Yoga on the Ropes Classroom Activities

Jio Jim and Lynea Gillen of Yoga Calm 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!

Energy Ball 1 and 2

Theme: Support/Imagination

Props: None

Procedure:

Energy Ball 1

1.      The group stands in a circle.

2.      Hold your hands together as if you are holding a ball.

3.      Ask the group if they can see the ball.

4.      Tell the group that you are going to ask them to catch and throw the imaginary ball around.

5.      To throw the ball they must first get eye contact with the person they are throwing it to.

6.      Instruct participants that they must keep the ball moving or people will get bored.

7.      Instruct participants that the ball can be whatever size and shape they want.

8.      Encourage participants to use their imaginations.

Energy Ball 2

1.      After participants have played for a while, tell them that the ball is starting to pick up energy from each participant.

2.      In fact it’s getting so heavy that whoever catches and throws the ball will need help on both sides.

3.      At this point the game becomes an elimination game.

4.      If the player catching the ball is not supported on both sides, she or he has to step out.

5.      When this happens, pause and say “I’m sorry _____, you weren’t fully supported.”

6.      That student steps out and the circle closes.

7.      Continue this process until quite a few participants are on the outside.

8.      Start the game over until nobody drops out and nobody is excluded.

Notes: This can be an emotionally loaded game, especially for those excluded.

1.      Ask the group what it takes to feel supported.

2.      What is it like to be unsupported and excluded?

3.      Is there a way we can make sure everybody is supported all day long at least by one person?

4.      Where do you find support the most in your life?

5.      Where do you need a little support?

6.      Is there anything the group can do to give you more support?

7.      How do you support others?

World Champion Rock/Paper Scissors

Theme: Support

Props: None

Procedure:

1.      Review Rock Paper Scissors. Rock smashes scissors, scissors cuts paper, paper covers rock.

2.      Everybody plays “against” everybody else.

3.      Demonstrate with a volunteer how to group how to play rock paper scissors.

4.      The “loser” gets behind the “winner” and chants that person’s name over and over.

5.      The process continues with each winner adding people to the increasing human chain behind them.

6.      Eventually two long chains will face off with only two names being chanted.

7.      Allow one long chain for a brief chaotic moment then announce “new game!”  in a loud voice.

8.      Continue the process, playing 3-5 times or until it seems the group is ready to move on.

Notes:

1.      Ask the people who “won” what it felt like to have a whole bunch of people supporting them.

2.      Ask others how it felt to support.

3.      Ask participants how their name is used: How is it used for support. How is it used for fun, for discipline, for ??

Jio

Landing and Launching: Installment 17

38 Creatures of the Deep

Preparation time: Fifteen minutes

Materials: One of the following:

(1)   Cards with images of sea creatures

(2)   Props of sea creatures

(3)   A collection of shells

(4)   This list with associations:

l  Shark: Hunters, some endangered now

l  Whale: Actually a mammal, loves to sing

l  Starfish: Clingy

l  Seahorse: Magical

l  Seal: Fun loving

l  Sea Lion: Fierce sometime lazy

l  Walrus: Wise and somber

l  Salmon: Feeds the people

l  Clams: Likes to hide

l  Oysters: Home of pearls (pearls of wisdom)

l  Crab: Eats just about anything, has a fierce pinch

l  Lobsters: Tasty! Also has a fierce pinch

l  Sand dollars

l  Kelp: Capable of incredible growth (three feet in a day!)

Procedure:

39 Planet 

Preparation time: 15 minutes

Materials:

(1)   Write the name of each planet on an old tennis ball or other similarly sized ball.

(2)   If you are feeling creative do a little research and color the balls to match each planet.

(3)   If you are feeling more precise find a variety of balls that match the proportions of each planet.

The list is included here for your convenience.

(1)   Earth: Safe for human and other life

(2)   Venus: The Goddess of love and passion, female aspect

(3)   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

(4)   Saturn: God of agriculture

(5)   Pluto: God of the underworld

(6)   Uranus: father of Saturn and the grandfather of Jupiter

(7)  Mercury: The messenger

(8)   Jupiter: Head dude

(9)   Neptune: God of the deep

(10)                       Sun: The center,  source of life for earth

Procedure:

(1)   Give a brief explanation of the mythological meanings of the name of each planet

(2)   If you are fortunate enough to be outside spread the balls out in order across a large area.

(3)   Allow participants to wander and sit by the planet they feel most closely attracted to.

(4)   Ask participants to bring their planet back to the circle.

(5)   Each participant in turn shares why they feel like that particular planet.

(6)   If you are inside use the general procedure and place the balls in the center of a circle

Alternatives:

(1)   To save time cut and paste images of the planets onto cards.

(2)   To save time just verbalize the above list with brief descriptions of each.

(3)   Since Pluto 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.

Notes:

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  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.

