Program Manual
4th Edition
By Lisa Flynn
ChildLightYoga® /Yoga4Classrooms®
53 Washington Street, Suite LL100, Dover, NH 03820
603-343-4116
www.childlightyoga.com / www.yoga4classrooms.com
Digital and print version of this material is copyright protected.
Do not share or duplicate.
Yoga 4 Classrooms®
Professional Development Workshop Participant Contract
Participation in a Yoga 4 Classrooms Professional Development Workshop
signifies acceptance of the terms herein.
By accessing and downloading these materials you are agreeing to these terms.
In consideration of being permitted to participate in the Yoga 4 Classrooms ® Professional Development
Workshop I assume full responsibility for any risks, injuries or damages, known or unknown, which might
incur as a result of my participation. I release and agree to indemnify and hold harmless Yoga 4
Classrooms® LLC, ChildLight Yoga® LLC, the host studio/training location and their representatives,
officers, agents and directors from any and all losses and claims, even if arising from their negligence, to
the fullest extent permitted by law. It is expressly agreed that all use of the facilities and premises
(including but not limited to stairs, parking areas, walkways) shall be undertaken at my own sole risk.
I may occasionally be photographed while participating in a Yoga 4 Classrooms® Professional
Development Workshop. The photographs are the property of Yoga 4 Classrooms® and ChildLight Yoga®
and no compensation will be given to me if these photos are used by Yoga 4 Classrooms® and ChildLight
Yoga® for promotional or educational purposes. If I do not want my photograph taken, it is my
responsibility to let the photographer know.
I understand that all conversations, stories and experiences shared by other workshop participants and
instructors are confidential and should be viewed as part of the workshop experience. I agree to respect the
privacy of all participants and will refrain from repeating verbally or in writing, any personal or identifying
information shared during the workshop.
I understand that I have permission to download and print ONE copy of the Yoga 4 Classrooms ®
Program Manual and Note-Taking Guide for my personal use as a paid participant of the workshop.
As well, I fully understand the downloads, Yoga 4 Classrooms® Card Deck, Website, and other
materials are the intellectual property of ChildLight Yoga, LLC and Yoga 4 Classrooms, LLC,
created by Lisa Flynn, are protected and copyrighted. I agree not to share, reproduce duplicate or
modify in any way or form without express written permission from Lisa Flynn, creator of
ChildLight Yoga®, LLC and Yoga 4 Classrooms®, LLC.
I understand that the Yoga 4 Classrooms® name and logo are registered trademarks and service marks
protected under New Hampshire and Federal and international laws from the United States Patent and
Trademark Office (USPTO). The right to use the name, logo, class descriptions, photos, and other
information and materials provided by ChildLight Yoga® / Yoga 4 Classrooms®, or found on their
respective websites are reserved for Licensed Yoga 4 Classrooms ® Consultants/Trainers, Yoga 4
Classrooms® IMPLEMENT Leaders (formerly called ‘Schoolsite Leaders’), or others who have been
granted permission, in writing, by Lisa Flynn, creator of ChildLight Yoga®, LLC and Yoga 4 Classrooms®,
LLC.
I understand the purpose of this one-day workshop is to inspire me to share Yoga 4 Classrooms ® tools and
activities in my own classroom. I fully understand that attendance at this workshop in no way qualifies me,
or gives me the legal right to conduct workshops, trainings or certification programs using Yoga 4
Classrooms® materials without further training with and consent from Lisa Flynn, creator of ChildLight
Yoga®, LLC and Yoga 4 Classrooms®, LLC.
I understand I have a number of continuing education options should I be interested in sharing Yoga 4
Classrooms® outside of my own classroom (or otherwise approved location where I currently work with
children). These include:
2010 Yoga 4 Classrooms®

Yoga 4 Classrooms® IMPLEMENT Leader Training. This 3.5 day advanced training intensive for
school-based-teams and individual school professionals such as school counselors, health
educators, occupational therapists, school psychologists, classroom teachers, administrators, who
have a keen interest in leading the charge in implementing the Yoga 4 Classrooms program
schoolwide. Yoga 4 Classrooms® IMPLEMENT Leaders are qualified to lead program
implementation in their school which includes sharing the Yoga 4 Classrooms ® Professional
Development Workshop, Classroom Curriculum, and other aspects of the program with their own
school staff and students as part of their position at the school (not for additional profit). See
website for details.

A generalized training for children's yoga teachers interested in bringing yoga to schools through
our affiliate, ChildLight Yoga®; or

A more advanced, in depth opportunity for highly qualified candidates to join our team as a
contracted consultant. Specifically, we are seeking those who not only have a keen understanding
of yoga, mindfulness, and SEL, but also have experience working in a school setting either as an
educator, therapeutic professional, counselor or administrator, as well as experience with
presenting, training or consulting. A solid background as a trained ChildLight Yoga® instructor
and experience using the Yoga 4 Classrooms® program, curriculum and resources are preferred.
2010 Yoga 4 Classrooms®
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
1
INTRODUCTION
Background
What is Yoga?
The Yoga Lifestyle
Myths About Yoga
Yoga & Religion
Yoga & Nutrition
Yoga & Physical Fitness and Flexibility
Yoga & Meditation
How Does Yoga Work?
Benefits of Yoga
Yoga for Children
Yoga in the Classroom
2
3
5
5
6
6
6
7
8
8
9
10
11
YOGA 4 CLASSROOMS OVERVIEW
Program Summary
Foundational Beliefs
Mission
Program Goals
Program Objectives
Educational Standards Alignment
What Teachers are Saying about Yoga 4 Classrooms
What Students are Saying about Yoga 4 Classrooms
What Parents are Saying about Yoga 4 Classrooms
13
14
15
15
16
16
17
18
20
21
USING YOGA 4 CLASSROOMS
How to Use This Guide
Empowering Your Students
Idea #1 – Create Your Own Y4C Activity
Idea #2 – Plan a Y4C Sequence
When to Take a Yoga 4 Classrooms Break
Music and Other Helpful Tools
Music
Other Helpful Tools
Monitoring the Impact of the Program
Outcome Tallies – Book
22
23
25
25
25
26
26
27
27
27
27
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Outcome Tallies – Wall
28
LET’S BREATHE
Let’s Breathe
29
30
AT YOUR DESK
At Your Desk
Stand Strong
31
32
34
LOOSEN UP
Loosen Up
35
36
IMAGINATION VACATION
Imagination Vacation
37
38
BE WELL
Be Well
39
40
SUGGESTED SEQUENCES
Morning Meeting Sequences
Take a Break Sequences
Transition Sequences
Pre-Writing & Writing Break Sequences
Pre-Testing & Testing Break Sequences
Calm / Focus Sequences
Mood / Energy Shift Sequences
Close of Day Sequences
41
42
43
44
45
46
47
48
49
APPENDIX
Supporting Peer-Reviewed Research
Yoga in Schools/Classrooms
Additional Relevant Research
Mindfulness in Schools/Classrooms
Yoga and Mindfulness Effects on Stress in Children
Yoga and Mindfulness for Special Needs Children
Yoga and Learning
Related Articles
Stress in Children
Yoga in the Schools/Classrooms
Yoga and Learning
Mindfulness in the Schools/Classrooms
Power of Visual Imagery/Visualization for Children
50
51
51
52
53
55
57
58
59
59
59
60
61
61
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Music and Learning
Nature and Stress Management
Supporting Websites
Resources
Reference Books
Books for Classroom Use
Music Suggestions
Relaxation/Visualization CDs
DVDs / Videos
Cards, Kits, Games & Other Helpful Items
Vendor Recommendations
Useful Websites
Continuing Education
62
62
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63
63
64
67
68
68
68
69
70
70
ABOUT THE AUTHOR
72
CONTACT US
74
JOIN OUR COMMUNITY
74
2010 Yoga 4 Classrooms®
Namaste. (I honor you.)
To ChildLight Yoga Instructors Sharon Trull, M.S., CTRS, E-RYT, CRYT, Heather
Warr, M.S., CCC/SLP, RYT, and Lisa Burk-McCoy, E-RYT, for their passionate
commitment and many contributions to this program: teaching, extensive research,
editing and writing.
To Danielle Day, Ph.D., RYT, and her team at the University of Massachusetts – Lowell,
for their assistance with the development of the Y4C data collection methodology.
To all of my yoga teachers, particularly Julie Rost, Carrie Tyler and Robert Butera, Ph.D.
To Yoga Ed., the first program in the U.S. to bring yoga education into schools, for
providing the foundation for this program.
To Charlotte Reznick, PhD, author of The Power of Your Child’s Imagination, for writing
an inspiring book on how kids can access the power of their imaginations for healing,
growth, learning, change, and peak performance.
To the amazing Y4C student models: Connor Caverly, Maria Christiansen, Bridget
Flynn, Brooke Flynn, Jack Flynn, Ethan Martin, Olivia Martin, and Jack Sarszynski.
To my family. Thank you for your patience, love and support. You are my best teachers.
A very special note of gratitude to Principal Vicki Stewart, and the students and staff of
Central Elementary School in South Berwick, Maine, for welcoming us into their
classrooms. Their feedback and encouragement during the 3-year pilot program were the
inspiration to continue on to create this guide such that other school communities might
benefit from Yoga 4 Classrooms®.
Disclaimer
Although we have made every effort
to ensure that the activities presented
in this guide are safe, please practice
only the activities that you deem
comfortable and appropriate for you,
your students and your classroom.
The author, contributors and
distributors of this guide disclaim any
liability in connection with the
activities and advice herein.
Copyright Notice – 4th Edition
Text copyright ©2010 by Yoga 4 Classrooms®
Photographs copyright ©2010 and ©2011 by Yoga 4 Classrooms®
Art and images used with permission.
All rights reserved.
2010 Yoga 4 Classrooms®
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INTRODUCTION
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Background
Do you remember playing outside when you
were a kid? Having pick-up games of
kickball or softball? Playing make-believe
in the field or forest? Walking or biking by
yourself to a friend’s or relative’s house
across town? Do you remember sitting
down to dinner with your family? Playing
board games together? Having to find and
create something to do, all by yourself? Do
you remember these things being daily
events? I do! And although our
backgrounds and upbringing were not exactly the same, I don’t think anyone would argue
that our children are living in a very different age today.
With such significant changes in the way we live, our levels of stress and anxiety have
skyrocketed. Demanding days of school, over-scheduled extracurricular activities,
competitive sports, and ever-increasing homework in an age of “No Child Left Behind”
have replaced most opportunities for natural antidotes to stress like unstructured free
play. Add to that over-processed foods, inappropriate child-directed media and an
increasingly technological world. Phew! With few coping mechanisms for managing all
that is coming in, children’s minds and bodies can be easily become overwhelmed. Not
surprisingly, ever increasing numbers of children are being diagnosed with anxiety, anger
issues and attention disorders.
Over the past 25 years, much has been written about stress and its negative effects on
adult health. However, it has not been until last 10 years or so that attention in the field
of stress research has been directed toward children. Published articles, books and other
materials related to stress in children have seemingly tripled in the last two years alone.
Reported symptoms of a stressed child may include night terrors, hyperactivity, lethargy,
fearfulness, headaches, bed-wetting and emotional problems such as overeating, low selfesteem, lack of compassion, anger, and perhaps even violence. In addition, numerous
studies have illustrated how children are unable to focus and learn when their bodies and
minds are in a stressed state.
My own son, Jack, was diagnosed with Sensory Processing Disorder and Attention
Deficit Disorder when he was 6 years old. The irony that his mother teaches yoga and
relaxation to children has not escaped me. We yogis are apparently not exempt from
having children with attention issues (an exaggerated inability to be present). But, I like
to think Jack was born to me because I am a children's yoga instructor. And, in so many
ways, on so many levels, he is my teacher as well. He has helped to inspire this work to a
deeper and more personal level.
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I have seen firsthand the negative
effects of too much TV or computer
time versus outdoor, creative play:
general crankiness, desire for
constant entertainment, focus and
attention issues, hyperactivity or
lethargy, anxiety, and inappropriate
behavior. For my son, and for so
many other children, a predisposition
to anxiety and trouble focusing is
only exaggerated by our current
culture. However, all children can be
negatively affected by stress, particularly as it relates to being successful in school.
No child wants to feel uncomfortable, cranky or anxious, or to get in trouble because of
hyperactive behavior. Children are intrinsically joyful, peaceful, and compassionate. But
as the distractions of the external world increase, it can become challenging for many
children to connect with their authentic, peaceful selves. In fact, it is my belief, and one
of the cornerstones of the Yoga 4 Classrooms program, that without having the time and
space for reflection and connection, children (and adults) can forget that they have the
ability to do so at all.
To be successful, creative learners and compassionate, respectful and self-aware human
beings, children must be given opportunities to draw their awareness back away from
what can sometimes be an overwhelming, chaotic world. In doing so, children are
brought into the present moment, a place where they can pause, truly hear and feel, reflect
and learn. A few deep breaths, physical movement or stretching to reconnect the
body/mind, opportunities to connect and share with our class community, and moments
for quiet introspection, are a quick and easy way to reset the nervous system to calm and
focus. It is also in this place that children develop the ability to know, understand and
appreciate their true nature. Children can be empowered to go within and know the gifts
of inner wisdom: confidence, joy, compassion and contentedness.
But, how can we provide opportunities for introspection and self-discovery, which
ultimately support the development of compassionate, learning-ready children in an
already time-crunched school day? The intention of this program is to provide you, the
classroom teachers, school counselors, and other school professionals and
paraprofessionals, the means to quickly, easily and effectively bring these opportunities
to the children in your care. I hope you will try the activities for yourself as well, as the
activities can benefit all who use them. Your students deserve to feel and be at their best,
and so do you!
I look forward to hearing about your stories and experiences with the program.
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What is Yoga?
Yoga is a 5,000 year-old scientific system designed to empower health, happiness, and
greater sense of self. Originating in ancient India, Yoga is one of the longest surviving
practices of holistic healthcare in the world. It has been passed down through the
generations and is now practiced worldwide by all cultures and religions. First
introduced in America in the late 1800's, yoga is thriving today. Some believe this is
because, as a society, we are realizing that being disconnected from our inner self does
not feel good and is in fact, downright unhealthy. More and more of us are finding that
the ancient practice of yoga can be an effective antidote to our frazzled culture.
Widely acknowledged for its vast effects on mental and physical health, scientific
research has now validated what ancient yogis learned, through personal observation,
many thousand years ago.
Translated from Sanskrit, yoga means ‘to yoke’ or ‘to unite.’ It’s all about the
connection between the body, mind and spirit. Through various postures and breathing,
bones are brought into alignment and muscles are strengthened, stretched and relaxed.
This process oxygenates the blood helping to tone the nervous system, improve
circulation, promote flexibility and release tension. Doing yoga-based stretches and
balancing postures while focusing on the breath requires mental and physical energy,
bringing the physical body into balance with the spiritual mind. It requires a connection
to one’s inner self. Continued practice supports and develops this connection,
counteracting the effects of stress and eventually bringing us to a more centered place – a
place where we are ‘yoked’, body & mind – integrated, focused and relaxed. Our ability
to manage our emotions and reactions, our ability to focus and concentrate, and our
ability to calm and center ourselves as needed, is significantly improved. In this
improved state of balance, we are better able to tap into our innate joy, love and peace –
for ourselves, others and the world as a whole. It is this state of connectedness, from the
inside out, that is the essence of yoga.
The Yoga Lifestyle
It is fun and beneficial to learn yoga’s physical asanas, or poses, but of course yoga is
much broader than that. It is a way of living – from the time we get up in the morning
until we go to bed at night. The yamas and niyamas, or yoga’s values and good habits,
are universal principles providing us with tools for living a life of purity in body and
mind. Yoga postures provide us an opportunity to purify our physical bodies through
stretching, strengthening and balance work. Breath exercises prepare the body and mind
for mindfulness and meditation. Meditative practices quiet and purify the mind.
With children, we may start with yoga poses, breath exercises and other mindfulness
building activities to settle the mind, in combination with some discussion and reflection
on yoga principles such as honesty, non-violence and cleanliness (such as eating
nutritious foods). All of these components work synergistically to help children achieve
a more peaceful existence in both body and mind.
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With practice, yoga gives us an opportunity to find the peace within us and to develop the
ability to stay in that peaceful place, to be less reactive and more content, regardless of
what takes place around us. This is the gift of yoga.
Myths About Yoga
There are many misconceptions about the yoga lifestyle, especially in our western
culture. You may have heard some of these or wondered about them yourself:




