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It's called Luminous Life Force.
It's sacred. It's sexual. It's healing.
You’re here to be luminous. … To remember your magic.
We have the capacity to rise into our highest consciousness through intense times when we melt into a deeper version of love and acceptance, and follow the rules of nature.
I am the open door that no one can close, and I want to open doors that you never even knew existed. We will connect through meditation, spirituality and use our ancient sexual energy, to heal together.
Join me and let’s cultivate our most luminous life force together. ❤️
River Roaring co-organizes the Sacred Sexuality Austin Empowerment Circle Friday evening events, and facilitates weekend workshops and private muse-and-mentoring programs, all in-person in her temple in the beautiful city of Austin, Texas.
More information can be found here:
riverroaring.com
Hello, darling. This is River Roaring, celebrating the Luminous Life Force in us all. Hello, darling. This is River Roaring again with this beautiful guest, Bluebird, to talk about this radical, radical new teaching method that she has discovered and is developing that I love so much. And I don't know what it's called yet.
Speaker 1:We don't
Speaker 2:know what it's called yet. It's okay. Come to us.
Speaker 1:I just have to say too that really what I really show people in my work as a healer is how to be in the body, how to feel the body, how to feel physical sensation in the body, how to notice what your body's telling you that is going to be so much more wise and important than what your thinking logical mind is telling you if you get the signs from your body. So what are you doing as a teacher in the classroom with language in this realm?
Speaker 2:Okay. So I have been working with middle schoolers. I've been in in education for thirty years at this point. This is my thirtieth year. I entered my first middle school classroom thirty years ago in New Mexico.
Speaker 2:Wow. And I've homeschooled and unschooled and been in public school and been as a executive director for Sylvan Learning Centers. And so I've been in lots of educational settings. And most recently I've been working with Reading Lab which is supporting kids who are struggling with reading. Classes are small.
Speaker 2:I'm very, very, very happy in this particular world of reading lab. Awesome. Last year, my students, I noticed that they would say, know, I would say, you know, these are seventh, eighth graders. Graders. They've been in school for, you know, a long time.
Speaker 2:Yeah. And nouns and the parts of speech and complete sentences are something that is introduced very especially nouns and verbs at a very early age. And they would say, I would say, okay, well tell me the nouns in the sentence and write a complete, you know, do this, do that. And they would just say, I don't know. I don't know.
Speaker 2:I don't know how to do that. And so I, instead of saying, yes you do, you know, you've been doing this for a long time. I started saying to them, well, imagine that you do know how to do it. Imagine everyone get quiet because there's just all this pushback in the classroom. Everyone get quiet and sit for a moment, put your pencil down.
Speaker 2:And because they've been in reading labs and, you know, they've been already sort of streamlined into the kids who struggle, so there's a lot of belief
Speaker 1:around it. Oh, interesting point. Right. Society has kinda even defined them already.
Speaker 2:Yeah. They've on the I can't read mantra already, and that's why I'm in this class. That's that's the mantra. And I want to be clear that these are kids who are native English speakers, you know, just your run of the mill suburban kiddos. So put down your pencils and I want us all to imagine that you are one of those kids who does know how to do it and really bring this kid up in your mind, the kid who passes the state test and does all things, and pretend like you do know how to write it.
Speaker 2:And the the vast majority of the class was like, oh, it's a person, place, or It's a verb. It's They a immediately knew more. Immediately. Oh. Okay?
Speaker 2:And I was like, okay. This is a thing. And so my kids performed very well on, like they made growth. My particular little crew of six class periods of kids showed a lot of growth on the STAR test. And our school district has had reading lab for several years and this is my first year in this role that the kids in reading lab specifically showed growth on And the so the question was, you know, what did you do?
Speaker 2:And I didn't do anything really except tell them to pretend like they're students who know how to pass this test. And they all did. And they all did it. More chills. And so going into this school year, I was like, okay.
Speaker 2:I'm going to leverage this idea. And I have already had in, you know, sort of my sovereignty work a path for sovereignty, you know, to grow your sovereignty. And one of my steps on your path to grow your sovereignty is the meta senses and teaching people how to tap into the five meta senses, which intelligence, your imagination, your emotion, your memory, and your will. And that these five imagine the intelligence is just all of the things like you've been alive for this long. Your brain has recorded and stored every experience, every thing that you've ever learned is in there.
Speaker 2:Okay? And I compare it for the kids to a messy bedroom. You have this messy bedroom that you've cleaned your room and you find things that you're like, dude, I totally forgot that I had this thing. Right? And it's been in your room the whole time.
Speaker 2:It's still there. It's always been there. When you saw it, again, it it wasn't that you didn't know it, it was just that you forgot about it until it was brought back to your consciousness. Beautiful. And your mind is the exact your mind is just a a messy bedroom.
