Multi-Disciplinary Teacher & Children’s Workshop Outline

Multi-disciplinary Teacher & Children 1-day Workshop

For Schoolteachers, Yoga & Movement Instructors, Health Workers & Kids

I. Introduction

• Stand up and have everyone stretch.  Make themselves in to different shapes: a cat, a tire, a notebook, a banana, a house (end with house).

• Even though this was silly, our bodies are houses because we live in them.  If we think of our bodies as the houses we live in, there are lots of ways we can take care of them and keep them strong!

II. House-painting analogy (from community teaching) (5 min)

• A mud house will fall apart if its walls aren’t repainted

• Quick solutions like putting a bucket under the roof don’t solve the core problem

• With our bodies, medicines and surgeries often solve the immediate symptom.  We still have to fix the house!

III. Telephone analogy (from community teaching) (5 min)

• In order to fix the house, we need many different things.  (Ask what we need).

• Mud, stones, wood, water, all come from different places.  Some people are good builders, some are good carriers, some are good painters.  We need all of them in order to rebuild the house.

• Call audience members: I need water. What’s going on over there? It’s going to rain! Etc. The builder, stone breaker, carpenter and mud-carrier all need to talk to each other.

• Each part of the body specializes in something different.  By placing your hands on two parts of the

body, you create a kind of telephone line.  This helps two different parts talk to each other, so that they can do a better job of healing your body.

IV. Site to ureters card (10 min) – “LAB”

• Look at site to ureters card.  Everybody put one hand on a site of pain and other hand on their ureters.  (Teachers demonstrate on themselves)

• The ureters are pipes that remove urine.  They also help take out swelling and pain from any part of the body.

• Don’t need any pressure or movement.  It’s just a telephone line; communication is enough.  Relax your hands.

• You should keep your hands in place for at least 20 minutes at a time.

• You can also use someone else’s hands.  (Teachers demonstrate – a friend’s hand on ureters).  Everyone try this.

V. Process Centers (10 min) – “LAB”

• What would you call someone who helps build a house? (builder, carpenter, worker)

• The name for a part of the body that helps repaint the house I s a process center.  Just like you can have builders and stone breakers and water carriers – all different kinds of people who build houses – your body has different process centers that have different talents.

• Have a large picture of a body and cut-outs of different process centers:

Heart, Lungs, Liver, Pancreas, Spleen, Ureters, Kidneys (+Adrenals), Feet, Thyroid, Brain (frontal lobe)

-Number the backs of the cut-outs, and matching numbers on the body

• Stick the organs on to the poster of the body by calling up a volunteer to place each one.  For each one, discuss its job.

Heart – Circulation; love à hate

Lungs – Breathing; Feeling alive à Feeling not worth living/grief

Liver – Cleans the blood; Anger à Motivation

Pancreas – Sugar and energy

Spleen – Immunity

Ureters – Pipes for elimination

Kidney (+Adrenals) – Cleans the urine; Fear à Hope

Feet – Foundation of the house; Feeling stuck à Moving forward

Thyroid – Balancing chemicals in the body, the right amounts of things

Brain (Frontal lobe) – Thoughts, intelligence

VI. Solicit Activity Ideas (10 min)

• For teachers: Anatomy lessons, daily focusing or mediation activity, Homeword assignments (such as treating family or doing research on the body), writing or art assignments based on body themes (write about your heart), Team/group work, Peace-making and peace themes

• For yoga teachers: new postures, positional meditation, Interactive poses

• For health workers: giving homework, help from nursing or FCHV staff, involving family members

TEA BREAK

 VII. Specific protocols

• All to all – for everyone! Based on what we just did.  Include problem site.

• Shock – Post surgery

• Elimination & Detox – gastric, all rogi

VIII. Role Play

• Design a few hospital settings for facilitators to act out.

• Provide a chance for the kids to decide on and set up each of the protocols above.

IX. Work Passes

• Have the kids decide on a name for their community service project (Helping Hands, Telephone Touch, etc.)

• Each of the kids gets a business sized notecard to design an ID card that they will use as their hospital pass.  Set some guidelines for this – for example, the name of their organization / title should be clearly visible, along with their names.  You may or may not want to make it a teamwork exercise by having all the kids agree on an identical format.

• Either punch holes in the cards and put neck-strings through them, or ideally, have plastic pass-holders on neck chains to put the cards in.  Have all the kids wear their passes for the last part of the workshop.

X. The big picture

• What are the benefits of doing IMT besides treatment for a specific problem?

-Peace building, teamwork, mixing of ages, castes etc.

-Learning about the body

-Time to look inside / reflect / sit quietly

XI. Discussion about the community

• Open discussion about what to do next, including schools, hospital, community (special 1-day programs or an ongoing effort?), others who could be involved (religious leaders who visit the sick; healers) etc.

 

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