RAISING CONSCIOUS KIDS
accelerated the absorption of the concept beyond
solely having cognitive information or a new rule
to follow for someone else. These students loved
knowing for themselves.
We enjoyed practicing positive peer pressure, encouraging each other to do well. “You can do it.”
“You’re getting better all the time with your artwork. You’re good at figuring out problems!” “You
are really fun to be around.” Tell us more of your
funny stories.” The children even felt empowered
being able to help others feel empowered and encouraged!
I also asked for students to share success stories
they witnessed other students doing when out of
the classroom. When a peer calls out a person in
class and acknowledges that person in front of everyone else, it is very powerful! It is the opposite of
being a tattletale and the dynamics that occur with
the tattletale approach.
Cassie, a second grader, shared that one of the
boys who was usually pushy and grumpy at recess
started to get upset when someone accidentally
bumped into him. Instead of his fighting gear he
would normally jump into, she saw him take a deep
breath and not react negatively. Deep breathing
was a core in every week’s lesson, as well as how
the mind, body and emotions worked together.
From the inside out, feeling successful making a
major life change is empowering for children. Greg
changed not only his destiny, but influenced positive impact for several other children directly, as
well as being a living testimony for other students
in his class. He experienced internally the impact
of feeling, seeing and knowing this subject matter
for himself. Greg gained insight about how it felt to
pressure someone else because he felt the pressure that he normally caused others. The aggressive student that Cassie complimented blushed
in class when she mentioned his skill on the playground. After that, he displayed much more gentle behavior in and out of the classroom. He had
something to live up to that gave him confidence
without having to be defensive. Empowerment
with self-help skills is high-octane fuel for children
to feel like Superkids.
Teaching children what they are doing to themselves with inappropriate tension levels, ill inten-
35 | NEW CONSCIOUSNESS REVIEW
tions and unhappy hearts is essential in helping
them to be in control of their own inner world resources. Too many knots tied up in the body means
increased negative thoughts, emotional feelings
and body discomfort. Viewing my television pilot,
RAINBOW MAGIC, on the home page of my website www.grandmaboom.com (scroll all the way
down) is free for viewing and demonstrates clearly
with children how to use 3D learning with knots,
sox and bubbles. Deep belly button breathing is
a prime tool in this work. A basic rule of thumb is
that warm hands are relaxed, tense hands are cool
or cold. Doing ‘hand checks’ with each other to see
if you are tense or relaxed can be fun while serving as a self-help internal awareness skill practice.
Remembering to breathe deeply makes a dramatic
change in one’s quality of life experiences.
Nuts and Bolts of Lie Prevention
Another graphic way to explain 3D learning is
with the topic of lying. Face it. Everyone has done
or does it from little white ones to big hairy dark
ones. The point to teach children: what a lie does
to one’s own body. Here is a photo of a lie ball.
Imagine holding it, noticing how prickly and uncomfortable it feels. Again, using something in the
external world can bridge a child’s awareness to
her/his internal world.
What a lie looks like inside us