Warmup Wiggles

About:

I think this is a key game for being able to effectively work with a group. It is about joining students where they are and then gradually extending their capacity. As a leader you need to be able to be at ease with where you are and to connect with the group with where they are.
I believe that integrated learning comes through movement. This can be a chance to lead and follow the class at the same time. In this game, I am asking them to to what I am doing, and really I am following them in doing what they are doing. So essentially I am asking them to do what they are doing but with more awareness.

The purpose of this lesson:

Move students from the 'Me System'and 'Deal the System' to the 'Salience Feel System' support grounding
support getting oxygenated
expand the brain through developing new movements
cross the mid line
Develop or move the group from isolated individuals to a more attuned, cohesive organized group.
Create safety and significant by acknowledging the identity and choices of group members.

Prerequisites:

Have established group rules.
Sticks Ready, Sticks Asleep (have enough of a group 'Stop' signal). As you facilitate more movement, students become more disinhibited. It is important to have a peaceful way to put on the breaks.

Directions:

Level 1: Lead a Movement

Note- This can be done with music on or with no music.
"Do what I am doing"
Practice the stop or freeze.
Acknowledge and give energy to the students who are following the 'top' or freeze signal.
It is important to start with a movement that is very simple like 'shake a hand' or 'lean a little to the side'.
Do something that is very easy, accessible and energetically close enough to where the students are energetically.
If the group is sitting more quietly, don't make the first move full bodied jumping up and down. Do a simple hand movement.
Success with small movement that people join in will build spontaneity and flow.
If the initial movement is too hard either coordination wise or energetically too much of a stretch, you will loose rapport with the group.
As a warm up, it may not be a good idea to push the quiet or resistant students, better to join them.
If a student is sitting in a tight closed position, lead the group into movement with out putting any particular attention on that student.
There are many ways to do this exercise well.
Use simple short natural movement. Watch how a dog warms itself up after sleeping. They stretch. They shake. They yawn. They gradually work their way into a more energetic activity.

Glitches:

Students will not move with you
Students movements are random, or quite different from what you are doing.

Level 2: Students Lead a Movement:

Once the group is moving and fluid enough, I then ask students to lead a movement. Depending on the age, maturity and fluidity, I may ask students to lead the next movement, or I ask them to show me a movement and I bring that to the group.
Shake a hand. - Shake the other hand,
Shake a foot
Shake a hand and the opposite foot
make circles with hands, head, feet, shoulders, elbows
touch an elbow to the opposite knee.
Nose to knees,
Point nose up to the sky, Point nose to the floor. (opens breathing and generally looking up invokes inspiration and expansion.)
Stand on one foot. (good for vestibular/balance system also core strengthening)
Infinity Sign in the air. (Crosses midline. Helps integrate both brain hemisphers.)
Infinity Sigon a white board
Each hand draws a circle, same direction, then opposite direction.
Each hand draws a circle, one hand, goes faster (differentiation and integration of both arms and hands.)
Write letters in the air
Write your name in the air.
Put an Imaginary Pencil on different parts of the body. Write your name.(Intergating fine and gross motor skills. Taking know patterns and extending them to other areas.)

Glitches:

Students will not move with you

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Students movements are random, or quite different from what you are doing.

Needs Met:

Safety moving as part of the group, and being mirrored.
Novelty by trying out new movements (sounds)
Significance by having your movement acknowledged by the group

Neuroscience and Psycho-physiology Basis:

Move students from the 'Me System" and "Deal the System" to the "Salience Feel System". Network Balance Model

Metaphor to Explore:

Theme is how do you prepare yourself to do something?
How do you get into the right state?

Extensions:

Hand Isolations