1. Get Ready To Learn (GTRL) Curriculum
Yoga therapy in the classroom

2. Mission Statement
To prepare all students to be in optimal physical, behavioral, and cognitive states for learning
To create learning environments that are calm, safe, and comfortable
To support the physical and mental health and well being of all

3. Quick Background
GRTL is a researched daily preparatory classroom yoga curriculum that was introduced into NYC schools in 2008 in classrooms with students with a wide range of developmental and educational strategies

4. Getting Ready
Many students and staff arrive to school in less than optimal states (sleepy, tired, agitated, withdrawn, anxious)
The ability of students to engage fully in the experience of learning requires that they be alert, calm, and centered in order to focus, participate, and integrate new information
This relies on internal/external factors

5. Internal Processing
Regulation: ability to adapt to changes, demands, and stress without overreaction
Sensory-Motor Registration: ability to perceive and process incoming information from the body senses or environment
Sensory Integration: a global understanding of how the body operates and produces a desirable “outcome”

6. External Impacts (Classroom Environment)
Staff
Other students
Activities
Opportunities (for movement or rest)
Classroom organization

7. NOT READY Students who Stuck in “No” Flat affect Collapsed posture
Hyperactive
Slow processing
“fight, fright, or flight” behaviors

8. Classroom Routines
Established to provide a sense of security, safety, and emotional stability
Reduce stress/increase organization
Self control
Positive behavior
Social skills
Coping with transitions
Opportunity for learning

9. 5 parts to GRTL Program Centering Breathing Postures Deep Relaxation
Circle of Song

10. 1) Centering Transitioning time DVD begins with calming music
sit quietly, settle down, focus
DVD begins with calming music
should start following morning announcements to decrease amount of interruptions

11. 2) Breathing
DVD background music offers a rhythmic pulsation to help regulate breathing rate and internal rhythms
Helps to get the class “in sync”

12. 3) Postures
Warm up exercises prepare the muscles and mind for physical activities
Each posture promotes specific physical benefits
Forward flexion (calming)
Twisting postures (facilitate organization)
Arms overhead (increase energy)

13. 4) Deep Relaxation
Helps to release any held stress and shift the brain into states where new learning can occur
During this time the student can rest or actively participate in the progressive relaxation exercises

14. 5) Circle of Song Program completes with a call & response song
Helps to promote social connections and classroom cohesion
Encourages vocalization, improve engagement, participation, and focus

15. Program Preparation
The environment: Soundtrack playing, lights dim, SIGN ON THE DOOR, mats arranged, DVD uploaded
The student: follows same routine daily, involved in set up/clean up, uses same space daily, provided with multiple outlets for learning (adults, DVD model)
The team: Staff should be calm, ready to use NON VERBAL communication only, positioned appropriately for optimal modeling and outcomes, prompting level understood

16. Phases Phase 1 (generally 2-4 weeks)
Hands off, no touch or verbal prompting (Students are orienting to the program) including those that are resistant or slow to initiate
Staff can intervene with physical prompting rather than verbal prompts if necessary (for the students who demonstrate non compliance behaviors )
Adults are models, should be dispersed throughout the students
Each participant gets own space on personal mat

17. Phase 2 (will advance to this phase upon facilitator discretion)
Initiation of movement should occur in this phase
Introduce gentle, silent physical and visual cues as appropriate
ONLY PROMPT STUDENTS WHO ARE NOT INITIATING
Warm up the body- always approach student in the front
Deep touch/ pressure through rubbing skin on arms, sides of back, legs
*AVOID SPINE*
Adults should provide prompting on second round of postures only AFTER they have modeled the posture themselves
Continue to build self awareness by reviewing positive performance at the end of each session
Collect student feedback (in any form; pictures, written, verbal “How does GRTL make you feel?”)

18. Phase 3 (generally around 8-12 weeks depending on pace of class)
This is a period of greater integration, where levels of independence and performance should increase
Students are self initiating
Prompts to help students are faded
Consider implementing a “Pose of the Day, Week, Month” to direct student focus to improve their form, and thus enhancing the benefits of these movements
Continue to build self awareness by reviewing
Collect parent feedback (Form will be provided to send home)

19. Forms (provided for you)
Data “scratch” sheet (completed weekly)
Baseline Form
Parent Feedback Form
Teacher Feedback Form
Sample GRTL Lesson Plan
Sample Door Signs
Sample Circle of Song

20. DON’T DON’T Share Mats DON’T change time/daily routine DON’T TALK
DON’T have people entering during session
DON’T have adults doing other things – everyone participates

21. Essentials
Everyone is an active participant- staff has to want to & agree to participate, those who do not wish to participate can temporarily leave the room or switch with someone for this time frame
Yoga is done DAILY and ROUTINELY
Non-verbal redirection is key in success of this program

22. Maintenance
Your OT will be in the classroom for the first week or two, then the classroom teacher facilitates daily
Weekly data will be completed by the classroom teacher/staff and collected by the OT
OT will be an active participant in the classroom weekly (1/wk minimum)
Monthly meetings will be held with classroom staff if any concerns arise or to report on progress

23. Last but not least…. Keep a sense of humor
Don’t force anything to happen
Take this time for yourself every morning at the very least and enjoy