A sense of connection is necessary for relevancy to exist for a student. In Fearless Mastery, students create their own connection to themselves, to others and to different situations.

The personal connection is achieved through the warm-up exercises outlined above and through the use of one’s dial to assess a personal energy level.

The connection to others occurs during community-building activities and Koosh ball exercises, as well as some games involving the dial.

Students learn to match themselves to the needs of any situation by applying the warm-up techniques as needed.

Orientation

Have you ever sat in a stationary vehicle, and the vehicle beside you moved?  For a moment you perceived that it was your car that was moving; you were sensing movement that was not happening.  This feeling lasted until you realized that you were disoriented, and your mind re-processed what your senses were telling you.  Self-correction came with awareness of disorientation.  But what if you remained unaware of your misperception or were unable to re-orient yourself?  (You might have slammed on your brakes!)

Disorientation is a common occurrence for some students, and students in a state of disorientation find it very difficult to relax and be ready to learn.  The objective of orientation is for the students to have accurate perceptions through all of their senses, including sight, hearing, balance and time.  Students may not know that they are disoriented, and become frustrated because learning is not happening easily.  They are typically told to try harder and they feel that they are doing their best.  Since students who are unaware of their disorientation will be unable to correct their perceptions, it is important that teachers recognize when students do not perceive accurately.

Students experience disorientation for many different reasons.  For example, some students become disoriented when reading because they perceive the letters from different vantage points.  These students may perceive the letters from a vantage point below the paper from which they are reading.  They will probably experience letter reversals, and will only correct themselves when they realize that they are disoriented, i.e. that they are misperceiving reality.  In this example of disorientation, the brain is not processing what the student’s actual eyes are seeing. It is receiving a different image from the “mind’s eye”.  To experience a similar visual disorientation yourself, try quickly writing the alphabet upside-down or backwards, or try reading using a mirror.

One of the effects of disorientation is an inability to pay attention and integrate     information. For this reason it is very important to ensure that every student is oriented before any lesson.                                                                                                                   

Many other factors may also affect a student’s ability to pay attention:

Physical Distractions: hungry, tired, weak or ill, injury, drugs/medication
Emotional Distractions: family strife, fear, anxiety, loss, time pressure (feeling rushed), scheduling changes

Sensory Distractions: loud noises, specific sounds, certain smells, poor lighting, excess motion (whirling fans, dangling decorations), change to environment (furniture rearrangement)
Boredom – The topic or activity is not relevant to the student, leading to a lack of focus
High Interest - A word association or curiosity about words or topic being discussed
Confusion - Print size too small, varying print styles, uncertainty about what the symbols represent
It is possible to reduce the effect of these factors to ensure that every student is focused, both in their mind (giving full attention to the task at hand) and their body (having a sense of balance).

Focusing Procedure:

The objective of the focusing procedure is to provide the students with a specific tool for gaining a strong sense of focus and balance within their mind and body. When in this state, they are also oriented to learn.
(Preparation)
Focusing can be done with more than one student at a time. If working with a group, be sure that the room is free from distractions. Keep the group small enough to adequately supervise each student.

It may be helpful to role-play the process before the Focusing Procedure is done for the first time. The teacher could be the imaginary self for a student while that student sits in a chair.

Say to the students:      

Now we will experience focusing.

Get comfortable in your chair. Close your eyes.

Now, do a great a big sigh and feel it all through your body.

Have your imaginary self stand up in front of you. Nod your head when you are there.

Have your imaginary self walk around and stand behind your real self.  Nod your head when you are there.

Put your imaginary hands on your real shoulders.  Nod your head when your hands are there.

Open your imaginary eyes and look down at the back and the top of your real head.  Nod when you do.

Open your real eyes. Feel your imaginary hands on your real shoulders.  Nod when you do.

Stand up and feel your imaginary hands on your real shoulders. Stand on one foot and feel your hands keeping you steady and balanced.

Whenever you wish to check your focus, stand on one foot to know whether you can balance. If you can, you are focused. If you need help, use your imaginary hands on your real shoulders until you can balance.

Notes: Adjust hands to sides of shoulders, if preferred.
Don’t use leg to balance (e.g. in front etc as counter weight).
Experiment with focus in other activities (e.g. batting and catching).

Koosh Ball Activity

These exercises use Koosh Balls, which are toy balls made out of strings of rubber band material. Tennis balls or Ping-Pong balls cannot be used because they can bounce out of the student’s hands before they can be grasped.

Objective:

The objectiveof the Koosh Ball Exercises is to reinforce the student’s ability to be physically and mentally balanced, and to be responsible for another person’s success.

Notes:

Koosh balls are deceptive because they appear to be merely a fun toy; however, the koosh ball activities also develop many life and social skills:

For successful learning:

• The action of balancing on one foot is in itself an important skill. If a student cannot balance, they are in a state of disorientation that will likely make learning anything a challenge.
• Learning how to center oneself develops the ability to choose balance and focus at any time so that external factors have less impact on learning experiences.

For being successful socially:

• Practicing with a partner and being responsible for someone else’s success builds the characteristics of a team player.
• Children who know how to connect with another child in this way are likely to have more friends.

