TestimonialsRefugee Mothers and Toddlers, Chelsea, MA.
Typically, we have only a couple of kids, but they do come back. We can see even the most gitated children begin to relax...last week, we saw one boy just on his own with his mom, for the first time; they are having numerous challenges together (she has young twins at home,
too). When I saw mom at the end of the week, she volunteered that the day after grp, when things had been rough, he had gotten out a blanket and started doing the movements!!! This was a pleasant surprise to both of them (and us!!!). Today for the first time, we had 4 moms and 5 children (ages 19 months to almost 4). It went beautifully. Thank you for teaching us: the group is clearly a lovely and soothing opportunity for
both kids and adults.Pam Miller, EdD, LICSW
-Safe Start Director, MGH Chelsea.
Katrina Survivors: LongBeach, MS.
"I must say, I am still so overwhelmed on how well your program goes over everytime we have a class. I have seen some interesting things take place with very active children after just 2 classes. My boss was so impressed after the first class that we are beginning to spruce up the old trailor and create a Rainbowdance atmosphere as best we can. After I returned from your workshop, I wanted to get started right away but the building was not yet ready to access so I began working with my toddlers on little things. We would "tickle tickle" in circle time, and when crawling under the table we learn to follow directions singing "Out, out out, out!" We worked on "Stop" and "rest", and most of all have loved learning the sign language. We finally cleared the space and have had our first experimental class.
My director wanted to try it with the four year olds first. Now keep in mind we have just begun the extended day schedule, so children who were not always together ended up together. My director swore it was the hardest bunch in the school. I wasn't sure it would work, especially with twelve children. We just went for it, and they loved it! The next day was bad weather,and the kids were all wound up, so my director asked me to do Rainbowdance again. I wish you could have seen those "very active" boys loving their little bears in the lullaby ending circle. They truly were in another place. Later I went in their room and asked them to tell me what they liked best about it and their answers let me know that Rainbowdance is exactly what we need."
We have been having a great time with Rainbow Dance. You will be so excited to see how the children have just really grabbed on to this program! I have children every day for about 20-25 mins and then on Wed. I actually have two groups one in the morning and one at noon. These children are in the 4 year old class and actually do the entire program. But you may like to know that every child has participated in some part of Rainbow Dance and the effects, and benefits to me seem to be the same.
I will say they love it! Even though our groups are big we are seeing children repeating songs, such as "ball, ball" and "round and round" just throughout their day. I have not officially trained any teachers they just watch and catch on. Some teachers even take it back to their classrooms, using "stop, and rest" to gain classroom control. I have children begging me first thing to "please can we be horses today" So I know our children are certainly enjoying themselves. Sometimes they get mad when its time to leave. Even the toddlers are slowly catching on. We have about mastered "ball, ball" and tickles and "big sounds," and are working on Round and round. All classrooms have the music now and can work on pieces.
Karen Meyers
-First Baptist Preschool
Deaf Autistic Children, Boston, MA.
When the ladies explained that they would like to come to my class once a week to do Rainbow Dance with us, I admit that my first reaction was skepticism. How in the world would we fit this activity into our day? My students are already years behind their peers and three of the four are on MCAS-alt this year. Not to mention the fact that I had seen Rainbow Dance before, with the very young classes at our school. This did not seem appropriate for my nine- and ten-year old students. No, this did not seem to be something that would benefit my students nor help me to meet their academic goals. Despite my initial reaction, I agreed to have them come the following Wednesday to try it.
The first class was magical. My students all took off their shoes, donned tunics and sat with strangers despite the fact that any of these events in isolation could have and should have triggered the obsessive behaviors and anxious reactions I had seen so many times already in the year. Even my youngest and most delayed student put her aggressive behaviors aside and relaxed. Seeing the students relax allowed myself and my two paraprofessionals to relax as well. As my skepticism began to fade away, I found myself enjoying the activity and seeing my students in a new light.
In the months that followed, we have all witnessed incredible growth in my class. The students are thrilled to see the picture of our Rainbow Dance friends on the schedule every Wednesday, as am I! It provides a wonderful respite in the middle of the week, and helps us to refocus our energy and put any negative incidents aside. It allows my students to let down the shield around them and engage with those in their environment. Before our holiday break, our class gave our Rainbow Dance friends four small stones that were engraved with powerful words. I'd like to share the letter we included with them, which I wrote from my students' perspective.
To Our Dear "Rainbow Dance" Friends:
This is the season in which the world pauses to reflect on those things that matter most in life.
We hope that these small tokens of our appreciation will serve to remind you of the wonderful gifts you give the children of our school, and particularly this classroom, each time you work with us.
Thank you for giving us Peace:
We have come to find harmony in the routines you have introduced to us. We are learning to "listen" to our bodies and find a stillness within. We can relax and feel safe with you. Thank you for giving us Joy: We feel bliss when we work together. We come together as a group and see nothing but smiling faces all around us, from adults and peers alike. We never have to feel uncomfortable with you.
Thank you for giving us Strength: We have all experienced moments where something we could not do last week suddenly feels right. We are learning to persevere and to overcome our obstacles. We have seen that there is nothing we can't do with you. Thank you for giving us Hope.
We have learned that our apparent limitations should never allow us to fear moving forward. We have seen great things from each one of us, and this reminds us that each of us has an opportunity to grow. We have seen that you believe in us and celebrate our achievements.
Thank you so much for every smile, every moment of eye contact, every ounce of patience. The staff and students alike feel your love and did not want this holiday season to pass without each of you being able to take a piece of our love home with you, to remember how much we appreciate everything you have done in the short time we have known you.
Rebecca Mc Vey, Teacher
-Horace Mann School - Room B311: Deaf Autistic Class.
Kripalu Week Long Intensive Trainee:
Dear Robert and Dicki,
I want to thank you from the bottom of my heart and the ends of my whirling fingertips for the work you did with all of us last week. I am back in my office seeing six clients today and can feel so much of the essence of what we did, and some of the specific work, coming through in my work with others. It also left me with so much joy and hope. I did yoga with a friend this morning and will join a class tonight. I hope I get another good 25 years to take this kind of good care of myself and others. Thank you.
LESLEY UNIVERSITY INTERN:
When I first met Domier he cried almost constantly and was aided through his days at his Head Start program with the almost-full time support of one of his teachers. Initially, he resisted sitting with his peers on the parachute to participate in Rainbow Dance each wee, and instead he sat in a chair with his teacher holding him, singing the songs to him as he watched as wriggled in her arms. Unable to regulate his own body within a classroom and to focus on the elements of Rainbow Dance, this time to observe and to begin integrating the music into his body allowed him to eventually join the circle during certain parts that he had learned. Throughout the year during which I worked with Domier, he eventually learned to participate in the complete Rainbow Dance groups, first with the direct support of his teacher and later with the self-control to both enthusiastically demonstrate his mastery of the songs and movements and also to clearly communicate his need to sit out or take a break when he was unable to match the group's energy level or mood. He developed a connection not only to the Rainbow Dance program but also to its leaders and his peers while they participated together; he exemplifies a child who has been helped by this intervention to look out and toward his peers, to seek connection and grounding rather than remain disconnected, unattached, and unsettled.