Next 

Changing The Message Excerpt

 From "Changing the Message: A Handbook for Experiential Prevention

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..

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.

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.

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.

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.

Activity From "Changing The Message: A Handbook for Experiential Prevention"

From My Book "Changing the Message: A Handbook for Experiential Prevention"

BELL RINGERS

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 backload with questions that seem to fit the experience.

PROPS NEEDED:

1)      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?

PROCEDURE:

2)      One team member from each team ties the bell around her waist.

3)      Each team is armed with soft throwables which they will use to try to ring the other team's bell.

4)      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.

FACILITATOR NOTES:

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.

1)      What kind of strategy was used to protect the bell holder?

2)      How was the bell holder chosen?

3)      What are doing to protect each other from negative things?

Notes From The Food Revolution: Part Two of Two

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This is what the national drive to reduce childhood obesity comes down to at the local level: four people sitting in a room trying to reduce the amount of fat children consume. I have seen movements do this before. It either starts with a simple issue like ranch dressing and expands to the larger problem or it stays stuck and never transcends.


We sat in the room talking about dressing and condiments. I'm the systems guy. I proposed finding a pump dispenser that gave children the exact amount they needed and no more. The nutritionist talked about ladles. The cook talked about alternatives to ranch dressing. I proposed looking at alternative such as tomato based condiments or my personal favorite: salsa!

After a short period of time the cook felt comfortable. She realized she wasn't under attack and she began to participate in the solution focused discussion. We all talked about creating condiments with less fat, sodium and sugar. We talked about yogurt based dressings, low fat buttermilk dressings and even no dressings! What if we used what the spices our ancestors used?


The food problem in schools distills to a few key points:

• What is healthy and nutritious?
• What will kids eat?
• What is affordable?

The last point is critical. Despite the much vaunted recent federal legislation mandating healthier school lunches, the bill only allots six cents more per meal per child. Most schools go in the red to provide meals so providing an all organic tasty meal is just too far out of range at the present time. Finding the balance between what kids will actually eat and what is healthy and nutritious is the true Gordian knot of this equation. Between evolutionary conditioning to accumulate fat and cultural conditioning with the expectation of fat, sugar and salt, the issue becomes how to retrain an entire generation in how to eat.

We all left that meeting feeling that while we had not necessarily solved the problem, we had generated a lot of options. I had accomplished another task of generating a student panel that directly influenced the food that the school bought from the vendor. The cook left feeling that she was doing the best she could operating under a limited budget. The nutritionist left confident that he would eventually succeed in reducing childhood obesity and business manager was just happy that we were all in one room talking about health.

I am the kind of person who generates ideas an hour or two after the meeting. When my mind has time to clear and completely separate from the issue, other ideas and solutions emerge. I was walking through Goldendale on one of my power walks when I started thinking about the nuns. Just outside of town there is a Greek Orthodox Church complete with retreat center and convent. To raise funds for the project, the nuns operate a Greek restaurant and espresso stand just off the freeway. As we all explore diet alternatives, one topic that continually emerges is the Mediterranean diet. Study after study shows that the Mediterranean diet is one of the healthiest diet in the world and they have the best dressings.

I called the business manager with my idea. Why don't we have the nuns teach us how to make healthy and tasty dressings? AHA! I will keep you posted. Namaste Jeff 

There is no Spot on the Government Form for Death

On this date last year, two young men lost their lives in a tragic car accident. Today's blog is dedicated to their memory. They both participated in my prevention clubs. Last summer when I had to fill out the "bubble sheets" that recorded the activities they had participated in, I came to the last page of the form. I was supposed to fill in a bubble explaining why they exited the program. That's when I found there was no spot on the government form for death. In fact there was no spot for many of life's occurrences. That's when this poem came to me.

There is no spot on the government for death

There is no spot to mark the joy of of youth.

There is no spot to mark the passing of two beautiful boys

There is no spot to mark the thrill of speed and sudden unexpected tragedy

There is no spot on the government  form to mark the heroism of the teacher who doubled as an EMT 

Who was there for the last breath of their youth

There is no spot for the tears of a mother's broken heart

A father's sorrow

Or a younger sister's grief

There is no spot on the government form to mark the sadness of friends,

A small town gym packed to standing

To wonder at the suddenness and the sadness and the mystery

Of youth gone too soon

And a town so small that everybody knew them both somehow

There is no spot on the government form to mark the tears of friends so close 

That they called each other family

Who grieve to this day

Who wonder to this day

There is no spot on the government form to record the sheer avalanche of smiles

Alan and Dylon

Alan and Dylon

Alan and Dylon

Brought to all who crossed their path

Rest in Peace

Alan and Dylon

Notes From The Food Revolution: Part One of Two

It came down to ranch dressing. I have been wanting to create an opportunity for the cook, the business manager, the nutritionist and myself to sit down face to face and talk about school lunch. I have forwarded articles and information on nutrition , had discussions in the hallway and the staff room and generally voiced my concerns repeatedly. Last fall it came to light that the cook was putting Hershey's strawberry syrup in the milk in an attempt to get the kids to drink more. She believed that the benefits outweighed the risks. She was well intentioned but wrong. There isn't a strawberry  or a strawberry byproduct in Hershey's strawberry syrup. It consists of high fructose corn syrup, chemicals and artificial flavoring.

