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Hosted by Unknown Host · 🇺🇸 US · EN · 100 episodes
Established thought leaders with verified media credentials.
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.
Unknown Host hosts Teaching With The Body In Mind, a education show with 100 episodes published.
Mike kicks off a discussion about how much space children need for their bodies and how close (or not) they can be from one another with a look at how third spaces are used at his program. Joey wonders what it would look
Ross is thinking about motivation and the impact on children's feelings of worth. How does it feel to be asked to do something versus forced to do it? This leads the group into a conversation about intrinsic and extrinsi
Joey is all in on cozy spaces, but "calm corners" have never really worked for her. It turns out Mike, Tom and Ross share her concerns. They discuss the challenges of asking children to regulate all alone and how a pinte
Tom's thinking about who uses what space in the classroom whether it is gendered. Mike explains gender schema theory. Ross is reminded of the gender-coded ailes at stores like Target. Is this code replicated in classroom
Tom's been watching the World Cup and thinking about the many different ways people hug. Naturally this leads to a conversation about what children learn about hugging. Is hugging professional? How is it diffrerent for m
Ross has been taking notes and wants a follow up conversation on the ways that physical play creates an entry point for social relationships. Tom points out how joint ventures in the physical world create openings for fr
Mike emphasizes the importance of allowing for mistakes while children are learning social skills. There will be bumping and complaining, but also essential development. Tom recalls two children who happily squished clos
Joey is thinking about the role of the body in social learning and building social skills. Ross reminds us of the importance of making mistakes while we learn. Sometimes you have to spill the water on Mike to learn how m
Ross circles back to a conversation about what sharing really means. Tom reminds us that when teachers strictly impose time limits or make decisions about when children must "share," they take away the chance for the chi
Tom reflects on a friendly game of cards with his grandson that became locked into a fight. When and why is it important to follow the rules when playing games with children? When do you play the "friends way" and when d
Mike leads a discussion about the nonlinear nature of learning. As Ross explains, children's learning looks like a "Family Circle" cartoon, not a straight line.
In a continuation of last week's conversation about how children learn, Ross is thinking about how unprompted feedback can squash intrinsic motivation and discovery. The conversation flows from there. The group talks abo
Joey is triggered by a guest to her school wondering when the "learning" would happen. What could she say to this visitor if she could go back in time? Ross might turn the question around to help make the point that adul
Joey wants to talk about racing and competition as she's been spending time with children who shout, "I'm first and you're not!" Is competitiveness and hierarchical ranking just part of typical development or does it ref
Ross is thinking about unhelpful help again. How much are we helping children and when does our help cause an interruption? Joey recalls a time when intervening to support a child's speech interrupted the flow of a conve
Joey notices that asking children to slow down on a "collecting walk" creates a strong sense of focus. Mike observes a child caring for a tiny ant for over a half hour. Ross's students give deep consideration to what ite
Mike reminds us of the inevitable problems that come up each day. If we can remind ourselves of what's developmentally normal for young children, we may be able to catch ourselves before we start crying over that spilled
Joey is looking for insight about poop and pee talk during mealtimes. What drives the urge to say "poop" while eating lunch together? Tom often breaks the taboo and joins in the conversation while teaching more sophistic
Tom encourages us to consider the connection between physical play and literacy development. Where do children choose to read? In what position? Mike is thinking of how important physical connection is in building a love
Inspired by the 100th annivesary of Winnie the Pooh, Mike is thinking about the Tiggers of the world (and our classrooms). Can we enjoy our Tiggers or have we turned into judgemental Rabbits? How can we anticipate their
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Teaching With The Body In Mind is hosted by Unknown Host. The show is categorised under education (kids) and has published 100 episodes.
Teaching With The Body In Mind has published 100 episodes.
Teaching With The Body In Mind regularly covers education, kids, family. It sits in the education category, with a kids focus.
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