Lesson 1: 10/14/14
Tuesday was the first day we took students from Lincoln Middle School out to Hearts and Horses.
The kids were amazing as were all of the horses, volunteers and staff. We put so much prep work into this and it paid off beautifully. The theme for the day was building RESPECT through trust and acceptance. The lesson focused on respect, responsibility, and relationships. We began the session with introductions and an icebreaker of telling the group the last time they acted in a respectful manner. Each student, volunteer and instructor came up with respectful acts. These acts included helping with household chores, greeting individuals in a respectful manner, helping friends up after falling and the best example of all was the students respectfully listening to one another while each spoke.
After introductions the students toured the property and had opportunity to watch three horses interact in an arena together. This interaction demonstrated to the students the different personalities the horses have and promoted the students to label specific behaviors. Most of the class was held in equus, which is the horses’ language. Communicating in equus helps focus on body language that promotes the skill of reading nonverbal communication.
Much of the work was done in silence in order to allow all participants (adult volunteers and facilitators included) the opportunity to enter the world of the horse. Horses don't use words. They communicate in body language and, in the words of Temple Grandin, pictures. They have tremendously keen observation skills and recognize people's intentions. As prey animals, their ability to discern others energy is critical to staying alive.
So, we were silent as a means of enhancing communication, not stifling it. The kids were amazing with this. They worked in teams of four; two students, one horse, and a volunteer. They were very "present" and each team seemed to develop its own unique synergy. The long periods of quiet had a kind of meditative quality. Not once did we have to remind the kids to be silent. When we debriefed at the end, the students were very engaged and willingly shared their thoughts and feelings rating their success and the success of their horses. In most cases the students ranked their success off the charts.
Today’s success was shown through each student acting towards each other, themselves, the horses, instructors, and volunteers in a respectful manner. I think we all FELT a genuine sense of respect by the end of the day!
Lesson 2: 10/21/14
Objective: Inspiring Empathy
It was another great Tuesday at Hearts and Horses for the Open Door Project. The students arrived and again circled up in a timely fashion to conserve time in order to get the most horse interaction as possible. The students practiced grooming their horses in teams of two students-the only direction being to complete the activity in equus, the silent language of the horse.
The grooming activity allowed the students to explore on their own. The students were able to figure out how to groom the horse in a manner that encouraged trust and acceptance between horse and student partners. After grooming, the students were asked to put their hands on their horses. This lesson was to see how much a student could learn about the horses-again, all in equus. This language is expressed through touch, body language, intention (thinking in pictures) and observation. This activity again showed that by asking the students to be quiet they could experience alternative methods to common verbal communication
The students were gentle and engaged with their horses while demonstrating the ability to show empathy toward their four legged friends. I love to see the students’ energy levels equilibrate and a beautiful cooperation emerge in their work.
Today the students also were introduced to the 6 Second Pause. In this exercise, students learn to recognize their ‘triggers’, those things that make them act emotionally and without thinking. Once they recognize their triggers, they create and memorize a list of 6 items of a certain category (types of fruit, colors, NBA stars, cars, breeds of dogs…) that they can recite when they are triggered. By doing this, they are able to slow down the emotional reaction, engage their thinking, and make room for generating options that are more adaptive than allowing emotions to ‘hijack’ them in the moment. We will have a chance to work with the 6 Second Pause in another session while riding the horses.
Next lesson we ride! My hope is that the kids will be able to take this sense of calm into the saddle. I can’t wait!
Tuesday was the first day we took students from Lincoln Middle School out to Hearts and Horses.
The kids were amazing as were all of the horses, volunteers and staff. We put so much prep work into this and it paid off beautifully. The theme for the day was building RESPECT through trust and acceptance. The lesson focused on respect, responsibility, and relationships. We began the session with introductions and an icebreaker of telling the group the last time they acted in a respectful manner. Each student, volunteer and instructor came up with respectful acts. These acts included helping with household chores, greeting individuals in a respectful manner, helping friends up after falling and the best example of all was the students respectfully listening to one another while each spoke.
After introductions the students toured the property and had opportunity to watch three horses interact in an arena together. This interaction demonstrated to the students the different personalities the horses have and promoted the students to label specific behaviors. Most of the class was held in equus, which is the horses’ language. Communicating in equus helps focus on body language that promotes the skill of reading nonverbal communication.