Yoga is a religion or a religious practice. Example: You have to have Buddhist
beliefs to practice yoga.
You must be a vegetarian or eat all raw foods to be a yogi.
You need to be super flexible and in shape to practice yoga.
To meditate, you need to chant “ommm” for hours in a quiet room.
None of the above is true, of course!
Yoga & Religion
Yoga is not a religion. It supports and enhances all cultural, racial and religious
backgrounds. Yoga embraces and respects any search for spiritual truth. Yoga is a
method of living that can be applied to any belief system or no particular belief system.
The yogic guidelines for living (yamas and niyamas) such as non-violence and honesty
are universal principles. Anyone of any faith or background can practice yoga and gain
its benefits.
Jodi Komitor, author of Idiots Guide to Yoga with Kids (pg. 46) describes it in terms of
yoga for children. She states,
“Rather than enforcing a doctrine, yoga instead gives kids a tool for spiritual
exploration. Kids may have big questions and yoga doesn’t seek to answer those
questions. That is the parents’ job, or the job of your religion. Yoga simply
encourages kids to find their own spiritual identity. What a wonderful gift for a
child!”
Yoga & Nutrition
Yoga philosophy does not require that you be a vegetarian. However, it does encourage
peaceful living and non-violence, and for some this can eventually lead to vegetarianism,
but it is not required that you become a vegetarian to practice yoga!
Food has an effect on the body, and therefore there is truth in the saying, “You are what
you eat.” This is especially important to note in regards to what children are eating while
they are trying to learn. For example, a child who has just eaten a processed food item,
filled with sugar and additives, or a soda pop, will have done himself a disservice in
terms of having the physiological ability to quiet his mind and body for optimal learning.
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This may seem obvious, but did you know that old or preserved foods with little
nutritional value will actually zap your energy? Imagine the energy level of a child who
eats processed, packaged chicken tenders and instant potatoes for dinner, followed by a
sugar-laden, chemically sweetened and colored cereal in the morning, and a squeezable
yogurt for mid-morning snack. Then, he eats the school lunch, which unfortunately is
more of the same types of “foods.” At first glance, these foods are harmless and could
even be construed as balanced as they often meet nutritional the requirements of the
USDA. But not one of these foods are ‘living,’ nor do they provide vital nutrients and
enzymes necessary for optimal body and brain function.
From a yogic standpoint, most foods can be categorized as either balancing (sattvic),
stimulating/agitating (rajasic), or dulling/energy-draining (tamasic).
Essentially, there are three main goals to healthy eating from a yoga perspective (and the
perspective of the general wellness community):
1)
2)
3)
As much as possible, avoid sugar, caffeine, and saturated fat. These would be
found in foods like coffee, soft drinks, red meats, packaged snacks, most refined
food products, etc. These are the stimulating, or rajasic, foods.
As much as possible, avoid artificial coloring and preservatives and food that is
not fresh. These are the energy-zapping, tamasic foods.
As much as possible, do eat whole, fresh foods. Those are foods grown from the
earth or taken from the animal (milk, etc.) and are still relatively intact. If
possible, organic, local food choices are best as the vitamin, mineral and enzyme
content is maximized while the potential chemical contamination is minimized.
These are the balancing, centering, energizing, or sattvic, foods.
Many claim that the “90/10” rule works pretty well, as it allows for some flexibility. This
is having the goal of eating mostly whole, fresh, sattvic foods about 90% of the time,
while allowing for an occasional treat the other 10% of the time.
Yoga & Physical Fitness and Flexibility
Asanas, or physical yoga postures, are the focus of just one of the eight limbs of yoga, yet
it is probably the most recognized aspect of yoga in our western culture. When people
say, “I can’t do yoga because I’m too inflexible,” I remind them, “If you can breathe,
you can do yoga.” Our individual yoga practices will vary based on our unique physical
abilities, but we can all do yoga nonetheless.
Personally, I cannot tilt my head without going into a vertigo (severe dizziness) episode,
not to mention serious pain, due to chronic arthritis in my neck. So, after injuring myself
more than a few times, a very wise yoga instructor pointed out that I was not listening to
my own body. It was true – I was more concerned with keeping up with the rest of the
class rather than doing my yoga, the yoga that was right for me. After that, I stopped
attempting Fish or Plow pose and am now very careful to lengthen my neck and spine,
instead of cranking my neck back, when coming into Upward Facing Dog. I opt to do the
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modifications for many poses to protect my delicate neck. As an instructor, I often
choose to skip the poses I find most difficult to demonstrate, choose to do the
modification, or have an advanced student demonstrate the pose for me. And it’s okay!
There is chair yoga, beginner yoga, wheelchair yoga, yoga for the bed-ridden, yoga for
sports injuries, prenatal yoga, a variety of special needs, and the list goes on. Each
person’s individual yoga practice is the perfect practice for him/her, and there are
acceptable modifications for just about every pose. Yoga is for everybody!
(Instructor Note: If someone is known to have a specific medical condition, a doctor
should be consulted before involving that person, adult or child, in any type of yoga
practice.)
Yoga & Meditation
Meditation is the process of bringing the mind to stillness. It sounds easy enough, but if
you’ve tried it, you know it is not quite as simple as it sounds. Our ‘monkey minds’ tend
to be quite active and our attention darts here and there. As such, there are several types
of meditation recommended to help us to train our bodies and minds to come to stillness,
to be brought into the present moment. One of these methods is chanting a mantra, such
as ‘Om’ (A-U-M). This is the media’s favorite depiction of meditation which is why it is
probably the most recognized. For some people, using a mantra or repeated phrase as a
point of focus, as they sit in silence with their eyes closed, can be an effective way to
quiet the mind. However, it’s not for everyone, and may not be deemed appropriate in an
academic setting. Luckily, there are other meditation types from which to choose, and
several are presented in this guide.
Focusing on the breath, a visual image, or phrase, or a concept are other ways to slow
thoughts and quiet the mind. Different personality types may be drawn to different types
of meditation. There is no one form superior to another. In fact, focusing on just about
anything can help to quiet our mind and bring our awareness into the present moment.
Allowing children some time for stillness can have a wonderful effect on the mind and
body. Through quieter focusing and mindfulness exercises and activities, moments of
silence, time for relaxation, creative visualization and other calming activities, children
are given the opportunity to practice subtle forms of meditation. My experience is that
once children have found a place of stillness within themselves, becoming more mindful
and present through these exercises, they want to return to that place more and more.
Over time, children often begin to practice the activities on their own, without teacher
assistance.
How Does Yoga Work?
The science of yoga is fairly simple. When we’re frustrated, rushed, anxious, angry, sad,
etc., our bodies respond by producing stress hormones, namely adrenaline and cortisol.
This causes our heart rate to speed up, our breathing to become shallow, and our neck and
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back muscles to tighten. Blood gets diverted away from the brain and organs to the large
muscles of the body (the ‘take off and run’ muscles). Our eye muscles expand to an
extent that they literally cannot focus. These responses to stress are necessary if we’re in
serious danger and need to fight or flee a situation…but, most of the time we do not.
With no outlet for these built up hormones, we can become chronically stressed. Chronic
stress, of course, is the cause of countless numbers of health problems, diseases and
disorders.
To counteract stress, adults might choose to go for a run (if they have time/good weather,
etc), have a massage (if they have the money/time, etc.), or drink a glass of wine or two
(not the best solution for some). But what do children do with their stress? Where are
their outlets? They have even fewer constructive mechanisms to cope with stress than we
do.
The good news is that yoga overrides the stress response, short-circuiting the flight or
flight hormones. When we do yoga, we develop mental and physical focus, strength,
balance, flexibility and overall health. When we are focused and balanced, everything
else becomes easier – from concentrating and learning, to sleeping, to making better
decisions and being less reactive. Yoga facilitates connection. We become more selfaware as we grow our ability to self-regulate. And as we grow these abilities, we
naturally become more compassionate towards ourselves, others and the environment.
Benefits of Yoga
The following are just some of the recognized benefits of yoga for children (and adults):
Body

Assists neuromuscular-development

Promotes development of the vestibular system

Encourages midline crossing motions; motor development on both sides of the
body

Develops a strong and flexible body

Increases balance, body awareness and coordination

Improves posture and alignment

Develops core strength, essential for good posture and correct physical alignment

Reduces injuries and improves performance

Improves digestion, circulation and elimination

Strengthens the immune system

Relaxes the body, promoting better sleep
Mind




Calms and clears the mind, bringing us into the present moment
Relieves tension and stress
Increases concentration, focus and attention span
Promotes thinking and memory
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
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


Spirit






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Stimulates auditory processing and responsiveness
Expands imagination and creativity
Improves ability to be less reactive; more mindful of thoughts, words and actions
Reduces stress and anxiety
Balances energy (high or low)
Builds confidence and self-esteem
Supports character development and emotional intelligence
Enhances team skills and social interaction
Develops discipline and self-control
Supports individuality and self-expression
Encourages social and environmental awareness and responsibility
Supports a sense of universal connectedness
Inspires respect for self and others
Overall

Improves mind/body connection

Encourages a fit and healthy lifestyle

Promotes an overall sense of well-being
Yoga helps children see the beauty and light within themselves, thereby boosting their
self-confidence, allowing them to feel more comfortable with their bodies, and helping
them get in touch with who they are inside. A child who learns yoga, mindfulness and
relaxation will be developing essential skills for a lifetime of health and wellness in mind,
body and spirit.
Yoga for Children
Yoga can be done anywhere, from the classroom, to the boardroom, to lying down in bed.
It’s also easy, low cost, and anyone can do it. It’s preventative medicine ‘on the fly.’
The subjective benefits of yoga-based practices reported by practitioners and
professionals alike are well known, however, carefully-controlled scientific research on
these benefits is limited, especially in children. Nevertheless, with esteemed researchers
and an abundance of preliminary data in place, the yoga research field as a whole is
bound to achieve its mission of moving yoga from being perceived as anecdotally
beneficial to being accepted as scientifically valid and to disseminating information about
its effectiveness.
Recent scientific reviews highlight the potential benefits of yoga for children:


Improve attention and emotional control
Management of chronic illness
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



