📽️Watch the video here

Last week I talk all about changing the energy of the children in our yoga classes.

It is likely that you already do this, managing the energy of the children in our care, quite often comes naturally, without us really thinking about it.

This week I thought I would share with you some ways that I do this in my own classes. I’d love to hear how you do this too.

Lifting energy up
Sometimes kids will come into our classes slow, moody, tired and lacking in enthusiasm.
It could be that they are tired after a busy day in our after school class.
Or maybe they’ve been sitting in an assembly before our curriculum class with them, either way the kids seem sluggish and maybe even like they don’t want to do anything.
Here are my top tips for raising the energy higher!

Meet them where they are- the energy is low, that’s ok, a nice opportunity to start in a gentle way.
This might look like:

• Playing an instrument (such as a tingsha bell) to get attention.
• Playing calming music and encouraging the children to move or lie in whatever way feels good in their body (safely, in their own space). You might give some examples rolling on their back from side to side, lying down on their front, stretching. I always move myself to and say that if anyone isn’t sure what their body wants to do, they can just copy me.
• Consider starting with a breathing exercise or relaxation if you feel the children need it.
• Doing a gentle follow me warm up, using lots of slow and gentle movements, stretches and twists, transitioning from the floor, to seated, to standing.
• Using a calm voice and slower body movements.

 
Teach the lesson you have planned making any changes that feel necessary-
This might look like:

• Encouraging more introspection into the movements for example, in frog- trying different foot positions and feeling the effects on different parts of the body, or swaying from side to side.
• Practice livelier activities together as a group, for example, everyone is going to jump like a frog together, 1,2,3 jump.
• Adding in elements that are more playful gradually as the mood shifts, for example next time we jump make a funny frog sound.

Use an uplifting breathing practice
This might look like:

• Combing movement with breath.
• Encouraging sound with breath.
• Playing a breathing game.

Use an uplifting relaxation exercise.
This might look like:

• Self -massage.
• A guided visualisation story that goes on a journey.
• A body scan sending warm ball of light to each body part.

Bringing energy down
You know those times when you feel like you are hit by a wall of noise and movement? The kids are in the room and you feel like you can’t hear yourself think?
Maybe, they have been sitting for too long, maybe it’s a windy day (and a full moon!), whatever the reason.

Meet them where they are- the energy is high, there is no good trying to enforce a calm breathing technique, or a gentle sharing circle. They want to move and this means that you need to move it or lose it yourself!
This might look like:

• Clapping call and response rhythms to get their attention- ideally using the whole of the body (clapping the hands, stamping feet, patting body etc)
• Using an enthusiastic tone of voice and playful body language.
• Encourage the children to move in whatever way feels good in their body (safely, in their own space)
• A high impact warm up exercise, to some lively music, using the body in lots of different ways. Transition from jumping, skipping, dancing gradually to seated.

Teach the lesson you have planned making any changes that feel necessary-
This might look like:

• Including more interactive, movement games for example, in frog- passing a frog jump around the circle.
• Adding in more opportunity for the children to call out/ participate such as singing together, telling the person next to them an answer to a question, doing sound effects when you wave over them. This helps to ‘guide’ or shape the excitable energy.

Use a calming breathing practice-
This might look like:

• Combining movement with focussing on something, such as moving a finger to follow a shape.
• Connecting to the feeling of the breath in the body and encouraging interception.
• Feeling the breath on the body such as hands, fingers or arms.

Use a calming relaxation exercise.
This might look like:

• A body scan sensing each body part relaxing and going soft.
• A guided visualisation story that is slow and gentle.
• Lying on their backs with feet raised on a chair.

✨If you would like more practical ideas and also the resources to use in your classes, check out Captivate with Cards Training or Props like a Pro.

✨If you would like some support to structure and plan your lessons, download the free lesson planning grids here. The Structure for Success training might also be helpful to you.

✨If you struggle with managing behaviour in your classes check out the free guide and poster and/or the training Tame the Crowd, without being Loud.

⚠️The price of these training will be going up soon as they are being converted to online courses with separate modules and additional resources.
If you would like to get them for the low price that they are at now, you will also get lifetime access to the new e-courses.⚠️

❓If you have a question email me at [email protected]
👩🏻‍💻Would you like to work with me? Find out how here.

