📽️ Watch the video of this blog.

One of the things that I love offering to schools is well-being days, they fit nicely into the school calendar for many different times of the year and can be a rewarding way of giving lots of children an unforgettable experience.
They can also be an opportunity for a school to get to know you, which may lead to more work within that school or setting.
 
What is a well-being day?
A well being day is usually a full school day where each class gets the opportunity to have a well-being lesson. It is usually connected to a theme or event that is happening in school, nationally or globally.
 
When are good times to offer them?
There are so many great times for schools to benefit from a well-being day, here are just a few suggestions:
Children’s Mental Health Week 5th – 11th February.
Emotional Health Week 19th – 23rd February.
Stress Awareness Month April.
World Health Day April 7th.
Mental Health Awareness Week 13th – 19th May.
Global Wellness Day 8th June.
National Sports Week 17th – 23rd June.
World Well-Being Week 26th – 30th June.
World Mental Health Day 10th October.
Stress Awareness Month November.
Anti- Bullying Week 11th – 17th November.
 
Schools often have their own health or well-being weeks too, so it is definitely worth contacting schools and letting them know that this is a service that you provide.

How do I structure one?
To create a plan for a well-being day, you will need to know:

• How many classes are going to participate.
• What the timings are of the day- start time, break times, lunchtime and home time, these timings may vary for different year groups.
• Where you will be delivering the lessons.
• Whether the space will be used for other purposes that day.

Some schools are happy to create a plan for you to work to, others appreciate you organising this yourself.

As there are likely to be lots of classes to teach in one day, it is likely that the timings will be quite short for the lessons. In my experience, these timings have worked well:
Nursery and reception: 15 – 20 minutes
Key stage one (years 1 and 2): 25 – 30 minutes
Lower key stage two (years 3 and 4): 30 – 45 minutes
Upper key stage two (years 5 and 6): 30 minutes – 1 hour
Obviously, the time that you have will depend on how many classes need to be taught.
 
Tips for making well-being days manageable:

• It sounds obvious, but make sure that you have your documents with you when you arrive at the school. Not sure what you need? Get the free checklist here. Save time and use the documents that I have already created for you available here.
• Make sure that you arrive in plenty of time to set up- it always takes longer for me to set up in a new environment.
• Have the plan with timings and year groups next to you for quick reference.
• Your energy is the most important thing! Make sure that you have enough snacks, drinks and some time in the day to rest. Also, join in with breathing practices where possible to ensure that you are regulated.
• Don’t over complicate things! Keep it nice and simple by using the same props for each year group.
• As this is a one- off, you probably don’t need a different lesson plan for every year group. I would plan one for each phase.
• Have a clear structure for your lessons, you may find this training useful for this
• Don’t be surprised if schools don’t stick to the timings!
• Use the opportunity to leverage other offers that you have, for example share fliers about community classes or events that you are running, share information with the school about other services that you offer or add on a session for teachers afterwards (obviously only deliver what you are insured to teach).

I hope that you found that helpful :)

Next steps:
 🎁Get booked on to my training 'Props like a Pro' before 2nd of February, and receive    the training 'Structure for Success' absolutely free!
⬇️ Download the documents checklist so you have everything you need.
📃 Save yourself some time by buying the document bundle!
🧠 Check out the training ‘Structure for Success’ to make sure that you lessons are perfectly planned!
 
