Get Ready To Learn (GTRL) Curriculum Yoga therapy in the classroom

Mission Statement To prepare all students to be in optimal physical, behavioral, and cognitive states for learning To create learning environments that are calm, safe, and comfortable To support the physical and mental health and well being of all

Quick Background GRTL is a researched daily preparatory classroom yoga curriculum that was introduced into NYC schools in 2008 in classrooms with students with a wide range of developmental and educational strategies

Getting Ready Many students and staff arrive to school in less than optimal states (sleepy, tired, agitated, withdrawn, anxious) The ability of students to engage fully in the experience of learning requires that they be alert, calm, and centered in order to focus, participate, and integrate new information This relies on internal/external factors

Internal Processing Regulation: ability to adapt to changes, demands, and stress without overreaction Sensory-Motor Registration: ability to perceive and process incoming information from the body senses or environment Sensory Integration: a global understanding of how the body operates and produces a desirable “outcome”

External Impacts (Classroom Environment) Staff Other students Activities Opportunities (for movement or rest) Classroom organization

NOT READY Students who Stuck in “No” Flat affect Collapsed posture Hyperactive Slow processing “fight, fright, or flight” behaviors

Classroom Routines Established to provide a sense of security, safety, and emotional stability Reduce stress/increase organization Self control Positive behavior Social skills Coping with transitions Opportunity for learning

5 parts to GRTL Program Centering Breathing Postures Deep Relaxation Circle of Song

1) Centering Transitioning time DVD begins with calming music sit quietly, settle down, focus DVD begins with calming music should start following morning announcements to decrease amount of interruptions

2) Breathing DVD background music offers a rhythmic pulsation to help regulate breathing rate and internal rhythms Helps to get the class “in sync”

3) Postures Warm up exercises prepare the muscles and mind for physical activities Each posture promotes specific physical benefits Forward flexion (calming) Twisting postures (facilitate organization) Arms overhead (increase energy)

4) Deep Relaxation Helps to release any held stress and shift the brain into states where new learning can occur During this time the student can rest or actively participate in the progressive relaxation exercises

5) Circle of Song Program completes with a call & response song Helps to promote social connections and classroom cohesion Encourages vocalization, improve engagement, participation, and focus

Program Preparation The environment: Soundtrack playing, lights dim, SIGN ON THE DOOR, mats arranged, DVD uploaded The student: follows same routine daily, involved in set up/clean up, uses same space daily, provided with multiple outlets for learning (adults, DVD model) The team: Staff should be calm, ready to use NON VERBAL communication only, positioned appropriately for optimal modeling and outcomes, prompting level understood

Phases Phase 1 (generally 2-4 weeks) Hands off, no touch or verbal prompting (Students are orienting to the program) including those that are resistant or slow to initiate Staff can intervene with physical prompting rather than verbal prompts if necessary (for the students who demonstrate non compliance behaviors ) Adults are models, should be dispersed throughout the students Each participant gets own space on personal mat

Phase 2 (will advance to this phase upon facilitator discretion) Initiation of movement should occur in this phase Introduce gentle, silent physical and visual cues as appropriate ONLY PROMPT STUDENTS WHO ARE NOT INITIATING Warm up the body- always approach student in the front Deep touch/ pressure through rubbing skin on arms, sides of back, legs *AVOID SPINE* Adults should provide prompting on second round of postures only AFTER they have modeled the posture themselves Continue to build self awareness by reviewing positive performance at the end of each session Collect student feedback (in any form; pictures, written, verbal “How does GRTL make you feel?”)

Phase 3 (generally around 8-12 weeks depending on pace of class) This is a period of greater integration, where levels of independence and performance should increase Students are self initiating Prompts to help students are faded Consider implementing a “Pose of the Day, Week, Month” to direct student focus to improve their form, and thus enhancing the benefits of these movements Continue to build self awareness by reviewing Collect parent feedback (Form will be provided to send home)

Forms (provided for you) Data “scratch” sheet (completed weekly) Baseline Form Parent Feedback Form Teacher Feedback Form Sample GRTL Lesson Plan Sample Door Signs Sample Circle of Song

DON’T DON’T Share Mats DON’T change time/daily routine DON’T TALK DON’T have people entering during session DON’T have adults doing other things – everyone participates

Essentials Everyone is an active participant- staff has to want to & agree to participate, those who do not wish to participate can temporarily leave the room or switch with someone for this time frame Yoga is done DAILY and ROUTINELY Non-verbal redirection is key in success of this program

Maintenance Your OT will be in the classroom for the first week or two, then the classroom teacher facilitates daily Weekly data will be completed by the classroom teacher/staff and collected by the OT OT will be an active participant in the classroom weekly (1/wk minimum) Monthly meetings will be held with classroom staff if any concerns arise or to report on progress

Last but not least…. Keep a sense of humor Don’t force anything to happen Take this time for yourself every morning at the very least and enjoy