Functioning of prefrontal cortex, including the ability to plan and execute
complex functions
Influence neurotransmitter function
Improve strength and flexibility of muscles while increasing circulation, uptake of
oxygen, and functioning of hormones
Parasympathetic nervous system may become more dominant and stabilize the
autonomic nervous system to enhance resistance to the effects of stress
Overwhelmingly, research shows that children who regularly practice yoga and
mindfulness are better able to regulate their emotions, manage stress and calm
themselves. They may also choose better foods to eat and engage in more physical
activity than children who do not. The studies also illustrate that centered, calm and
focused children learn more easily, have better social skills and, in general, are much
happier kids.
Research also suggests that when behaviors are sustained over time, they become part of
the brain’s permanent neurological wiring. This is called neuroplasticity – meaning that
the brain is malleable, or capable of change. Each time we perform a new action, the
neurons in our brains form new connections to help us learn and remember that action.
With consistency, these actions and thought patterns become habits. We’ve all heard the
old axiom “you are what you eat;” neuroplasticity means “you are what you do.”
Consistently repeating positive behaviors, movements and thought patterns, such as
introduced in Yoga 4 Classrooms, can literally help to rewire the way our bodies and
brains behave, ultimately leading to positive life habits. What a gift for our children.
Yoga in the Classroom
In France, South America, India, Italy,
and other countries where
social/emotional learning is deemed as
crucial as academia, yoga has been part
of the school curriculum for over 25
years. Following many years of an
increasing focus on results over process,
and encouraged perhaps, by the
overwhelming pressures of the “No
Child Left Behind Act,” the pendulum of American education is now swinging in a
similar direction. Anti-bullying, health and wellness, and character education are
common themes in American schools today, all focusing on educating the whole child,
mind, body and spirit. Yoga, by nature, supports this learning.
Increasing evidence supporting the efficacy of yoga for children created a basis for
special yoga-based programs within schools which:
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Address stress and anxiety by treating the body and mind
Place emphasis on individual abilities rather than competition
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Provide non-threatening and gentle method to increase physical fitness and
enhance health and well-being
The following are some of the benefits of yoga to support the education of the whole
child, thus maximizing the learning process:
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Provides students healthy ways to express and balance their emotions
Promotes a more relaxed, comfortable state of being – the perfect state for
teaching and learning
Brings students into the present moment – the most basic requirement for learning
Encourages community and connectedness within the classroom
Helps to create an atmosphere of confidence, enthusiasm and non-competitiveness
where everyone can succeed
Provides opportunities for beneficial motor breaks throughout the day
Eases anxiety and tension (such as pre-test or performance jitters)
Enhances focus, concentration, comprehension and memory
Provides opportunities for reflection, patience and insight, reducing impulsivity
and reactivity
Supports social and emotional learning
Improves listening skills
Wakes up sluggish minds and creativity as needed
Enhances organizational and communication skills
Improves posture, assisting students to sit comfortably for long periods
Enhances motor skills and balance
Improves mind/body awareness and connection
Improves confidence and self-esteem
Encourages respect for oneself and others
Creates a calm, harmonious classroom
Increasing numbers of teachers, counselors and administrators are recognizing yoga,
breath awareness and mindfulness activities as being beneficial to their students’ (and
their own!) mental health and well-being, and to the learning environment in general. As
yoga offers a non-competitive alternative to sports, it’s also becoming part of many
physical education curricula and after school enrichment offerings.
Though there are several worthy programs available, none are entirely suitable for the
classroom environment and/or there is too much emphasis on yoga stretching and too
little on addressing the whole child: social, emotional and physical.
Yoga 4 Classrooms was developed to fill in the gaps, and simply and practically address
the needs communicated by teachers, administrators, parents, and the students
themselves.
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Yoga 4 Classrooms
OVERVIEW
2010 Yoga 4 Classrooms®
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Program Summary
As Founder of ChildLight Yoga and Yoga 4 Classrooms, I have had the privilege to share
yoga with literally thousands of children and families in yoga studios, gyms, community
centers, and schools. Trained in part by Yoga Ed.® (www.yogaed.com), a nationallyrecognized company focused on bringing the benefits of yoga into schools, I was inspired
and challenged by the classroom teachers I encountered to create a program specifically
designed for the classroom environment. There was no such program in existence, so
after almost three years of research, development and test piloting at a local school, Yoga
4 Classrooms was born.
Science has shown, and educators have experienced first-hand, that when children are
anxious, frustrated or stressed, it is nearly impossible for them to learn. It is only from a
relaxed, calm and present state of mind and body that our children can be psychologically
and physiologically learning-ready. Right now, more than ever before, teachers and
counselors everywhere are searching for a means to this end.
Yoga 4 Classrooms is a research-based, low-cost, simple, effective and sustainable tool
designed for classrooms, which facilitates students’ physical, mental, emotional and
social personal growth. Yoga 4 Classrooms is anchored in well-validated evidence-based
classroom pedagogies, developmental science, cross-sectional research in cognitive
affective neuroscience, tenets of positive psychology and secular contemplative practices.
Through the use of Yoga 4 Classrooms activities, teachers can provide their students with
opportunities to grow physically, mentally, emotionally and spiritually. This, in turn, will
help them to connect with themselves and others with compassion, understanding and
clarity. The activities promote self-awareness, self-acceptance and self-confidence – the
foundations of exceptional learning and a lifetime of health and wellness.
The Y4Ccurriculum is focused on social, emotional, and attentional self-regulating
strategies and skills, grounded in mindfulness and yogic practices and developed to
systematically cultivate well-being, resilience and lifelong learning.
Y4Cfeatures 67 yoga and mindfulness-based activities, divided into six categories: Let’s
Breathe, At Your Desk, Stand Strong, Loosen Up, Imagination Vacation, and Be Well.
Each activity includes illustrated instructions, discussion points, sub-activities, and
educational tie-ins, for a total of more than 200 beneficial classroom practices.
The activities were specially chosen for their suitability for the typical classroom space
and schedule and can be simple and sustainably implemented in a variety of contexts.
That means all activities can be done standing beside or sitting at desks, while bodies
remain off the floor, away from dirt, germs and chemicals. Y4Cincludes a mix of yoga
postures, brain boosting movements, breath exercises, visualizations, mindfulness
activities, creative movement and community-building games. Wellness, positive
psychology and character-building discussion points such as the power of positive
thinking, nutrition, and being a peacemaker, address the whole child – physical, social
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and emotional, while improving learning-readiness – making this the most
comprehensive program of its kind.
Yoga 4 Classrooms is easy for teachers and students to use, and helps to create a more
harmonious, learning-friendly school day. And its benefits go well beyond the classroom.
Y4Cprovides children with important skills they can use in and out of the classroom for
lifelong health and well-being. Absolutely anyone can use and benefit from the Y4C
program – teachers, students, parents, therapists.
Y4C is self-sustaining as teachers continue to use the program with future groups of
students, while the concepts are reinforced as students move up through the grades of the
school. Once implemented, Y4Chas the potential to positively impact overall school
culture – that includes current and future students, teachers and other staff members, and
even parents/families.
Though there are several worthy programs available, none are entirely suitable for the
classroom environment and/or there is too much emphasis on yoga stretching and too
little on addressing the whole child: social, emotional and physical. Y4Cwas developed to
fill in the gaps, and simply and practically address the needs communicated by teachers,
administrators and parents.
Foundational Beliefs
Many of the foundational ideas behind the Yoga 4 Classrooms program can be credited to
the Yoga Ed. training and background of the author:
1)
2)
3)
4)
5)
6)
7)
8)
Each and every person is a whole, unique and precious being, deserving of
understanding and respect.
We are always doing the best that our current awareness and abilities allow.
We are continuously growing and learning.
We are all connected to a greater community; our actions make a difference and
impact others.
We are responsible for our own lives. We can maintain a lifetime of health and
wellness through the pursuit of self-knowledge, self-management and self-care.
Educators and educational institutions are creators and facilitators of safe and
stimulating environments in which experiential learning can take place for each
and every individual.
Yoga provided therapeutic benefits for children.
Healthy kids make better, happier students.
Mission
The mission of Yoga 4 Classrooms is to transform educational environments through
yoga-based wellness training and support. We empower students and educators to create
positive, peaceful, productive classrooms that support exceptional learning and a lifetime
of health and wellness.
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Program Goals
The goal of Y4C is to create peaceful, learning-ready, productive classroom environment
through the systematic use of preventive mind-body tools grounded in yoga and
mindfulness practices. Y4C provides the school with an easy-to-use, cost-effective,
sustainable solution to improve students’ focus and readiness to learn, while positively
transforming the school culture.
Program Objectives
The Yoga 4 Classrooms program was developed to meet several objectives involving all
stakeholders in the school environment:
Educators / Counselors:
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To learn and utilize simple tools that support classroom, school and district
educational and wellness objectives
To create a calm, harmonious classroom
To offer students healthy ways to express and balance their emotions
To promote a more relaxed, comfortable state of being – the perfect state for
teaching and learning
To bring students into the present moment – the most basic requirement for
learning
To encourage community and connectedness among and within the students
themselves
To create an atmosphere of confidence, enthusiasm and non-competitiveness
where everyone can succeed
To empower students to support their own health and well-being – in and out of
the classroom
To be inspired to focus on his/her own health and wellness through the process of
education and modeling of the Y4Cactivities with their students
To use their own creativity to adapt the program as needed, and to utilize the
many resources provided for further knowledge and expansion
To have the ability to monitor the impact of the program, as desired
Students:
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To have opportunities for beneficial motor breaks throughout the day
To ease anxiety and tension (such as pre-test or performance jitters)
To enhance focus, concentration, comprehension and memory
To have opportunities for reflection, patience and insight, reducing impulsivity
and reactivity
To engage in character building activities that support social and emotional
intelligence
To improve listening skills
To wake up sluggish minds and creativity as needed
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To enhance organizational and communication skills
To improve posture, writing muscles while preparing to sit comfortably
To enhance motor skills and balance
To improve mind/body awareness and connection
To improve confidence and self-esteem
To gain improved respect for oneself and others
To gain understanding of, and ability to integrate wellness concepts such as
healthy eating, positive thinking and having gratitude, which ultimately support
health of the whole child
To develop the ability to tie-in the concepts learned to daily life in and out of the
classroom
Schools:
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To support the physical and emotional health and wellness of students and school
staff
To support a school culture that promotes respect for others, the self and the
environment
To support bullying prevention education
To support co-curricular objectives including literacy, math, social studies,
science, art, music, and health and physical education
To support social interaction, team-building and a sense of community within the
student body and teaching staff
To create a school culture where everyone shares a common “language of
wellness,” creating a sense of community and harmony within the school. For
example, “When we feel anxious, we practice Balloon Breathing to help calm and
center ourselves.”
To provide long-term program sustainability. Once implemented, Yoga 4
Classrooms is self-sustained as teachers continue to use the program with future
groups of students, while the concepts are reinforced as students move up through
the grades of the school
To have the ability to monitor the impact of the program, as desired
Educational Standards Alignment
Yoga 4 Classrooms is an evidence-based curriculum that is designed to help teachers and
schools meet their objectives. The Y4C program supports goals for academic progress,
health and fitness, and a healthy school environment through alignment with national
educational standards.
Yoga 4 Classrooms meets national standards for health and fitness education, including
National Association for Sport and Physical Education (NASPE) standards and the
CDC's National Health Education Standards (NHES). Healthy students lead to healthy
school performance. Yoga 4 Classrooms is designed to support physical fitness
objectives; to provide children with information and skills to make and sustain healthy
2010 Yoga 4 Classrooms®
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lifestyle choices; to teach strategies to improve student attentiveness and reduce anxiety;
and to foster a healthy social environment within classrooms and schools – all of which
better enable schools to meet their academic objectives. For more information about how
we meet these standards and to review health and fitness-related performance outcomes
of the Yoga 4 Classrooms curriculum, please visit our website
www.yoga4classrooms.com
The Yoga 4 Classrooms program supports schools in meeting National School Climate
Standards. A positive, safe and supportive school environment is critical to students’
social, emotional and academic development. Yoga 4 Classrooms engages students in
community-building and conflict-resolution skills in order to reduce incidents of physical
violence and bullying, create a cooperative and supportive classroom environment, and
enhance overall student performance.
Y4C facilitates learning readiness, which can improve student achievement in core
learning as espoused by the Common Core State Standards Initiative and other state and
national curriculum standards. By addressing the issues that impede an educators’ ability
to educate – inattention, anxiety, social conflict and poor physical health – students
become physically and emotionally receptive to learning. Yoga 4 Classrooms is
committed to helping students become successful learners.
Y4C supports the goals set forward in The ASCA Mindsets & Behaviors for Student
Success: K-12 College and Career Readiness Standards for every Student. The core
components of Yoga 4 Classrooms address mindsets such as belief in the development of
the whole self, personal self-confidence, sense of belonging, using one’s abilities to their
fullest, positive attitude, and lifelong learning as outlined by ASCA. Additionally, Y4C
promotes those behaviors that support student success such as learning strategies, selfmanagement and social skills.
What Teachers are Saying about Yoga 4 Classrooms
The following quotes and letter were submitted by educators who have either participated
in the Yoga 4 Classrooms pilot residency program and/or attended a related workshop:
“You have made such a difference at Central School! Thank you so much for all you’ve
done for our staff and our children. One of our 3rd grade boys was frustrated yesterday –
he used his breathing strategy, slowed down (even cried a little bit) and then was able to
share about his frustration and return to the activity. Being aware of his body/tension and
knowing what to do – what a relief for him! That never would have happened at the
beginning of last year. What a gift you have given him (and all of us!)” ~ V. S., School
Principal
“It is so important for children to get in touch with themselves. Thank you for providing
a program that gives teachers the tools to help them with that goal.” ~ S.A., Grade 3
Teacher
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“Emotional well-being, positive social interactions, making good choices and fostering
independence and confidence fit so well with the tenets of yoga; thus your program has
been a most wonderful complement to what we offer. The children have loved, loved all
that I have shared from you...thank you!” – R. F., Preschool Director & Teacher
“ VERY inspirational! Wonderful tools to use in the classroom. Great community and
self-awareness builders.” – C. B., Kindergarten Teacher
“The kids and I are really enjoying the yoga AND they are really getting that it is
something that they can use anytime – how exciting is that?! I think their showing their
