Follow up if needed.Ĭounselor and Kennedy will visit classes, unannounced, to observe how the students are using whole body listening. Look at how the students have answered the “Kennedy’s Whole Body Listening” worksheet.Īsk teachers to report how students are doing with listening after this lesson. Pass out the worksheets for them to fill out correctly. Have students demonstrate THEIR whole body listening by sitting on the carpet, sitting at their desks, standing in line, and any other examples appropriate to the particular class. Discuss how well Kennedy listens and uses his whole body by watching Kennedy and also looking at the worksheet that shows him using whole body listening skills. Give multiple commands and reward him with treats. As the lesson is being taught, point out how Kennedy is using whole body listening.Īfter discussing how we use our whole body to listen, have Kennedy show the students how well he can listen. Ask students, “How can your whole body play a part in good listening?” Answers should include that hands and feet need to be still so they do not distract the eyes and brain from thinking about what the speaker saying. Read a story to the class about the importance of listening and making a good choice to listen.
#Whole body listening pdf
Worksheet ( Kennedy’s Whole Body Listening – Page Three of PDF attached below)
Students will practice whole body listening.īook about the importance of listening (see above as suggestion) Students will identify what whole body listening looks like, using Kennedy as a model. Wigglebottom Learns to Listen, Howard Binkow) Students will listen to a story about the importance of listening. Tiffin City Schools, Tiffin, OH / Kennedy Once the children are listening comfortably, it's time to look at how we can support children to communicate too - introducing the sound dials…įinally, it is worth noting this adult created expectation for whole body listening, resulting in a child with neurodivergence being ‘told-off for fidgeting and not being able to sit still in class’ is considered to be ‘ableism.’ ‘Ableism’ is a form of ‘discrimination which favours people without disabilities’ and therefore ‘harms disabled people.’ This definition and much more information is available in Tapestry's (2022), ‘A beginners guide to ableism.’ When children are listening they may also ‘stim.’ ‘We should not attempt to force compliance against stimming.’ ‘The Kinetic Scale’ mentioned above is taken from the book ‘ A Moving Child is a Learning Child.’ But that frustration has a whole lot to do with my self-regulation ability and a lot less to do with the actual children, their abilities and their diversity of learning.’ ‘The thing that frustrates me with whole-body listening is that it actually diminishes the key skills we need for learning, engagement and regulation.’ perspective of how, even though adults are responsible for creating the expectation of whole body listening, they ‘cannot, should not and will not use’ the rule for themselves is striking. ‘To be clear, I am not saying that it isn't frustrating when trying to support large groups of children with learning.
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