Much of the work was done in silence in order to allow all participants (adult volunteers and facilitators included) the opportunity to enter the world of the horse. Horses don't use words. They communicate in body language and, in the words of Temple Grandin, pictures. They have tremendously keen observation skills and recognize people's intentions. As prey animals, their ability to discern others energy is critical to staying alive.
So, we were silent as a means of enhancing communication, not stifling it. The kids were amazing with this. They worked in teams of four; two students, one horse, and a volunteer. They were very "present" and each team seemed to develop its own unique synergy. The long periods of quiet had a kind of meditative quality. Not once did we have to remind the kids to be silent. When we debriefed at the end, the students were very engaged and willingly shared their thoughts and feelings rating their success and the success of their horses. In most cases the students ranked their success off the charts.
Today’s success was shown through each student acting towards each other, themselves, the horses, instructors, and volunteers in a respectful manner. I think we all FELT a genuine sense of respect by the end of the day!
Lesson 2: 10/21/14
Objective: Inspiring Empathy
It was another great Tuesday at Hearts and Horses for the Open Door Project. The students arrived and again circled up in a timely fashion to conserve time in order to get the most horse interaction as possible. The students practiced grooming their horses in teams of two students-the only direction being to complete the activity in equus, the silent language of the horse.
The grooming activity allowed the students to explore on their own. The students were able to figure out how to groom the horse in a manner that encouraged trust and acceptance between horse and student partners. After grooming, the students were asked to put their hands on their horses. This lesson was to see how much a student could learn about the horses-again, all in equus. This language is expressed through touch, body language, intention (thinking in pictures) and observation. This activity again showed that by asking the students to be quiet they could experience alternative methods to common verbal communication
The students were gentle and engaged with their horses while demonstrating the ability to show empathy toward their four legged friends. I love to see the students’ energy levels equilibrate and a beautiful cooperation emerge in their work.
Today the students also were introduced to the 6 Second Pause. In this exercise, students learn to recognize their ‘triggers’, those things that make them act emotionally and without thinking. Once they recognize their triggers, they create and memorize a list of 6 items of a certain category (types of fruit, colors, NBA stars, cars, breeds of dogs…) that they can recite when they are triggered. By doing this, they are able to slow down the emotional reaction, engage their thinking, and make room for generating options that are more adaptive than allowing emotions to ‘hijack’ them in the moment. We will have a chance to work with the 6 Second Pause in another session while riding the horses.
Next lesson we ride! My hope is that the kids will be able to take this sense of calm into the saddle. I can’t wait!
Lesson 3: 11/4/14
Objective: Building Trust
Today was a very successful day in meeting our objective of building trust. We began with circling-up and the students welcomed a few new volunteers with respect and openness. They demonstrated trust in the group by openly sharing even with new people involved. During the circle students shared what they had experienced thus far through participating in ODP and how they are using the skills being taught with the horses in other aspects of life and in school. The students talked about the skills they use in building a relationship with their horses including trust, respect, gentleness, calmness, being a leader, and communicating in Equus. By learning how to communicate to the horse in the silent language of Equus the students continue to discover how to communicate without words.
We worked in two groups today, one for groundwork and one for mounted work. Each student experienced both. The students all demonstrated such a sense of trust by mounting and riding their horses. They showed strength by participating in the activities on horseback even if nervous at times. It is clear that a bond between student, horse, and volunteer is growing. It takes a lot of trust in your horse and volunteer to close your eyes while riding! Most of the students agreed that they were able to trust their team. Although a volunteer was leading the horse, each student rode with control and respect. It was a beautiful sight to see everyone sitting tall in their saddles.
The groundwork activity was a huge success as well. The goal was to move the horse with no leading into as many boundary zones as possible while showing respect for the horse and each other. The first group didn’t actually move a horse into a box but demonstrated that in so many cases it is the process that makes us feel successful, not the outcome—that failures and unintended outcomes can occur but success is felt through our effort and learning. As one of our instructors reminded us “it’s the journey that makes the destination.” The second group did not follow convention. Instead of trying to move the horse, the students moved the poles around the horse to box it in—demonstrating again that the process is much more important than the outcome and that there are always multiple solutions.