learning to parents is indicative of the carry over. This is such a fabulous program!” ~
A.C., Grade 2 Teacher
“These simple techniques are well-worth the time in the classroom – the benefits are
tremendous.” – S. H., Grade 3 Teacher
"These are important skills they can keep with them and utilize throughout life."– T. C.,
HS Social Worker
“I am such a HUGE fan of this program. Sharon is so amazing with the kids. I wish we
could have Yoga 4 Classrooms all year.” ~ J. B., Grade 3 Teacher
“The teachers and children are utilizing your Yoga training in the classroom, and
everyone is enjoying it and benefiting from it!” ~ S. C., Preschool Director
“Yoga 4 Classrooms is a confidence builder for my third graders. Just the other day, one
of my students took a Warrior stance and exclaimed, "I am strong" right before beginning
a math test. Each child began to stand one by one to take the pose. Yoga has taught my
students lifelong lessons of empowerment.” ~ J. Bogard, Grade 3 Teacher
“Dear Lisa & Sharon,
Thank you so much for bringing us Yoga 4 Classrooms! I would like to share my
thoughts with you. There are so many ways that yoga helps both students and the
teachers who support them:
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Yoga helps everyone to focus, relax, and get ready for the day.
Working through practicing poses and improving, or being able to do something
they couldn’t previously, gives children confidence, increases self-esteem and is a
reminder that anything we do (reading, writing and math included) improves with
practice and discipline.
It supports respecting individual differences as students discover that what is
“easy” for someone may be challenging for someone else (someone might be
flexible, but struggle with balance poses, etc.). Again, this transfers so well into
understanding and respecting that we are all unique and in promoting acceptance
of all!
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It definitely gives children a tool for when they are nervous, anxious, or having
difficulty with self-control.
The time we spend on our practice is not “lost” academic time (a concern of some
teachers). It actually increases student productivity on academic tasks.
The children are more focused, alert, better listeners, more able to
follow directions and are more relaxed during challenging tasks.
Practicing yoga as a class promotes a positive and safe classroom environment,
which enables children to feel comfortable to take risks in their learning, to try
challenging tasks and to ask questions when they are having difficulty.
Practicing yoga in the classroom helps me feel more relaxed. I am more patient
with the children. I am able to remain calm during stressful and anxious
situations that may occur during the day.
I could go on and on. Can’t wait for the cards to come out! Thanks again!”- K.B., Grade
2 Teacher
“I have been working on my Masters for the last year. We are up to our big culminating
action research project. I chose the type of project that allows you to explore something
you're interested in for greater understanding. I chose Yoga because it has been SO
beneficial for my class and I'm very inspired to learn more about it!” ~ J. B., Grade 3
Teacher
“We use Responsive Classroom, anti-bullying programs, and we are continually striving
to incorporate health and wellness education. Y4C ties it all together and then some!”–
V.S., School Principal
“I can't believe how user-friendly, well-written and informative the manual is. It is so
well-thought out and everything from the additional ideas for each activity to the
different sequences enables teachers to differentiate and meet the needs of every child in
their classroom. An amazing resource…will be used daily!”– K.B., Grade 5 Teacher
What Students are Saying about Yoga 4 Classrooms
“I used to get really angry, but now I know I can calm myself down if I just take a deep
breath. Sometimes I need to do a few of those!”~ J. F., Grade 1 Student
“I love it when we get to stand up and stretch. It helps me settle down to focus better.” ~
B.M., Grade 3 Student
“I wish we could take an Imagination Vacation every day! It makes me so relaxed and
calm.” ~ K.W., Grade 2 Student
“Can we do the Magic Massage today? It makes my head stop hurting from all that
thinking.” ~ D.F., Grade 3 Student
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“I like taking yoga breaks because I can focus and concentrate better afterwards.” ~ A.G.,
Grade 3 Student
“You’ll die without oxygen, so it’s good to breathe. It makes your brain work better.” ~
D.F., Grade 2 Student
“I couldn’t go to sleep, so I used Ocean Breath like you said. I woke up and didn’t even
remember falling asleep!” ~ E.M., Grade 1
“I wish we had yoga day every day!” ~ S.M., Pre-K Student
“I like being a peacemaker. ______ was being mean but I remembered what you said
that maybe she was really scared and feeling left out. So, I asked her to play with us and
she hugged me! She’s still mean sometimes, but I think that before I would have just run
away.” ~ B. F., Grade 3
“I have a million things in my head that I have to accomplish everyday and during
imagination vacation time I don't have to think about that.” – Grade 1 Student
What Parents are Saying about Yoga 4 Classrooms
“I just got back from my yoga class and my son Jack asked what poses I did, I told him
"Warrior pose, do you know what that is?" and he said: "Warrior I, II or III?" HAA! I
also wanted you to know that my daughter (Pre-K) and son (1st grade) and I practice
yoga at home where we play--"do you know this one?" and show each other yoga poses
we have learned and then all try them out. Every time we play this, I always learn
something new from them! My son particularly likes the breathing exercises he has
learned and uses them when he is feeling upset or having trouble sleeping. Thanks so
much to you and Sharon for bringing yoga to his school.” ~ L. Jones, Parent of Grade 1
Student
“My son, Andy (age 4), has the great fortune to have yoga with Ms. Sharon in his
classroom at Central school. He especially loves "that she has us do that relax stuff,
turning off lights and tells us to breathe balloon breath and makes power come inside our
bellies and into our toes…” Thank you ChildLight for being a wonderful and extremely
beneficial part of my son’s school experience.” ~ S. White, Parent of Pre-K Student
"I just wanted to tell you what a difference this program has made in my children's lives
since they had it last year! They still remember to take a deep breath when they are
having challenges, they enjoy doing poses before bed, and they are still talking about the
concepts like being compassionate and respectful, and even the importance of eating
healthfully. They would come home with these amazing things to share and whenever I
asked them how they learned it, it was from you. Yoga 4 Classrooms should be part of
every school curriculum – the benefits are immediate and also long lasting. This is a true
gift you are giving to kids and school communities." ~ D. Springfield., Parent of G1 and
G4 Students
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USING
YOGA 4 CLASSROOMS
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How to Use This Guide
This guide was designed to be used by you, a busy classroom teacher, counselor or other
school professional. It is purposefully simple and straightforward, focusing mainly on
introducing Yoga 4 Classrooms activities and how to use the program. The information
is organized for quick and easy access. Related research, references and resources are
provided at the end of the guide for further investigation and learning. The Yoga 4
Classrooms activities can be found in the Yoga 4 Classrooms Card Deck that can be
purchased through Amazon.com.
As you begin to review and use the activities, here are a few things to keep in mind:
Referencing, Reading and Using the Activities
The activities are grouped into six main categories: Let’s Breathe (blue), At Your Desk
(orange), Stand Strong (red), Loosen Up (yellow), Imagination Vacation (purple) and Be
Well (green). For quick reference, the activities are alphabetized within each category
introduction page in this guide as well as within the card deck itself.
At the end of most activities, there are discussion points or activity expansion ideas,
referenced as ‘Here’s an idea!’, ‘Discussion,’ or ‘Did You Know?’ As time allows, you
are encouraged to incorporate these or your own activity expansion ideas to assist your
students in comprehending and assimilating the Y4C concepts. Many of the suggested
resources offer ways to extend the learning and help to tie-in the ideas being introduced
to use in everyday life.
Yoga 4 Classrooms Activity Card Deck
The Yoga 4 Classrooms Card Deck is a fun and effective tool to be used with students for
a peaceful and productive classroom. The featured 67 activities were specially chosen for
their suitability for the typical classroom space and include mix of yoga postures, brain
boosting movements, breath exercises, visualizations, mindfulness activities, creative
movement and community-building games. Again, the deck should be purchased directly
through Amazon.com.
5-20 Minute Suggested Sequences for Various Times / Purposes
Suggested activity sequences for various parts of the day are provided for inspiration.
However, it is not required that the activities be done in any particular order, or that you
use any specific number of cards. Be creative with their use!
Modeling
Do and experience the activities along with your students. As you know, modeling is the
most effective form of teaching. Plus, the activities are beneficial to all who use them.
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You may find yourself pleasantly surprised at the results of these activities on your own
state of being. Your students deserve to feel and be at their best, and so do you!
Emphasize the Breath
Instructions for breathing are included in each activity. Be sure to emphasize the
breathing instructions. The secret of yoga is its focus on the breath, as it helps calm the
parasympathetic nervous system while helping students to release tensions in the body
and mind.
Start Slow
Do not feel pressured to teach an entire sequence at one time. If you have just 2 minutes,
start with one stretch and a breathing exercise, or a quick visualization in Desk Rest Pose
(heads down), depending on the situation and needs of the moment. In a pinch, close
your eyes and break open the manual. Do whichever activity you turn to. It can be fun to
let the kids try this as well.
Practice
Seek out any and all opportunities to try out what you’ve learned. Over time, knowing the
best activity to choose for a given situation will become second nature – for you and your
students! Of course, the more frequently the program is incorporated into the class day,
the more quickly that will happen.
Set a Goal
Once familiar with some of the activities, try setting a goal of using Y4C for a total of at
least 10 minutes throughout the day, as needed. As you increase use of the program,
begin to notice whether the time spent on Y4C is ‘wasted’ or beneficial to the overall
productivity and flow of the day. Jot down your thoughts in the notes sections of your
manual or separately to refer back to later on.
Have Fun
The intention of this program is that it be simple and fun to use, ensuring sustainable use
for the long term. Remember, this is simply a guide, created to get the juices flowing.
You are the teacher. You’re encouraged to use your own imagination, expand upon the
material and make it your own, however you best see fit for your particular class group
and teaching circumstances. There are no hard and fast rules (outside of safety). Have
fun with it!
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Empowering Your Students
As your class becomes more familiar with the Y4C activities, it can be fun and beneficial
to allow your students to choose and lead them. Y4C Activity Card Deck can be a very
useful and simple tool for this exercise.
When your class or a particular student is feeling anxious, is overly energetic, etc., begin
to challenge them to choose the most relevant and beneficial activities for the situation at
hand. As your students begin to connect the activities to their needs and current states of
being, they will be empowered to assist themselves while learning to self-regulate both in
and out of the classroom.
Your students will also inevitably have ideas of their own! Whether it is sharing a new
yoga pose, reading or telling a story for use as an Imagination Vacation, or suggesting a
new Loosen Up activity, students love to be involved in creating and leading the
activities. It’s a wonderful use of their imaginations, and can often serve as an
educational tie-in, such as a writing assignment, or math, social studies, art or science
project.
The following ideas are most appropriate for classrooms that have familiarity with a
majority of the activities in the Y4C program.
Idea #1 – Create Your Own Y4C Activity
This is a wonderful lesson in sequential planning, math, literacy and art.
Have each student choose aY4Ccategory and create a new card for that category.
Students should write the step-by-step instructions and draw the related images. Be sure
to have them include the benefits of their activity, so that they are tying in their idea to
their daily life. For example:
Calming: “This activity can help me to calm down before a test.”
Release Tension in the Body: “I get tense in my shoulders when I write – this activity
helps to relax them.”
Good Citizenship: “This activity reminds me how good it feels to help others.”
These new activities can then simply become part of the rest of the activity deck.
Idea #2 – Plan a Y4C Sequence
This activity promotes teamwork, community-building, and provides experience in
sequential planning. It also builds confidence and skill in utilizing the Y4C activities in
daily life.
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Pair off or group your students. Have them work together to create a 2-5 activity
sequence for a chosen time of the day or particular imbalance. To get the creative juices
flowing, have them answer one or more of the following questions:
When I’m frustrated, I can help myself to calm down by…and…and…
After gym class, it can be helpful to do…
When I’m tired, I can give myself a boost of energy by doing…
When I can’t sleep, I can relax my body and mind with….
When I need a break from writing, it can be helpful to….
When my feelings are hurt, I can help myself feel better by….
When I’m having a tough time settling down in my seat, I might….
And so on…
When the group is finished creating their very own sequence, they might choose to share
and lead the activities with their class. Be sure to have them explain why they chose the
activities they did. Again, the more your students can tie-in the benefits of the activities
to their daily life, the more confident and empowered they will become to use them on
their own, as needed.
When to Take a Yoga 4 Classrooms Break
Whether you have 15seconds or 20 minutes, Yoga 4 Classrooms activities provide a
healthy break anytime during the school day. The following are some particularly useful
times to take aY4C break:
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Morning meeting / start of day
Between subject transition times
Pre-Testing and/or mid-testing break
Writing preparation or writing break
After recess
After lunch
When students are tired or drained
When students need a confidence or mood boost
To alleviate negativity
While waiting in line
Anytime when focus and attention begin to diminish
To celebrate / just for fun
Community builder
Close of day / conclusion
Music and Other Helpful Tools
One of the unique aspects of Yoga 4 Classrooms is that it does not require special
equipment, expensive props or outside materials. However, there are a few items that can
make the Y4C experience even more engaging for you and you students.
2010 Yoga 4 Classrooms®
26
Music
Music can be incredibly powerful in its ability help calm, soothe and relax the nervous
system. Studies have also shown that certain kinds of music, such as classical or calming
instrumentals, can help integrate and regulate the way the brain works, helping with
learning and mood management. (See Research reference in Appendix) Music can also
enhance intelligence, coordination, emotional expression, creativity, and socialization
skills.
Music plays a critical role in the process of “wiring” a young child’s brain. With older
children, music can create a good study environment and help a child learn information
more efficiently. Music also increases emotional awareness, strengthens social skills,
enhances creativity and aids in relaxation and stress reduction.
Have appropriate music selections on a single CD or on an iPod for spur of the moment
yoga breaks and to play throughout the day.
Other Helpful Tools
Yoga 4 Classrooms Activity Card Deck -67 yoga and mindfulness-based activity cards
which include illustrated instructions, discussion points, sub-activities, and educational
tie-ins, for a total of more than 200 beneficial classroom practices.
Wall Clock with a Minute Hand – for timing activity such as silent seconds.
Chime, Bell or Gong – to signal the start or end of an activity, or to gently draw attention
without raising the voice. Our favorite is the 1-Tone or 3-Tone Chime which can found
at www.trainerswarehouse.com or www.responsiveclassroom.com.
Reflection Journals (a notebook)–to allow for open writing, drawing and other concept
tie-ins suggested in the activities.
Books, Mandala Coloring Pages, and other materials found in the Resources section.
Monitoring the Impact of the Program
As you practice each activity, you may choose to do one or more of the following to
assist you in monitoring the impact of the program in your classroom:
Outcome Tallies – Book
Use a journal to collect notes about particular activities or sequences. List the benefits of
the activity and make a row for ‘Yes’ and ‘No.’ Mark a relevant tally during or following
practice of the activity. For example, you might have ‘calming’ written down as a benefit
of Ocean Breath. When you practice that particular breath with your students, you would
2010 Yoga 4 Classrooms®
27
then mark a tally to note whether or not you perceived the outcome/benefit to be a
calming one overall for your students/classroom.
Outcome Tallies – Wall
Post the Y4C suggested sequence pages on the wall or bulletin board for easy reference.
Following the same method as above, note whether or not a given sequence achieves the
proposed benefits.
If your classroom is participating in the Y4C In-Classroom Residency, you will also be
asked to complete a post-residency survey to assist you in reflecting on the impact of the
program in your classroom.
2010 Yoga 4 Classrooms®
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LET’S BREATHE

