Engaging Children in the Classroom with Music and Play

Paul and I are delighted to be offering this guest blog from Laura Walter, a workshop leader for Education Through Music (ETM). Laura, a dear friend and fellow advocate of learning through movement and play, first told me about ETM in 2003. Paul and I were delighted to discover in ETM like-minded thinkers and movers, focused on providing play and cross-lateral experiences (walking, skipping, hand-crossing) for self-actualizing learners within a community-building setting. We soon realized that this was the same program that author and educator Joseph Chilton Pearce had recommended that we look into. It turns out that Pearce had recommended the Brain Gym® work to the ETM group, as well, including both programs as experiences he favored for the developing child. We have since played many song games with our ETM friends, and highly commend this enlivening program. —Gail

Sudoku on My Brain: An Artist’s Statement

I’ve always been fascinated by the working of the miraculous human brain. It wasn’t until 1995 that I became personally interested in how my brain works—when I learned I had a benign brain tumor on my pituitary gland. It was detected while it was still small, and so it never interfered with my vision or other faculties.

How Reading Is Like Playing Soccer

Ramon, 11, walked into my office with a positive attitude, ready to learn. He was there with his mother, to get help with his reading. I told him that our session would be about him and his life, and that his immediate goal could include more than reading comprehension. When I mentioned sports, his eyes lit up. “Can you help me with soccer? I’d really like to do better when I play.”

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