing, and focusing yoga poses.
Results: “After doing this lesson for the first time, which was during ISAT week, I noticed that the students did much better with their transition time. They were not as wound up and they were focused on the task at hand. Even now my students ask if we can practice the different poses. … Not only are my students more energized, focused, and calm before lessons, but also the mood has really been uplifted.”