Speaker 2:Beautiful. All of this everything you've learned in school is in there and we just need to get in there and clean up your room and kinda order things. Right? Beautiful. So your bedroom is your intelligence.
Speaker 2:It's your messy mind. Your imagination is your creativity, your way of, you know, pulling all of that, combining everything in your messy bedroom in new ways so that you can just re decorate it 10 times over, over and over and over and make it however you want it. Never getting anything new, just re sorting what you have. Your emotion is data, not determination. So the feeling of I can't do this is nothing more than a data point to go, oh, maybe to ask a question, the next question.
Speaker 2:Should I seek a resource? Do I need some more work? What do I need to do to slow down? Very same tools that are slow the intensity. Yeah.
Speaker 2:And come in, and I use that exact language with them, just kinda slow the intensity, calm down. This is a lot of, you know, this big assignment. Just sit into it and get catch your breath. And your memory is your ability to connect things from science to history to math, know, like pulling and and it's your web. You're making all of these interconnections.
Speaker 2:And your will is your grit and your willingness to do the next thing that needs to be done to be successful at whatever it is you're doing. Right? And so getting them to then tie those five meta senses into their physical senses. So we have an activity where the kids are like okay your five senses, your five meta senses match them. It was amazing to me.
Speaker 2:The kids like, well, sound is intelligence because when I listen to music and it is. Sound, your ability to hear is directly linked into intelligence. Yeah. Your vision is linked into your imagination. Your taste buds are linked into your emotional centers because when we eat something that we like, we feel so good and warm, and when we eat something we don't like, we might even cry.
Speaker 2:I mean, I remember being a little girl and crying because I had to eat something I didn't like. So taste is your emotion, your memory is smell, is connected into smell, and your touch in your hands is connected into your will. And so what we want to do is pull these two things together, the body to these other meta senses. Right? So starting with this, with the kids, they are disconnected from their bodies.
Speaker 2:I think it's a combination, we're dealing with 11 to 14 year olds of social media, being inside all the time, all of the things, you know. They're disconnected most notably from what they know. They are not connecting their experiences to their own intelligence Okay. As a library of share of of wisdom Yeah. Or experience or and they don't see that as knowledge.
Speaker 2:So one of the things I've been saying to them is your experience is your knowledge base. So if I told you right now, all of you, you're
Speaker 1:going
Speaker 2:to have this creative activity, you're going to plan a trip, you're going to plan two trips. One of them is going to be Tahiti and the other one is going to be to Alaska. Without doing any type of Google search whatsoever, no touching of anything, you tell me right now what are you going to do, what types of things you're going to need, and they just start like, Okay, have any of you ever been to either one of these places? No. Yet all of you know all of this information about all of these places without doing any type of searching whatsoever of anything.
Speaker 2:You know things. They have to be connected. They're disconnected from what they already know. Okay. So working on getting them to connect to what they have already experienced, and and it's in their bodies.
Speaker 2:Right. Okay. What does grandma's house smell like? Yeah. Now, I and and and so we've been doing some activities where, okay, I'm gonna make a noise.
Speaker 2:You have to write what the noise sounds like. And they're like, well, it's too tap no. You're not allowed to tell me what the noise is. Yeah. You have to say what it sounds like.
Speaker 1:Woah.
Speaker 2:And they're just dead in their tracks. They can't do it. Most people can't. The abstract thinking. The abstract thinking, the creative.
Speaker 2:Their imaginations are just at this, like, very low level. Yeah. And it's hard. These little simple activities, and I'm just sort of feeling into them and then talking to them about, okay, your imagination is what should before your intellect, before when you're at a problem and you don't know the answer, okay, you immediately go to your intellect so to speak. But if you feel stupid or disconnecting your intellect from all the other wealth of knowledge that you have.
Speaker 2:It's a very shallow little pool. And then kids are like, I don't know. You know? Right underneath your intellect is your imagination. And if you can get into your imagination and from there begin to just allow yourself to make mistakes.
Speaker 2:Yeah. Allow yourself to begin guessing, playing around with possible answers. Start writing even if you don't have anything. Just put the pencil to paper and start activating through the body this that you're you are you are activating your metasenses by drawing and writing and scribbles.
Speaker 1:It is. Draw circles if you have to to start. It is.
Speaker 2:And to get going. Get movement. That's beautiful. Getting the kids to see that through these senses, through the body, they is where they're gonna get access to these meta senses, which is really where they're learning and their grit to learn hard things as play exists. Right?
