אתר בתהליך שדרוג
חינוך, שיקום והעצמה דרך הגוף.
Strategies in Movement - GNT for Teachers
Teaching in a classroom is a challenging endeavor. Teachers frequently encounter situations that demand flexibility and creativity. The school environment is centered on focusing consciousness on learning, while the connection to the body gets lost in the process. The classic Western educational philosophy creates a division between body, mind and soul, treating the body as a container for the mind - although it has been proven that the body affects and is affected by everything that happens in the classroom.
Students in school are expected to sit, remain attentive, alert and focused for extended periods of time. Studies have identified incorrect posture, restlessness, negative self-image and more from as young as elementary school age. At the same time, teachers report problems in the learning environment especially connected to attentiveness and focus. .
‘Strategies in Movement’ trains school teachers, in four intensive sessions, to conduct simple physical exercises which they can do independently with their students as an integral part of the lesson. No previous knowledge or expertise is required.
Support learning, creativity, memory, focus, and preventing violence - using body work.
Positive connection to the body - fostering personal consciousness and responsibility.
Improving the classroom climate - creating a positive social learning environment.
Creating a school-wide body language - allowing for greater, more sensitive body consciousness which improves self-confidence and problem-solving.
During four intensive training sessions, participants acquire the intellectual mindset, gain experience with the exercises, and are prepared to implement them in the classroom setting.
Success depends on persistence. Consistent use of the acquired exercises brings an increase in focus, a decrease in violence and an improved classroom climate - factors which increase students’ capacities for learning and creativity, as well as personal responsibility, good health and posture. Feedback from teachers reflects a new approach to the student's body, benefiting both the students and the teachers.
Report of Activities
2012-2017 - Pilot program in 7 elementary schools
2016 - The program receives the Ministry of Education approval.
What Are We Offering?
Training Sessions of Strategies in Movement - order here
Addition of the program as a required element in teacher training for a teacher’s degree.
How can you help?
We believe this program should be available to every teacher.
We are seeking support from educational foundations to fund teacher training in socio-economically weak, peripheral areas. For more information please contact us.
Program Lecture Staff:
Yael Turner-Grossman, Noami Hirschler, Dorit Leshnik, Ofra Maor, Mayan Zohar
The program was developed under the guidance of experts in the fields of Physiotherapy, Occupational Therapy, Kinesiology, Yoga, Chinese Medicine, Dance, Guided Imagery, and more.
* Parents can sign up for workshops and guidance - contact us
A month after finishing training: A school assembly at the Eitan school in Jerusalem. A teacher leads a GNT routine finishing with crossing her arms, a sign that the principal will now speak | 2016
When students enter the class after recess, they are loud, laughing, involved with other things. How do you explain this? What ways exist to quickly calm them and redirect them towards learning?
At the beginning of a lesson, students are attentive. After approximately 30 minutes, attentiveness drops- students begin chatting, moving, and being involved with things not related to the lesson. Ideas for how to bring back the focus and attention?
Intensive Training Sessions for School Staff:
1. Learning the fundamental approach, identifying and analyzing classroom situations, first exposure to exercises.
2. Simulation of use of exercises in different situations, including a booklet including more than 50 exercises.
3. Guiding teachers in the classroom- work with the students, including identifying particular needs and giving specific guidance.
4. Sharing outcomes, results and insights, summary.
*Continuing guidance and/or special programs of intervention are planned as needed