tag:blogger.com,1999:blog-41759733648432434962024-03-13T10:37:54.896-07:00Loud Fart No RemorseLoud fart no remorse is an ongoing collection of funny and heartwarming stories from all my years of working with kids, essays about school health and every now and then a fun activity.jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.comBlogger102125tag:blogger.com,1999:blog-4175973364843243496.post-57058196254166524772012-01-02T12:36:00.001-08:002012-01-29T11:24:29.057-08:00The Razor Wire Chronicles: Define Crazy<div dir="ltr" style="text-align: left;" trbidi="on"><i>"You</i> <i>have to out crazy them</i>.<i>" </i>I heard that from one staff recently and it immediately hurled me back in space and time to my experience at Martin Center, an inpatient adolescent psychiatric treatment unit, that I worked in shortly after I graduated from college. I was sitting at a picnic table across from a guy named Bruce doing what constituted an interview at that facility. Bruce had wild Einstein hair that never had any two hairs pointing in exactly the same direction and he liked to smoke a lot of weed and talk platitudes which made sense to nobody except for him. I had little bit of experience at a rougher facility so I managed to wrangle an interview. I expected to sit in an office and face the usual inquisition from 2-5 earnest management types. Sitting at a picnic table was definitely more my style. At the tender age of 24 I was easily impressed by such seasoned veterans of the social service system. That awe would fast fade but Bruce's rhetoric pulled me in for awhile.<br />
<br />
In my latest reincarnation as the mostly self-identified change agent of another social service system, ( a lockup facility this time), such rhetoric seems dated and bizarre. It could be a combination of age (I just turned 50) and weathering. I have been doing <i>this stuff</i> for over 25 years now. <i>This Stuff</i> is doing everything I possibly can to help young people make better lives for themselves. I am no longer interested in out crazying them. Today I am more interested in out wising them. There was a time when I bought into such nonsense. I believed, like Bruce believed that if I acted crazier than the residents they would magically come to some sudden state of awareness and enlightenment. Today those notions seem anachronistic.<br />
<br />
It's not that I am not macho and masculine. But somewhere along the way I became a peaceful warrior. I discovered little tricks like speaking softer and softer and softer still. Magically this gets the boys to listen even better. I hear tales of trying to get the boys to follow rules. Rumor has it one veteran staff read them the rules for four hours. Doing learning style and psychological math this means that they were listening for about twelve minutes which leaves three hours and forty eight minutes of absolute wasted time.<br />
<br />
Some of these kids are veterans of the system as well. Some cite their long list of program failures like other men brag of trophy bucks and skiing down impossible chutes. They are not impressed easily or by much. They have seen the best and worst the system has to offer (or not offer). They have mastered the art of tuning us out. Somebody droning on for four hours about rules will most likely not capture their imagination.<br />
<br />
What captures their imagination is unrelenting kindness and acceptance. They like people who are genuinely interested in them and listen. They like people who have something <i>differe</i>nt<i> </i>to offer. <br />
<br />
They have seen crazy too. There is always someone bigger, badder and more intense. To quote Jack Nicholson: "Go sell crazy somewhere else, we're all full up here."<br />
<br />
</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
I just came to accept that I make a pretty crappy detention officer. I can't figure out all these keys. I'm at that point in my life where few things make me feel I have to raise my voice. The years have passed too many suns now to keep me mean any longer. I have a tough time taking all these rules seriously and I still suffer from the naive and idealistic stance that if we all tried a little harder,meditated a little more and laughed at ourselves at least once a day things would work out a little better.<br />
<br />
I have noticed that most everybody else wears cowboy boots, "business casual" or sturdy tennis shoes. They see my sandals with my pale winter toes poking through and they either shudder or put me in the <i>watch closely</i> category. Maybe they think I'm just trying to be weird or different but the reality is I never had to try to be weird or different. That comes to me just as naturally as breathing.<br />
<br />
The reality is that my feet just get really hot quite easily. This may have come from a lifetime of either going barefoot or wearing sandals and mocassins or perhaps it's a condition which only a practitioner of Chinese medicine can cure. When I wear sock and shoes indoors (which seems quite barbaric to me) my feet sweat. Sandals with closed toes are the best option.<br />
<br />
<br />
A few months into this ride I can say I have already made changes. Kid in JAIL have yoga mats in their rooms. A few months from now a labyrinth outlined by lavender plants will grace a spot that is now a lawn. We toss swords, do yoga and meditate. "The future's so bright I gotta wear shades." </div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
A few days ago I brought some knockoff kendos to work play with after dodgeball. That may not have been the best idea. A few residents treat dodgeball like Armageddon. They became a litttle too involved in the outcome of the game. I put my kendos away for another day.<br />
<br />
A few days later <i>before </i>yoga class I circled up the boys and started talking about awareness, paying attention, stillness and other classic warrior concepts. It helped that I showed "Peaceful Warrior" the night before. They were tuned in and they were ready. I jokingly asked the woman who monitors the cameras to turn them off for an hour or two. It seems like some of my activities make her nervous.<br />
<br />
After a brief chat and<i> frontloading </i>about not wanting to get smacked in the head we began tossing the kendos around. This was something new and different: <i>weapons or potential weapons inside of a secure facility!</i><br />
<br />
There is something about being trusted that brings out the best in people. We threw the fake swords for fifteen minutes or so and then we settled into a long vinyasa yoga class. <i> </i>The boys got it. Every day that something works is a good day.</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
<ul style="text-align: left;"><li>Don't talk</li>
<li>Don't trust</li>
<li>Don't feel</li>
</ul>The rule I broke was created by someone long ago at the institution and few doubt its veracity. Quite simply, the residents are not allowed to touch each other and staff are not allowed to touch residents. Nobody shakes hands, puts a friendly hand on a shoulder or hugs. The residents, in addition to passing weeks or months without natural sunlight, must forgo human contact for indefinite periods of time.<br />
<br />
The first time I broke the no-contact rule, it was a matter of necessity. I was teaching a Yoga Calm (yogacalm.org) class. One resident, who might be slightly dyslexic, had twisted his body into an uncomfortable mutation of triangle pose. My attempts to "verbally adjust" his asana had only been met with frustration on his part so I simply asked if I could physically adjust him. I generally refrain from physical adjustments but this time it was the best option. He thanked me from his much more comfortable pose.<br />
<br />
A week later I found myself with more residents in my yoga class. We had been doing pretty much the same flow for several weeks now and I wanted to shake things up a little. I inserted "Tree Challenge" into the routine. During Tree Challenge, two people stand in tree pose and while pressing palms against each other attempt to get their opponent to put the other foot on the ground.<br />
<br />
After that it was easy. By the next week, several had been on work crew and were asking for poses that might relieve shoulder pain. I showed them my personal "one cord of wood asana." Then before I knew it I was asking them how they felt about doing partner stretches. All were in agreement so we just moved forward into Lynea and Jim Gillen's series of partner shoulder stretches. It might get worse this week. Stay tuned!<br />
<br />
</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
Some of the residents who cannot dominate in other areas of milieu life and otherwise don't "succeed" within the level system and other rules find 20 or 30 minutes of success. Of course there is the downside that like tag, dodgeball teaches youth how to pick off the weak and the slow.<br />
<br />
Strangely enough, youth who to use the local vernacular, "suck" dodgeball still play it with abandon. They are often the first pegged by the rapid fire onslaught but it's a momentary escaped from the mundane and I think they consciously or unconsciously recognize that. At least when a ball is hurled at them they are getting <i>some attention.</i><br />
<br />
In America beyond the walls, whole committees of parents organize to remove dodgeball from PE. Maybe that's a good thing. But as this boomer one day away from 50 ponders these things I just have to remember that I survived dodgeball and somehow not completely avoiding pain, risk and injury in my childhood may have made me a better person that knows how to duck.<i> </i></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
When it comes to corrections, there were some original thoughts which we have strayed from as well. "Penitent" is the root word for penitentiary. The original idea behind penitentiaries was to be penitent. Those who broke the law were sent to a monastery like setting to live with monks and priests. The idea was to pray, meditate, reflect, and eventually be forgiven for one's sins.<br />
<br />
If you go to a monastery or prison, you may notice some subtle similarities. Austere quarters,minimal food and simplicity are the norm......but today the United States, with only 5% of the world's population has 20% of the world's prison population......Somebody must have forgotten the original instructions.....<br />
<br />
<div style="text-align: center;">To Be Continued</div><br />
<br />
<br />
</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
Nevertheless I have already made changes. Almost all of the boys now have a yoga mat in their cells. Five large exercise balls materialized on the cellblock one night. Although a few boys abuse the privilege of these items I dryly warn them to keep their balls on the ground or they will be removed.<br />
<br />
It can be a grim setting. With the exception of paper sized window in each cell, no natural light enters the facility. Residents can pass weeks or even days with only the glare of fluorescent lights coming off and on to mark the passing of night and day. Life in the institution could prepare them for a winter in the Arctic.<br />
<br />
<div style="text-align: center;">To Be Continued</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</style> <![endif]--> <div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">State testing has given new meaning to the term “artificial intelligence.” When I started working in the public schools in the early 90’s I had almost free rein to do groups, counsel individual students and facilitate a large variety of classroom team building experiences. Schools had what now seem to be quaint and archaic offerings like band and FASCE (family and consumer science education---we used to call this home-ec). Some students might be caught welding or tearing apart an internal combustion engine in a <i style="mso-bidi-font-style: normal;">shop</i> class. Those days are gone now. Students sit <i style="mso-bidi-font-style: normal;">inside </i>now, grim faced and silent, numbed into submission in an endless flood of math and science classes. Even civics has mostly given way to the last gasp of the industrial revolution. The left brain dominates. Right brain thinkers have been marginalized. Creativity and contemplation seem quaint and viewed through eyes of historical wistfulness with fondness but the dominant thinkers have dictated that these soft arts have no place in the society of the future.</span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">“We need more scientists and mathematicians” proclaim the new captains of industry. Everybody must go to college. We don’t have enough mathematicians and scientists and engineers. This is the mantra we all hear constantly.</span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">“Hmmmm….scientists….aren’t those guys who brought us Hiroshima and Super Fund cleanup sites?” asks one longhaired skeptic. Granted, scientists also brought us solar energy and life saving medical equipment but we must look clearly at the whole picture…………<span style="color: red;">…………</span></span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">I have known Leonard for nearly 5 years. He is one of those kids that constantly gets referred to group. He displays a decided lack of interest in most of what the school has decided to offer him. He falls asleep in English class. In one of his three math classed he sits numbly while the teacher draws charts and graphs on her “smart board” with her digital pen. That doesn’t impress him either. Often he is tired from staying up far too late the night before playing video games. <i style="mso-bidi-font-style: normal;">That’s what interests him.