Speaker 2:And then oftentimes, especially and I remember being a kid and, you know, having to determine, is this a complete sentence or is this, you know, a fragment? Mhmm. And I would feel the sentence. And I'm a writer by nature. And grammar You sure are.
Speaker 2:Is very is is a playground for me. But I feel the rhythm of the grammar in my body which is something I'm only now beginning to like, oh, where if I can read a sentence and before I know if it's a fragment or not, I already know in my body that there is something wrong with this sentence. I feel like this sentence is a run on or it's incomplete. And stop right there.
Speaker 1:You don't have to go read a book to find that out. You feel
Speaker 2:it's in it's we feel it. And it doesn't even have to be in a language that we understand. So I've been like with the kids, you know, I'll say, oh my god. You know, and I'll pull one of the I saw him at the store with his mom. And I and I don't give them any preface for the conversation.
Speaker 2:I was at HEP yesterday. I saw him at the store with his mom, and do you know that he and then just stop, and every kid is, like, lean physically leaned in, but you can't control it. Even if it's slight, even if it's just like, you know, they're pulling it up. I want everyone to freeze. You are what are you waiting woah, what happened next?
Speaker 2:And where do you feel the what happened next? And they are feeling it. They all of them were like, I feel the need for what happened next in my body. And then I was like Shucks. Where in your body do you feel the need?
Speaker 2:And a lot of kids are like, what? And then there's be this in my shoulders. Somebody's like, I have it. It's right here in this upper part of my shoulders where I need to hear the rest of the story. Ain't that
Speaker 1:so cool? Uh-huh. I'm dying.
Speaker 2:And I'm like, okay. It's beautiful. Let's like stop. All of this is exists inside your body. And if I told the story in a foreign language, you would know.
Speaker 2:Was like, what? What? What? She got cut off. Because language exists.
Speaker 2:What we
Speaker 1:are
Speaker 2:we are you are made to communicate in the written word and in the spoken word. That is it's it's in your DNA. And so then, you know, it's such a like, the kids are like you you see the kids are like I ask them, you know, on scale of one, two, or three with your fingers, who gets it, who doesn't? And, you know, are you a one, are you two, and maybe one in each class is like, totally agree.
Speaker 1:Get it.
Speaker 2:Most kids are like, kind of, because it is, it's an abstract concept So new. To them. And so but the next thing I did was take a paragraph that was a story form paragraph, Then I just read it all, you know, one breath, no stops, didn't pay attention to any of the, you know, Johnny went to the store and then he got there and bought five apples and 10 things. Then he got into his car and then he went home and he got pulled over by the cops and the cop really nice, and he wrote him a ticket, and then he went from there, and he got to his house, and he made dinner, and he fed the dog, and he took a bath, and he went for dead. And and and then I just went on and on and on.
Speaker 2:So you kind of like removed the punctuation I
Speaker 1:just removed everything. Inflections,
Speaker 2:And I just run on. Yeah. Never stop. And then I when I'm done, I said, how does that feel? Where does it and they're like, it feels too much.
Speaker 2:Where does it feel too much? Again, they feel anxious. It feels These were the comments that were coming at me. It makes me feel anxious. It makes me feel uncomfortable.
Speaker 2:You know? Like, stop. You're feeling it in your body.
Speaker 1:Feeling the run on And on
Speaker 2:that one. Where do you feel it in your body? And they were like, ears. Wow. Like, they're feeling it in their head.
Speaker 2:Yeah. And in their ears, like, stop. It's just too much information. Information, and they want to pull back. And so getting them just to acknowledge, okay.
Speaker 2:It exists inside your body. Now I'm going to read the exact same story. Johnny went to HUB. He bought three apples and two bananas and you know, this. And we go through the whole story and then they're like, It feels in their chest easy to listen to.
Speaker 2:So we had that experience. Then we went back when it was time to write a sentence that had a lot commas and all of the things and this is, you know, where they don't. And to keep
Speaker 1:themselves out.
Speaker 2:Or capital because we were doing a lesson on on capital letters. And, of course, proper nouns are a big pain. You know, when do you when do you dad and when do not capitalize dad? And, you know, these types of things. And I'm gonna read a sentence and you're gonna feel where the commas go and where the capitals in the sentence go.
Speaker 2:Tom and Barb went to the park and they spent the afternoon there with their dog their cat, and their aunt. Aunt Betty was there with them. I'm going just go through the whole thing and get them to hear where the capitals are as we speak. And the first time we read the sentence, they're going to write it with no commas and no capitals. And then I come back, Okay, we're going to pay attention.
Speaker 2:And they're like, Oh, the pause is where the comma goes. And the aunt Betty, like they went with their aunt, can you hear that that is not a capital? Can you feel, I went to the store with my aunt or aunt Betty and I went to the store, and you can feel the capital I could feel it myself. In your body.