📽️Watch the video here

When I tell people that I am a kids yoga teacher, I often get a head tilt and “Aww!” response.

I think people imagine that my days are filled with calm, blissed out kids silently flowing through a sun salutation or sitting and ohming for meditation.
 
They aren’t.
 
What is the one thing that you can’t teach a kids yoga class without?
Maybe it is mats? I have about a million of them so maybe…
Props? Again, about a million, but no!
Yoga cards? Nope, I love them, but no.
Funky leggings? Not for me thanks.
Maybe all of the legal documents? Important but nope.
 
The thing that you can’t teach a kids yoga class without is….

The ability to change energy.
 
What?
This might not have even been mentioned in your kids yoga training, but it is definitely the key to any successful lesson!
 
Why?
As yoga teachers we have certain expectations of what our classes should look like. We might use words like:
fun, playful, creative, relaxing, mindful, engaging, supportive, calming, energizing or relaxing
to describe our classes/ workshops or lessons.
 
Making our classes both fun and playful AND calming and relaxing is a challenge, yet, somehow we manage it!
 
We are like magicians, shaping the energy of the room-
transforming sluggish into energised,
hyped up and excitable to calm and relaxed.
Often in a short span of time, and regularly with a large number of children.
 
 
I love this quote from  clinical psychologist, child therapist, parent educator, and author Haim Ginott:
 
“I have come to a frightening conclusion. I am the decisive element in the classroom. It is
my personal approach that creates the climate. It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can
be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a crisis will be escalated or
de-escalated, and a child humanized or de-humanized.” (Ginott, 1972, p.13 *)
 
We are always the decisive element in our classes. Whether we realise it or not, our energy, our mood our behaviour shapes the lesson and also the experience of the children in it.

When you saw the title of this blog, did you click it wondering if you had ‘the thing!’?
Were you worried that there is something that you are lacking?
 
I believe that WE are the most important aspect of our classes. There is no resource and no training or knowledge gained that is more important than being present as ourselves.

WE ourselves are the vehicle of change, transmuting the energy of the room and the children.
 
That ability is the single most important thing that you need to teach kids yoga – in my opinion.
 
If you are needing some reassurance, if your confidence is lacking, why not book a session with me? I do mentoring as a one off (for an hour or 90 minutes) or as a six month mentoring package.

I am passionate about helping kids yoga teachers to see their own special gifts and helping to plug the gaps in knowledge or skills.

Do you have a question or comment? Email me at [email protected]

* Ginott, H.G. (1972). Teacher and child: A book for parents and teachers. New York, NY: Macmillan

📽️Watch me chat about this here

Let’s face it- it can feel a bit strange teaching kids yoga in a school environment!

As both a kids yoga teacher and an experienced primary school teacher, I still found teaching yoga in the school environment a bit weird at first.

It can feel like a collision of two very different worlds. The world of yoga where we are encouraged to listen to our bodies, be still, listen to our inner truth….. meets- the world of the school where we are encouraged to listen to others, follow instruction and – well, frankly conform- often ignoring our inner voice.
 
My work now is predominantly in schools delivering yoga, mindfulness and well-being lessons and I wanted to share with you some reflections that I have about this.

The honest truth about schools…

Sometimes the space that you have in a school can feel like a ridiculous place to deliver a yoga/ mindfulness/ well-being lesson.

I’m talking:

• A hall that is also a corridor with multiple people walking though.
• A room that is smaller than you were expecting and sometimes with obstacles to navigate, or move yourself!
• Food on the floor following lunch/ break/ before school club etc.
• Too hot, too loud, etc. etc.

I could continue- I’ve experienced all of these and more (and I’m sure that many reading this would have more to add!)

Sometimes the staff in school can feel at odds with what you are trying to achieve.

This might look like staff:

• Disrupting the lesson by chatting in the same room or walking through loudly.
• Shouting at children “lie still!” “Stop being silly!”.
• Correcting children.
• Walking on mats in their shoes.
• Changing rooms, plans and timetables without communicating that to you, or each other!

Sometimes actually teaching within a school can feel overwhelming.

This might be because:

• Class sizes might be bigger than you are used to with 30 children in one class.
• The behaviour or needs of the children may be challenging.
• If teaching within the school day, you might not know where to start with planning lessons for curriculum time. If so, these trainings might help you.
• If teaching extra-curriculum classes, you may struggle to think of ideas for an ongoing class of the same children, if so, this resource and training bundle might be for you.
• Managing multiple classes back to back might feel overwhelming.