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Balloon Breath
Bumblebee Breath
Bunny Breath
Conductor Breath
Count Down to Calm
Flying Bird Breath
Ocean Breath
Peace Breath
Power Breath
2010 Yoga 4 Classrooms®
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Let’s Breathe
Of all the aspects of a well-rounded yoga practice, breath is the most essential. Yoga is
defined as “yoke” or “unite,” and generally refers to the union between body, mind and
spirit. Imagine the breath (in yoga, called prana) as the thread, the essential life force
energy, that ties these three elements together. Breath is the mechanism that sustains life.
But even more importantly, it allows us to feel connected and whole, and ultimately
establishes our physical and mental well being.
Take a moment to sit and breathe quietly. Notice your ability to slow and deepen your
breath. Feel your belly rise, your ribs expand out to the sides, the slight lift under your
collarbone. Exhale fully, hugging your collarbone and ribs into your heart and pulling
your belly muscles back to your spine. Of all the physiological systems in the body,
breathing is the only one we can consciously control. And this remarkable gift of having
the ability to regulate our own breathing, allows us to manipulate our ability to respond
and adapt, and even alter our state of mind. All it takes is attention and practice.
From early childhood onward, we develop an arsenal of bad habits – including improper
breathing. The breath becomes shallow, tending to engage the ribs and shoulders rather
than the entire torso. In fact, we typically only use about 25% of our lung capacity.
Although this partial breath may be enough to sustain the body, it often leads to a
multitude of problems, including sleep issues, poor focus, low energy, reduced endurance
and strength, headaches, sluggish bodily functions, diminished fine motor control and
chronic anxiety. As adults, many of us understand the value of a good breath, but often
fail to consider how much children need the same benefits. And yet parents and teachers
alike will tell you they see children struggle with the aforementioned issues every day.
Consider this. One good breath will allow a child to relax mentally and physically. One
good breath will teach a child to pause before committing to her words and actions. One
good breath will help a child release his anger and approach difficult situations with a
clear mind. One good breath will help a child gather the courage to take a calculated risk,
whether it’s trying something different or making a new friend. One good breath will
improve a child’s focus, so she can perform better at school, on the ball field, at home.
One good breath will remind a child to smile, to forgive, to play, to love, to live. If one
good breath will help a child to achieve all of this, imagine what a lifetime of good
breaths will do.
Let’s breathe!
2010 Yoga 4 Classrooms®
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AT
YOUR DESK
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Boat Pose
Cat Pose
Corkscrew
Desk Rest
Monkey Arms
Open Heart
Rock the Baby
Sandwich
Sitting Mountain
Sitting Pigeon
Sitting Rag Doll
2010 Yoga 4 Classrooms®
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At Your Desk
Anyone who has sat for long periods of time understands the stress and strain sitting has
on the body. In the absence of movement, the muscles shorten and become stiff, joints
lose their range of motion, and blood and lymphatic fluid collect in the lower body. This
latter fact is of particular concern, as lymphatic fluid (which plays a critical role in the
function of the immune system) is pumped through the body solely through movement –
and if not adequately distributed, leaves the body vulnerable to infection and disease.
In young students, the effects of long periods of sitting are especially detrimental to the
learning process. Physical discomfort is distracting. Lack of movement creates lethargy
and fatigue. Poor blood flow inhibits the ability to concentrate. In short, the expectation
of sitting for long periods creates a classroom of students who are unable to learn.
The At Your Desk activities are designed with the understanding that it’s not always
practical to allow children free and energetic movement through the classroom (even in
rooms with ample space), as it can be challenging to keep the time limited and effectively
redirect students after a period of active movement.
Yoga 4 Classrooms At Your Desk activities have been specially modified to work with
the tools the children have handy – namely, a desk and chair. Designed to open the joints
and stretch the muscles, these simple yoga-based activities provide physical relief,
improve focus and keep the systems of the body functioning efficiently. Paired with
breathing and visualization/relaxation, a quick break will leave children – and teachers –
feeling refreshed and ready to focus on classroom instruction and activities. With
minimal instruction, children learn to notice how they feel and begin to self-regulate,
calling upon and utilizing these simple strategies as needed.
The At Your Desk and other Yoga 4 Classrooms activities empower children to take
charge of their health, their learning and their lives. Just watch!
2010 Yoga 4 Classrooms®
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Stand
strong
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Chair
Desk Puppy
Drawbridge
Eagle
Half Sun Salute
King Dancer
Mountain
Rag Doll
Star
Tree
Triangle
Warrior I
Warrior II
Warrior III
2010 Yoga 4 Classrooms®
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Stand Strong
Learning begins with movement. Before a child is able to verbally communicate, he has
an implicit ability to express and understand ideas through movement. We call this body
language. Body language begins as a means of communicating his needs; then, as his
command of body language develops, he begins to understand what is being
communicated to him. Thus movement lays the groundwork for language.
In the toddler years, children pair language with coordinated movements of the body
(such as singing and clapping, or playing Ring Around the Rosie), which reinforces the
learning of words, sentence formation and the rhythm of speech, as well as patterning and
early math. Furthermore, current educational theory suggests that movement – and
specifically, the sequencing of movements – “accesses many learning modes: visual,
auditory, tactile, kinesthetic, rhythmic, vocal, mnemonic (long- and short-term), and
creative.”1
Yoga 4 Classrooms is based on the idea that children not only learn when moving, but
that movement establishes the foundation for learning. When children fold over into rag
doll pose, they’re increasing blood flow to the brain; when they balance in eagle, they’re
improving their concentration skills; when they reach across into twisting star, they’re
performing cross-lateral movements that optimize the communication between the right
and left hemispheres of the brain (which is essential for the development of higher
reasoning).
Stand Strong activities provide simple, quick, structured opportunities for students and
teachers to stand up and stretch. These activities have the added benefit of promoting
good postural alignment, coordination of movement, strength, stability, flexibility,
balance and range of motion in the joints – all of which enhance brain development and
establish patterns, behaviors and conditioning for learning readiness and good health.
1
Block, B.A. “Literacy through movement: An organizational approach.” (2001). Journal of Physical
Education, Recreation & Dance, 72(1), p.44.
2010 Yoga 4 Classrooms®
34
loosen
up
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Do My Best
Geyser
Loosen the Knots
Magic Massage
Metamorphosis
Mood Music
Peace Crawl
Posture Prep
Stick ‘ems
Washing Machine
When I Feel…
2010 Yoga 4 Classrooms®
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Loosen Up
As adults, we’re very sensitive to the demands of our own circumstances and the stress
they produce. Many of us balance work responsibilities with raising children and
maintaining a household; we juggle relationships with our partners, care for aging
parents, undertake volunteer and other personal commitments – all while trying to honor
our own needs. Life is busy. Is it any wonder we feel overwhelmed so much of the
time?
We often fail to realize that children are in exactly the same predicament. Schoolwork is
demanding, homework eats up time after school (sometimes leaving little or no
opportunity for beneficial and stress-relieving social time and free play), and extracurricular activities can keep kids running seven days a week. Consider also that children
spend less time being active and playing outside, and more time watching TV or playing
video games. While some may consider this down-time, it does little to provide physical
or mental release. And, the consequences are enormous.
Stressed children tend to be irritable or prone to eruptions of emotion, have difficulty
concentrating and performing in school, and are prone to headaches and stomach aches.
They’re more likely to isolate themselves from their peers and less likely to take healthy
risks that are necessary to learn new skills.1
Y4C’s Loosen Up activities offer a variety of opportunities to help children release stress
and negative emotions. Teachers will discover individual and group exercises that dispel
stress through energetic release or introspection and focus – both effectively preparing
students to sit, listen and learn.
Many of the activities also integrate a community-building component. Peer support is a
powerful motivator in behavior and in learning, and is critical in creating an environment
where children are at ease. It’s the cornerstone on which a classroom community is built.
A strong classroom community cultivates students who are leaders and problem-solvers;
who have good self-esteem; who cooperate and collaborate; who feel a sense of
responsibility for their classroom and each other; who are more likely to be happy and
relaxed.
Teachers have a challenging job. Helping children loosen up whether before a test, as a
physical break from a long assignment, to help improve mood, or bring the class
community together, will make a teacher’s job that much easier.
1
Copeland, Ellis P. "Stress in Children: Strategies for Parents and Educators." (2004). Helping Children
at Home and School II: Handouts for Families and Educators, National Association of School
Psychologists, http://www.nasponline.org/families.
2010 Yoga 4 Classrooms®
36
Imagination Vacation
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At the Beach
Big White Star
Change the Channel
Gratitude Relaxation
Healing Hands
Heart & Belly Wisdom
Lightbulb Brain
Mindful Meditations
Picture It Tree
Special Friend
Special Place
2010 Yoga 4 Classrooms®
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Imagination Vacation
Imagination makes it possible to perceive a whole world inside the space of the mind.
We can travel at the speed of light, visit foreign lands or alien worlds, transcend the
limitations of time and space. We can be anywhere and do anything . . . Imagination is a
place of absolute freedom. It’s a true vacation from reality, from the obligation and
responsibility of our lives. And the benefits are endless.
Problem-solving skills, creative and critical thinking, vocabulary enrichment, cooperative
play, sensory release, relaxation and focus are just a few of the skills imagination
improves in children. Sadly, in this day of electronic stimulation and the fast-paced
frenzy of our overscheduled lives, imagination is taking a back seat. The loss of
imagination is so detrimental that a 2001 follow-up to a 1940’s study (linking
imaginative play to self-regulation skills) showed that an average 7 year old today (who,
in 1940, could stand still as long as he was asked), is unable to stand still for 3 minutes
(the length of time achieved by a 5 year old in 1940).1 Without imagination, our children
are unable to focus into stillness. And without stillness, the brain and body become
increasingly unable to relax, focus and learn.
Additional studies indicate that connecting to our imaginations can boost the immune
system, reduce anxiety, focus attention, slow heart rate, alleviate depression, relieve pain
and treat insomnia, phobias and obesity. In educational settings, visual imagery has been
effectively used to help children with reading and writing, word identification, verbal
communication, understanding abstract concepts, memory development, planning and
executive functioning skills, problem solving and social skills.
Yoga 4 Classrooms Imagination Vacations represent modified, child-friendly approaches
to meditation. Through guided visualization, we invite students to use their imaginations
to connect to their own inner wisdom. Students become empowered as their sense of self
is improved and the connection between their mind and body is enhanced. Tension is
released, while students learn strategies for dealing with life’s emotional challenges.
Ready for a vacation?
1
Caron B. Goode, Ed.D. “The Critical Role of Imagination in Childhood Development.” (2/09). American
Chronicle, http://www.americanchronicle.com/articles/view/92112.
2010 Yoga 4 Classrooms®
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Be Well
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Be a Good Citizen
Be Clean
Be Content
Celebrate You
Drink Water
Eat Smart
Explore the Outdoors
Get Your Zzzzs
Have Alone Time
Practice Peace
Work Hard
2010 Yoga 4 Classrooms®
39
Be Well
Mainstream yoga publications often feature photos of willowy, flexible people
performing fantastic gymnastic feats that would leave most of us crippled for life.
Impressive? No doubt. But is it yoga? Sort of.
While the postures, or asanas, are perhaps the best know aspect of yoga, they are far from
being the whole of yoga. For more than 5,000 years (and maybe as long as 9,000 years),
people have been practicing yoga as an art and science of holistic healthcare. “Holistic”
refers to the “whole person.” Rather than addressing just the physical self, yoga seeks to
understand and sustain the entire self – body, mind and spirit. Yogis believe that a person
is truly healthy only when all aspects of the self are optimally functional and balanced.
Movement, healthy food, clean water, plenty of rest – all of these are necessary to good
health. So are relaxation, positive attitude, good self-esteem, mutually supportive
relationships, spiritual growth, and joy. It’s like a stone archway – you can’t remove one
stone without shifting the others – and perhaps dooming the entire structure to fall. True
health exists in a balance of all of these elements, all equally necessary for optimal
function and balance.
In a society where diagnoses of anxiety disorder and ADD/ADHD seem the rule rather
than the exception, where children suffer from over-tiredness and migraine headaches,