</i></span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">Somebody decided quite some time ago what “school” would consist of. <span style="mso-spacerun: yes;"> </span>At one time that included art, music, shop, PE and consumer education. Those days are gone. Even recess is under scrutiny. The architects of the new world view all that aimless running around, jumping and shrieks of laughter with suspicion. <i style="mso-bidi-font-style: normal;">What could the children possibly be learning during that free time? What a waste of human effort. We need to have them inside learning!</i> These conversations actually occur. Education engineers and analysts put the entire school day under a microscope and determine with bizarre formulas that shaving three or four minutes off of recess could bump up their test scores seven to ten points! With Machiavelli as their inspiration……….</span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">Leonard can play almost anything on a piano after listening to it just once. Sometimes he has listen to it twice because he didn’t catch my off tune out of key humming. Anything I play on my iPod he can duplicate almost immediately. He has most of the popular tunes of the last 40 years memorized and can play the entire song with little or no effort. Jesse is a musical genius. Leonard's school has no music program. </span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">Fun suckers.</span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">That’s what Nolan called them. Fun suckers are those joyless people who seem determined to suck all the fun out of life. And for this round in the great march forward of public education, the fun suckers have won. Fun suckers look at others playing and having fun suspiciously. That is <i style="mso-bidi-font-style: normal;">no</i>nproductive time. Fun is waste with noise. A child just sitting on a bench contemplating the nature of existence or the cosmos or the meaning of life has no place in the world of the future. After all, how are you going to test that, measure that, quantify that? Gone are the social and emotional skills classes. Juniors and seniors don’t even PE anymore. This in some strange way must prepare them for a future as a workaholic.</span></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">Work all your life and save your money until you die.</span></div><div class="MsoBodyText"><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-size: 12.0pt;">I don’t think so.</span></i></div><div class="MsoBodyText"><span style="mso-bidi-font-size: 12.0pt;">I don’t think so is the first though of the warrior and the anarchist. Looking out upon a soul less machine driven world, the warrior poet and the anarchist has a different vision.</span></div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
Before and after school and during lunch time we gathered outside the building in the unmonitored areas and chewed and spit and told lies. It was a glorious time made more glorious by the fact that we were largely ignorant of and oblivious to the health hazards of chewing tobacco. Another crowd gathered in the alley on the other side of the school and smoked. We had great disdain for the smokers for reasons now obscured through the foggy lenses of time and selective memory. <br />
<br />
As our addiction and boldness progressed in tandem we took to "taking a pinch" in the bathroom during longer class breaks. We were just foolish enough to think that six or seven boys going into the bathroom and not emerging would escape the vigilant and watchful authority figures. Ralph Pederson was the vice principal and Paul Pugh was the principal. Ralph was a thin tense man with spectacles and a nervous gait. Paul was a burly man with a shock of thick gray curly hair that older men would love to have.<br />
<br />
We spent a great deal of time both eluding and annoying these two stock characters of authority. We had unspoken agreements between the authority figures and our clan. When we made a big mess with our foul vile habit they would pull the reins on---kind of like cops who tolerate a certain amount of drug dealing and crack down when it becomes noticeable. Occasionally our chewing got out of control and we would throw the big wads of spent tobacco on the wall to try and make it stick. To our surprise this angered both Ralph and Paul!<br />
<br />
They must have waited until just every single Beechnut Boy was gathered in the boy's bathroom. They burst in like DEA agents on a bust and after checking each of us for chew, marched us up to the office for a long series of "hacks." A hack meant being paddled with a thin wooden board and although such discipline is illegal now it was the norm in those days.<br />
<br />
They paddled us one by one. The unspoken code among us boys was that you could not cry even if it hurt like hell. We never gave them that satisfaction. If it did hurt enough to make you cry you waited until you were well out of their sight. Emerging tearless and barely suppressing a smile meant you had endured.<br />
<br />
Paul Pugh was also the director of the Wenatchee Youth Circus. The drum for this group sat in a place of pride in his office. When you got a hack in his office you had to bend over, grab your ankles and look at the Wenatchee Youth Circus drum. I never did like that circus or circus kids much after that.<br />
<br />
<div style="text-align: center;">to be continued </div><br />
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</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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TRUST SEQUENCE<br />
<br />
"Trust is an egg. If we break it, we can put it back together again but only with considerable effort. It's much easier to design a system that will keep it intact indefinitely. What? No Cody we can't just hardboil our egg."<br />
<br />
I only begin trust when the group is ready. Are they skilled at cooperation? Are there no putdowns? Does the group treat each other equally? Are conflicts handled openly and with respect for all concerned? These and many more questions need to be asked before beginning the trust sequence. I frontload heavily with the group and remind them of the fragile nature of trust. We talk about the different kinds of trust and how trust takes risk. I usually end the discussion by stating it will be difficult if not impossible to go any further unless we work on trust. What follows is a sequence that seems to work for me.<br />
<br />
<br />
I only begin trust when the group is ready. Are they skilled at cooperation? Are there no putdowns? Does the group treat each other equally? Are conflicts handled openly and with respect for all concerned? These and many more questions need to be asked before beginning the trust sequence. I frontload heavily with the group and remind them of the fragile nature of trust. We talk about the different kinds of trust and how trust takes risk. I usually end the discussion by stating it will be difficult if not impossible to go any further unless we work on trust. What follows is a sequence that seems to work for me.<br />
<br />
BLINDFOLD RUBBER CHICKEN TAG<br />
PROPS NEEDED:<br />
One rubber chicken, boundary markers, and enough blindfolds for every participant<br />
<br />
This is essentially a tag game with a few notable differences:<br />
PROCEDURE<br />
1) One partner is blindfolded. The other is sighted. The sighted partner gives verbal directions but cannot touch their partner unless there is a safety concern.<br />
2) Fast walking only for obvious safety concerns………..<br />
3) The person holding the chicken is "it". Their task is to tag the another blindfolded person<br />
4) Have clear physical boundaries. If a person steps out of the boundaries, that person is "it".<br />
5) After a reasonable period of time, switch partners.<br />
<br />
Questions<br />
1) What sort of directions were helpful?<br />
2) Can fun be a part of trust? Is trust a serious thing?<br />
3) Did we stay safe during this activity?<br />
MIRRORING<br />
Pair off in a creative way. Partners face each other. One partner begins making any sort of movements and gestures. The other partner mimics every move. This usually generates some laughs. After a short period, switch. The purpose of this activity is to pay complete attention to another person. It is an invaluable skill for spotting and safety awareness.</div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</div><div><span style="font-size: large;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: verdana;">Last Weekend Yoga Calm hosted a ground breaking <a href="http://www.yogacalm.org/workshopSchedule.asp">workshop </a>called "Boys, Coyotes and other Wild Things." As a co-facilitator I taught participants activities that empower boys. But even though I was teaching the class started a trip down memory lane and my own experiences in America's public schools. I will be sharing some of my more memorable experiences and numerous encounters with authority figures.</span></span></span></span></span></div><div><span style="font-size: large;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: verdana;"><br />
</span></span></span></span></span></div><div><span style="font-size: large;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: Verdana;"><span style="font-family: verdana;">Lenny Cummings and I sat in the enormous chairs sobbing with fear and anxiety. We were both in kindergarten and this was our first trip to the principal's office. The fifth and sixth grade boys had been sure to fill our heads with tales of terror. They told us the principal would spank us so hard we wouldn't be able to sit down for days. (Although in retrospect we never sat for long at that age). They told us he would call our parents and then most likely our parents would spank us too. This was all too much to comprehend for two five year olds so we did what five year old boys do: We cried.<br />
<br />
I remember</span></span> </span>sitting in the chair and being highly aware of how far my feet were from the ground. Both Lenny and I had to climb into thoseforbidding adult chairs and wait. The waiting made it worse and for some reason the chairs amplified the experience. Everything seemed big, just big. The desk was monolithic. The principal's chair seemed like the command center from Star Trek</span></span>. <span style="font-size: large;">We cried and looked at each other from time to time. We knew the end was near.</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;">After three million years had passed (in kindergarden time) the principal strode in and sat behind his desk. He was big too. He looked over the top of his glasses and asked in a kind slow patient voice why we were so upset. Why were we crying? We recounted our fears. We told him we didn't want to be spanked by him or our parents and we cried. He laughed in a kind manner and said we were not going to get spanked. He asked who had told us we were going to be spanked but the code was already in us. We would never tell. He knew that of course but he had to try anyway.</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;">Our crime against society? We had crowded in front of several classmates at the water fountain. Of course this was not our first such indiscretion. During story time Lenny and I would sneak closer and closer to the wooden trucks at the back of the classroom. As soon as the story was over we would leap on the....big....trucks and zoom around the classroom. We didn't pay much attention to who or what was in our way. I cannot to this day recall a thing about those stories (visual/kinesthetic learner that I am) but I remember well the joy of...big...wooden trucks.</span><br />
<span style="font-size: large;"><br />
</span><br />
<span style="font-size: large;">The principal let us off with a gentle warning to be more considerate in lines and in the classroom and sent us on our way. This was only the first of many trips in several schools to commune with authority figures. I reflect on this and other experiences when I watch the boys in the schools I work in grapple with a baffling system......to be continued</span></div></div></div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
CREATING SHIFT---THE HIGH ROPES COURSE<br />
<br />
"The four characteristics of the wasicu (greedy ones) world are fear, anger, jealousy and confusion. When you see these things you will need patience, endurance, alertness and awareness." Wallace Black Elk<br />
<br />