Speaker 1:If I
Speaker 2:say, I'm waiting for my dad to come pick me up, is Does dad feel like it's capitalized in that sentence? Or, Dad, I'm drowning. You know? I'm drowning. Where is dad?
Speaker 2:Right? That is a capital. Where is my dad? You're going to feel it. And getting these kids to unearth this, okay, let's pull back from the rigor of rote memorization where grammar goes, and feel where our language is taking us and the rhythm of our language.
Speaker 2:And then imagine your story that you're trying to imagine your sentence on your paper that you're writing see as a book page that's reading back to you. Right? And if this sentence that you just wrote was on a book, can you pretend what it would look like? Oh, would have I would see quotation marks. Would see A magic image.
Speaker 2:Uh-huh. An exclamation point. It's looking back at me. The story that I'm writing. There's a voice now there.
Speaker 2:Yes. And giving them a voice.
Speaker 1:Feels it to them in a certain way.
Speaker 2:Yeah. And and so it has been very exciting, exciting and I and and this heart I want to say it's a little bit disheartening because what I'm seeing as I'm doing it is not, I guess I'm seeing like, oh wow, this is a great tool to get kids, but so many of the kids struggle with the tool because they're completely disconnected from their bodies and their experiences in the world. And maybe, maybe it is developmental, potentially, but I think it comes back to this conversation that we've had before on where does sovereignty begin. So they're disconnected from their educational experience because they're disconnected from their own sovereignty. It's not their experience.
Speaker 2:They're being taught. They are not learning.
Speaker 1:This goes back to almost all our conversations. Yeah. Because I was just thinking about the surveillance conversation where society gets to at the end of the day, you know, that was in another podcast. Right? Yeah.
Speaker 1:But where you get disempowered. Yeah. You're disempowered. If you just give it up and and you don't have this and if you're a child Mhmm. You didn't give it up, you might have never gotten it.
Speaker 2:You never had it. They never had
Speaker 1:They never had sovereignty, the power, the empowerment of living their own life the way they Yeah. Choose to do it, the way they want to do it.
Speaker 2:Yeah. And giving them they they are also not giving themselves the freedom to make mistakes. They think the sentence has to be perfect, and then they go, I don't know how to
Speaker 1:do it. If because they don't wanna be imperfect. Imperfect. They want to be perfect. The culture has Uh-huh.
Speaker 1:That's what surveillance does too. Yeah. You have to be make sure that you're doing it like everybody else.
Speaker 2:Mhmm. And so I'm seeing that disconnect, and that's why the conversation around the will and verbally telling students to activate their will is actually somewhat problematic. For the school system? For the school system. And for parent, you know, like I am saying that this is one of your meta senses.
Speaker 2:This is your meta mind that is looking at you and wants to pull you up and out. And that when you hit a roadblock in your school, pause, slow the intensity, and ask yourself. Okay? My resistance to this? Question your resistance to the assignment that's at hand and begin to learn how to notice in your body the signs of resistance within the context of an assignment.
Speaker 2:I hand you a paper and you automatically either get in to start working, lean into it Mhmm. And start working, or you sit back and you create distance between yourself and the assignment. This is something that you we have to learn how to notice. Wow. If you will notice how you respond when the assignment is placed in front of you, then from there, you can begin to, is this you know, is my response to this assignment helping me?
Speaker 2:Is it real? Is it a reaction formation? Is it, you know, and do I really not know how to read or know how to do this, or do I just don't want to do it? And I've become so accustomed to saying that I don't know as a way to, you know, an avoidance. I don't want say a cop out for children, but an avoidance technique for something that's difficult.
Speaker 2:Mhmm. Right? Mhmm. So getting kids to like, like just creating this culture of a classroom where I'm using the language when I call on little Joey to answer the question and the first thing he says is I don't know and I say pause right there Joey, let's what does it feel like right now not to know? Do you not really know?
Speaker 2:What is it what are you feeling right now? Nice. And where are you feeling it? Nice. And then it's just like well don't really want to answer it.
Speaker 2:Yeah. Okay. That's okay. That's that's that's good. We can work with that.
Speaker 2:Yeah. Right? It's a different situation now. I think now, as I you know, we're only three weeks into the school year, so it's very new. Wow.
Speaker 2:But I'm very excited about teaching kids to notice their body's reaction to assignments and then to begin to create a little crack where you can investigate that reaction to this assignment and ask, is it because I honestly don't know how to do it, I don't want to do it, I need more, you know, like and and and where and then inserting your will and your intelligence and your creativity and, like, activating these different things and feeling how to go forward with it. So
Speaker 1:we'll see what happens. Is this is miraculous. It really is. This is miraculous. It isn't completely I have never heard anything like this at all.