and where childhood obesity figures are nearing 20%1, it is necessary now more than
ever to help our children build habits to live healthy lives. Consider, as well, that 40% of
children miss several days of school each year, with cold viruses alone account for nearly
22 million missed school days.2 Absences are disruptive and costly – requiring additional
teacher hours and school resources to help returning students catch up on missed lessons.
Today’s teachers are working harder than ever – instructing children on multiple learning
levels, with various accommodation needs and health circumstances. Yoga 4 Classrooms
helps children develop the self awareness to realize how they feel and what they need;
teaches them strategies to slow down, unwind and manage their emotions; guides them
through movements that optimize their strength, flexibility and balance; demonstrates
healthy eating habits; and reminds them to love and forgive themselves – all of which
help to equalize the classroom and allow teachers to teach more effectively. In truth,
cultivating wellness is as much about healthy children as it is about healthy schools.
1
"Prevalence of Overweight Among Children and Adolescents: United States, 2003-2004." (2006).
National Center for Health Statistics, US Department of Health and Human Services,
http://www.cdc.gov/nchs/data/hestat/overweight/overwght_child_03.htm.
2
“Healthy Youth: Infectious Diseases at School.” (9/09). National Center for Chronic Disease Prevention
and Health Promotion, Division of Adolescent and School Health,
http://www.cdc.gov/HealthyYouth/infectious/index.htm.
2010 Yoga 4 Classrooms®
40
SUGGESTED SEQUENCES
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Morning Meeting
Take a Break
Transitions
Pre-Writing & Writing Break
Pre-Testing & Testing Break
Calm /Focus
Mood/Energy Shift
Close of Day
NOTE: Remember, these are only suggestions. Over time and with practice, you (and
your students) will know intuitively activities are best suited to address various energy
levels and/or imbalances, and based on the amount of time available, will be able to
choose a sequence accordingly.
2010 Yoga 4 Classrooms®
41
Morning Meeting Sequences
The start of the school day sets the tone for the entire day. The following sequences
provide a morning stretch, build community and help to ensure a positive start to the day.
Notice your students’ energy on any given morning, and choose the activity category best
suited to balancing the group. As well, you might use this time to remind students to
drink some water.
Time
Available
Calming / Focus
Balancing /
Energizing
Playful /
Community
Reflective /
Self-Care
1-2 min.
Balloon Breath
or
Ocean Breath
Mountain w/
Crescent Moon
Half Sun Salute
Loosen the Knots
Mindful
Meditations
(choose 1)
5min.
Balloon Breath
Metamorphosis
Mountain
w/Waterfall
Washing Machine
Triangle
Mountain w/
Crescent Moon
Conductor Breath
Rag Doll
Special Friend
or
Special Place
or
Healing Hands
10 min.
Mountain
w/Crescent Moon
Half Sun Salute
Triangle
Tree
Do My Best
Sitting Mountain
Peace Breath
Mountain
w/Crescent Moon
Drawbridge
King Dancer
Gratitude
Relaxation
15 – 20
min.
Mountain
Balloon Breath
Star (w/Folded
Star and Twisting
Star)
Triangle
Eagle
Mountain
w/Crescent Moon
Rag Doll
Warrior I
Warrior II
Warrior III
Tree
Stick ‘ems
any Be Well
discussion /
activity
2010 Yoga 4 Classrooms®
42
Take a Break Sequences
The following sequences provide structured motor breaks, as well as brain-building
activities suitable for just about any time students need to rest & recharge or move and
stretch. Choose a sequence by time available and break type – either calming,
energizing, community-building, or reflective. If needed, try finishing with a calming
breath, such as Flying Bird Breath, to transition back to focused learning time. As well,
you might use this time to remind students to drink some water.
Time
Available
Calming /
Focus
Balancing /
Energizing
Playful /
Community
Reflective /
Self-Care
1– 2 min.
Mountain
w/Crescent Moon
Desk Puppy
Sitting Mountain
w/ Crescent Moon
Cat Pose
Open Heart
Conductor Breath
Rag Doll
Bumble Bee
Breath
or
Desk Rest
5min.
Sitting Mountain
Ocean Breath
Cow Face Pose
Sitting Rag Doll
Mountain w/
Crescent Moon &
Waterfall
Washing Machine
Loosen the Knots
Power Breath
Magic Massage
or
Lightbulb Brain
10 min.
Mountain
Flying Bird Breath
Triangle
King Dancer
Eagle
Mountain
Chair
Desk Puppy
Drawbridge
Do My Best
Star w/Folded
Star & Twisting
Star
Geyser
Magic Massage
Listening to
Heart & Belly
15 – 20
min.
Mountain
Ocean Breath
Half Sun Salute
Drawbridge
Chair
At the Beach
Sitting Mountain
w/Crescent Moon
Sandwich
Boat
Sitting Pigeon
Rock the Baby
Corkscrew
Explore the
Outdoors
or
Mood Music
or
When I Feel…
Desk Puppy
Peace Crawl
Triangle
Tree
Peace Breath
2010 Yoga 4 Classrooms®
43
Transition Sequences
Transition times occur between activities or subjects and often require a fairly quick
adjustment of focus and energy. Transitions times are notoriously tricky for children,
especially for younger students and others who need lots of lead time. As there are many
types of transitions based the various parts of the school day, the following sequences are
categorized by transition type. Simply choose the type, and time available, to find a
suitable sequence. As well, you might use this time to remind students to drink some
water.
Time
Available
Transition to
Quiet/Focus Time
Transition to
Active Time
Transition to
Community Time
Transition to
Dismissal
1 – 2 min.
Count Down to
Calm
Conductor Breath
or
Bunny Breath
Balloon Breath
Half Sun Salute
Peace Breath
5 min.
Mindful
Meditations
(choose one)
Star
Folded Star
Loosen the Knots
Balloon Breath
Magic Massage
Lightbulb Brain
10 min.
Sitting Mountain
Posture Prep
Ocean Breath
Mountain
Warrior I
Warrior II
Triangle
Power Breath
Sitting Mountain
Flying Bird Breath
Corkscrew
Sitting Pigeon
Rock the Baby
Star
Folding Star
Twisting Star
Big White Star
15 – 20
min.
Mountain
Half Sun Salute
Washing Machine
(twisting only)
Tree
Picture It Tree
Mood Music
or
Mountain w/
Crescent Moon
Chair
Drawbridge
Geyser
Sitting Mountain
w/Crescent Moon
Sandwich
Boat
Sitting Pigeon
Rock the Baby
Corkscrew
When I Feel…
or
any Be Well
discussion&
activity
or
Stick ‘ems
2010 Yoga 4 Classrooms®
44
Pre-Writing & Writing Break
Sequences
Writing requires focus, concentration, postural strength and control, and fine motor
ability. In addition, most writing assignments require some level of reflection and/or use
of the imagination. The following sequences nurture these abilities while teaching
students self-regulation and self-care.
Time
Available
Option #1
Option #2
Option #3
1 – 2 min.
(stand or sit:)
Mountain w/
Shoulder Rolls
Flying Bird Breath
Washing Machine Sitting Mountain
w/Crescent Moon
Cow Face Pose
Bumble Bee
Breath
or
Ocean Breath
5 min.
Sitting Mountain
Balloon Breath
Posture Prep
Mindful
Meditations
(choose one)
or
Magic Massage
Balloon Breath
Magic Massage
or
Eagle Pose
Desk Puppy
any Imagination
Vacation
10 min.
Sitting Mountain
w/ Shoulder Rolls
Cow Face Pose
Corkscrew
Sitting Pigeon
Rock the Baby
Mountain w/
Shoulder Rolls
Peace Crawl
Posture Prep
Mountain w/
Waterfall
Warrior I
Eagle
King Dancer
Mountain
Drawbridge
King Dancer
Tree
Washing Machine
15 – 20
min.
Sitting Mountain
w/Crescent Moon
Corkscrew
Cat
Open Heart
Boat
Sandwich
Ocean Breath
Mountain
Conductor Breath
Rag Doll
Triangle
Warrior III
Star
Folded Star
Twisting Star
Mountain
w/Shoulder Rolls
Power Breath
Do My Best
Mountain w/
Waterfall
(sit down, then…)
Bumble Bee
Breath
any Imagination
Vacation
Posture Prep
or
Magic Massage
any Imagination
Vacation
2010 Yoga 4 Classrooms®
Option #4
45
Pre-Testing & Testing Break
Sequences
The word test can instill anxiety in even the most confident adults and children. When
we are anxious, it becomes physiologically impossible to recall information, focus and
concentrate on the work or task at hand. In addition to requiring a calm body and mind,
testing typically involves writing, and therefore requires postural strength and control and
fine motor ability. The following sequences work to reduce any feelings of anxiety and
provide a physical release of stress and tension, while enhancing memory, promoting
clarity, and building confidence. These sequences also prepare the physical body for task
of test-taking.
Time
Available
Option #1
Option #2
Option #3
1 – 2 min.
Ocean Breath
Washing Machine Loosen the Knots
Countdown to
Calm
5 min.
Sitting Mountain
Balloon Breath
Posture Prep
Mood Music
(dance to fun
music to loosen
up!)
Mountain w/
Crescent Moon
Rag Doll
Eagle
Picture It Tree
10 min.
Mountain w/
Crescent Moon
Drawbridge
Star w/
Twinkle Star
Mountain w/
Shoulder Rolls
Warrior I
Warrior II
Warrior III
Power Breath
Balloon Breath
Magic Massage
Corkscrew
Mountain w/
Shoulder Rolls
Drawbridge
King Dancer
Tree
Washing Machine
15 – 20
min.
Sitting Mountain
Cat
Open Heart
Boat
Sandwich
Corkscrew
Magic Massage
Mountain
Conductor Breath
Rag Doll
Triangle
Peace Crawl
Celebrate You
discussion &
activity
Power Breath
Gratitude
Relaxation
Posture Prep
Balloon Breath
2010 Yoga 4 Classrooms®
Option #4
46
Calm / Focus Sequences
It is completely natural and beneficial for children to move, laugh and be noisy. But, it’s
not always appropriate in the classroom. Teachers spend a lot of time calming and
quieting their students with the intent of creating a peaceful atmosphere, conducive to
learning. This can be draining on everyone, and the time spent on behavior management
often translates to lost teaching time. The following calming, focusing sequences provide
students with tools to center and rebalance when energies run too high. When students
practice these activities together, they effectively ‘clean the slate,’ whereby the class can
then move on together from the same place with a peaceful state of mind and body.
Over time, you and your students will know exactly the right activities to use for a given
imbalance, and you’ll even come up with some of your own to add to the mix.
Time
Available
Option #1
Option #2
Option #3
Option #4
1 – 2 min.
Bumble Bee
Breath
Balloon Breath
Flying Bird
Breath
Ocean Breath
5 min.
Sitting Mountain
Balloon Breath
Sitting Rag Doll
Cat
Open Heart
Corkscrew
Mountain w/
Waterfall
Warrior II
Tree
Mountain w/
Crescent Moon
Rag Doll
Eagle
Big White Star
or
Special Friend
10 min.
Mountain w/
Crescent Moon
Warrior I
Warrior III
King Dancer
Desk Rest
Sitting Mountain
Flying Bird
Breath
Sandwich
Corkscrew
Posture Prep
Sitting Mountain
w/Crescent Moon
& Shoulder Rolls
Balloon Breath
Magic Massage
Magic Massage,
Healing Hands
or
Special Place
15 – 20
min.
Sitting Mountain
Cat
Open Heart
Boat
Sandwich
Corkscrew
Magic Massage
Mountain
w/Crescent Moon
Triangle
Washing Machine
(twisting only)
Peace Crawl
Tree or Eagle
Mountain
Drawbridge
King Dancer
Mindful
Meditations
(choose one)
Gratitude
Relaxation
Posture Prep
Balloon Breath
2010 Yoga 4 Classrooms®
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Mood / Energy Shift Sequences
Frustration, fear, anger, tiredness, boredom, negativity, sullenness, insecurity, impatience
and general crankiness. These are all emotions we all feel at some time. There are times
though, when experienced individually or as a group, these emotions can interfere with
the learning process. The following sequences are designed to help improve mood, boost
personal power, and diffuse negativity through humor, gratitude, affirmation and
structured movement.
Note: Moodiness can be caused by an imbalance of blood sugar, as well as the start of
dehydration, so having a snack or drinking water can help, and can even be incorporated
into the sequence, such as in Option #1 (5 min.).Sleep deprivation can also cause children
(and adults) to become over-emotional. Review the importance of sleep using the Be
Well activity, Get Your Zzzzs.
Time
Available
Option #1
Option #2
Option #3
Option #4
1 – 2 min.
Washing Machine
Bumble Bee
Breath
Count Down to
Calm
Peace Breath
5 min.
Mindful
Meditation
(“Tasty Focus”
using a snack)
Mountain
Rag Doll
Chair
Loosen the Knots
Mountain w/
Crescent Moon&
Waterfall
Eagle
Change the
Channel
or
Gratitude
Relaxation
10 min.
Mood Music (one
or more activities)
Sitting Mountain
Cat
Open Heart
Sitting Pigeon
Rock the Baby
Corkscrew
Desk Rest
Mountain
Geyser
Warrior I
Warrior II
Warrior III
Power Breath
Magic Massage,
Healing Hands
Special Place
or
Heart & Belly
Wisdom
15 – 20
min.
Mountain
w/Crescent Moon
Star w/Twinkle
Star
Do My Best
Washing Machine
Stick ‘ems
or
Explore the
Outdoors
Be A Good
Citizen
or
Be Content
or
Celebrate You
(discussion&
activity)
When I Feel…
2010 Yoga 4 Classrooms®
48
Close of Day Sequences
The close of the school day is a time to review and reflect, celebrate, and prepare to
transition on to afternoon activities. But oftentimes it can be a rushed event, leaving
teachers and students feeling unfinished and unsettled. The following activities and
sequences help to provide closure by bringing the class community together for
reflection, discussion, celebration and restful, rejuvenating activities. (Your bus drivers
will thank you!)
Time
Available
Option #1
Rest / Recharge
Option #2
Celebrate
Option #3
Reflect
Option #4
Transition
1 – 2 min.
Desk Rest
or
Rag Doll Hug
(to quiet music, or
any Imagination
Vacation)
Conductor Breath
Bumble Bee
Breath
or
Ocean Breath
Washing Machine
or
Geyser
5 min.
Metamorphosis
Bumble Bee
Breath
or
Mindful
Meditations
(choose one)
Mood Music
(choose one)
Mountain w/
Crescent Moon
& Waterfall
Eagle
Gratitude
Relaxation
or
Lightbulb Brain
10 min.
Mountain
Flying Bird Breath
Crescent Moon
(see: “Mountain”)
Rag Doll
Heart & Belly
Wisdom
Special Friend
or
Special Friend
Adventures (see:
“Special Friend”)
Power Breath
15 – 20
min.
Mountain w/
Waterfall
Washing Machine
(twisting only)
Peace Crawl
Peace Breath
When I Feel…
or
Star w/
Folded Star
Twisting Star
Twinkle Star
(partners)
Stick ‘em’s
or
Be A Good
Citizen
or
Be Content
or
Celebrate You
(discussion&
activity)
Be Clean
or
Get Your Zzzs
or
Have Alone
Time
or
Practice Peace
(discussion&
activity)
Mountain w/
Shoulder Rolls
Half Sun Salute
Desk Puppy
Loosen the Knots
2010 Yoga 4 Classrooms®
49
APPENDIX
 Supporting Peer-Reviewed Research
 Related Articles, Books, Websites
 Resources
2010 Yoga 4 Classrooms®
50
Supporting Peer-Reviewed Research
Yoga in Schools/Classrooms
Ehud M, An BD, Avshalom S. (2010). schools. International Journal of Yoga.3(2),42-7.
Gates, G., Wolverton, M. (2007). Emerging Thought and Research on Student, Teacher,
and Administrator Stress and Coping: Information Age Publishing Incorporated CT.
Harper, J. C. (2010).Teaching Yoga in Urban Elementary Schools. International Journal
of Yoga Therapy. Volume 1, Number 1.99-109.
Hyde, A. M. (2012). The Yoga in Schools Movement: Using Standards for Educating the
Whole Child and Making Space for Teacher Self-Care in J.A. Gorlewski, B. Porfilio &
D.A. Gorlewski (Eds.), Using Standards and High-Stakes Testing for Students:
Exploiting Power with Critical Pedagogy. New York: Peter Lang Publishing, Inc.
Khalsa, SB., Hickey-Schultz, L., Cohen, D., Steiner, N., Cope, S. (2012). Evaluation of