For years I have sat and listened to elders talk about how tough the old people were, how they used to eat natural food, walk everywhere and jump in icy rivers year round. I try to emulate those examples as much as possible while still living in the modern world. This year, for reasons still slowly becoming revealed to me, I decided to start my own private polar bear club. Each day on the way home from work I would jump in glacial fed Canyon Creek or the Klickitat River. On weekends I would go in Bowman Creek which is just up the road from my house. During September it was easy. The days were still hot and it was quite refreshing. As time went on, I noticed some changes in my attitudes and perceptions about my daily dip. Initially I would pause and work up the courage to jump in. My mind would work on me a little bit. After a while, I decided to quit being silly. I had made a commitment. A life principle I follow is that when I make a commitment, whether it's publicly or privately, I follow through no matter what.<br />
<br />
At a recent conference of highly creative adventurous types I encouraged people there to join me in my morning dip. I had no takers. These are people who facilitate and run high ropes courses for a living. This was something new and they weren't quite ready or perhaps they just did not want to. On the second morning, one man accompanied me just to see what it was like. He wanted to know why I felt a need to jump in. I explained commitment and he understood that. I had to really think though about the core issue. What I came to was that my daily dip was all about my fear. Initially I went through a fear breakthrough process. There are some reasonable fears. Hypothermia is an obvious concern. More than anything , though, I was afraid of temporary discomfort. As in many things that stretch us beyond perceived limits I have received quite a few payoffs. When the flu was raging around this winter, I experienced a few brief sniffles and it moved right through me. After a day of counseling, the icy dip also seems to wash off the residue of human pain. Now I really look forward to it. It has given me a new confidence. I have stretched myself just a little. As a counselor, facilitator and teacher I have to be willing to keep stretching. This somehow gives permission those around me to keep stretching too.</span></span></span></span></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<br />
Childhood as I choose to remember it.<br />
<br />
"There are two types of kitties; inside kitties and outside kitties. You're an outside kitty." Tammy Hosaka<br />
<br />
My brother Herb sat at the kitchen crying. At first he was crying quietly to himself. Then his tears and pain became visible. Mom and Dad were puzzled. My sister Jan and I were puzzled. Even Herb was puzzled although he didn't know why. Pain always brings the question "why?" My brother was crying because his hand wouldn't "work." Somehow in the remote village of Disautel, Washington, we were having a dinner of fresh crabs complete with mom's homemade dip of ketchup, mayonnaise and tarter powder. (Years later I would puzzle over the difference between the tarter in sauce and the tartar my dentist so valiantly struggled against.) My brother was struggling with the tool used to break the shells. Because his was thumb was broken, he just couldn't figure out how to get that delicious crabmeat. That's when he started crying. Now by this time you're wondering how did Herb break his arm and what does it have to do with this book and why does Jeff Albin have to start everything with all these weird stories?<br />
<br />
Fair enough. Earlier in the day, Herb had been bounced off of the "bucking barrel." He had landed so hard on the compacted earth that he had broken his thumb. A bucking barrel consisted of a 55 gallon steel drum suspended from four trees. Usually a used saddle was strapped on top. Once the rider was seated, people would vigorously shake the ropes. Few stayed on for long. Successful riders probably went on to the rodeo circuit. Herb had injured himself that morning. It wasn't until that evening that he became aware of his injury. Before you leap to risk assessments consider that Herb broke one arm twice, one arm three times, dislocated a shoulder, shredded his knee cartilage, broke an unknown number of ribs and perhaps an ankle during the course of growing up. My childhood was filled with calls from the emergency room but Herb survived and so did we.<br />
<br />
The bucking barrel still stands strong in my mind as the height of low-cost, high fun rural adventure. First, it was cheap. Steel barrels can be found for free. Stout ropes and old logging cable could be scrounged anywhere. Generous cowboys full of heart and wisdom still live in rural America. It also required community. Adults had to put it up. You needed at least two people per rope and one brave rider to make it happen. There was also, believe it or not, an unofficial safety committee. And more than anything, it was a rite of passage. Riding the bucking barrel gained you at least some acceptance from the children of Disautel. Other than a few bumps and bruises, people didn't get hurt. My brother was the lone exception during our time there.<br />
<br />
My brother's experience through my eyes confirmed his character for me. He was tough. In today's language, we would say resilient. He didn't feel his pain until it became a real obstacle. In a small way I liken this to the Japanese gymnast who completed his routine complete with aerial landing despite a broken leg in the 1988? Olympics.<br />
<br />
Resiliency is a quality parents, counselors, teachers and youthworkers strive to build in children. One of the simplest ways is to build a sense of community and family in whatever environment you are working in. The activities in this short book are designed with the principles of the bucking barrel with a few changes..<br />
<br />
1) Materials must be found in the found in the average school or free in the community..<br />
2) There must be a sense of adventure and risk.<br />
3) Any community member can run the activities.<br />
4) You don't ride unless you want to.<br />
5) You don't need elaborate techniques or confusing jargon.<br />
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<div style="color: black; font-family: arial,helvetica; font-size: 10pt;"><div><span style="color: black; font-family: Verdana; font-size: small;">The new curriculum is here at one school I work in. Along with it come new signs, slogans, catch phrases and educational techniques. These are slathered all over the counselor's office and in selected classrooms. In a well intentioned idea gone wild, several signs shaped as keys with power words such as Ownership!, Committment!, Failure leads to Success! actually resemble penises. A middle schooler pointed this out to me. I have seen too many such curriculums come and go over the years. In one school I used to work in, there was a sign on the inside of the door where many of the more cynical teachers ate lunch.</span></div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">"Caution: You are entering the new thought zone. Any actions or words may be misconstrued and misinterpreted."</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">The sign told me that this particular group of seasoned teachers had been through numerous new curriculums, paradigm shifts and education reforms. They endured these patiently, gave them lip service and quietly did what they had always done.</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">The students often have a similar response to the jaded teachers. They endure it. Some take to the new jargon and integrate it a little into their lives. As a rule, however, they are unaffected and unimpressed.</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">At another school I work in there is a largish man named Antoine who functions as the school janitor, coach, playground supervisor. In his free time he plays on a semi-pro football team (he's that big). His arms are mostly covered with elaborate and vivid tattoos. Several times a year he grows his hair out. When it grows to nineteen inches he has it cut and donates it to "Locks of Love" which is a program that creates wigs for cancer patients.</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">Antoine and his wife have a large brood of children from previous marriages and "strays" they have taken in from other family members. Although some "professionals" might find Antoine a little heavy handed in his parenting style, the children know they are loved and accepted. The children call each brother and sister and fight like normal siblings over normal sibling stuff. They are family.</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">At recess Antoine plays football and catch with all of the children regardless of gender or ability. They flock to him like the proverbial pied piper. After some of my activities the other day we spontaneously decided to surround Antoine in a compliment circle. Each 3rd or 4th grader in turn gave Antoine a compliment and then when we are all done, they dogpiled him.</span></div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;"></span> </div><div><span style="color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: small;">As I reflected on these two approaches to giving children the skills to deal with real life situations, I clearly had to choose Antoine over the new curriculum. It came down to a simple concept and one word: Authenticity.</span></div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</style> <![endif]--> <h1 style="margin-left: .5in; mso-list: none; tab-stops: .5in;">48 12 steps </h1><div class="MsoNormal">Preparation Time: 15-20 minutes (if participants are not familiar with the 12 steps of Alcoholics Anonymous)</div><div class="MsoNormal"><br />
</div><div class="MsoBodyText">Materials: The following handout: 12 steps from AA adapted by Jeff Albin</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Started to understand that I have an addiction that I need help with, that I have made decisions which have made my life unmanageable.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Came to understand that I am not alone in this world, that I need the help of people and a Higher Power if I am to live free and up to my full potential as a human being</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="mso-spacerun: yes;"> </span>Developed a relationship with a Higher Power and when I became ready turned my will and live over to that Higher Power.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Took an honest look at how my actions had harmed the people around me and made a list of those actions.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(5)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Shared this list with a person I fully trust and I knew would not judge me but would still be honest with me</div><div class="MsoBodyText" style="margin-left: 49.5pt; mso-list: l1 level1 lfo2; tab-stops: list .5in left 49.5pt; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(6)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Made myself ready to have my Higher Power remove my character defects.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(7)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Asked my Higher Power to remove my shortcomings</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(8)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Took full stock of actions,<span style="mso-spacerun: yes;"> </span>both positive and negative and looked honestly and fearlessly at any harm I might have caused</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(9)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Made full and complete amends to people I had harmed except in cases when revealing secrets would cause more harm.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(10)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="mso-spacerun: yes;"> </span>Continued to keep myself in check by developing awareness of my harmful actions and when I had harmed somebody promptly admitted it.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(11)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="mso-spacerun: yes;"> </span>Sought to deepen my spiritual practice and my relationship with my Higher Power through conscious contact and daily meditation.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l1 level1 lfo2; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(12)<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="mso-spacerun: yes;"> </span>Through my actions and words started to become a role model for a clean and sober life and helped other people when they seemed to suffer from my same disease,</div><div class="MsoBodyText">Procedure: Ask students to share within their comfort zone which step they are on and how it is progressing.</div><div class="MsoBodyText">Alternatives: </div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l2 level1 lfo3; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Ask participants to rewrite the steps in any way they are comfortable and willing to follow.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l2 level1 lfo3; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>When these rewritten lists are finished, take a group conscience and see if the revisions fit within the spirits of the original steps.</div><div class="MsoBodyText">Notes: </div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l3 level1 lfo4; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Use this as an ongoing check in for students in groups where recovery from addictions is the primary focus.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l3 level1 lfo4; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Many people are uncomfortable with the God references and the masculine pronouns.