Speaker 1:And I don't know. My sister's an OT. She's kids to to notice things in their bodies and feel things, but not like this at Bluebird. It's more textbook y. You know?
Speaker 2:It's more textbook y. And the thing is is that, again, it comes back to this, like, we are we are not we are a part of this realm. Like, we are I
Speaker 1:was interested in that part of it. I I was very interested in the part where you said they're disconnecting from their own experience Yeah. Of Of life. That's the most part, and you're bringing them back to it.
Speaker 2:And and then reminding them when they say, you know, I'm like, oh, I asked them, what do you know about x y or z? And then they're all able to say, and I wanna this all take a moment. And think about speaks. Where you got all that information that you just told me? Oh, you mean just from life?
Speaker 2:Okay. You are 12 years old. You've been alive for twelve years. Okay? You've been in school for like probably ten of those.
Speaker 2:Mhmm. Alright? The it it it is the downfall of all public again, it's coming back to the same thing of you were creating a homogenized robot like experience in life so that people in general who are allowing themselves to experience life Yes. To be sad, to be happy. They're not taking the pharmaceuticals to numb things out.
Speaker 2:They're not on video games to numb things out. They're not able to numb out in a classroom by being the the class clown. Yeah. Right? And so that's the other thing that I've another experience I had this week was with my class clown.
Speaker 2:I paused him in the middle of his clowniness because it I was like Oh my god. I can hardly wait to hear this one. This, you know, what what is what what is your what are you what are we doing? Like, what what are we doing? Woah.
Speaker 2:And why are we doing it? Woah. Right? No judgment on it.
Speaker 1:Yeah. Lord.
Speaker 2:I'm just really curious. Are you doing this because you don't know the answer to the question? And he's a real honest kiddo and he was like, well I don't know the answer to the question. And I'm like, okay. Let's pause and feel that and how your reaction when you don't know the answer to the question is humor.
Speaker 2:Okay? And so let's put a can on the humor and press into what other information do you need to be able to answer this question. Let's empower. Let's get you where you do have the answer to the question. Right?
Speaker 2:And so it's like creating these little like like you get this little wedge tool and you're like Yeah.
Speaker 1:It is a way right when it's open, you have the opportunistic moment and stick that wedge in
Speaker 2:there and go, wait a minute. Let's look deeper at that thing. And it's small classes and they're little. They're not that they're they're they're old. They're in this window of 11 to 14 years old where they're not too young to like understand what you're talking about
Speaker 1:at Yeah. Comprehension.
Speaker 2:And they're not old enough yet to have, like, really rooted in they're not they're not emotionally attached fully to their lack of attachment to their Right. Their personality. Yeah. Or their experience. Yeah.
Speaker 2:And they're playful and it can be presented again in a really playful way and in a way that, you know, okay, we're all gonna stop and we're gonna all imagine and we're all gonna feel our bodies and we're all gonna find the answer or the the resource. Yeah. You know, what do you need Yeah. To answer this? Is it default?
Speaker 2:What's Is that really what you need? Or would something else be a good way for you to find the answer? That's probably the most important question
Speaker 1:anybody could ever ask in a school right now.
Speaker 2:Yeah. And Texas is doing a couple really good things in school. Are they? And for every horrific thing the state of Texas does, every now and then they throw out a like, well, that was a win. Number one, they banned cell phones during the school day.
Speaker 2:And I, as a classroom teacher, I can say it is a total game changer and the most amazing, wonderful thing we could have
Speaker 1:done for kids. I'm so happy to hear that from both the I I I was happy to hear the news of it, and I'm so happy to hear that actually inside the class, everything's different. Everything is different.
Speaker 2:Yeah. Everything is different. We have access to kids. And they are not allowed to have them on them, on at all. They're in their backpacks turned off.
Speaker 2:Like and we don't let kids have their backpacks at the desk. So their backpacks are against the wall. Yeah. And the school district that I'm working for is we're we're we're seeing scores go up and up and up, and we've gone up we're a b campus. We're doing really what up from a lower grade, so we're seeing it.
Speaker 2:Also, bullying and all of that kind of stuff has been shut down. And all of the taking non consensual pictures of one another and all of that. Surveillance of one has stopped. So it's a real big win. The other thing that Texas is doing is making a move back to textbooks and hand and paper and limiting like, mandating the limiting of time on the on computers for students, which Which I think is
Speaker 1:was starting to become kind of mandated that they spend the time on
Speaker 2:the screen to get the classwork done. And so I'm I'm blessed to be in a classroom that does not have a an established curriculum where I get to make my curriculum and as long as you know we're hitting all the dot crossing the t's and dotting the i's. I think that what I am seeing through a a new lens even I wish I had known this when I was homeschooling my kid. I think I was disconnected from my own body when I was homeschooling my children. That your world that you have been in in the realm of sexuality is indeed connected to every other realm of our lives.
