HeyJaredTeaching With The Body In Mind
Each week, Mike, Tom, Ross, and Joey reflect on the connection between moving and thinking. The discussions remind us that teachers should be supporting children's bodies as well as their minds.
- Indexed episodes, last 90 days
- 10
- Latest publication
- Sep 8, 2026
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- Earliest in this view
- Jul 7, 2026
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TWTBIM_0387 Driftwood (opens the original)
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Watching children playing with driftwood at the beach has Joey thinking about classroom materials. Sometimes it all just feels like so much stuff! How do we balance simplicity and complexity? Tom reflects on intentionally empty bulletin boards. Mike recalls times of relfection while packing up materials at the end of an investigation.
TWTBIM_0386 Physical Literacy, continued (opens the original)
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Mike continues the conversation about physical literacy. How can we be encouraging and support learning, even if we don't have all the skills ourselves? Mike talks us through the early stages of stilt-walking as an example.
TWTBIM_0385 Physical Literacy (opens the original)
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Tom's grasping at an idea and needs help making sense of it. His idea is "physical literacy" and how children become literate in how they use their body and interact with the world. We probably don't think about it much and don't provide for it. Mike suggests that we support physical literacy skills up until the time children learn to talk, and then we stop valuing it. Joey wonders if there are physical literacy levels just like there are reading levels. Do some children stall out at less develo
TWTBIM_0384 Space Map (opens the original)
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Mike kicks off a discussion about how much space children need for their bodies and how close (or not) they can be from one another with a look at how third spaces are used at his program. Joey wonders what it would look like if we could map the circumferences of how much space children use around them. Tom argues that children are often quite comfortable playing in very close quarters. Ross points out that it can depend on who is playing nearby. From there, the conversation flows into reading b
TWTBIM_0383 Rewards and Needs (opens the original)
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Ross is thinking about motivation and the impact on children's feelings of worth. How does it feel to be asked to do something versus forced to do it? This leads the group into a conversation about intrinsic and extrinsic motivation and the dreaded "rewarding of bad behavior." Mike points out how things often get muddled because the older language of behaviorism doesn't match our more current language about regulation. If we shift the focus to meeting children's needs, won't children feel more c
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