What finally brought us all together in the same room was not any of the concerns I had voiced. It was the ranch dressing. The business manager, who has been leading the health efforts at this school for many years, began to notice that the children dumped inordinate amounts of ranch dressing onto their vegetables and salads. Everybody who pays attention to health issues notices different issues. I notice pop machines and obese athletic directors (every athletic director I have known in my fifteen years in Klickitat county has been obese as are most of the coaches; modeling anybody?)

I felt momentary hesitation to join the meeting or fully voice all of my concerns. I have been a change agent for over twenty five years now and I prefer to approach any issue with strategy. I think of change more like a chess game than checkers. I refer frequently to the Chinese classic "The Art of War." I like to have all the pieces in place before proceeding whenever possible. My apprehension doubled when the cook blurted out that morning:

"So are you going to attack me in that meeting?"

I silently and internally thanked her for revealing her position. She works very hard at her job. Each summer she nurtures her own organic garden and the produce is often featured in the meals. She has been working with nutrition issues far longer than I have. Finding the balance between what is healthy, what is affordable and what kids will actually eat is akin to the Gordian knot with perhaps a similar solution. Her comment also gave my pause and a moment to reflect on my own actions and behavior in my appointed task of making schools healthier. Clearly I had been too forward and aggressive in my approach.

The nutritionist and I were essentially on the same team. He comes in several times a week to teach hands on cooking classes across all the grades. His mission as he states often and clearly is to reduce childhood obesity. That he does this in a hands on manner puts him at the front of the pack in my opinions. Everything he cooks comes from scratch.

The business manager held the position of health czar long before I came along. Staff still quiver when on occasion they dare to bring a box of doughnuts to the staff room.Although she does all the purchasing for the food program, it's not really her position to make all the strides she has so far.

The four of us sat in the business manager's office trying to solve one seemingly simple problem: too much ranch dressing. I did not want to speculate out loud that perhaps the food was so bland that the children needed something cover it up with something. Ranch dressing and mayonnaise simply lack imagination. Maybe that was the issue. Maybe we just all lacked imagination!

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Landing and Launching: Installment #16

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NATURE CONCEPT

36 LEAVES

Preparation Time: 5-10 minutes

Materials Needed: A variety of leaves. They can be from many different trees or shrubs.

Procedure:

1)  This activity is best done outside and can be a seasonal transition activity*

2)  This activity is best done outside or on an outing.

3)  “Pick one leaf for what your hike was like today.”

Notes: *I often do transitional check ins and check outs when the seasons shift. They provide concrete anchoring points. “Pick one leaf for what your fall was like and one leaf for what you'd like your winter to be like.”

37 WEATHER

Preparation Time: 5 minutes to 1 hour

Materials Needed: None or cards you make yourself

Procedure:

1)      Ask the students if they were weather today what kind of weather would they be? Verbal prompts are recommended: Are you sunny, overcast or cloudy?

Alternatives:

Advanced Outdoor Option:

(an older science class or outdoor trip perhaps). Have students describe their mood on a continuum of weather along with the specific type of cloud. Here is a quick list for reference points.

(1) Cirrus

(2) Contrail

(3) Alto stratus

(4)  Alto cumulus

(5)  Nimbo stratus

(6)  Strato cumulus

(7) Stratus

(8)  Cumulus

Notes: This is a quickie, back pocket type of check- in. You may, however, want to help students explore the subtleties and nuances of their check-in. A student may be cloudy but the clouds will be passing soon. You might point out that clouds bring rain which is necessary for flowers and other living things. Little moments like this can help you teach students the value of processing emotions of all shades. 

38 Creatures of the Deep

Preparation time: Fifteen minutes

Materials: One of the following:

•   Cards with images of sea creatures
• Props of sea creatures
•   A collection of shells
•   This list with associations: 
•   Shark: Hunters, some endangered now
•  Whale: Actually a mammal, loves to sing
• Starfish: Clingy
• Seahorse: Magical
•  Seal: Fun loving
•   Sea Lion: Fierce sometime lazy 
• Walrus: Wise and somber
• Salmon: Feeds the people
•  Clams: Likes to hide
• Oysters: Home of pearls (pearls of wisdom)
•  Crab: Eats just about anything, has a fierce pinch
•  Lobsters: Tasty! Also has a fierce pinch
• Sand dollars
•  Kelp: Capable of incredible growth (three feet in a day!)
• Procedure: