RESOURCE CREDIT TO JACK CANFIELD
What we visualize has powerful impact:
Brainstorm uses in Social Studies, English, Science, Math, etc. :
(our mini NESA workshop brainstorm included):
Pre Writing
Relaxation / Motivation
Make history more real
Travel through the bloodstream (think Magic School Bus)
Be an animal
Empathy
A "magic slate" in your brain to help memorize spelling words, formulas etc.
THIS IS A GREAT RELAXER, YES, BUT ALSO
CAN BE A POWERFUL EDUCATIONAL TOOL!!!
Classroom atmosphere:
1. Create a safe space; minimize interruptions; put a sign (do not disturb) on the door; turn off the intercom if possible.
2. Dim the lights, but not completely dark
3. Timing (too keyed up / falling asleep) : do an energizing or relaxing activity before.
4. Positions: (on floor- same position as you tend to wake up in; head on desk; "taxi driver"-hands in lap and head nodding forward slightly)
"Rules"
1. Keep eyes closed (contacts- OK to blink! exceptions- a few people visualize better with eyes open)
2. No talking; no touching
3. OK to fall asleep; not OK to snore (OK to gently touch someone snoring)
4. OK to go on own trip. (take a detour; esp. dealing w/ scary images --blocked? Send to central control-wish-snap fingers- to get what you need)
5. Raise your hand if you need help (esp. young students)
6. Don't compare; judge or analyze others' images
7. No pressure to verbally share afterwards (but you can)
8. Interruptions are like TV commercials -- after, just go back to the show.
Elements of good guided imagery script
It's great to use / modify scripts from other sources (tapes, books, articles, this web site, colleagues), but the ones that are going to suit your purposes best are the ones you create for your students. Some tips:
1. Use all the senses. Don't get caught in "see, see, see." Examine your script; make sure it incorporates ALL five senses, or at least as many as possible. Here are some useful words: see, visualize, hear, listen, smell, imagine, sense, pretend, feel, taste, touch
2. Work on pacing. Leading guided imagery is an art and a skill; practice helps. Tape your script and experience it yourself. Is your voice audible, understandable, soothing, harsh? Are the pauses too long (thoughts wander far), too short (inadequate time to form detailed images)?
3. Use a mixture of directive and subjective prompts (Directive: you pick up the green apple; you feel the grainy sand beneath your feet. Subjective: what color is the apple? What kind of surface are you walking on?)
4. Change perspective (get close, far away)
5. In general, the idea of Up (ascend a mountain, float up, magic carpet) = higher level of consciousness (emotional/spritual upliftment, creativity, insight, healing, love, joy, courage, peace haramony etc. / Whereas Down (underground, underwater) = lower uncouscious, negative images, repressed traumas, monsters and fear; thus be careful w/ down. (It's OK, though. For example you might do an imagery experience where the students are gopher, or ants, burrowing. Just be sure to provide an escape route, a light source, and be ready to help a child deal with negative images)
RETURN TO GROUND LEVEL before ending the session -- brings better closure; otherwise we've found students seem "spaced out" on their return.
6. Anchors -- nice to have concentration on same thing at beginning and ending of session. For example "aware of your breathing" or "feel your back against the back of the chair in this room.
7. Process the images or they will fleet away! (like a dream) Good ways of processing include writing , talking about in partners, drawing; don't interrupt, judge, grade, compare, worry about it.
Guided Imagery Scripts:
(These are some scripts that have been successful for me. If you have some to share, e-mail me and I'll include them here!)
(Check back later.)