</div><div class="MsoBodyText">Activity Credit: Inspired by Doctor Bob and Bill W.</div><h1 style="margin-left: 0in; tab-stops: 0in; text-indent: 0in;">49 Tarot Archetype Cards </h1><div class="MsoNormal">Preparation time: None</div><div class="MsoBodyText">Materials: A set of tarot cards. Try to choose the most benign set available.</div><div class="MsoBodyText">Procedure: Lay the cards out in the center of your circle. Instruct participants to select:</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l4 level1 lfo5; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(a)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>One card for them at their best</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l4 level1 lfo5; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(b)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>One card for them at their worst</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l4 level1 lfo5; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(c)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>One card for their relationship with their family. They can choose to focus on one familial relationship.</div><div class="MsoBodyText">Alternatives: If you are doing family work you can have participants select one role for each of their family members.</div><div class="MsoBodyText">Notes: More conservative thinkers might equate tarot cards with the occult or witchcraft so I would not use them in settings where this would be an issue. Personally,<span style="mso-spacerun: yes;"> </span>I seriously doubt that someone could tell my fortune by using a mass manufactured set of images. I think of the images more like cartoons or superheroes.<span style="mso-spacerun: yes;"> </span>They are, however, the most readily available set of graphic archetypal images available.</div><h1 style="mso-list: none; tab-stops: .5in;">50 Buddhist tenets </h1><div class="MsoBodyText"><br />
</div><div class="MsoNormal">Preparation time: 10 minutes or enough time to familiarize yourself with the tenets on this handout</div><div class="MsoBodyText">Materials:</div><div class="MsoNormal" style="margin-bottom: 14.15pt;">The Four Noble Truths are beliefs that underly most of Buddhist epistemology. I have re interpreted them<span style="mso-spacerun: yes;"> </span>with a focus on substance abuse and addiction.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l5 level1 lfo6; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>The nature of life is that suffering and pain are involved when we insist on misguided practices and beliefs</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l6 level1 lfo7; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>We suffer when we seek comfort in things or substances</div><div class="MsoBodyText">3.<span style="mso-spacerun: yes;"> </span>We end our suffering when we cease seeking releases in substances and things</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>There is a path that will help us out of our addictions.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Attitude: Am I living life at 100%?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Intention: When I do something do I know what I want before I start or am I just living an action/reaction existence?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Words: Is is true? Is is necessary to say? Will it cause harm?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Livelihood: Am I making money from activities that cause harm? Ie stealing or dealing</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Mindfulness/Awareness: Am I living my life with eyes wide open?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Effort: Are my efforts yielding fruit?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Concentration: Have I lost my focus or my path?</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l7 level1 lfo8; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">12.<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Right Action: Do they hurt or help others?</div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l8 level1 lfo9; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(a)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Ask participants to view the above list and see if there is anything they have focused on in the last week or any area they need to work on.</div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText">Alternatives:</div><div class="MsoBodyText"><span style="mso-spacerun: yes;"> </span>Select just one of the tenets and have participants focus on that theme. Right words can be re framed as using no putdowns or not spreading or participating in gossip,</div><div class="MsoBodyText">Notes: You do not want to be deceptive but you can teach these notions without referring to Buddhism. They are general enough that they can be taught without involving religion. The Buddhist notions of attachment are a wonderful guide for young people in recovery from substance abuse as well as a country suffering from a materialistic hangover. In some groups with older students<span style="mso-spacerun: yes;"> </span>I include this information along with beliefs and practices from some of the world's major and minor religions as a way for students to begin their work with a Higher Power of their choosing.</div><div class="MsoBodyText">Activity Credit: Inspired by Pema Chodron</div><h1 style="margin-left: .5in; mso-list: none; tab-stops: .5in;">51 YOGA TENETS (re interpreted for students) </h1><div class="MsoBodyText">Preparation time: 20 minutes or enough time to familiarize yourself with these principles..</div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Agree to honor all living beings: being peaceful in my actions and words</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Speaking truth when necessary: Not lying or spreading or participating in gossip or slander</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Not stealing</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Honoring my body by not giving myself away sexually</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(5)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Non covetousness: gratitude for what I have</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(6)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Purity: I pay attention to what goes into my body and my mind. “Garbage in, garbage out.”</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(7)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Contentment: striving to be at peace wherever I am</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(8)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Stamina/Perseverance/ Resilience: I train myself to be able to handle “life on life's terms.”</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(9)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Self Education: I am not content to merely passively absorb what school or society offers. I have my own intellectual pursuits and hobbies.</div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l9 level1 lfo10; tab-stops: .5in; text-indent: -.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(10)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Spiritual or religious involvement: I involve myself in a church or faith and regularly study the sacred texts of that faith (Bible, Talmud, Koran, Upanishads).*</div><div class="MsoBodyText"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Procedure: </span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l10 level1 lfo11; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Allow students to familiarize themselves with the yoga tenets.</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l10 level1 lfo11; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Ask students to pick one tenet they feel they are strong at.</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l10 level1 lfo11; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Ask students to pick another tenet which they feel they need to work on.</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l10 level1 lfo11; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">When you see that they are ready ask them to share their strength and weaknesses.</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l10 level1 lfo11; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(5)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Some facilitators prefer to have two positive and one negative.</span></strong></div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Alternatives:</span></strong></div><div class="MsoBodyText"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Most philosophies, religions and spiritual practices have developed codes over the centuries. Students who have been schooled in one world view are often surprised to find a number of similarities between these guidelines. If your audience is primarily of one religion you can:</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l11 level1 lfo12; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Ask them to do this check-in within their own cultural guidelines .</span></strong></div><div class="MsoBodyText" style="margin-left: .5in; mso-list: l11 level1 lfo12; tab-stops: .5in; text-indent: -.25in;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></strong><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Ask them to stretch themselves and use this check-in with something from another culture.</span></strong></div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Notes:</span></strong></div><div class="MsoBodyText" style="margin-left: -12.0pt;"><strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Yoga is not as some opposed to it claim, a religion but it is most definitely a philosophy. It offers a moral code along with a physical practice that when adhered to brings peace and serenity. Like many of the Eastern philosophies the codes are not about being absolutely right to wrong. It advocates involvement in a religion but does not advocate any particular religion. In my work with young people and others in recovery from substance abuse I have found that many have issues with conventional churches and AA. Offering a variety of codes like these and allowing them to choose and adapt is often the best way to work with them.</span></strong></div><div class="MsoBodyText"><br />
</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</script></div>jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.com0tag:blogger.com,1999:blog-4175973364843243496.post-29445315978473618722011-04-21T12:25:00.001-07:002011-04-21T12:25:59.924-07:00Random Rambling on Doing Yoga with Boys<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal" style="text-indent: .5in;">A Lakota elder joked to me one time that he felt the reason his people had so many problems with their young men was because nobody let them steal horses any more. Stealing horses in the horse culture of the Plains was a time honored way for young men to prove their merit. Few died in those escapades and it gave young men a chance to practice all of their warrior skills. Of course these days, the ranchers in South Dakota would most likely frown upon young Lakota warriors stealing their horses, I still believe the spirit of the idea could be entertained.</div><div class="MsoNormal" style="text-indent: .5in;">It is with these stories and traditions in mind that I approach the young men in my Yoga Calm classes. I understand and appreciate their need to be young warriors. Sometimes when I introduce myself at conferences I tell people I am a reluctant pacifist. I am a warrior. My true nature is to be a warrior and defend the village, the tribe, the school, the nation from threats. These days I have different battles to fight: addiction, indifference, apathy, abuse, sloth. The battles have changed but the role of the warrior remains the same.</div><div class="MsoNormal" style="text-indent: .5in;">Young men and boys are no different. The warrior instinct lies deep in their bones. The desire to be strong, competent, fierce and protective at the same time runs through the DNA of all males. Getting these boys to do yoga requires a different strategy than the contemporary “Yoga Journal” image of super slim scantily 20 somethings in difficult and advanced poses.</div><div class="MsoNormal" style="text-indent: .5in;">Adults beginning a yoga practice are generally motivated by a need to seek relief from pain, spiritual aspirations, the desire to be fit and easing depression, arthritis and other maladies. Boys have different motivations and much of their motivation comes from the conscious and sometimes latent warrior instinct.</div><div class="MsoNormal" style="text-indent: .5in;">A majority of the youth in the rural, isolated Eastern Washington communities involve themselves in sports. I tell the boy and girl athletes that practicing yoga will make them better athletes. Depending on my audience, expound upon the ability a person can develop during yoga practice to see everything at once, to slow things down internally when everything is happening very fast around them. In a rapidly paced always moving sport like basketball this is indeed a valuable skill to master.