The students were very successful today in both riding and groundwork. By the end of the class the students’ energy was positive and optimistic, and they seemed truly excited to be participating in ODP. I look so forward to another great week and hope next week’s lesson is just as successful as these lessons in trust were.
Objective: Building Trust
Today was a very successful day in meeting our objective of building trust. We began with circling-up and the students welcomed a few new volunteers with respect and openness. They demonstrated trust in the group by openly sharing even with new people involved. During the circle students shared what they had experienced thus far through participating in ODP and how they are using the skills being taught with the horses in other aspects of life and in school. The students talked about the skills they use in building a relationship with their horses including trust, respect, gentleness, calmness, being a leader, and communicating in Equus. By learning how to communicate to the horse in the silent language of Equus the students continue to discover how to communicate without words.
We worked in two groups today, one for groundwork and one for mounted work. Each student experienced both. The students all demonstrated such a sense of trust by mounting and riding their horses. They showed strength by participating in the activities on horseback even if nervous at times. It is clear that a bond between student, horse, and volunteer is growing. It takes a lot of trust in your horse and volunteer to close your eyes while riding! Most of the students agreed that they were able to trust their team. Although a volunteer was leading the horse, each student rode with control and respect. It was a beautiful sight to see everyone sitting tall in their saddles.
The groundwork activity was a huge success as well. The goal was to move the horse with no leading into as many boundary zones as possible while showing respect for the horse and each other. The first group didn’t actually move a horse into a box but demonstrated that in so many cases it is the process that makes us feel successful, not the outcome—that failures and unintended outcomes can occur but success is felt through our effort and learning. As one of our instructors reminded us “it’s the journey that makes the destination.” The second group did not follow convention. Instead of trying to move the horse, the students moved the poles around the horse to box it in—demonstrating again that the process is much more important than the outcome and that there are always multiple solutions.
The students were very successful today in both riding and groundwork. By the end of the class the students’ energy was positive and optimistic, and they seemed truly excited to be participating in ODP. I look so forward to another great week and hope next week’s lesson is just as successful as these lessons in trust were.
Lesson 4: 11/18/14
Objective: Recognizing Patterns and Triggers: Six Second Pause
Today was another successful day for the Open Door Project. We worked in more detail on the Six Second Pause. The students have been introduced to this objective before but today we put the practice into use during groundwork and mounted work. The Six Second Pause is used to recognize emotional reactions to triggers. We ask the students to list six items in a category (cousins, fruit, colors, NBA starts, ect.) This is used to engage what we call the wizard brain. When emotions take over and cause us to react without thinking the lizard brain is engaged. By listing six items in a category we are able to slow down the emotional reaction and engage the wizard brain in thinking about how we want to respond before responding. Engaging our wizard brain allows us to make a decision about how we want to react instead of our emotions dictating how we act.
In the groundwork group the students were asked to write down a trigger and the six items in their category. Students told a volunteer their trigger then collected the six written items placed throughout the obstacle course while still leading a horse through the obstacles. By doing this the students practice engaging their wizard brain to encounter negative emotions they feel about their triggers in order to apply consequential thinking and respond in a logical manner rather then a simple emotional reaction.
The mounted group also worked on The Six Second Pause by incorporating a new riding instruction, the half halt. The students were asked to start in the middle of two cones then ride their horses at a slow gait, using the half halt, and stop before a ground pole. The riders were instructed to use the half halt in order to slow the horses gait so that the students were able to list their six items before stopping. This activity allows a student to think of a trigger and be able to slow thinking down while slowing the horse down.
Objective: Recognizing Patterns and Triggers: Six Second Pause
Today was another successful day for the Open Door Project. We worked in more detail on the Six Second Pause. The students have been introduced to this objective before but today we put the practice into use during groundwork and mounted work. The Six Second Pause is used to recognize emotional reactions to triggers. We ask the students to list six items in a category (cousins, fruit, colors, NBA starts, ect.) This is used to engage what we call the wizard brain. When emotions take over and cause us to react without thinking the lizard brain is engaged. By listing six items in a category we are able to slow down the emotional reaction and engage the wizard brain in thinking about how we want to respond before responding. Engaging our wizard brain allows us to make a decision about how we want to react instead of our emotions dictating how we act.