Speaker 2:It is the root and then from it, in every direction comes our freedom and our autonomy and our sense of self and our sense of ability to do what we are by divine creation hardwired to do which is to be free and to be full of wisdom and knowledge and communicative and all of that. And we don't need to be taught really how to do those things when the body we're being taught in the context of my classroom, grammar, how to read and how to write a sentence, but it is intuitive. It is intuitive. Wow. Intuitive grammar.
Speaker 2:Intuitive grammar. That's what it is. And it really doesn't matter what language. It's you know, we don't have to know. This is another thing I I tell the kids.
Speaker 2:Communication is not words. Mhmm. Okay? So we started a lesson on irony. So many chills.
Speaker 2:Right? On irony. And how I can say, oh, yeah. You're the smartest one I've ever seen. Way to go, smarty pants.
Speaker 2:And it has nothing the message being communicated, the words have
Speaker 1:zero power. That's such a great great sentence right there. Although I could feel it and what you said so much
Speaker 2:as a negative. As a negative. Yeah. Because we're not communicating with words. Mhmm.
Speaker 2:We're communicating with every other thing besides words. Yeah. And if I said that same exact sentence to you, Yeah. It wouldn't matter. With that expression.
Speaker 2:Okay. Everything. And if you are holding a newborn baby and you're saying to the baby that same exact tone to an infant, they're going to absorb the intention of it because communication and it is true also for our writing. And I do think I get very conspiratorial around the undermining of the writing the letter B is another body somatic thing. It is not the same thing as pressing the letter B on a screen.
Speaker 2:A good point. Okay? A child who's only pressing letter b's, okay, is never going to connect to language the way a child who has sand and is writing the letter b with their finger name. And their name and the the connection between the word the the what's coming out of my hand through my body into my imagination. I'm seeing the bee.
Speaker 2:I'm feeling the bee. I know. And that was the other thing I did is I asked the kids what color is the number eight? And they you meet some hand again. Red.
Speaker 2:Uh-huh. Orange. Right? Black. And then other kids are like, what?
Speaker 2:Yeah. Okay? Feel it. It has an what is what color is Tuesday? Wow.
Speaker 2:Wow.
Speaker 1:And And I know you're teaching I'm not saying there's a right and
Speaker 2:a wrong color on this. Yeah. There's not. Oh, yeah. Absolutely.
Speaker 2:No. Because there is not. It's the opposite of that. You are ex you are experiencing What did you do?
Speaker 1:All of
Speaker 2:this in your body. And when we deny denying kids the opportunity to write the words Yes. And to get that writing so it's not like chicken scratch across a page, but get control. And that's the other thing I'm having them do is write their name on the paper. Like we're doing it on paper.
Speaker 2:You know, write like crazy their name, it crosses the whole top of the page, it's all chicken scratch. Erase all of that. I want you to feel your name. I want you to write it with control and with intention. You are putting your name down.
Speaker 2:Your name matters. Yes. Own it. Write your name down and write it as neatly as you are able to write it. Write it small.
Speaker 2:Write it within these lines and getting them to there's like it's like a chaos that is going on in kids, and it's not a control. It's a funneling of their like pulling their energy in back into their body. Yeah. Back their body where they actually have control over. Because so many kids are just like, you know, they're all over they're all over the place.
Speaker 1:And that handwriting is just a
Speaker 2:beautiful symbol of what's inside there. And it's a symbol when the kids are writing all over the place. Yeah. It's a symbol of their energy being completely, like what's the word I'm looking for? Dispersed in very unhealthy ways.
Speaker 2:Yeah. And it's part of their not being attached to their learning or to the environment that they're in or to the tasks It's that they are doing part of that. At hand. And so very gently loving that, you know, without like I'm not I'm not bemoaning your bad handwriting. That's not what this is about.
Speaker 2:Yeah. This is about you pulling in your Focus. Your energy Yeah. Into focused, decisive attention Yeah. Taking back the authority that you have over all of these systems that are going on inside of you and knowing that even though you're only 12, you have been alive for twelve years.
Speaker 2:And twelve years from now, you're gonna be 22 years old. And that just seems like a million years away Yeah. For them. And take what what you know matters and you feel it. It's there.
Speaker 2:So it's been very exciting. There it's sort of a a research project at this point. I don't know where
Speaker 1:it's gonna go. But It's not nothing. You're onto something really big right there.