For physical development:

• Children who cannot catch a ball are unlikely to develop as fully as they can physically.
• Many children struggle with knowing their left from their right hands. The activities give them a hands-on opportunity to practice mastery of this knowledge.
• Athletic abilities can only flourish when an individual has a sense of balance and physical coordination.

Preparation (pre-Koosh Ball activity):

Play the song “Gravity” as background music, both for this introductory exercise and in general when practicing balancing and catching Koosh balls.

Build skills by starting with balancing on one foot and then the other, tossing balls from one hand to the other, balancing on one foot and tossing balls between hands while alone, and finally, doing the entire Koosh Ball activity with a partner. Playful songs that help students to create bonds with their partners, and a sense of community, enhance the exercise.

Students can learn to recognize that “Gravity” is a signal to balance on one foot, follow the leader or leaders (who may be a student) and sit down, awaiting instructions, when the music stops. Leaders can demonstrate various balancing activities for the others to follow. Rotate leaders as feels appropriate. 

Procedure:

• Have up to six students stand in a line facing you and ask one to step forward.
• Complete one of the exercises below with that student. Move to the next student when appropriate.
• Note: Some students (particularly younger ones) may not be able to catch a ball yet. Start as slowly and simply as necessary. Refer to the FAQ below for more information.

Koosh Ball Exercise #1

• Say to the student, “Take a deep breath.”
• When the student is focused, say, “Balance on one foot.”  Either foot may be used. Remind the student that they may change feet as necessary.
• Ask the student, “Are you ready?”
• Instruct the student to, “Catch one ball in one hand.”  When you have finished giving the instruction, gently toss one ball, underhanded, aiming about chest high towards the centre of the body.
• Once the student has the first ball and has regained balance, instruct him/her to, “Catch one ball in the other hand”, and toss the second ball in the same way.
• Do this until the student can easily catch a ball in either hand without losing balance, then call out another student’s name and repeat the exercise.

Koosh Ball Exercise #2

• Say to the student, “Take a deep breath.”
• When the student is focused, say, “ Balance on one foot.”  Either foot can be used.
• Say to the student, “I will be throwing one ball to your left side.” Point to the side you will throw to. “Catch the ball with your right hand. Show me how you will catch the ball with your right hand on your left side.”
• Gently toss one ball to the side so that the student has to cross mid-line with the target hand to catch it.
• Alternate tossing the balls to one side and then the other side.
• Variation: Throw two balls to one side so that the student must reach across with both hands to catch.

Koosh Ball Exercise #3

• Say to the student, “Take a deep breath.”
• When the student is focused, say, “Balance on one foot.”  Either foot can be used.
• Tell the student, “I am going to throw two balls at the same time. Catch one in one hand, one in the other.”
• Hold two balls in one of your hands, and then gently toss the balls, underhanded, to the student. Aim for a position directly in front of the body on the mid-line.
• When the student catches the balls, be sure to praise.
• When the student can do this comfortably move on to the next student.

Koosh Ball Music:

Students develop the ability to be in a state of focus and balance when they perform activities with Koosh balls.  Playful songs that help students to create bonds with their partners, and a sense of community, enhance the exercise.

Focus: (Focusing skills are enhanced by music that requires coordinated actions and/or repetition of phrases. These songs could be a Koosh Ball substitute because students pay attention to the words in the songs and follow directions or patterns.)

Standing Up (stand up and down with words in song—also for dial)

Air Guitar (simulate playing musical instruments)

You Can’t Beat the Drum (repeat the patterns played)

Twisty-Freeze (freeze when the song says, “Freeze”)

Sole Woman (Livin’ in a Shoe) (Repeat)

Big Ol’ Car (Repeat words as instructed)

Koosh Ball Suggestions:

A parent volunteer or an older student can be easily trained to do this exercise with a student.

As the students become more competent in catching and throwing the Koosh Balls, they will be able to throw the balls to each other.  This will enhance their ability to be responsible for themselves and others.

FAQ

1.       What if a child cannot balance on one foot?

A.       Make sure that the student is relaxed. Ask them to do a release.

         Say to the student:

Close your eyes. Keep both feet on the ground.
Imagine standing on one foot and feeling very steady.
Feel as though you are stuck to the ground like a magnet, or as though you are a tree with long, strong roots holding you to the ground.            
Open your eyes and feel that balance.
Stand on one foot and feel that balance.

If they are still unsteady, have them visualize their “brain switch” for focus.

2.       What if a student uses his/her body to catch?

A.       Some children who are not comfortable catching will use their body by bringing their hand against their body to hold the ball. They will improve with practice, and should catch balls that are away from their body in a short time.

3.       What if a child cannot catch?

A.          Children who cannot catch can learn through progressive steps:

• Have the student hold out one hand and drop the ball from 10 centimeters above the hand.
• If the student does not close his/her fingers around the ball, show them first how to close their fingers. Then have them close their eyes while you drop the ball from 5 cm. Once they can catch confidently, have them open their eyes and drop the ball from 10 cm.
• Increase the distance of the drop until you can throw the ball from a short distance and the student can catch it.