In the groundwork group the students were asked to write down a trigger and the six items in their category. Students told a volunteer their trigger then collected the six written items placed throughout the obstacle course while still leading a horse through the obstacles. By doing this the students practice engaging their wizard brain to encounter negative emotions they feel about their triggers in order to apply consequential thinking and respond in a logical manner rather then a simple emotional reaction.
The mounted group also worked on The Six Second Pause by incorporating a new riding instruction, the half halt. The students were asked to start in the middle of two cones then ride their horses at a slow gait, using the half halt, and stop before a ground pole. The riders were instructed to use the half halt in order to slow the horses gait so that the students were able to list their six items before stopping. This activity allows a student to think of a trigger and be able to slow thinking down while slowing the horse down.
Lesson 5: 11/25/14
Objective: Teamwork; developing social and emotional skills
Today the students endured the blowing wind and frigid temperatures demonstrating an amazing ability to adapt. The mounted and ground groups dealt well with the ‘less than ideal’ conditions and had some wonderful success working in teams and practicing skills of leadership, consequential thinking, optimism, and intrinsic motivation.
During our circle up students were asked to choose a horse they identified with in a photograph of a herd of wild horses running. The responses they shared for why they identified with the chosen horse were so interesting including “I like to be out front but also have someone with me,” “that one looks left out and forgotten, and that is how I feel a lot—forgotten but trying to keep up,” “kind of in the middle, not getting too much attention,” and “following from behind.” So much learned in this.
The ground group was tasked as a team with getting a horse over to and through a “gate” made of two upright poles. They were challenged to do this in Equus (silent), with and without touching the horse, and while connected together with a tether! One student stayed separate and was able to give advice to the team. This activity proved to be an experience demonstrating the challenge of giving direction to peers as a leader while also demonstrating the challenge of maintaining silence and following instruction from a peer. It was fun to watch the students take turns, or ‘emerge,’ as leaders while finding the words to help their team navigate the challenge, handling the frustration of not being listened to or clearly understood, and staying focused on the goal, the horse, and the team all at once.
The students continue to gain riding skills also. They practiced half-halts and increasing gait speed today. These skills prepared them for the teamwork activity of the day—riding around the arena and through obstacles boot-to-boot with a teammate. This activity takes great focus, cooperation, motivation, and requires awareness of all team members-the two riders and the horse. The students rose to the challenge and were able to make it happen despite the cold and wind!
At our closing circle the students talked about what they thought this program was about and how it is affecting them. Here are some of their responses:
§ “It’s a place to build skills that can really help you. I don’t get in much trouble like I used to.”
§ “This place is calm. I feel more calm lately.”
§ “I show up more like a leader.”
§ “It calms you down. You can be more in control of yourself.”
§ “I’m really changing! Seriously! I can work better with people.”
§ “She is! She really is changing!”
Objective: Teamwork; developing social and emotional skills
Today the students endured the blowing wind and frigid temperatures demonstrating an amazing ability to adapt. The mounted and ground groups dealt well with the ‘less than ideal’ conditions and had some wonderful success working in teams and practicing skills of leadership, consequential thinking, optimism, and intrinsic motivation.
During our circle up students were asked to choose a horse they identified with in a photograph of a herd of wild horses running. The responses they shared for why they identified with the chosen horse were so interesting including “I like to be out front but also have someone with me,” “that one looks left out and forgotten, and that is how I feel a lot—forgotten but trying to keep up,” “kind of in the middle, not getting too much attention,” and “following from behind.” So much learned in this.
The ground group was tasked as a team with getting a horse over to and through a “gate” made of two upright poles. They were challenged to do this in Equus (silent), with and without touching the horse, and while connected together with a tether! One student stayed separate and was able to give advice to the team. This activity proved to be an experience demonstrating the challenge of giving direction to peers as a leader while also demonstrating the challenge of maintaining silence and following instruction from a peer. It was fun to watch the students take turns, or ‘emerge,’ as leaders while finding the words to help their team navigate the challenge, handling the frustration of not being listened to or clearly understood, and staying focused on the goal, the horse, and the team all at once.
The students continue to gain riding skills also. They practiced half-halts and increasing gait speed today. These skills prepared them for the teamwork activity of the day—riding around the arena and through obstacles boot-to-boot with a teammate. This activity takes great focus, cooperation, motivation, and requires awareness of all team members-the two riders and the horse. The students rose to the challenge and were able to make it happen despite the cold and wind!