Speaker 2:And I think that Really big. If first first thing is for parents, and we've talked a lot about the will in context of parents and kids a lot. This is an added layer of that parenting kids. Are you in your parenting of your kids, are you usurping their their own sense of sovereignty?
Speaker 1:And Uh-huh.
Speaker 2:Yeah. And can we both at the same time parent while they need to be parented and and and contain our parenting and our education of and all of that young people in ways that allow them to feel and experience their lives because that is what I think is the major decline and as AI comes into the picture it's going to be even worse. We're gonna see a Yeah. A plummeting of Yeah.
Speaker 1:Practical knowledge. And of people experiencing their own lives. Yeah. Exactly. And they're gonna be experiencing what's in the screen.
Speaker 1:Yeah. Exactly. Yeah.
Speaker 2:And we have to allow kids to experience, you know, failure and and writing. So it's conflicted that like writing is spelling. Of course? No. I mean, like, spelling spelling.
Speaker 2:Like magic spelling. Oh. Okay. Yeah. So, like, it is you know, the I'll the brain only operates in symbol.
Speaker 2:Correct. That's it. Right? Yeah. And and when we put various symbols together, we're able to the the adept amongst us know what those symbols combined the meaning that comes from them.
Speaker 2:And, oh, we're so wise. The the this symbol and this symbol the adept go, well, that that's a cat. You know? Let me help
Speaker 1:you with
Speaker 2:that, darling.
Speaker 1:Can read
Speaker 2:these symbols. Can read these symbols. I'm rune reader. Uh-huh. I'm a I'm a symbol reader.
Speaker 2:And and that's all that it is. And so that's why your imagination has to be able to see the symbol, feel the symbol, engage with the symbol, touch the symbol, and then the symbol becomes a part of your ecosystem. When it's a foreign symbol such as a language that's really, really foreign with an alphabet that is completely unknown, it we feel that. Also, my I'm so blessed to have a co teacher or a assistant in my classroom who is speaks Russian, who's a native of Croatia, I believe. And she speaks Czech Czechoslovakia.
Speaker 2:And so she speaks Czech and Russian. And, you know, we are often kind of playing with, like, how language, you know, I'll say something, she'll say something, the kids will know what we're saying regardless, you know, of what it is. Just again, it's existing. You are in this soup that wants to communicate. I bet you can imagine what she's saying based on her tone and you can feel in your body the message that is coming at you from this person.
Speaker 2:Language is not words. And the physical act of writing and putting in a comma and capitalizing, all of that is encoded in you. And feel it and it will come. Write. You will write.
Speaker 2:So that's what's happening.
Speaker 1:Oh my god. This is the most empowering story I've heard on education in, I think, my life, actually, as far as kids' educations and stuff. So thank you. Oh my god. It's just incredible.
Speaker 1:This is how we create little luminous life forces. It is. Right? And there's just all these forces trying to pull out the sovereignty and the empowerment of us, of what? Of us experiencing our own life.
Speaker 1:Yeah. Our own life.
Speaker 2:Yeah.
Speaker 1:I actually quickly, just quickly wanna say I had a client that I actually worked with for a really extended time for me, which is more than a year, and maybe almost two ms. And when I reflected back on working with this person, who's a 40 year adult Mhmm. Right? And who had some pretty big traumas in his life early as a child sexually. And then when I met this person, they were deep into prescriptions and porn and very lost in the memories of the trauma of the sexual experience.
Speaker 1:Mhmm. So that if the new sexual experience happened, they were in the old one. Mhmm. Mhmm. You know what I mean?
Speaker 2:They were in
Speaker 1:the old experience again. Mhmm. Then we worked together for a while, and then he we stopped working together. He did a lot of improvements. And then after a few months, I talked to him just to check-in again.
Speaker 1:And what I'm saying here is that this check-in call was a few weeks ago. And I've been mulling on what the change is that I've seen in this person that's so big and profound. And what I came through with is now, today, he's experiencing his life. Yeah. It's such a He's in his life.
Speaker 1:Not a robot. He was before in all the ill traumas. Mhmm. You know? So he would have a sexual experience and just be remembering that stuff.
Speaker 1:Yeah. But just to get to where you're experiencing your life as it is. Yes. So he's had he still has ups and downs, but they're the actual things that are really happening
Speaker 2:in his life. Exactly. It's actually his wife said something to him.
Speaker 1:Yeah. It's like it's actually living Yeah. The truth of today's moments.
Speaker 2:Yeah. That's another thing. It's like getting kids to tell the truth. Not in a, like like, you don't have like you can experience this failure. You can experience the thing that went wrong.
Speaker 2:You don't have to lie about it. You can come into my classroom and say, I got home. I was tired. I did not do my homework. Okay?