</div><div class="MsoNormal" style="text-indent: .5in;">Rebellion and autonomy are primary needs of young men. Rather than trying to quash this trait I talk about the need to channel it. I introduce them to the idea of intelligent rebellion. There are many fine causes to rebel about; bullying, obesity, addiction, mental slavery from the media and other injustices. <span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">And I often remind that self destruction is not rebellion</i>.</div><div class="MsoNormal" style="text-indent: .5in;">During the actual physical practice I take the time to point out that the Warrior poses can actually appear to be a martial form of yoga. I introduce them to concept s than Dan Millman articulated so well in his seminal work “The Way of the Peaceful Warrior.”</div><div class="MsoNormal" style="text-indent: .5in;">Perhaps much of my approach to yoga comes from my personal philosophy in which I so strongly identified with the Peaceful Warrior archetype. The boys know I will stand behind them in all sorts of situations. They know that I stand up for what I believe in and say what needs to be said and practice stillness when that is called for.</div><div class="MsoNormal" style="text-indent: .5in;">One of my favorite and most popular wind down activities is getting the boys to sit in a circle and share “scar stories.” All boys and indeed all girls have some scars just from being on the planet. I allow enough time for each student to share a story about a scar they have. If it is in an appropriate place, I let them show the group. This is akin to a “red badge of courage.” It lends validity to their adventurousness. Every boy has a scar that comes with being young and foolish. It is the joy of being young and foolish that makes them boys.</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</div><div class="MsoBodyText">Materials: None </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Earth: Qualities: solid, grounded, permanent, stones, can be static or fluid when combined with fire, shaped by water and air</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Air: Invisible but important, vital how much or how little determines our health</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Fire: Can be cleansing or destructive, a warm friend in the cold night or a destroyer</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Water: hail rain snow spring shower, a gentle brook or a crashing ocean wave, a devastating flood or a glass of water</div><div class="MsoBodyText">Procedure: Explain the concept of the four elements</div><div class="MsoBodyText">Alternatives:</div><h3 style="margin-left: 0in; text-indent: 0in;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; font-weight: normal;">Notes: <span> </span>Mastery of the four elements is a standard theme in any initiation story. The Harry Potter movie <span class="mw-headline"><span>Harry Potter and the Goblet of Fire </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; font-weight: normal;">was essentially Harry being tested and mastering in turn each of the four elements. The sweat lodge ceremony of the indigenous people of North America always involves these four elements. The stones (Earth) are heated by Fire. When the stones are brought into the sweat lodge the person running the ceremony pours Water which allows the stones to release the oxygen (air).</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; font-weight: normal;"></span></h3><div class="MsoBodyText">Activity Credit: Inspired by Brad Stephens and Buck Ghosthorse</div><h1 style="margin-left: 0.5in;">47 Sacred Religious Symbols </h1><div class="MsoNormal">Materials:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(a)<span style="font: 7pt "Times New Roman";"> </span></span></span>Cross or image of Jesus</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(b)<span style="font: 7pt "Times New Roman";"> </span></span></span>Islamic Crescent</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(c)<span style="font: 7pt "Times New Roman";"> </span></span></span>Star of David</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(d)<span style="font: 7pt "Times New Roman";"> </span></span></span>Medicine wheel</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(e)<span style="font: 7pt "Times New Roman";"> </span></span></span>dream catcher</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(f)<span style="font: 7pt "Times New Roman";"> </span></span></span>Lotus or picture of Buddha</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(g)<span style="font: 7pt "Times New Roman";"> </span></span></span>Image of Shiva or Kali</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(h)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Rosary</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(i)<span style="font: 7pt "Times New Roman";"> </span></span></span>Eagle Feather</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(j)<span style="font: 7pt "Times New Roman";"> </span></span></span>AA/NA symbol</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(k)<span style="font: 7pt "Times New Roman";"> </span></span></span>pagan oak tree</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(l)<span style="font: 7pt "Times New Roman";"> </span></span></span>Egyptian ankh</div><div class="MsoBodyText">Procedure: Prior to this activity instruct participants to refrain from judging or condemning others for their beliefs. My groups are well acquainted with this inter cultural standard of understanding. All (except the facilitator) are welcome to discuss their various faiths in an atmosphere of acceptance and tolerance.</div><div class="MsoBodyText"><span> </span>Using either cards or images of the above symbols ask students to select an image which best represents their spirituality.</div><div class="MsoBodyText">Alternatives: Hand out 5x7 cards and colored pens and instruct participants to make a design which best represents their spirituality or higher power<span> </span></div><div class="MsoBodyText">Notes: I gleaned this idea from a<span> </span>bumper sticker popular out here on the left coast. It says COEXIST by using various religious symbols. There will often be an atheist who will take offense to this type of activity. I then offer a little education about the 12 step concept of a higher power which need not necessarily be religious or spiritual. There are also sometimes fervent believers of many stripes who cannot refrain from judging or preaching. In those cases I would not do this activity until your group has reached a high level of acceptance and tolerance for each other.</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</script></div>jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.com0tag:blogger.com,1999:blog-4175973364843243496.post-7096027417493314952011-03-15T12:34:00.000-07:002011-03-15T12:34:43.580-07:00Landing and Launching: 101 Checkins and Checkouts: Installment #19<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--> <h1 style="margin-left: 0.5in;">44 Twelve Disciples </h1><div class="MsoNormal">Preparation time: 10 minutes or enough time to familiarize yourself with the characteristics and personality types of the disciples</div><div class="MsoBodyText">Materials:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Peter: Had a temper, founded the Church</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Simon: Sometimes dogmatic and zealous, rebelled against established government </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>James: Slow to believe but became a leader of the early church</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(4)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Andrew: Something of<span> </span>a homebody the comforts of home</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(5)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>John: Favorite, most beloved </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(6)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Philip: The organizer, calculating and precise</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(7)<span style="font: 7pt "Times New Roman";"> </span></span></span>Bartholomew-Nathaniel: Tactful, represents innocence and sometimes naivety<span> </span></div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(8)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Thomas: Famous for doubting (perhaps a visual learner), a skeptic but once convinced is firmly on board </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(9)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>James: A great teacher, took the lessons and<span> </span>translated them to the masses </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(10)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Matthew: Politically savvy and socially oriented </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(11)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Thaddeus-Jude: An early community organizer who was concerned with poverty and economic justice </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(12)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Judas Iscariot: Universal symbol of betrayal and the consequences: Really the most powerful symbol for kids of short term gain and long term loss. </div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Give a brief interpretation using the above guidelines or your own church's understanding of the twelve disciples.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>Ask participants to choose the disciple which is the most like them.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>Participants can share in depth or not at all why they feel the most like that particular disciple.</div><div class="MsoBodyText">Alternatives:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Give participants a little more time after they have chosen and ask them to find Bible verses which show the characteristics of the disciple they have chosen.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>Add New Testament figures to the above list. It is decidedly male. Consider adding Mary the Virgin and Mary Magdalene.</div><div class="MsoBodyText">Notes: Some perhaps overarching speculators assign astrological signs and their corresponding meanings to each of the twelve disciples. While this is interesting speculation there is no way to prove or disprove this theory. The personalities and characteristics of the disciples can, however, be gleaned from the New Testament. I provide here my own brief interpretations which are of course viewed through my unique lenses on the world.</div><div class="MsoBodyText">Activity Credit: Inspired by Paul Picket</div><div class="MsoBodyText"><br />
</div><h1 style="margin-left: 0.5in;">45 PIES and DOMAINS</h1><div class="MsoNormal">Preparation time: Five minutes </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">PIES is a back pocket check in that keeps participants in a grounded state of awareness</div><div class="MsoNormal"><br />
</div><div class="MsoBodyText">Materials: None:</div><div class="MsoBodyText">Procedure: Draw a circle on the board and divide it into four sections. Starting in the upper left hand corner label the quadrants as follows: Physical, Intellectual, Emotional and Spiritual </div><div class="MsoBodyText">Physical: Are we paying attention to our bodies? How are we eating? Are we getting enough sleep? Are we exercising a little every day? Do we have injuries or diseases that prevent us from living fully?</div><div class="MsoBodyText">Intellectual: Are we continually expanding our knowledge? Do we have new hobbies? Are we reading any stimulating books? What captured your attention in school this week? Did you master a subject you're been struggling with?</div><div class="MsoBodyText">Emotional: What emotions have run through you this week? What emotions are you still hanging on to? Are you comfortable with how you have expressed emotions this week? Have you suppressed emotions? Have you exploded? Are you storing emotions in your body?</div><div class="MsoBodyText">Spiritual: Have you connected with your Higher Power, God, Allah, Creator, Wakan Tanka, Ancestors this week? Have you been to church, synagogue, mosque, temple, long house, the river, the mountain or wherever it is that you find connection? Have you read a sacred book or a daily meditation text. Have you done a selfless act for another creature?</div><div class="MsoBodyText">Alternatives: A shorter and simpler alternative is the Mind, Body, Spirit model which can be found in the symbol of Alcoholics Anonymous.<span> </span><span style="background: none repeat scroll 0% 0% rgb(220, 35, 0);"></span></div><div class="MsoBodyText">Activity Credit: Lynn Duus</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</style> <![endif]--> <h1 style="margin-left: 0.5in;">42 Dinosaurs<span> </span><span style="color: maroon;"></span></h1><div class="MsoBodyText">Preparation time: Five minutes and a shopping trip to the dollar store</div><div class="MsoBodyText">Materials: Plastic dinosaurs</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Tell your young audience to close their eyes and imagine they are living in the time of dinosaurs.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>Instruct them to look up and to the right with their eyes closed. This accesses the creative centers of the brain.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>With their eyes still in this position ask them to imagine they are a dinosaur.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(4)<span style="font: 7pt "Times New Roman";"> </span></span></span>Place your plastic dinosaurs in the center of the circle.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(5)<span style="font: 7pt "Times New Roman";"> </span></span></span>Ask them to choose a dinosaur which most closely resembles the one they saw in their mind.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(6)<span style="font: 7pt "Times New Roman";"> </span></span></span>Ask each student in turn to explain how they are like that particular dinosaur today.</div><div class="MsoBodyText">Alternatives:</div><div class="MsoBodyText">Notes: This is really for my grandson (4 at this writing) and children in that age group. I have noticed for some years that young children are fascinated by dinosaurs. Retailers have also known this for years. Visit any children's clothing store and you will find a plethora of dinosaur pajamas, t-shirts and even underwear. We could speculate on this. New-agers claim these children are reincarnated Lemurians and Atlanteans. They recall their ancient association with the dinosaurs. I think this is nonsense but it does make for a good story. </div><div class="MsoBodyText"><br />
