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In Exchange's newest book, Curriculum: Art, Music, Movement, Drama, Margie Carter suggests that teachers examine their own biases about physical activity:

"Teachers do well to recognize that the value they place on motor activity is directly related to the time allotted and the messages, direct and indirect, they give children regarding the use of their bodies. Are teacher communications during outdoor or other large motor time focused only on safety and taking turns? Does the teacher's current relationship with his/her body or any female social conditioning impact the emphasis given on involvement with physical activity? Are there any differences in the kind of attention and recognition that boys and girls receive? Are the needs for movement and independence of differently abled children planned for or ignored? Is there only one way for children to "show me you are listening" or are they encouraged to find and show their own way of listening, one which really works for their needs?

"It's worth ending any training session with the acknowledgment that the work of a teacher requires that we be in our bodies in ways that are not entirely normal �" having eyes in the back of our heads; sitting in chairs not made for our size; continually lifting, bending, squatting, and avoiding mental evacuations when things get too stressful. Perhaps the most valuable textbook for teachers has yet to be written �" Zen and the Art of Caring for Children. To keep our own mind and body integrated, we need the art of mindfulness, attentive breathing, and deep belly laughing, not to mention salaries that would afford us membership in health and fitness clubs.

"Somewhere I heard and then repeatedly learned in my own life that new behavior is made possible through physical change. This adage brings children and teachers great hope for our learning, if only we keep on moving."

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