the Mental Health Benefits of Yoga in a Secondary School: A preliminary Randomized
Controlled Trial. Journal of Behavioral Health Services and Research. 39(1),80-90.
Noggle, J., Steiner, N., Minami, T., Khalsa, SB. (2012). Benefits of Yoga for
Psychosocial Well-Being in a US High School Curriculum: A Preliminary Randomized
Controlled Trial. Journal of Developmental& Behavioral Pediatrics. 33 (3), 193–201.
Telles, S., Hanumanthaiah, B., Nagarathna, Rl, &Nagendra, H.R. (1993). Improvement in
Static Motor performance following yogic training of school children. Perceptual and
Motor Skills, 76, 1264-1266.
Venkataramana, H. L. Poomalil, S. N., & Shobhasree, T. (2008). Effect of yoga on
academic stress of high school students. Social Science International, 24(1), 89-97.
Published Abstracts from The International Journal of Yoga Therapy– a peerreviewed publication of the International Association of Yoga Therapists (IAYT)
http://www.iayt.org
Coulombe, S., Davies, B., Howe, K, Potts, A., Ryan , C., Day, D.S. ( 2011). Desired and
perceived outcomes related to an elementary school classroom-based yoga program as a
basis for quantitative research studies. IAYT Symposium on Yoga Research. Accepted
scientific research works (abstracts). International Journal of Yoga Therapy. Volume 21,
Supplement 2, p.31.
Daly, L.A., Haden, S.C., Hagins, M. (2011).The impact of yoga on the psychological
wellbeing of New Yoga City public school sixth graders. IAYT Symposium on Yoga
Research. Accepted scientific research works (abstracts). International Journal of Yoga
Therapy. Volume 21, Supplement, p.32.
2010 Yoga 4 Classrooms®
51
Noggle, J.J., Frey, J., Kudesia, R. Khalsa, S.B.S., Conboy, L.A. Qualitative evaluation of
a high school yoga program during physical education. IAYT Symposium on Yoga
Research. Accepted scientific research works (abstracts). International Journal of Yoga
Therapy. Volume 21, Supplement 2, P.40
Dee, M., Wyshak, G., Wyshak, G. (2009). Yoga prevents bullying in school. Symposium
on Yoga Research. Accepted scientific research works (abstracts). International Journal
of Yoga Therapy. Volume 19, Supplement 1.
Kaley-Isley, L.,Wamboldt, M., McDunn, C., Fury M. (2009). Eight week manualized
yoga intervention for adolescents with anxiety, depression and medical illness. IAYT
Symposium on Yoga Research. Accepted scientific research works (abstracts).
International Journal of Yoga Therapy. Volume 19, Supplement 1.
Klatt, M., Case-Smith, J. (2009). Move-Into Learning: A Yogic Approach to Decreasing
Sympathetic Activity in an Inner City Classroom IAYT Symposium on Yoga Research.
Accepted scientific research works (abstracts). International Journal of Yoga Therapy.
Volume 19, Supplement 1.
Matthew, R., Kubo, A., Bose, B.K. (2009). Effects of Daily 15-minute Yoga Protocol on
Academic and Psychosocial Measures in Inner City Classroom. IAYT Symposium on
Yoga Research. Accepted scientific research works (abstracts). International Journal of
Yoga Therapy. Volume 19, Supplement 1.
Morton, H. (2009). Ethnographic Research on Yoga as a Mandatory Subject in
School. IAYT Symposium on Yoga Research. Accepted scientific research works
(abstracts). International Journal of Yoga Therapy. Volume 19, Supplement 1.
Additional Relevant Research
Center for Disease Control and Prevention. The association between school-based
physical activity, including physical education, and academic performance. Atlanta, GA:
U.S. Department of Health and Human Services; 2010.
White, S. L. (2009). Yoga for Children. Pediatric Nursing. 35, 277-297.
Davison, Emily. A study of the Yoga Ed Tools for Teachers program with 4th graders at
public school #198 in Bronx, NY. http://www.yogaed.com/pdfs/bronx_study.html
Biegel, G., Brown, K.W. Assessing the Efficacy of an Adapted In-Class MindfulnessBased Training Program for School-Age Children: A Pilot Study. Whitepaper at
mindfulschools.org
2010 Yoga 4 Classrooms®
52
Slovacek, Simeon, Tucker, Susan, & Pantoja, Laura. (2003). A study of the yoga ed.
program at the accelerated school. Los Angeles, CA, Program Evaluation and Research
Collaborative (PERC), Charter College of Education.
www.yogaed.com/pdfs/researcharticle.pdf
Spence, J. & Hyde, A. M. (2012). Train-the-Trainer: A White Paper on the Delivery of
District-Wide Yoga Education in Pittsburgh, PA. Pittsburgh, PA: Yoga in Schools.
A Chronology of Annotated Research Study Summaries in the Field of Educational
Kinesiology, The Educational Kinesiology Foundation, Ventura, CA, U.S.A.
http://www.yogakids.com/resources/pdfs/Educational_Kinesiology_Research_Summarie
s.pdf
Mindfulness in Schools/Classrooms
Berger D., Silver, E., Stein. R. (2009). Effects of yoga on inner-city children’s wellbeing: a pilot study. Alternative Therapies in Health and Medicine. 15: 36-42.
Broderick, P. C. & Metz, S. (2009). Learning to BREATHE: A pilot trial of a
mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2,
35-46.
Burke, C. (2010). Mindfulness-based approaches with children and adolescents: a
preliminary review of current research in an emergent field. Journal of Child and Family
Studies.19, 133-144.
Desmond, C.T. (2009). The Effects of Mindful Awareness Teaching Practices in the
Wellness Works in Schools™ Program on the Cognitive, Physical and Social Behaviors
of Students with Learning and Emotional Disabilities in an Urban, Low Income Middle
School. Millersville University, September 2009.
Flook, L., Smalley, S., Kitil , J. et al. (2010). Effects of mindful awareness practices on
executive functions in elementary school children. Journal of Applied School
Psychology.26 (1), 70-95.
Holland, D. (2004). Integrating mindfulness meditation and somatic awareness into a
public educational setting. Journal of Humanistic Psychology, 44(4), 468-484.
2010 Yoga 4 Classrooms®
53
Huppert, F.A. & Johnson, D.M. (2010). A controlled trial of mindfulness training in
schools: The importance of practice for an impact on well-being. Journal of Positive
Psychology, 5(4), 264–274.
Jennings, P., Snowberg, K., Coccia, M., Greenberg, M. (2011). Improving classroom
learning environments by cultivating awareness and resilience in education (CARE):
Results of two pilot studies. Journal of Classroom Interaction.46(1), 37-48.
Langer, E. J. (1993). A Mindful Education. Educational Psychologist, 28(1), 43.
Linden, W. (1973). Practicing of meditation by school children and their levels of field
dependence – independence, test anxiety and reading achievement. Journal of
Consulting and Clinical Psychology, 41, 139-143.
Meiklejohn, J., Phillips, C., Freedman M., et al. (2012). Integrating mindfulness training
into K-12 education: fostering the resilience of teachers and students. Mindfulness.
Online First®, 13 March 2012.
Mendelson T, Greenberg MT, Dariotis JK, Gould LF, Rhoades BL, Leaf PJ. (2010).
youth. Journal of Abnormal Child Psychology. 38(7):985-94.
Napoli, M., Krech, P., Holley L (2005). Mindfulness training for elementary school
students: The attention academy. Journal of Applied School Psychology.21, 99-125.
Roeser, R.W. & Peck, S.C. (2009). An education in awareness: Self, motivation and selfregulation in contemplative perspective. Educational Psychologist. 44, 119-136.
Schonert-Reichl, K, Lawlor, M. (2010). The effects of a mindfulness-based education
program on pre- and early adolescents’ well-being and social and emotional competence.
Mindfulness.1, 137-151.
Sibinga EM, Kerrigan D, Stewart M, Johnson K, Magyari T, Ellen JM. (2011). youth.
Journal of Alternative and Complementary Medicine. 17(3):213-8.
Wall, R. B. (2005).Tai Chi and Mindfulness-Based Stress Reduction in a Boston public
middle school. Journal of Pediatric Health Care, 19, 230-237.
Reviews
Greenberg, M.T, Harris, A.R. (2012).Nurturing mindfulness in children and youth:
current state of research. Child Development Perspectives. 6(2).161-166.
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Davidson R.J., Dunne, J., Eccles, J.S., Engle, A., et al (2012). Contemplative practices
and mental training: prospects for American education. Child Development Perspectives.
6 (2).146-153.
Roeser, R., Zelazo, P. D.(2012). Contemplative science, education and child
development: introduction to special section. Child Development Perspectives. 6(2).143145.
Zelazo, P.D., Lyons, K.E. (2012). The potential benefits of mindfulness training in early
childhood: a developmental social cognitive neuroscience perspective. Child
Development Perspectives. 6(2).154-160.
Yoga and Mindfulness Effects on Stress in Children
Angus, S.F. (1989). children. Elementary School Guidance and Counseling, 22(3), 228233.
Barnes, V.A. et al.(2003). Impact of stress reduction on negative school behavior in
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Birdee, G.S, Yeh, G.Y., Wayne, P.M., Phillips, R.S., Davis, R.B., Gardiner, P. (2009).
Clinical applications of Yoga for the pediatric population: a systematic review. Academic
Pediatrics. 9 (4), 212-220.
Field T. (2012).Exercise research on children and adolescents. Complementary Therapies
in Clinical Practice. 18(1):54-9.
Forzani, C. (2009). The experiences of adolescent females who practice yoga.
Dissertation Abstracts International: Section B: The sciences and Engineering. 70 (5-B),
3169.
Galantino ML, Galbavy R, Quinn L.(2008). literature. Pediatric Physical Therapy.
20(1):66-80.
Gard, T., Brach, N., Holzel, B., Noggle, J., Conboy, L., Lazar, S. (2012). Effects of a
yoga-based intervention for young adults on quality of life and perceived stress: The
potential mediating roles of mindfulness and self-compassion. The Journal of Positive
Psychology. 1-11.
Grant, K.E., McMahon, S.D., Dufy, S., Taylor, J.J., & Compas, B.E. (2009).Stressors and
mental health problems in childhood and adolescence. In R.M. Piscitelli (Ed.), The
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Jensen, E., Tools for Engagement: Managing Emotional States for Learner Success. San
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Kemeny et al (2012). Contemplative/Emotion Training Reduces Negative Emotional
Behavior and Promotes Prosocial Responses. Emotion (American Psychological
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Yoga and Mindfulness for Special Needs Children
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Related Articles
Stress in Children
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the National Institutes of Health, Bethesda, MD.
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2009
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Baltimore Sun, February 23, 2011.
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stress: how does it work? Trends in Cognitive Sciences, 10 (4), 152-158.
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cognitive benefits of yoga for children: A nontraditional role for school psychologists to
consider. Paper presented at the annual meeting of the National Association of School
Psychologists, Chicago, IL.
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Yoga and Learning
Douglass, Laura. The Body at the Center of Education: What Educators need to know
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Mindfulness in the Schools/Classrooms
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York: Rowman & Littlefield Publishers, Inc.
Edutopia.org. Emotional Intelligence is the Missing Piece (originally published February
22, 2001) (online) www.Edutopia.org/social-emotional-intelligence-learning-education
Fogel, Alan. Restorative Embodied Self-Awareness as a Pathway to Well-Being.
www.psychologytoday.com/blog/body-sense/201002/improve-educational-outcomesbody-sense-absolutely-free (blogpost, February 15, 2010)
Miller, Hohn P., Nozawa Ayako, Ed.D., Contemplative Practice in Higher Education.
(paper presented at a seminar on religion and spirituality at University of Miami, March
2004). Encounter, Volume 18, Number 1 (Spring 2005) Psychology Press/ Holistic
Education Press.
Moore, M.C. (1992). Using meditation in the classroom. Hispania, 75(3), 734-735.
Nidich, S.I. et al. School effectiveness: Achievement gains at the Maharishi School of the
Age of Enlightenment. Education 107: 49–54, 1986.
Reynolds, G., (2010) Phys Ed: Can Exercise Make Kids Smarter? New York Times,
September 15, 2010
Shute N. For Kids, Self-Control Factors Into Future Success. NPR.org, February 14,
2011.
Power of Visual Imagery/Visualization for Children
Cheung, S. (1999). Relaxation training for high school students in Hong Kong.
International Journal for Health, Physical Education, Recreation, Sport, and Dance, 35
(4), 133-135.
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Goldberg, Louise (2004). Creative Relaxation: A yoga based program for regular and
exceptional student education. International Journal of Yoga Therapy (14), 68-78.
Music and Learning
Brewer, C. LifeSounds Educational Services. Music and Positive Mood Management in
the Classroom: A Research Report. Excerpted from Soundtracks, by Chris Brewer.2005,
rev. 2008. 336-207-7505
Nature and Stress Management
Wells, N.M., & Evans G.W. (2003). Nearby nature: a buffer of life stress among rural
children. Environment and Behavior.
Supporting Websites
Child & Nature Network: Building a Movement to Reconnect Children and Nature:
www.childrenandnature.org/
Consciousness-based Education Foundation: www.cbeprograms.org
Edutopia: www.edutopia.org
Let’s Move: www.letsmove.gov
Mindful Schools: www.mindfulschools.org
Music and Learning: www.MusicAndLearning.com
Nature Rocks: www.naturerocks.org
Reach and Teach – Compassionate Classroom: www.reachandteach.com
Responsive Classroom: www.responsiveclassroom.org
The Hawn Foundation: www.thehawnfoundation.org
Research on Yoga and Education: www.ryeuk.org
Teachers TV (podcast videos): www.teachers.tv/video
Anyone for Yoga?, www.teachers.tv/video/26328
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KS1/2 PE – Yoga Across the Curriculum, www.teachers.tv/video/31194
Indian Influences: Yoga, www.teachers.tv/video/29268
The Whole Child: www.wholechildeducation.org
Yoga Ed.: www.yogaed.com
Resources
Reference Books
Classroom Communication and Social / Emotional Development
Frames of Mind: The Theory Of Multiple Intelligences, by Howard Gardner
Awakening the Child Heart, by Carla Hannaford
How to Talk So Kids Can Learn (at Home and in School), by Adele Faber & Elaine
Mazlish
Positive Discipline in the Classroom, by Jane Nelson. Available at
www.positivediscipline.com.
What Do You Really Want for Your Children?, by Dr. Wayne Dyer
The Compassionate Classroom, by Sura Hart, Victoria Kindle Hodson
Tools for Engagement: Managing Emotional States for Learner Success, by Eric Jensen
Movement and Learning
Brain Gym, by Paul Dennison & Gail Dennison
Handwriting Without Tears, by Janice Olsen
Smart Moves, by Carla Hannaford
Spark: The Revolutionary New Science of Exercise and the Brain, by John Ratey, Eric
Hagerman
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Visualizations for Children
(as Supportive to Learning, Social/Emotional Development, and Stress Management)
Earthlight, Starbright, and Moonbeam, (guided visual imagery for children) by Maureen