</div><h1 style="margin-left: 0in; text-indent: 0in;"><span> </span><span style="font-size: 24pt;">Spiritual</span></h1><h1 style="margin-left: 0.5in;">43 Angel Cards </h1><div class="MsoNormal">Preparation Time: Five minutes</div><div class="MsoNormal"><br />
</div><div class="MsoBodyText">Materials: Angel Cards*</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(a)<span style="font: 7pt "Times New Roman";"> </span></span></span><span> </span>Place the Angel Cards face down in the center of your circle.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(b)<span style="font: 7pt "Times New Roman";"> </span></span></span>Instruct participants to turn inward for awhile and reflect on the experience of the last hour.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(c)<span style="font: 7pt "Times New Roman";"> </span></span></span>After about 30 seconds to one minute of internal reflection ask participants to select the card that most draws their attention.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(d)<span style="font: 7pt "Times New Roman";"> </span></span></span>One at a time either in the round or “popcorn” style ask participants to share the word they chose and how it reflects on their experience.</div><div class="MsoBodyText">Alternatives: Follow the above procedure but have students solicit feedback from each member of the group as to how that word reflects upon them.</div><div class="MsoBodyText">Notes: Although more creative types can make their own angel cards I highly suggest purchasing the original set.</div><div class="MsoBodyText">*Angel Cards are available at most major bookstores.</div><h1> </h1><div class="MsoBodyText">You can facilitate this check in either with the above handout or images on cards that you make yourself. Since probably few people still practice the old Norse religion anymore you can most likely present this as another archetypal model, Distribute the hand out and give participants enough time to familiarize themselves with the various gods and goddesses. To make this check in more effective you may want to use it several times in a row.</div><div class="MsoBodyText">Alternatives: If you are lucky enough to have a group of artistic students, you can distribute art supplies and 3x5 cards and have your group make their own set for your permanent collection,</div><div class="MsoBodyText">Notes: It might be said that the old Norse God represented different aspects of the human psyche. There could certainly be found parallels within human society. Maybe they were the saints of a now mostly lost religion. Perhaps they were real Norse interpretations of Archangels. There is of course the possibility they are merely the tales invented by yet another people struggling to understand the mystery of existence. With the large numbers of Germanic people living here on Turtle Island they are now part of our collective heritage. If you use the Bible character as character education and deities and observances from other cultures in<span> </span>your students will begin to discover that the human tribe has much in common. Loki is the Judas. Our modern culture is much criticized in our quest for eternal youth but the tale of Iounn reveals that humans have obsessed on this for a long time. Like the indigenous people of the northern plains who still sundance yearly, Odin,<span> </span>pierced in the chest and hung from a tree as a way of praying.</div><div class="MsoBodyText">Activity Credit: Inspired by Lynn Duus</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</script></div>jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.com0tag:blogger.com,1999:blog-4175973364843243496.post-77256463834962596972011-03-04T15:44:00.000-08:002011-03-04T15:50:02.511-08:00Yoga on the Ropes: Yoga Calm Activities<div dir="ltr" style="text-align: left;" trbidi="on"><div class="MsoNormal"><i><span style="font-size: large;"><span style="font-family: "Arial Unicode MS","sans-serif"; line-height: 115%;">As promised I am offering up a few activities from my last <a href="http://www.yogacalm.org/">Yoga Calm</a></span></span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"><span style="font-size: large;"> </span></span></b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"><span style="font-size: large;">presentation</span></span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;">.</span></b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"> Enjoy</span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;">!</span></i><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"><br />
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</span></b></div><div class="MsoNormal"><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;">Stress:</span></b></div><ul style="text-align: left;"><li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">I use “</span><a href="http://store.training-wheels.com/buzzring.html"><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">buzz-rings.”</span></a><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;"> If you do a Google search for “gyro-rings” you can often find them at wholesale.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">Have enough buzz rings so that there is one for every two people.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">Allow sufficient time for most of the group to gain some proficiency with the buzz rings.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">Have partners pass the buzz ring back and forth with the rings still “buzzing.”</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">Ask the group to circle up.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">The first group task is to pass one or more buzz rings completely around the circle while they are “buzzing.”</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">To add complexity to the task pass an object in the opposite direction through the buzz rings while the rings are still buzzing.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">To generate more complexity, introduce soft throwables which go randomly around the circle.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">The highest level of challenge in this activity is to use mousetraps as the object which goes through the center of the circle. A complete explanation of mousetrap activities is found in my book </span><a href="http://www.amazon.com/Changing-Message-Handbook-Experiential-Prevention/dp/1885473583"><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">"Changing The Message: A Handbook for Experiential Prevention"</span></a><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">The general focus of this activity is to provide an isomorphic positive stress activity.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">I often debrief this activity by talking about stress and asking participants what their default strategy is for handling stress. In other words what do they most often do under stress?</span></li>
<li><span style="font-family: Symbol; font-size: 14pt; line-height: 115%;"><img alt="*" height="16" src="file:///C:/DOCUME%7E1/JEFFAL%7E1/LOCALS%7E1/Temp/msohtmlclip1/01/clip_image001.gif" width="15" /><span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 12pt; line-height: 115%;">I sometimes talk about the plusses and minuses of the classic fight or flight response mechanism.</span><b><span style="font-family: "Arial Unicode MS","sans-serif"; font-size: 14pt; line-height: 115%;"></span></b></li>
</ul></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<h1 style="margin-left: 0.5in;">40 Insect/arachnid </h1><div class="MsoNormal">Preparation time: Five minutes</div><div class="MsoBodyText">Materials:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Inside version: Plastic insects which can usually be obtained at the dollar store</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>Outside version: Students observe (please don't kill unnecessarily) insects while on an outing or extended trip.</div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText">You can assign or suggest meanings for various insects:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Flies: Clean up everybody's messes. Think about this for a moment. Think of all the waste which would be laying around if not for flies to help it decay.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>Bees: All about organization and common purpose. Keystone of the natural world. Harmless unless hassled</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(3)<span style="font: 7pt "Times New Roman";"> </span>Butterflies: Go through the biggest change. From caterpillars to solo isolation to beautiful flying insects.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(4)<span style="font: 7pt "Times New Roman";"> </span>Ants: Again about organization and community. Of course you can't change roles or jobs if you're an ant.....as long as you're okay with that</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(5)<span style="font: 7pt "Times New Roman";"> </span>Dragonflies: The warriors of the insect world. Ever tried to catch one?</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(6)<span style="font: 7pt "Times New Roman";"> </span>Mosquitoes: Annoying but they feed bats, birds and dragonflies</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(7)<span style="font: 7pt "Times New Roman";"> </span>Beetles: The workers of the insect world</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(8)<span style="font: 7pt "Times New Roman";"> </span>Praying Mantis: Look eerily like aliens. Very patient hunters. Not good to be a male of this species. One of the few insects that stalk and kill spiders.</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText">Prop based</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Ask students to select an insect which is most like them.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>If you have a younger less abstract audience suggest some of the above meanings and some of your own.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(3)<span style="font: 7pt "Times New Roman";"> </span>One at a time, students share which insect they feel is the most like them.</div><div class="MsoBodyText">No Prop or Outside</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Ask students to close their eyes and lie down if possible.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>Ask students to look and up to the right with their eyes closed. This accesses the right part of the brain.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(3)<span style="font: 7pt "Times New Roman";"> </span>Ask them to imagine that they are an insect in the forest, that they have become part of a tribe of insects:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(4)<span style="font: 7pt "Times New Roman";"> </span>After a brief period of time ask students to sit up and share which insect they became.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(5)<span style="font: 7pt "Times New Roman";"> </span>Ask each student in turn to describe their insect and what qualities they share with that insect.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(6)<span style="font: 7pt "Times New Roman";"> </span>Ask each student what they could learn from that insect to apply to their personal lives.</div><div class="MsoBodyText">Alternatives: In the same section at the dollar store you will find bags of brightly colored plastic spiders. This is a good option if your audience is not squeamish</div><div class="MsoBodyText">Notes: For indigenous people (everywhere) all the creatures in the natural world were teachers to a greater or lesser degree. Exercises like this allow participants to re-establish their connection to the natural world</div><h1 style="margin-left: 0.5in;">41 Constellations Stars and Sky Phenomena </h1><div class="MsoBodyText">Preparation time: Hard to determine. You can go as shallow or deep as you want with this activity.