I’ve experienced all of these issues and more and I still believe that teaching within schools is totally worth it because:

• In a school environment you reach a wider range of children than you would in a community class and benefit children who really need the strategies and teachings that you offer and may never experience this otherwise.
• Being part of a community feels really lovely and being welcomed back to the same places each week by the same people is special- being self -employed can feel lonely!
• School work is far more consistent and reliable, once set up, finances are more predictable.

Here are some points that I think are important to know when working in schools. They may sound simplistic and obvious but I think they are easy to forget or not consider:

1. Schools are big organisations, communication can be really difficult because there is a limited amount of time to speak with other members of staff. Even with emails, meetings, post it notes and quick catch ups in the corridor – miscommunication is common. None of this is personal, these issues are an issue for everyone in a school and it is frustrating for staff too!
2. The people within the school may have preconceived ideas about what yoga and mindfulness is and isn’t. This will shape their expectations of you and the classes that you deliver.
3. There are many things that us yoga teachers can take for granted, we often think that everyone knows what we know! Often times, we are not even aware that we are making an assumption.  Most people in a school won't have first hand experience of yoga and mindfulness.
4. Children will be excited and this will show in their behaviour!

Practical ways to manage difficulties that may arise when working in schools

Clear communication of expectations
Before starting the classes, make sure that you are clear about what is expected of you and have discussions about your needs and expectations too. Also, be clear about who your main point of contact is for the school.

When you are working at the school, communicate your needs and expectations clearly with adults and children.

• Be clear about what you need in terms of space and staff
• FAQs- shared via email with the organising member of staff and also laminated for each accompanying member of staff to view.
• Clear explanation to children before you start about what they can expect in the class and also how you expect them to behave. You might find my free rules guide useful here.
• Don’t be afraid to talk to your contact in school if you are having any issues.

Some extra support
Working in schools can be brilliant, challenging, inspiring, confusing, all of the things!
But you don’t have to do it alone!

🫂Make sure that you are in the free community School Yoga Teachers.
🧠Check out these trainings to support your journey you get lifetime access to all of these, if you have a mentoring package with me.
👩🏻‍💻Get some personalised support.
✨Why not chat with me and see if working together could help you.
💌Are you signed up to my weekly newsletter? Join here!

If you are interested in getting your kids yoga classes into schools and nurseries, whether this is for extracurricular classes, lessons within the school day or workshops for teacher well-being. This blog will hopefully be useful for you.

I will share with you information about the times of year that are really great for making connections in school and why.

If you would like a copy of my marketing plan for you to edit for yourself, you can get that here.
 
I am a previous member of Cerys Keneally’s Approaching Schools Academy, and I highly recommend this programme. Cerys has opened the doors to the academy and if this getting into schools is a goal of yours, this is a supportive and effective way to meet your goals. Check it out here
 
Let's dive into my thoughts on the best times to reach out to schools...

I think that there are three main things to consider here....

Financial times
Schools get given funding at different times of the year.

In England, schools receive funding in three key blocks each academic year. The timing is important for schools as it impacts when they can allocate budgets for services like external programs, including extracurricular activities such as kids' yoga.

Here's a general outline:
1. April (Start of Financial Year):
   Schools receive their main block of funding from the Department for Education (DfE) in April, which is the start of the financial year. This funding covers the bulk of the school’s operating costs.
 
2. July:
   Some schools receive updated or additional funding based on any adjustments or changes to pupil numbers for the upcoming school year. This is often when schools review their budgets for September. So this is particularly relevant if you would like to get an annual contract with a school for an academic year.
 
3. September/October (Start of Academic Year):
   At the beginning of the academic year in September, schools reassess their budgets and set allocations for different programs. The October census, which counts the number of pupils on roll, influences future funding allocations.
 
These are ideal times for contacting schools about yoga programs, as they are likely planning or adjusting their budgets.
 
