Time program offers a more structured focus that can serve as a tool for students during other parts of the day when self-regulation is needed. “We always say by working our bodies we can work our minds to be in a better place for the learning in the afternoon,” Snyder said. She said her aim was to help them calm their bodies. “They come out of the lunchroom with so much energy that it’s often hard for them to regroup and focus on academics.” “We decided to put it at our most challenging time during the day behavior-wise,” Snyder said. They determined the best time of day for them to offer it was directly after lunch when there is no recess offered since their two recesses take place in the morning and later in the afternoon. In September, the teachers set out on what would be an experimental pilot year to give them a chance to gauge if the program would have an impact on their students. Time to her students once every school day. In just one training session, Snyder learned the necessary poses, breathing exercises and songs for her to offer M.Y. “It was so neat seeing her and her attitude about the whole thing that made us really excited to get started,” Snyder said. Last summer, Tripolitis offered a day of training to prepare Snyder and her fellow kindergarten teachers at Cornwall Terrace Elementary so that they were in a position to begin implementing the program at the start of the school year. “If the kids have the tools to regulate and manage their behaviors, intervention may not be needed.” Karen Tripolitis, wearing a grey Mindful Roots T-shirt, teaching educators during an onsite training session. “The University of Pennsylvania did a study that showed that for every dollar spent on social-emotional learning programs, $11 came back of costs that were not incurred for interventions,” she said. She said that early prevention is key over intervention. “I have had teachers say that kids don’t know how to look at one another and don’t speak to one another due to precautions during the pandemic”. “We have to listen to our educators who are telling us, ‘These are the trends we are seeing,'” she said. Time helps build positive classroom communities, which makes everything run more smoothly. The pandemic impacted children’s social skills and their ability to be in a community with one another and build relationships. “Kids are showing signs that they are more detached from their body and are more sedentary due to increased screen time, but they really want to move - that is the language of children - and this program gives them a space to do that.” “We are having more children with developmental delays in the recent landscape,” Tripolitis said. Last year, she began reaching out to administrators of schools to make them aware of her program as a means to support emotional and social learning. Tripolitis created the program to share with other educators due to the success she found in using yoga as a tool for her students for 14 years. Time movement-based program by Mindful Roots, founded by longtime educator Karen Tripolitis of Amity Township, Berks County, is designed to address these very issues plaguing many schools. Time Program is a 160-page instruction guide to mindfulness and yoga for children. “Each year it is impacting the academics even more,” Snyder said. She and her fellow kindergarten teachers noticed increasing issues among their students with regards to emotional regulation, body awareness and listening and speaking skills that were beginning to concern them. It was perfect timing when kindergarten teacher Dawn Snyder was trained last summer in a mindfulness program for her students in the Wilson School District in Berks County.
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