</div><div class="MsoBodyText">Materials: The sky: I have included a few of the basics to get you started.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Big Dipper: Empty vessel</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>The Milky Way: The Path through our galaxy</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(3)<span style="font: 7pt "Times New Roman";"> </span>North Star: Guidance and direction</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(4)<span style="font: 7pt "Times New Roman";"> </span>Cassiopeia: The Queen</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(5)<span style="font: 7pt "Times New Roman";"> </span>Pleiades: Where at least one culture thinks we go when we leave this world</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(6)<span style="font: 7pt "Times New Roman";"> </span>Orion's Belt: Hunter and provider</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(7)<span style="font: 7pt "Times New Roman";"> </span>Comets: Just passing through</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(1)<span style="font: 7pt "Times New Roman";"> </span>Explain to participants that the sky was humanity's first television.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(2)<span style="font: 7pt "Times New Roman";"> </span>I tell students that as part of my culture I arise before dawn each morning to greet the stars.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(3)<span style="font: 7pt "Times New Roman";"> </span>Explain to students that science has known quite for some time that life on earth would not be possible without stardust. Therefore we are all in some way...stars.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(4)<span style="font: 7pt "Times New Roman";"> </span>Ask each student to find a constellation or star that they connect to.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;">(5)<span style="font: 7pt "Times New Roman";"> </span>Ask each student to share what qualities they have in common with that celestial object(s).</div><div class="MsoBodyText">Alternatives: If you have enough time to acquaint yourself with the mythology surrounding the stars, this deepens the experience for your audience.</div><div class="MsoBodyText">Notes: This activity is truly best outside during a summer camp or extended trip. If we do it inside we once again take something natural, beautiful and accessible and make it dull dry and boring. Few people anymore want to rise before dawn to greet the stars but you might encourage them to arise early for just one morning.</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</script></div>jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.com0tag:blogger.com,1999:blog-4175973364843243496.post-43092496070524283282011-02-25T04:11:00.000-08:002011-02-25T04:11:43.514-08:00Yoga on the Ropes Classroom Activities<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;">Jio Jim and Lynea Gillen of <a href="http://www.yogacalm.org/">Yoga Calm</a> have asked me to find low ropes and experiential learning activities which best fit within the Yoga Calm philosophy. I came up with the term Yoga on the Ropes. I'm going to offer some of these activities in the next few blogs. These are simple, fun and quick activities you can do right in your classroom but you may have to move a few desks! These activities bring students and teachers together in a a playful way. Enjoy!<br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-size: 16pt; line-height: 115%;">Energy Ball 1 and 2</span></b></div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Theme: Support/Imagination</span></div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Props: None</span></div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Procedure: </span></div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-size: 12pt; line-height: 115%;">Energy Ball 1</span></b></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">The group stands in a circle.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Hold your hands together as if you are holding a ball.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Ask the group if they can see the ball.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Tell the group that you are going to ask them to catch and throw the imaginary ball around.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">To throw the ball they must first get eye contact with the person they are throwing it to.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>6.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Instruct participants that they must keep the ball moving or people will get bored.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>7.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Instruct participants that the ball can be whatever size and shape they want.</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>8.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Encourage participants to use their imaginations.</span></div><div class="MsoNormal"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-size: 12pt; line-height: 115%;">Energy Ball 2</span></b></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">After participants have played for a while, tell them that the ball is starting to pick up energy from each participant. </span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">In fact it’s getting so heavy that whoever catches and throws the ball will need help on both sides.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">At this point the game becomes an elimination game.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">If the player catching the ball is not supported on both sides, she or he has to step out.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">When this happens, pause and say “I’m sorry _____, you weren’t fully supported.”</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>6.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">That student steps out and the circle closes.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>7.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Continue this process until quite a few participants are on the outside.</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>8.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Start the game over until nobody drops out and nobody is excluded.</span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Notes: This can be an emotionally loaded game, especially for those excluded.</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Ask the group what it takes to feel supported.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">What is it like to be unsupported and excluded?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Is there a way we can make sure everybody is supported all day long at least by one person?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Where do you find support the most in your life?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Where do you need a little support?</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>6.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Is there anything the group can do to give you more support?</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>7.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">How do you support others?</span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-size: 16pt; line-height: 115%;">World Champion Rock/Paper Scissors</span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Theme: Support</span></div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Props: None</span></div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;">Procedure:</span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Review Rock Paper Scissors. Rock smashes scissors, scissors cuts paper, paper covers rock.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Everybody plays “against” everybody else.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Demonstrate with a volunteer how to group how to play rock paper scissors.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>4.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">The “loser” gets behind the “winner” and chants that person’s name over and over.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>5.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">The process continues with each winner adding people to the increasing human chain behind them.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>6.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Eventually two long chains will face off with only two names being chanted.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>7.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Allow one long chain for a brief chaotic moment then announce “new game!”<span> </span>in a loud voice.</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>8.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Continue the process, playing 3-5 times or until it seems the group is ready to move on.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 12pt; line-height: 115%;"><br />
Notes: </span></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>1.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Ask the people who “won” what it felt like to have a whole bunch of people supporting them. </span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>2.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Ask others how it felt to support.</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><span>3.<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 12pt; line-height: 115%;">Ask participants how their name is used: How is it used for support. How is it used for fun, for discipline, for ??</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><br />
</div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;">Jio</span></div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</script></div>jeff albinhttp://www.blogger.com/profile/03264544379868006249noreply@blogger.com0tag:blogger.com,1999:blog-4175973364843243496.post-59931520540425911462011-02-24T05:00:00.000-08:002011-02-24T05:00:29.889-08:00Landing and Launching: Installment 17<div dir="ltr" style="text-align: left;" trbidi="on"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--> <h1 style="margin-left: 0in; text-indent: 0in;">38 Creatures of the Deep </h1><div class="MsoBodyText">Preparation time: Fifteen minutes</div><div class="MsoBodyText">Materials: One of the following:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Cards with images of sea creatures</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>Props of sea creatures</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>A collection of shells</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(4)<span style="font: 7pt "Times New Roman";"> </span></span></span>This list with associations:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Shark: Hunters, some endangered now</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Whale: Actually a mammal, loves to sing</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Starfish: Clingy</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Seahorse: Magical</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Seal: Fun loving</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Sea Lion: Fierce sometime lazy</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Walrus: Wise and somber</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Salmon: Feeds the people</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Clams: Likes to hide</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Oysters: Home of pearls (pearls of wisdom)</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Crab: Eats just about anything, has a fierce pinch</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Lobsters: Tasty! Also has a fierce pinch</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Sand dollars</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Wingdings;"><span>l<span style="font: 7pt "Times New Roman";"> </span></span></span>Kelp: Capable of incredible growth (three feet in a day!)</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText"><br />
</div><h1 style="margin-left: 0in; text-indent: 0in;">39 Planet<span> </span><span style="color: red;"></span></h1><div class="MsoNormal">Preparation time: 15 minutes</div><div class="MsoBodyText">Materials: </div><div class="MsoNormal"><br />
