Results
from Teachers' Work with Students' Kinesthetic Intelligences
in Oak Park, Illinois (District 97) Classrooms
through course "Kinesthetic Intelligence for Teachers" with Dr. Sara K.
Schneider
Teacher of
a learning-challenged 3rd grade
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.”
Please contact Dr. Sara K.
Schneider, sks@thinkingdr.com or 312.593.2345,
to discuss implementing a
guided program in working with
students' kinesthetic
intelligence in your district or school.
All
website materials © Sara K. Schneider 2009-2010
Not to be used
without written permission.