Other Koosh Ball Games

Koosh balls can also be used in group activities.
Have students form groups of four or five, number off in clock-wise fashion and follow these patterns:
Group of four: 1-3-4-2-1-3-4-2-1...
Group of five: 1-3-5-2-4-1-3-5-2-4-1…
Introduce more balls when pattern is achieved with no errors.

Increase number of students in circles, following patterns that students establish and maintain, increasing the number of balls in play as appropriate. Problem-solving opportunities increase as number of participants increases. Some students recognize the need for eye contact, calling the name of your target recipient, planning whether to throw high or low, etc.

The Dial

The objective of dial setting is to allow students to determine and then control their personal energy level during learning tasks and social situations.

Preparation:

• Discuss the different types of dials that exist (radio, speakers, oven) and what they do (increase/decrease clarity, volume, temperature);
• Show the students a large dial with graduations from 1-9 on it (full circle or half circle); and
• Tell the students that their dial is for their energy, and that they can use their dial to make their energy go high or low.

Dial Setting Procedure:

Tell the students:

Close your eyes.

 Take a big breath.  Nod your head when you are focused.

Imagine your dial.  Nod your head when you have it pictured.

Now put the dial somewhere in front of you to your right or left side.

Using your fingers, show me what number your dial is at.

Put your dial at a 4, 5, or 6.  That is a good RANGE for the dial to be set at in the classroom.

NOTE:For a while you may need to remind students of the appropriate dial settings until they begin automatically adjusting it in relation to what they are doing.

Dial Setting Exercise #1:

Have the students sit at their desks or tables.

Tell the students:

Take a deep breath. Keep your body still.

Take another deep breath and move your dial up two numbers, for example, go from 4 to 6, from 5 to 7, or from 6 to 8.

Notice whether your body has changed in any way. Is your body warmer or cooler? Do you feel more awake or more tired? Is your vision clearer or fuzzier? Has your sense of hearing changed in any way? What about your sense of smell?

Now do a release and lower your dial to its starting point. (Pause) Do one more release and lower your dial down two places. Check your body temperature, alertness, vision, hearing and sense of smell.

Take one last deep breath and return your dial to where you started.

 Dial Setting Exercise #2:

Have the students sit at their desks or tables.

Tell the students:

Put your head on your desk (or table), close your eyes and keep your body still.

Set your dial on #1. You are asleep in your bed.

Set your dial on #2. You are starting to wake up. You can open your imaginary eyes, but you are too sleepy to lift up your head.

Set your dial on #3. Your imaginary eyes are opened. You are sitting up in bed.

Set your dial on #4. You are eating breakfast.

Set your dial on #5. You are sitting at your desk at school and your teacher is saying that you are one of the best-behaved students in the class.

Set your dial on #6. Your class is singing one of your favourite songs and you are happy and singing along.

Set your dial on #7. You are excited about recess and you are looking forward to running and playing. You remember that you are still in class and set your dial lower so that you can complete your work.

Set your dial on #8. You are on the playground bouncing a ball or jumping rope.

Set your dial on #9. You are running a race so you run as fast as you can.

The race is over. Slowly return your dial to #5. Open your eyes when you are ready.

Dial Setting Exercise #3:

Choose different students to act out an activity of their choice (running, reading, sleeping, jumping, etc.). Have other students guess where the dial would be for that activity.

Note: everyone has their own dial setting for a particular activity, which will be reflected in their guess.

If two students have different settings, you can say,

We are learning that there is a range on the dial for each activity and everyone can learn where to set their dial in the range. (Student’s name) just told us where his (her) dial would be for that activity. Thank you.

Variation: When reading out loud, ask students where a character’s dial would be set at that moment in the story.

 Dial Setting Music

Fearless Mastery uses a variety of ways in which students learn to connect.  First, they learn to assess where on a scale certain objects or activities belong; for example, the bowls of porridge in Goldilocks belong in different places on a temperature scale.  Students then learn to connect with where they would place personal likes and dislikes on various scales, and what their energy level is for certain activities.  Next, they play games to learn to assess and match their energy to different settings, e.g. classroom, playground or bed.  The benefit of this is that the students develop their ability and desire to be focused for any activity.

Recommended songs:

Gotta Get a Goody (dial increases as song speeds up)

Temper Tantrum (where is her dial?)

Apple Juice (is your juice “dial” high or low — expand to any foods, drinks)

Dial Setting Suggestions

It may be helpful to develop a signal for the Dial. 

Talk about different school activities and an appropriate dial range for each activity.  List these on a large chart, e.g. running: 7-9, drawing: 4-6, etc.

At any time say to the students, “Check your dial. Is it where you want it to be for this activity?”

Putting It All Together

Before doing any activities, say to the students,

• Close your eyes.
• Do a release.
• Imagine that you are…(name activity and describe what they may see or feel)…show your brain what it looks like.
• Check what number your dial is at in your imagination.
• Set your dial to that number, taking as many breaths as necessary.

OUTCOME

The goal is to give students varied opportunities to connect with themselves, others and the needs of any situation.  As their ability and interest in connecting with others increases so does their appreciation of literacy, and they are happily motivated to develop their communication skills.