Garth
The Power of Your Child’s Imagination: How to Transform Stress and Anxiety into Joy
and Success, by Charlotte Reznick
Ready…Set…R.E.L.A.X.: A Research Based Program of Relaxation, Learning and Self
Esteem for Children, by Jeffrey Allen and Roger Klein
Spinning Inward, by Maureen Murdock
What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety, by Dawn
Huebner
Yoga Calm for Children: Educating Heart, Mind and Body, by Lynea Gillen and Jim
Gillen
Service Learning
The Kid’s Guide to Service Projects, by Barbara Lewis
Supporting Activities
101 Relaxation Games for Children: Finding a Little Peace & Quiet in Between, by
Allison Bartl
Yoga Games, by Danielle Bersma and Marjoke Visscher
Spirit Games, by Barbara Sher
Storytime Yoga – Teaching Yoga to Children Through Story, by Sydney Solis
10-Minute Life Lessons for Kids, by Jamie Miller
Yoga for Children with Autism Spectrum Disorders: A Step by Step Guide for Parents &
Caregivers, by Dion Betts and Stacey Betts
Books for Classroom Use
Some of these are referenced in the ‘Here’s an Idea’ sections of the Y4C Activities. All
of these books serve as wonderful discussion starters, relevant to themes of the Y4C
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program. All are available at Amazon.com unless noted otherwise. Many are also
available through Scholastic Books or your school or public library.
Celebrate You / Celebrate Diversity
All the Colors of the Earth, by Sheila Hamanaka
The Colors of Us, by Karen Katz
Cornelius, by Leo Lionni
I Am a Loveable Me, by Sharon Penchine, C. Ht and Stuart Hoffman
Dogs and Bugs go Together…They Really Do!, by Sharon Penchina C.Ht & Dr. Stuart
Hoffman
I Like Myself, by Karen Beaumont.
Swimmy, by Leo Lionni
The Rabbit Who Wanted Red Wings, by Carolyn Sherwin Bailey and Dorothy Grider
Giraffes Can’t Dance, by Giles Andrede and Guy Parker-Rees. (Celebrate you,
diversity.)
Empowerment
Unstoppable Me, by Wayne Dyer and Kristina Tracy
Incredible You, by Wayne Dyer and Kristina Tracy
I Take a Deeep Breath!, by Sharon Penchina C.Ht & Dr. Stuart Hoffman
The Tiniest Acorn, by Marsha Danzig Metzger
Think Positive / Affirmations
The Affirmation Web, by Lori Lite and Helder Botelho
I Believe in Me – A Book of Affirmations, by Connie Bowen
I Think I Am!: Teaching Kids the Power of Affirmations, by Louise Hay and Kristina
Tracy
Power Thoughts for Teens (Card Deck), by Louise Hay
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Be a Good Citizen / Generosity
Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids, by Carol
McCloud
I Can Show I Care: Compassionate Touch for Children, by Susan Cotta
The Earth and I, by Frank Asch
The Giving Tree, by Shell Silverstein.
Content
It’s Not What You’ve Got, by Wayne Dyer
Practice Peace
The Peace Book, by Todd Parr
Hey, Little Ant, by Phillip and Hannah Hose. (Practice peace, connection.)
Move & Groove
Bend at the Knees, if You Please, by Sharon Penchina C.Ht & Dr. Stuart Hoffman
(preschool)
Once Upon a Pose, by Donna Freeman
The ABC’s of Yoga for Kids, by Teresa Anne Power
Have Alone Time / Reflection
Emotion Commotion: Children’s Poems and Activities That Explore Emotions, by Kathy
Dietz. Available at www.depotpublishing.com.
Kids’ Yoga Book of Feelings, by Mary Humphrey.
How Leo Learned to Be King, by Marcus Pfister.
Is There Really a Human Race?, by Jamie Lee Curtis
Mandala Coloring Book, by Katie Feldman (available at www.childlightyoga.com)
Peaceful Piggy Meditation, by Kerry Lee MacLean
Sometimes I Feel Like a Mouse, by Jeanne Modesitt
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The Way I Feel, by Janan Cain
Mixed Themes
Chicken Soup for the Preteen Soul, by Jack Canfield
Chicken Soup for the Teenage Soul, by Jack Canfield
Kindness: A Treasury of Buddhist Wisdom for Children and Parents, collected and
adapted by Sarah Conover
That’s Bingzy: Activity Book (Let’s talk about it, discuss and do activities), by Arlene
Richards and Mary Taylor (www.bingnote.com)
Wisdom Tales from Around the World, by Heather Forest
Zen Shorts, by Jon J Muth
Music Suggestions
These can all be found at www.amazon.com unless noted otherwise. Listening to
samples is helpful in choosing music as tastes can be quite personal. It is recommended
that you have a mix of fun, upbeat (possibly trendy/current, yet appropriate songs) and
calming, relaxation music options, depending on the activity and outcome desired.
I Grow With Yoga, by Sammie Haynes & Lisa Flynn/ChildLight Yoga (Available at
www.childlightyoga.com)
Any of Sammie Haynes’ CDs – songs about peace, earth care, friendship, etc.
Dance for the Sun: Yoga Songs for Kids, Kira Willey
Any of the Putumayo World Music CD’s
Background Music: Mozart, or anything quiet and instrumental such as Steve Halpern,
classical music, piano, guitar, Native American flute, etc.
Any of the Reflections of Nature Series of Music CDs – www.reflectionsofnature.com
These are also often available at stores like Wal-Mart and Target at their listening
stations.
Music Download Websites:
www.itunes.com
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Relaxation/Visualization CDs
These are available at Amazon.com unless otherwise noted.
A Moment of Peace: Relaxation for Children, by Debbie Milam
Imagery for Kids CDs, by Charlotte Reznick, PhD (www.imageryforkids.com)
Indigo Dreams Series – Indigo Dreams, Indigo Ocean Dreams, Indigo Teen Dreams, by
Lori Lite (also check www.stressfreekids.com)
I am a Loveable Me! Series –Affirmations for Children, Sleepy Time Messages for
Children, I Take a Deep Breath – 2 Imagine (Best for preschool – G3)
Search internet for podcasts of ‘Meditations for Children,’ ‘Visual Imagery for Kids’ or
similar.
DVDs / Videos
These are available at Amazon.com, unless otherwise noted. Please note that none are
entirely suitable for the classroom environment. (Watch for Yoga 4 Classrooms DVDs,
web interface and iPhone app in 2012!)
YogaKids® Series (for 2 – 6 yrs): Silly to Calm, Yoga ABC’s, etc. – YogaKids
*Pizza Party (for 2 – 6 yrs) – Lisa Detamore
*Storyland Yoga – Playful Planet
* Whale Yoga – Jodi Komitor
*Yoga by the Dozen (for 2–6 yrs) – JoAnna Ross
*Shanti Generation (Preteens / Teens) – Abby Wills
* Available at www.childlightyoga.com.
Cards, Kits, Games & Other Helpful Items
Yoga 4 Classrooms Activity Card Deck – www.yoga4classrooms.com
*Yoga Garden Game – www.yogakids.com
Yoga Bingo – Spiraling Hearts – www.spiralinghearts.com
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*ABC Yoga Cards for Kids – Learn with Yoga
*Yoga Pose Coloring Book – Spiraling Hearts
*Yoga Activity Book – Spiraling Hearts
Yoga Kit Instruction Book: Fun and Fitness, Imaginazium – www.imaginazium.com
*Yoga Pretzels Cards – Barefoot Books
*Yoga Planet Cards – Barefoot Books
*Power Thoughts for Teens Cards – Louise Hay
Respect the Earth or Good Citizenship Flash Cards, by Eeboo – www.amazon.com
Yoga for Teens Card Deck, by Mary Kaye Chrissicas – www.amazon.com
Peace Mandala Coloring Book or Everyone’s Mandala Coloring Book, Vol. 1, by
Monique Mandali – www.amazon.com
*Mandala Coloring Book – Spiraling Hearts – www.spiralinghearts.com
3-D Yogis and Yoginis (Box of poses/figurines) – www.rayzodyssey.com
*Available at www.childlightyoga.com.
Vendor Recommendations
Dollar Tree, Christmas Tree Shop, or outside! – gratitude ‘Rocks’
Oriental Trading Company – stamps, stickers, jelly bracelets, beach balls, bendy
characters, award certificates, seashells, craft supplies, scarves, feathers, themed items,
etc. – www.orientaltradingcompany.com
Montessori Services – unique books, toys, etc. which promote a peaceful world,
understanding of the human body, appreciation of the natural world, etc.
www.montessoriservices.com
Overstock.com – great place to search for a good deal on books and videos –
www.overstock.com
Amazon.com – books, games, DVDs, music at reasonable prices and free shipping on
orders over $25. Also provides info about ‘used’ items at often significantly lower costs.
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Useful Websites
The Kids Yoga Resource – www.thekidsyogaresource.com
ChildLight Yoga / Yoga 4 Classrooms Blog – filled with lesson plans, informative,
related articles, product reviews, etc.
Songs for Teaching – www.songsforteaching.com
Yoga in My School – www.yogainmyschool.com
Compassionate Kids – www.compassionatekids.com
Kids for Saving Earth – www.kidsforsavingearth.org
Kids Health – www.kidshealth.org
Bing Note – www.bingnote.com
Reach & Teach – www.reachandteach.com
Responsive Classroom – www.responsiveclassroom.com
Visual Imagery for Kids – www.imageryforkids.com
Edutopia – www.edutopia.com
The Whole Child – www.wholechildeducation.org
Continuing Education
Yoga for Children
ChildLight Yoga® – www.childlightyoga.com
YogaKids® – www.yogakids.com
Next Generation Yoga® – www.nextgenerationyoga.com
Karma Kids – www.karmakidsyoga.com
Yoga in Schools
Yoga 4 Classrooms – www.yoga4classrooms.com
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Yoga Ed.® – www.yogaed.com
YogaKids® Tools for Schools – www.yogakids.com
Mindfulness in Schools
Mindful Schools – www.mindfulschools.org
Hawn Foundation – www.thehawnfoundation.org
Yoga for Teens
ChildLight Yoga for Teens – www.childlightyoga.com
Yoga 4 Teens – www.yogaminded.com
Shanti Generation – www.shantigeneration.com
Yoga for Children with Special Needs
Creative Relaxation Yoga Therapy for Children with Autism and Special Needs –
www.yogaforspecialneeds.com
Yoga for the Special Child® – www.specialchild.com
Yoga for Babies and Toddlers
ChildLight Yoga Baby & Toddler Yoga – www.childlightyoga.com
Other Suggested, Related Workshops & Trainings
BrainGym 101® – www.braingym.org
Responsive Classroom® – www.responsiveclassroom.com
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ABOUT THE AUTHOR
Lisa Flynn is the founder and director of ChildLight
Yoga and Yoga 4 Classrooms, organizations
providing evidence-informed yoga and mindfulness
education to children in schools and communities,
and trainings for professionals whose work supports
the well-being of children. It is her mission to teach
strategies that help children and youth develop
resilience, positive perceptions, good health habits
and mindful awareness.
During a dark period of depression and disordered
eating in her college years, Lisa discovered yoga as a
life-saving practice. Following her recovery, she often
wondered if having these tools earlier in life may have made a difference. Could yoga
serve as preventative "medicine", helping to strengthen emotional resilience, particularly
for children and youth affected by trauma or adverse life circumstances? At the time she
didn't know the hows and whys, but she knew from her own experience that yoga could
indeed heal the body and soul. The seeds were planted.
Years later, as a new mother, Lisa she noticed that when her toddlers would join her
morning yoga practice, it was not only fun and natural for them, but seemed to improve
their focus and mood while promoting parent child bonding. She went on to search her
local area for children's yoga classes and came up empty-handed. She attended the first of
many related trainings in 2003 and quickly was teaching up to 15 classes per week.
ChildLight Yoga was officially founded in 2005.
Lisa developed the ChildLight Yoga Teacher Trainings and Yoga 4 Classrooms
Professional Development Workshops and Trainer Intensives which she and her team
now share nationally. She serves as a curriculum consultant and speaks regularly at yoga,
mindfulness, education and school counseling conferences, as well as schools and yoga
centers around the country. She is also a respected leader and collaborator in the school
yoga and mindfulness movement and greater kids' yoga community internationally.
Lisa has authored several program manuals related to yoga for children and published the
Yoga 4 Classrooms Card Deck in 2011; and Yoga for Children: 200+ Yoga Poses,
Breathing Exercises, and Meditation for Healthier, Happier, More Resilient
Children(Adams Media, 2013). She is also the co-creator of I Grow With Yoga, the
popular CD of yoga songs for children. Lisa has written numerous articles on the topic of
yoga for children and yoga in schools for publications such as Yoga Therapy Today,
Yoga Living, and Green Teacher, as well as through online outlets such as Elephant
Journal.com. Her work has been featured by several TV news programs including Fox
News and WMUR-TV's Chronicle NH, as well as in Kiwi Magazine, Parenting, Yoga
Journal and Yoga Teacher Magazine, among others (see Press page).
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In addition to 500 hours of adult yoga training received through the YogaLife Institute of
NH, Lisa has earned an additional 250+ hours of yoga for children and related training
through organizations such as Color Me Yoga, Yoga Ed, Every Kids Yoga, Circus Yoga,
Itsy Bitsy Yoga, Musical Yoga Adventures, Yoga Minded's Yoga for Teens, Radiant
Child, and Adventure Play, among others and continues her education at trainings,
workshops and related conferences each year.
Lisa is an active member of several professional organizations including Yoga Alliance,
The International Association of Yoga Therapists (IAYT), Yoga Service Council,
Mindfulness in Education Network, Association for Mindfulness in Education, and the
Seacoast Association of Yoga Teachers in Action (SATYA), which houses The Teen
Yoga Network, which she founded in 2012. Lisa is also actively involved in several other
groups and organizations which are focused on supporting and growing the field of
contemplative education.
With a degree in Communication, Lisa spent over 10 years working as a Senior
Advertising Executive and subsequently as a Marketing Director in Atlanta and Chicago.
After moving back East to start a family, she spent five years as a Business Manager for a
commercial property developer. She is extremely grateful to have the opportunity to
combine the knowledge and skills gained from her professional background with her
passion for yoga and children.
Most importantly, Lisa is a Mom. Admittedly, work, her children's activities and running
a household can prove stressful at times. She uses yoga, meditation, gratitude and
positive thinking to maintain balance in her life. Her intention is to inspire her young
students to do the same, providing them with tools they can use for a lifetime of health
and wellness.
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CONTACT US
Office of ChildLightYoga and Yoga 4 Classrooms
Contact: Lisa Flynn
Address:
53 Washington Street, Suite LL100
Dover, NH 03820
Phone: 603-343-4116
Email: [email protected]
Websites: www.yoga4classrooms.comand www.childlightyoga.com
JOIN OUR COMMUNITY
Yoga 4 Classrooms
Facebook: www.facebook.com/yoga4classrooms
Twitter: www.twitter.com/yoga4classrooms
Blog: http://www.yoga4classrooms.com/_blog/Yoga_4_Classrooms_Blog
ChildLight Yoga
Facebook: www.facebook.com/childlightyoga
Twitter: www.twitter.com/childlightyoga
Kids Yoga Resource Blog: www.thekidsyogaresource.com
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