x Julia

The Yoga Obstacle Course is your best friend!
We all know that to teach yoga to kids, we need to have a lot of energy and emotional capacity!
But what happens on the days when you feel like s**t and don’t have the mojo to teach?
It happens to us all. Maybe you’ve lost your voice, are menstruating or are dealing with something in your personal life that means that you simply don’t have capacity?  It’s not realistic to say that you won’t teach every single time you aren’t feeling it, as most kids yoga teachers won’t get paid if they don’t teach.
This approach also works really well if you are teaching a one- off session to a range of different ages as the children can interact with the activities at their own level of ability/ development. The novelty of different task and the short amount of time for each activity appeals to younger learners (or those with limited attention span) whilst the freedom and independence appeals to those children who are more emotionally mature (perhaps the older children, but not always).
Introducing Yoga Obstacle Course!
This is not new and I haven’t invented it. It is also not complicated or difficult! But it is fun.
So what is it?
A yoga obstacle course is basically a carousel of activities that children visit. At each ‘station’, there is a different activity to do. It does rely on having props though, so some organisation prior to the session is needed. It works best with small groups like after school clubs.
How does it work?
A number of ‘stations’ are set up around the room, each with a different ‘prop’ (resource that children use). The children interact with the props at that station for a set amount of time and then they switch to a different station.
The yoga teacher observes to make sure that everyone is being safe and supports and extends the learning where it is most needed.
Simples!
What sort of props are useful to use?
Basically, anything that you have!
It could be books, soft toys, scarves, balls, pictures etc. Just make sure that the props are suitable and safe for the age and development of the children using them (no small parts for young children.)
If you are interested in my favourite props, check out ‘Top of the Props’ where I list my favourite props and ideas for how to use them.
Top tips for organisation

• Allow children to be in a group with children that they are comfortable with, this will usually mean that their interest will be held for longer.
• Ensure that all children get to experience all stations.
• Have a set amount of time for each station (work this out in advance to ensure that everyone visits every station).
• Have a clear signal for when it is time to switch stations. Using a play list with songs of similar length and swapping after each song can be fun, or using a musical instrument to gain everyone’s attention and use as a signal to stop saves your voice!
• Make sure that children stay in the same group and move around as a group, it gets complicated to organise if they move around!
• Have a clear ‘routeway’ or direction of movement around the stations. It works well to put the stations in a loose circle and move around either clockwise or anti-clockwise.
• If you are using any props that make sounds (for example bells) keep this to just one station, otherwise it gets really loud, really quickly!
• Use cards to give ideas of how to use the props at each station. You might like to use mine – or see what they are like to create your own. Download my yoga obstacle cards here for free.

I find a yoga obstacle course a fun way of ending a term of lessons, or just at a random time when I am less than my best!
I’d love to know your thoughts, do you use an obstacle course?
What are your favourite props to use?
X
Julia
Get your free obstacle course here
Here are my top ten props that I use and some ideas for how to use each of them
Learn how to be a ‘Pro with Props’ with my training here

Managing Behaviour Effectively in a Kids Yoga Class

Watch the video of this blog here

One question that I get asked time and time again by the yoga teachers who I support and mentor, is how do I manage kids behaviour without losing the yoga vibe.

Unfortunately, many (although not all) education settings use shame based behaviour management techniques. As a teacher myself, I have in the past used these too – sometimes we can feel restricted by the environment and systems that we are in.

Shame based behaviour techniques (such as shouting, or behaviour charts) are effective at controlling children. That is why they are so prolific in education settings, activities and clubs and also many homes too.

Many yoga teachers know that these methods of shouting, guilting and manipulating are not in alignment with the yoga way of life.  This means that kids yoga teachers often feel a mismatch between how they are operating in their classes with kids and also how they WANT to show up in the world and relate to children.

So what to do?

This is something that I struggled with myself, as I made the transition from primary class teacher to kids yoga teacher.  Almost 7 years into my yoga teaching journey, I’ve had a think about what key aspects are most valuable to me in ‘managing behaviour’ and I thought I’d share them with you.

What’s in a name?
This is a very personal choice, but my preference is to be called by my first name in yoga classes. The old teacher persona of being ‘Mrs Hankins’ was difficult to let go of but I knew that I wanted a different way of relating in my yoga classes. Some of the schools that I worked in were not very happy about this, arguing that if I am called ‘Julia’ by the children then they won’t respect me. In fact, I have experienced the exact opposite. Using my first name is just one of the things that I do that makes the children relate to me even more, because they know my ‘real name’.  It fosters trust and familiarity and I believe it helps me to connect better to who I am at core rather than a role that I am playing. This means that I am less likely to slip into habits of guilting and shaming children into behaving.
Ultimately, it is really important that you feel comfortable with the name that you are being called in your classes. For me this is my first name, for you this might be something else, either way, just check that you feel the best version of you with the name you have chosen.
It is also really important to me that I use the children's names. I encourage them to correct me if I mispronounce or make a mistake. It is vital to me that the children who I work with feel 'seen' as individuals and using their name is a crucial part of this.
 