At our closing circle the students talked about what they thought this program was about and how it is affecting them. Here are some of their responses:
§ “It’s a place to build skills that can really help you. I don’t get in much trouble like I used to.”
§ “This place is calm. I feel more calm lately.”
§ “I show up more like a leader.”
§ “It calms you down. You can be more in control of yourself.”
§ “I’m really changing! Seriously! I can work better with people.”
§ “She is! She really is changing!”
Lesson 6: 12/2/14
Objective: Considering a Challenge: Finding direction in our lives
Today was a gorgeous day at Hearts and Horses. It was sunny and beautiful, so we began with circling up in the sunshine and each student shared a particular challenge they were experiencing with their circle neighbor. The challenges ranged from “I can’t listen for very long, it is so hard for me,” to “my dad has been away for a long time and I miss him,” to “my parents are divorcing and I am caught in the middle.” We talked about how challenges become obstacles to reaching personal goals as well as what it takes to overcome them. What motivates them to change? Do they approach challenge with optimism or pessimism? What are the patterns that keep them from, or lead to, success? Helping the students discover where they typically find energy to overcome obstacles (the minor day-to-day ones) helps them unleash their own intrinsic motivation. And, it can improve their ability to frame problems as temporary, isolated to the problem at hand, and able to be solved with personal effort—with optimism.
Today’s ground session had two parts. First, each student built an obstacle course using random items in the arena that served as a representation of their challenge. They then led their horse in whatever manner they chose (with and without leads) through the ‘challenge.’ Afterwards, the student shared their challenge with their group, exploring the metaphor, and discussing how they might ‘see their way through’ it in reality. It was wonderful to watch the students navigate their emotions, which ranged from doubt that they could get their horse through or over obstacles to pride and joy as they discovered their personal power and willingness to not give up in the face of challenge It was surprising for some to be encouraged to see failure or mistakes as steps toward the goal rather than as lack of success. In this, the ability to reframe failures and celebrate successes—the hallmark of self-efficacy—are strengthened.
The second ground activity had the students learning about and assessing their horse’s health—checking heart rate, hoof care, checking hydration, teeth, etc. It was a nice chance to nurture these generous ‘partners’ in the work.
I had the wonderful experience today of working one on one with a student rather then simply observing. This gave me great insight into the growth so far experienced in them. It shows up in their respect for the horses, property, and each other, in their focus and self-control while working together, and in the energy they bring back to school.
Objective: Considering a Challenge: Finding direction in our lives
Today was a gorgeous day at Hearts and Horses. It was sunny and beautiful, so we began with circling up in the sunshine and each student shared a particular challenge they were experiencing with their circle neighbor. The challenges ranged from “I can’t listen for very long, it is so hard for me,” to “my dad has been away for a long time and I miss him,” to “my parents are divorcing and I am caught in the middle.” We talked about how challenges become obstacles to reaching personal goals as well as what it takes to overcome them. What motivates them to change? Do they approach challenge with optimism or pessimism? What are the patterns that keep them from, or lead to, success? Helping the students discover where they typically find energy to overcome obstacles (the minor day-to-day ones) helps them unleash their own intrinsic motivation. And, it can improve their ability to frame problems as temporary, isolated to the problem at hand, and able to be solved with personal effort—with optimism.
Today’s ground session had two parts. First, each student built an obstacle course using random items in the arena that served as a representation of their challenge. They then led their horse in whatever manner they chose (with and without leads) through the ‘challenge.’ Afterwards, the student shared their challenge with their group, exploring the metaphor, and discussing how they might ‘see their way through’ it in reality. It was wonderful to watch the students navigate their emotions, which ranged from doubt that they could get their horse through or over obstacles to pride and joy as they discovered their personal power and willingness to not give up in the face of challenge It was surprising for some to be encouraged to see failure or mistakes as steps toward the goal rather than as lack of success. In this, the ability to reframe failures and celebrate successes—the hallmark of self-efficacy—are strengthened.
The second ground activity had the students learning about and assessing their horse’s health—checking heart rate, hoof care, checking hydration, teeth, etc. It was a nice chance to nurture these generous ‘partners’ in the work.
I had the wonderful experience today of working one on one with a student rather then simply observing. This gave me great insight into the growth so far experienced in them. It shows up in their respect for the horses, property, and each other, in their focus and self-control while working together, and in the energy they bring back to school.