</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Write the name of each planet on an old tennis ball or other similarly sized ball.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>If you are feeling creative do a little research and color the balls to match each planet.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>If you are feeling more precise find a variety of balls that match the proportions of each planet.</div><div class="MsoBodyText">The list is included here for your convenience.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Earth: Safe for human and other life</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>Venus: The Goddess of love and passion, female aspect</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>Mars: God of war but also protection. Male aspect, also of course home of the martians who are always invading us and have hence become part of the mythology of popular culture</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(4)<span style="font: 7pt "Times New Roman";"> </span></span></span>Saturn: God of agriculture</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(5)<span style="font: 7pt "Times New Roman";"> </span></span></span>Pluto: God of the underworld</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(6)<span style="font: 7pt "Times New Roman";"> </span></span></span>Uranus: <span style="font-family: "Arial","sans-serif";">father of Saturn and the grandfather of Jupiter</span> </div><div class="MsoBodyText" style="margin-left: 37.5pt; text-indent: -0.25in;"><span><span>(7)<span style="font: 7pt "Times New Roman";"> </span></span></span>Mercury: The messenger</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(8)<span style="font: 7pt "Times New Roman";"> </span></span></span>Jupiter: Head dude</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(9)<span style="font: 7pt "Times New Roman";"> </span></span></span>Neptune: God of the deep</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(10)<span style="font: 7pt "Times New Roman";"> </span></span></span>Sun: The center,<span> </span>source of life for earth</div><div class="MsoBodyText">Procedure:</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>Give a brief explanation of the mythological meanings of the name of each planet</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>If you are fortunate enough to be outside spread the balls out in order across a large area.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>Allow participants to wander and sit by the planet they feel most closely attracted to.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(4)<span style="font: 7pt "Times New Roman";"> </span></span></span>Ask participants to bring their planet back to the circle.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(5)<span style="font: 7pt "Times New Roman";"> </span></span></span>Each participant in turn shares why they feel like that particular planet.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(6)<span style="font: 7pt "Times New Roman";"> </span></span></span>If you are inside use the general procedure and place the balls in the center of a circle</div><div class="MsoBodyText">Alternatives: </div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(1)<span style="font: 7pt "Times New Roman";"> </span></span></span>To save time cut and paste images of the planets onto cards.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(2)<span style="font: 7pt "Times New Roman";"> </span></span></span>To save time just verbalize the above list with brief descriptions of each.</div><div class="MsoBodyText" style="margin-left: 0.5in; text-indent: -0.25in;"><span><span>(3)<span style="font: 7pt "Times New Roman";"> </span></span></span>Since<span style="color: black;"> Pluto </span>has been demoted you may be able to find a solar system model in the science room (remember that thing you used to play with while the science teacher lectured?). You may be able to use this temporarily or even permanently. </div><div class="MsoBodyText">Notes:</div><div class="MsoBodyText">Although science has deemed that there are now only 8 planets I have chosen to disregard this advance in knowledge. There is far too much rich mythology from multiple cultures to simply throw away. A quick search of the internet will reveal that every ancient culture had meanings and interpretations of the planets. Western mythology<span> </span>has been infused with the Greek and Roman assignations but you may want to offer other cultural interpretations of planet lore. Some of the more interesting are the stories from India and Africa.</div><div class="MsoBodyText"><br />
</div><div class="MsoBodyText" style="text-align: center;"><a href="http://loudfartnoremorse.blogspot.com/2011/02/landing-and-launching-installment-16.html">Next</a> </div><div class="MsoBodyText"><br />
</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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<div class="MsoNormal"> From <a href="http://woodnbarnes.com/?p=198">"Changing the Message: A Handbook for Experiential Prevention</a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I prosper from illusions that I work to defeat. The Myth of the Outside Hero pervades the consciousness of even the most advanced institutions. The Myth helps my program run. The Myth provides untold profits to legions of consultants, facilitators, and counselors. After a well run day or week retreat or even at the end of a successful group, a wonderful feeling swirls in the breeze. The group has gelled and performs well at anything. They perceive conflicts as opportunities for learning and growth. They are curious about the thoughts, feelings and beliefs of all members. All members rotate leadership depending on the demands of the task at hand. An infectious sense of humor dominates. When a member is having a difficult time, a ground swelling of support and empathy spontaneously rises. Hopefully you know and have experienced this feeling..</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The quest and the challenge is to make that high degree of functionality a way of life. I don't want readers to get a sense that I am trying to create a Utopia. Highs and lows are a normal part of existence. The stages of group development do not flow in a smooth straight line. A circle, a spiral, or perhaps even a double helix, provide a more accurate model. Lessons come around repeatedly until we learn them well. When we learn that lesson, along comes a person who is learning the same lesson. How we help them learn defines our character. In my own life and in the lives of great people I have known, the theme of overcoming adversity weaves a common thread through all of their lives. In all my years of counseling and guiding I have not been able to remove the abuse and pain that has defined the existence of some of the children I have known. All I can do is give them a glimpse and an experience of a different way. What they do with it is up to them. In many spiritual traditions, choice is understood as a sacred element of existence. When we provide a glimpse of choice we fulfill the obligations of this life we've been given.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The field of counseling as a profession has only been around a little over a hundred years. I have had my Chemical Dependency Professional certificate for nearly ten years. If I didn't know much about history and the history of my culture I would think that that is just how things are. My questioning mind won't let me stop there. On the back of every car I have owned for the last ten years I put a bumper sticker that says "Question Authority." It sort of sticks out in a school parking lot. With my long hair and my earrings and tattoo, people often jump to assumptions that I am anti authority. What they don't know is that I always question my own authority also. I wasn't always a sensitive ponytail man. As I watch the growth of counseling as a profession and the proliferation of prescription drugs and their accompanying disorders, I cannot help but feel that we have gotten way off track somewhere.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I believe we create our own reality through the structures of our culture. Structures create behaviors. A little over five hundred years ago in this land called Turtle Island, we had no prisons, no alcoholism, no designer drugs, no methamphetamines and no Prozac. We had tobacco but in its pure form it was a medicine and it was used in prayer. This is not to say we were without problems but we did have more successful ways of dealing with those problems. In traditional village life whether it was Native American, Irish, or Chinese people created relationships that met multiple needs. The idea of a single person listening to everybody's problems all day would have seemed absurd. Different people gravitated toward each other based upon mutual respect and understanding. Grandfathers, Grandmothers and aunts and uncles provide guidance and ears for young people seeking guidance. In well functioning villages, leaders became recognized because they were constantly looking out for the welfare of all. A leader who failed to make sure that the children were fed quickly ceased to become a leader. When hard times came, everybody suffered and survived together. This did not happen because of strict laws or coercion. It happened because it made sense.<br />
</div><div class="MsoNormal">Listening to the radio this morning I heard about some new initiative to get every kid a laptop computer. I thought about starting my own initiative to get every kid their own mudpie, whoopie cushion and rubberband shooter. "A SUPERBALL IN EVERY DESK!" would be my campaign promise.</div></div><div class="blogger-post-footer"><script type="text/javascript"><!--
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</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">BELL RINGERS</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">I learned this game from the fine folks at TeamSynergo. It's quite similar to Frog Wars but the outcome is often different. As of this writing, I haven't frontloaded it with any particular meaning. I just give the kids the basic rules and let them go. When the activity is over I <i style="mso-bidi-font-style: normal;">backload</i> with questions that seem to fit the experience.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">PROPS NEEDED:</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l1 level1 lfo1; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">1)<span style="font: 7pt 'Times New Roman';"> </span></span>Each team gets a bell which is tied to a string. I prefer bear bells which you can get at most outdoor stores out here in the Northwest. For quite a while I borrowed bells from the music department. A good friend of mine who operates a thrift store gave me a big bag of Christmas bells and now I'm busy inventing new games with bells. How would this work with cymbals?</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">PROCEDURE:</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l1 level1 lfo1; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">2)<span style="font: 7pt 'Times New Roman';"> </span></span>One team member from each team ties the bell around her waist.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l1 level1 lfo1; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">3)<span style="font: 7pt 'Times New Roman';"> </span></span>Each team is armed with soft throwables which they will use to try to ring the other team's bell.</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l1 level1 lfo1; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">4)<span style="font: 7pt 'Times New Roman';"> </span></span>The teams are heading in opposing directions. A basketball court is a good size. Each team tries to get to the center circle first without their bill ringing.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">FACILITATOR NOTES:</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">I have seen quite a few strategies in this game even though I have only been using it for about six months. One long legged boy just spread his legs far apart and ran without the bell ringing. A small quiet girl took advantage of the ensuing chaos and ran to the center before anybody even noticed her. Both were "strength strategies." Teams will often try to wrap the bell in their hands or shorten the cord. Anytime a group tries to step outside of the rules too far I will often pause the group and tell them that while I really appreciate the "out of the box" strategy they have devised, I want them to stick with the rules. Due to the nature of these activities and the message I send, alternative thinking strategies are highly encouraged. The "Rules" we value are the constant values of a supportive learning environment; respect, commitment, healthy communication and the other elements of our learning agreement. Any deviations of the rules of an activity must be mutually agreed upon by all participants. This can happen quite spontaneously. It's important as facilitators that we adapt quickly to rules that make sense and fit the situation. It's not uncommon for teams to launch a full out barrage of throwables at the other team while giving scant protection to their person with the bell. It's the "the best defense is a good offense" strategy. The questions following this activity might be similar to Frog Wars.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">1)<span style="font: 7pt 'Times New Roman';"> </span></span>What kind of strategy was used to protect the bell holder?</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">2)<span style="font: 7pt 'Times New Roman';"> </span></span>How was the bell holder chosen?</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"><span style="mso-list: Ignore;">3)<span style="font: 7pt 'Times New Roman';"> </span></span>What are doing to protect each other from negative things?</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.25in; mso-list: l0 level1 lfo2; tab-stops: list .25in; text-indent: -0.25in;"><br />
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