Specific Funding
In England, schools also receive specific funding streams targeted at areas like sports and mental health. These funds provide great opportunities for programs like kids' yoga, as they align with both physical and mental well-being goals.
Here are the key funding streams and their timing:
 
1. PE and Sport Premium
   -Funding is allocated in two installments, typically around October/ November and April / May. Depending on the type of school.
   -This funding is provided to primary schools to improve the quality of PE and sport. It is intended to help schools develop or enhance their physical activity programs, which can include activities like yoga.
   - All primary schools receive this funding based on the number of pupils in Years 1-6.
More information about this and how it applies to kids yoga teachers can be found on my video about this here.
 
2. Mental Health and Well-Being Support in Schools
   -There isn’t a universal funding stream specifically for mental health in schools. However, there are several grants and initiatives tied to wider government or local authority funding which schools can apply for throughout the year.
   - Key initiatives:
     - The Well-Being for Education Recovery program provides funding and support aimed at helping schools deal with the mental health impacts of the pandemic. This is ongoing and often aligns with local authority budgets and timelines. I personally haven’t had experience of being paid from this funding, but I share it here as it may apply to some reading this.
     - Schools can also access Pupil Premium funding to support mental health initiatives, as this funding is designed to support disadvantaged pupils, which can include emotional and psychological support.
 
3. Pupil Premium
   - Schools receive quarterly installments (April, July, October, and January).
   -Designed to support disadvantaged students, schools can use this for a variety of interventions, including mental health and well-being programs like yoga, to support these students.
 
4. Special Educational Needs and Disability (SEND) Funding
   - Funding is generally reviewed annually, but schools receive allocations based on their identified needs, often at the start of the academic year in September.
   - Yoga can be particularly effective as part of a mental health and well-being program for students with special educational needs. Schools may use SEND budgets to support such initiatives.
 
Schools typically make budget decisions regarding these funds early in the academic year or as the funds are received.

Contacting them before or around these key funding dates can increase your chances of successfully promoting kids’ yoga programs.

Special Dates
There are lots of dates scattered throughout the year that lend themselves well to communicating with schools about kids yoga and mindfulness.

A few key examples of this are:

• October- World Mental Health Day.
• February- Children’s Mental Health Week.
• May- Mental Health Awareness Week.
• June- National Sports week.

If you would like a more detailed list of dates that fit really well with kids yoga then get my free marketing planner here.  I share lots of dates across the academic year and how these fit these into the main term times. You can make a copy and edit it to make it suit your own business.

The time that works best for you!
This sounds like a cop out answer but it is true! The very best time to reach out to schools is the time when you are in a good space.

What do I mean by this?

Think about:
Do you have the energy, the space and time to do a good job?
If you are feeling rushed, stressed, unprepared then this is not a great time to be reaching out to schools as you will likely not communicate in the clearest way. It sounds really obvious doesn’t it?

BUT

I have made that mistake before. I have been so caught up in ‘the best’ time to communicate that I sent some emails that really were a bit s*#t!

On reflection, I was too busy with life stuff but I was fixed on the fact that ‘this was THE time’ that I ignored what was going on for me and sent the emails anyway.

Although this is pretty annoying, I am compassionate with myself and where I was at, at the time. I was living in fear that I wasn’t earning as much money as I felt I should be, my actions came from that place...

Rushed, fearful, stressed.

That’s not to say that you can’t contact schools if you are feeling this way yourself. Just don’t write the emails/ make the phone calls/ visit school when you are deep in that feeling.

Maybe spend some time meditating, yoga-ing, walking in nature, taking a shower- whatever you need before you write, call or visit. So you are the best you that you can be in that moment.

Another aspect of this point is when you actually have TIME in your calendar. Do you have the physical time? If you don't have time at the 'optimum time', that's ok! Just spend some time looking in your calendar at when is the right time for you.
 
If you are feeling overwhelmed in your business and like you would like some clarity or support in any aspect, why not book in a chat with me?

I hope that you found this blog useful. I strive to provide practical information combined with the invitation to reflect on yourself and your own business - I believe that we need both elements to thrive!

Here's some links that may be useful to you:

🎁Free schools marketing plan
📽️ Well-Being Days Video
📖 Well-Being Days Blog:
📽️ Pupil Premium Info Video
📖 Pupil Premium Info Blog:
📽️Cerys Keneally Chat Video
🤸🏻‍♀️ Approaching Schools Academy
👩🏻‍💻Chat with me

Let me know what you think and if you have any questions, email me at [email protected]