Lesson 7: 12/9/14
Objective: Motivation and Optimism
Today the students were asked what success was to them. What does it look like and feel like? Their answers were honest and thoughtful including graduating from high-school and/or college, having nice things, being able to give to their family, feeling good about themselves, being able to have good relationships, and doing the ‘right’ thing with my life. As a group we talked about the difference in being successful in the process as well as in the achievement of a specific goal.
In groundwork we watched three horses interact alone in the arena. Students were asked which horse they identified with and here are some of their incredibly insightful responses:
§ “I’m like Temple, because sometimes I don’t like to listen.”
§ “Like Temple, because I won’t respect you until I get to know you.”
§ “like Temple, because he is rude, but only sometimes, not all the time.”
§ “I’m like Bud because at first I listen, but then like Watusi because I zone out.”
§ “Like Watusi, because I pay attention and then drift away and do my own thing when the teacher turns around.”
§ “I’m like Watusi, alone, but I join in sometimes.”
§ “I’m like bud. Nobody wants to be with him, but he rises up to be the leader anyway.”
§ “Like Bud, I’m a leader, but I’m shy like Watusi sometimes.”
The students then witnessed how interactions changed among the horses when Jill, the instructor, entered the arena—joining the herd. The students watched with great focus as Jill applied ‘pressure’ to the individual horses to get them to pay attention to her and move in the way she wanted them. She did this all without touching the horses. She ‘released’ it just as each complied by giving a pat or by softening her stance as reward. This happened until the rowdy threesome were calmly following her every move. The students were then able to experiment with the concept of ‘pressure and release’ and practiced on their individual horses.
It was wonderful to witness each student gracefully bring their horse into their sphere, literally following on their heels-no bribes, no leads, no reprimands, no stress. They were able to feel what it is like to lead—not with force but in relationship. This activity engaged the students in thinking about their own lives and how they are often led by others—teachers, parents, and peers. They shared feeling constant pressure to do better behaviorally and academically. They admitted that it is hard to keep trying because the pressure is not rewarded with periodic release, only more pressure, making it hard to stay motivated. The students came to the conclusion that if the pressure to do better could be released for a bit, and even modest triumphs could be celebrated, they could feel successful.
In the mounted group the students were teamed up with a photo of a horse scene and asked to find laminated feeling words distributed around the arena to tell a story involving about the horse scene. The teams worked well together using positive communication and support. They told imaginative stories and showed off increasing emotional literacy, ever-improving riding skills, and confidence in their horsemanship and each other.
Next week is graduation; I can’t believe it’s been seven weeks! I wish we had more time!
Objective: Motivation and Optimism
Today the students were asked what success was to them. What does it look like and feel like? Their answers were honest and thoughtful including graduating from high-school and/or college, having nice things, being able to give to their family, feeling good about themselves, being able to have good relationships, and doing the ‘right’ thing with my life. As a group we talked about the difference in being successful in the process as well as in the achievement of a specific goal.
In groundwork we watched three horses interact alone in the arena. Students were asked which horse they identified with and here are some of their incredibly insightful responses:
§ “I’m like Temple, because sometimes I don’t like to listen.”
§ “Like Temple, because I won’t respect you until I get to know you.”
§ “like Temple, because he is rude, but only sometimes, not all the time.”
§ “I’m like Bud because at first I listen, but then like Watusi because I zone out.”
§ “Like Watusi, because I pay attention and then drift away and do my own thing when the teacher turns around.”
§ “I’m like Watusi, alone, but I join in sometimes.”
§ “I’m like bud. Nobody wants to be with him, but he rises up to be the leader anyway.”
§ “Like Bud, I’m a leader, but I’m shy like Watusi sometimes.”
The students then witnessed how interactions changed among the horses when Jill, the instructor, entered the arena—joining the herd. The students watched with great focus as Jill applied ‘pressure’ to the individual horses to get them to pay attention to her and move in the way she wanted them. She did this all without touching the horses. She ‘released’ it just as each complied by giving a pat or by softening her stance as reward. This happened until the rowdy threesome were calmly following her every move. The students were then able to experiment with the concept of ‘pressure and release’ and practiced on their individual horses.