Rules, rules, rules!
I am a bit anti- authority, perhaps this is due to my neurodiversity, so I find it funny how important rules are to me and how big a part of my lessons they are!
For me though, the rules that I have come from a place of wanting the children in my care to feel safe. Safety is one of my core values and I want the kids in my yoga class to know that they will be kept safe. Reminding them of the rules at the start of each lesson, and any time that they need reinforcing, is a powerful way of stating my commitment to their safety.
Having rules that are simple predictable, and easy to understand helps children to know what is expected of them. When children know what is expected of them, they are more able to succeed, they can relax within the walls that the rules provide.
I recommend only having a very small number of rules and keeping them easy to remember – I only have three. This way, I can refer to them very easily. If you would like a free guide and poster of my rules, you can download them here.
If you teach young children, or those with language barriers of some sort, it is ideal to have a visual representation of them, to make it more accessible.
 
It’s all relative
When I was a teacher, I was once told by an executive head “Julia, your relationship with the children is wonderful, but it’s not about that!”
She was wrong. I knew it instinctively at the time and now, with a Master of Science in Mental Health and Well-Being in Education behind me, I know that research backs me up.
It is ALL about the relationship. When you have a meaningful relationship with the children that you teach, they are more able to learn and they will respect you so much more that behaviour will be much less of an issue.
 
Be curious
If we treat children’s behaviour like a problem to be solved, that’s where it will remain, as a problem!
Seeing things from the perspective of the child is really important. If there’s something going on with a particular child (or group of children), investigate more and find out what is going on that is leading to that behaviour. This might mean talking to the child individually (obviously not in front of the others) or talking to their teachers or adults, to get more information so you can understand them better.
 
Remember that kids are kids!
Sometimes it is really easy to forget that children are not adults! They are only capable of what their nervous system and brain development allows them to do. This means that they will act like kids!
Sometimes it’s exhausting, frustrating, annoying! Sometimes they do things you wish they wouldn’t and sometimes they don’t listen, but they are only doing what they can in the situation that they are in.
Learning more about children from a (simple) neurological perspective can really help you here. This is covered in the training ‘Tame the Crowd Without Being Loud!’, you can find that training here if this is something that you would like to know more about.
 
Accentuate the positive
Sometimes, we can get so caught up in seeing the children NOT doing as we asked, but there will always be those who are. You know that phrase “look for the helpers”? This works in your yoga class too. If you are feeling frustrated or like no one is listening, look for the helpers! The ones that ARE listening or doing as you asked and them thank them personally! Find three children who are doing as you asked and thank them. This will help you feel calm and in control and also it will remind the others what it is you have asked them to do.

So these are just some ideas about my approach to behaviour management in my kids yoga lessons. I would love to know if any of this resonates with you. Are there any things I’ve mentioned that you agree or disagree with? What is your approach? Is there anything that I haven’t mentioned that you think is important?

If you would like more support with managing the behaviour in your yoga class, you may find these resources helpful:

• 'Get real with rules' free guide and poster
• ‘Tame the Crowd without being Loud’ one hour training
• ‘Behaviour Boost’ individual consultation, email me to arrange this.
  
• Kids Yoga Teacher Mentor Package
  

I hope that you found this interesting/ helpful, get in touch if you have any questions or would like to work with me.
X Julia

Do you prefer video format? Check out my video here.

Top of the Props! Ten top tips for effective use of props in kids yoga lessons
In my years of being a kids yoga teacher, I have amassed a huge collection of props.
I love the excitement of buying new things to play with and bringing joy to my yoga classes.
BUT is it necessary?
To prop or not to prop?
Some people would argue that you shouldn’t need props for yoga, that it should be a time to connect to yourself.
I don’t believe this, and here’s why: our brains are wired for novelty. This means that when we bring something new to our kids yoga lessons, the children are more likely to be engaged, enjoy themselves, and remember what they have learnt.
Props are also a great way of supporting and extend the learning in the yoga lesson.
Having something to hold is also a really supportive way of helping children feel safe in your class. Many children experience anxiety from being in a new environment with a different teacher and different expectations. This can result in the dreaded mat picking! When children have something to hold, they are much less likely to pick at your lovely yoga mats, they are also less likely to search for stimulation elsewhere (looking around the room, trying to find things to fiddle with).
 
Here are my top tips

1. Safety first! Ensure that your prop choice is appropriate for the age and development of children that you are teaching. Pom poms can be a lot of fun, but if the children that you are teaching are at the age or stage of development where they still put things in their mouth, they should be avoided.
2. Keep it clean It is really boring but, it is really important that you clean and maintain your resources regularly. How often depends on how many children you teach, how often the props are being used, the setting that they are being used in and the way that they have been used. It’s also really important to check the safety of the props regularly, is there any loose stitching or parts that are loose that could be a choking hazard?
   
3. Remember the rules Always introduce your rules and boundaries of using the props: what can the children do with this prop/ resource? What are they not allowed to do? Reinforce these rules every single time you use the prop, even if you have used it before with this group of children. When we express our expectations clearly, kids know how to succeed- which, at heart, all children want to do.
4. Get the number right Whether you are teaching a group of 8 children in a community group or 30 children within a school lesson, you need to ensure that the number of props that you have is appropriate to the number of children. I learnt this one the hard way pretty quickly in a lesson where I had 30 children and only 1 hobermansphere! We were going to pass it round the circle…. It did not go well!
5. Get your money’s worth! Props and resources are expensive, especially if you are teaching large groups. Make sure that you are using the prop multiple times within the lesson, how can you use the same prop in different ways throughout the lesson? Can you use it in the warm up? As a mindfulness tool? In a breathing technique? For supporting or extending a pose? In a game?  Can you utilise the prop in the relaxation? Make sure that you are using the prop in as many creative ways as you can within the lesson, otherwise, it is just an expensive fidget toy! There are some ideas for this in my freebie here.
6. Foster creativity Yes, you will have ideas of how you plan for the prop or resource to be used but don’t be too fixed here. Allowing children the freedom to explore and get creative with their prop may give rise to an idea that you hadn’t thought of. When children feel in control, they grow in confidence.
7. Don’t overwhelm So, you have some new props that you are excited about and your want to use them all right now! STOP! I’ve already talked about how novelty excites the brain, well too many new things can confuse the brain. When faced with too many different things all at the same time, many children (and indeed adults) shut down. Our confused brains says no, we can’t learn with so much stimulation. Just choose one or maybe two props in each lesson. This also makes transporting it all much easier!
8. Think before you buy Sometimes we can get excited about a new exciting prop idea that we saw someone else use. I know that I did, for the first few years I bought loads of different props thinking that they were an ‘investment’. Things are only really an investment if they add value. Before you purchase something new for your business, think really carefully about how you will use it, do you already know how you would put it to use? How many different ways can you think of using it?
9. Avoid one time use When I first started out, I spent an awful lot of money in hobby craft buying art supplies for mindful crafts. As much as the kids (and me) loved these activities, when I worked out how much I was spending on these ‘one time’ activities, I worked out that I was hardly earning much in my lessons at all. It might sound obvious, but it took me quite a while to learn that it is possible to have mindful activities that you can use again and again. For example, instead of making mandalas using stickers or paper, consider using gems, stones and lolly sticks and allowing the children to take photos of the finished article. This is also better for the environment and teaches a lesson about impermanence.
10. Mix it up! Kids love novelty, kids also love familiarity! It’s great to have a tool box of props that you use regularly. This way, the children you teach get excited by the props you bring, but over time, they return to familiar ones, like old friends. You don’t need a brand new prop every lesson!

 
Are you wondering which are my ‘go to’ props? Check out my freebie Top of the Props! Which is a list of all of my favourite props that I use regularly and some great ideas on how to use them.

I hope that you found this helpful, let me know if you use props and which ones are your favourite.

Julia