It was wonderful to witness each student gracefully bring their horse into their sphere, literally following on their heels-no bribes, no leads, no reprimands, no stress. They were able to feel what it is like to lead—not with force but in relationship. This activity engaged the students in thinking about their own lives and how they are often led by others—teachers, parents, and peers. They shared feeling constant pressure to do better behaviorally and academically. They admitted that it is hard to keep trying because the pressure is not rewarded with periodic release, only more pressure, making it hard to stay motivated. The students came to the conclusion that if the pressure to do better could be released for a bit, and even modest triumphs could be celebrated, they could feel successful.
In the mounted group the students were teamed up with a photo of a horse scene and asked to find laminated feeling words distributed around the arena to tell a story involving about the horse scene. The teams worked well together using positive communication and support. They told imaginative stories and showed off increasing emotional literacy, ever-improving riding skills, and confidence in their horsemanship and each other.
Next week is graduation; I can’t believe it’s been seven weeks! I wish we had more time!
Lesson 8: 12/16/14
Objective: Personal Achievement
Has it really been 8 weeks?!! Today the riders invited their families out to celebrate their graduation and demonstrated the skills learned and personal growth during their time in the Open Door Project at Hearts and Horses. Despite the blustery cold, many family members were in attendance.
Before the families arrived, students decorated their horses with symbols representing individual hopes, dreams, and goals each holds. These included symbols of peace, college emblems, A+s needed for academic success, mottos of bravery, beauty, and honor, and wings with which to “take flight.” One memorable quote was “I alone decide.”
The students navigated the Trail of discovery together with their family members walking alongside. They worked in their original pairs, one student leading the horse or merely walking alongside, while the other rode independently. The bonds forged between the team of horse and student partners were evident in the settled gait, respectful communication, support, and laughter.
After the students rode, they took turns recounting what they liked about the Open Door Program and what they had learned. They had remarkable composure and courage while publicly speaking to the large group of families, peers, volunteers, and instructors. Here are a few examples of what they said:
§ “I think more.”
§ “I have become more calm with horses…oh, and with people too.”
§ “This has helped me a lot. I have to be calm here, and I take it back to school and don’t get in as much trouble.”
§ “I have learned that it takes patience, and you need to be kind.”
§ “I am trying to interact with people better.”
§ “Learning horse language helped me in school.”
§ “Over thinking things isn’t always good. Being calm helps a lot with horses and with people.”
§ “I am brave.”
The graduation finale ended with a slideshow featuring the students, some terrific cupcakes, and the presentation of posters featuring each student and their horse along with a small cluster of their individual horse’s hair. These gifts will help remind the students of their time together in the Open Door Project.
Here’s to these fine young people finding more success and happiness!
Objective: Personal Achievement
Has it really been 8 weeks?!! Today the riders invited their families out to celebrate their graduation and demonstrated the skills learned and personal growth during their time in the Open Door Project at Hearts and Horses. Despite the blustery cold, many family members were in attendance.
Before the families arrived, students decorated their horses with symbols representing individual hopes, dreams, and goals each holds. These included symbols of peace, college emblems, A+s needed for academic success, mottos of bravery, beauty, and honor, and wings with which to “take flight.” One memorable quote was “I alone decide.”
The students navigated the Trail of discovery together with their family members walking alongside. They worked in their original pairs, one student leading the horse or merely walking alongside, while the other rode independently. The bonds forged between the team of horse and student partners were evident in the settled gait, respectful communication, support, and laughter.
After the students rode, they took turns recounting what they liked about the Open Door Program and what they had learned. They had remarkable composure and courage while publicly speaking to the large group of families, peers, volunteers, and instructors. Here are a few examples of what they said:
§ “I think more.”
§ “I have become more calm with horses…oh, and with people too.”
§ “This has helped me a lot. I have to be calm here, and I take it back to school and don’t get in as much trouble.”
§ “I have learned that it takes patience, and you need to be kind.”
§ “I am trying to interact with people better.”
§ “Learning horse language helped me in school.”
§ “Over thinking things isn’t always good. Being calm helps a lot with horses and with people.”
§ “I am brave.”
The graduation finale ended with a slideshow featuring the students, some terrific cupcakes, and the presentation of posters featuring each student and their horse along with a small cluster of their individual horse’s hair. These gifts will help remind the students of their time together in the Open Door Project.
Here’s to these fine young people finding more success and happiness!