Speaker 2:And that is and and and and be present in that space. Right? Exactly. Don't have to come in and say the dog ate it. Yeah.
Speaker 2:Right? And and but we have to create spaces for people to be sovereign. Yeah. And as messy as it is. As messy as is.
Speaker 2:We're none of us are saints yet. And so creating and one of the things when you spoke of the trauma, that that those traumas oftentimes result in kids who cannot read or write. Mhmm. It gets manifested through the lens of communication because once the shock once this is shut down, once our sexuality and all of that is shut down, very often our throats are also shut down. And we know that there's a link between the throat and the cervix.
Speaker 2:Yes. That The hip area too. You know? Yes. And so that when we are, you know, we're dealing with kids who are just being shut down, whether it be through physical actual trauma or in a culture that shames sexuality and shames or, you know, just being hyper, hyper, hyper, hyper restricted in every way.
Speaker 2:And again, it comes back to restriction resistance stifle energy. It kills energy. And our kids are not free to actually be the little messes that they are and the little antennas that they are, and they are complying and trying to make sure all the adults are happy, and that all the other kids are not going to make fun of them, and we have to create spaces. Not only that, but you have to, even if the space is created, which my room is that space, now I've got the space, but now I'm having to be like, okay, you are free to be wrong. You are allowed to use your imagination.
Speaker 2:You are able to feel the letter B. And they are like, oh, okay, You know? They need to recalibrate. They have to recalibrate. They don't know how to do these things.
Speaker 2:Yeah. Because in this free safe space, they are hesitant to step into their own, to activate their own intelligence, own imagination, these things. And that's another word that I'm using in the classroom is activating. Activate your intelligence. What do we need to do Nice.
Speaker 2:To activate the answer? Because it's there. That's nice. Okay. So empowering.
Speaker 2:And and and we can you can activate it. You can find it.
Speaker 1:Let's find that thing under that bed
Speaker 2:in that dirty room. Exactly. And come back and feel into what do you what does your body need to feel comfortable with this assignment, with writing this sentence? And, you know, the states have taken out cursive. Oh.
Speaker 2:We don't teach kids how to write cursive anymore. Okay. And they've cut down drastically on recess and play. And so these two things are have had a massive detrimental effect on humans. Yeah.
Speaker 2:Because it plays how humans learn, and and we learn language through our bodies. That's like what the the takeaway. Language is learned through the body. It's just really kind
Speaker 1:of perfect that the cursive is actually a connected line that is a connected Yes. Experience and flowing
Speaker 2:the the left and right. It is crossing the midline of the brain. Beautiful. It so
Speaker 1:is. It is. Because you get your own style and cursive and it flows. And so many symbols of not learning cursive.
Speaker 2:Yeah. It is. It's print and cursive, but crossing the midline, dyslexia, all of that is rooted in a disconnection between the left and right hemispheres of the brain. And activities like, you know, to cross the midline, just bouncing a ball left to, you know, one hand to the other hand, and having kids spell their names like, you know, v r a n d y, you know, bouncing the ball again through the body and saying the words and and we're connecting it back through the body. If you want to make a good reader, have them play games crawling back and forth across the floor.
Speaker 2:Wow. If you want to make a good reader, have them cross arm to knee, arm to knee, arm to knee. If you want a good reader, put an infinity sign on a wall, big, at their eye level, and have them just trace it over and over and over and over again. Side to side. Side to side because that our bodies is how we we learn through the body.
Speaker 2:Oh. We learn through the body. Bluebird, thank you. Incredible. No.
Speaker 2:I learned it from you. I learned it by watching you. I learned it from
Speaker 1:you, dad. That's commercial.
Speaker 2:Just application of all the things that you have brought to the table, and it's the implications and the applications of everything that you are doing in your work. You know, if if and I just wanna I'm gonna put a shameless plug for the wheel of consent and working with you and all of the the one on one type things. If you are a parent, if you are, you know, a teacher, any of it, it it will it's not just you and, you know, that it's gonna go into. It's gonna have a ripple effect across every bit of your family and your your society, your community, everything. We are all this is this is the way forward.
Speaker 1:Mhmm. Thank you.
Speaker 2:So liberty is experienced, you know, in in our body. It's a visceral It is a visceral experience.
Speaker 1:Yeah. It's not a word on the page.
Speaker 2:It's a feeling. And our sexuality is intimately tied into every aspect of our being. And it's a whole another conversation but I can't help but say it. It's an exhortation to parents, like your children's sexuality is teaching and holding this and recognizing that this is something that is gonna not if it gets stifled, if it gets so covered and shamed or so shielded in such a way in your attempts to protect them, if you shield it so fiercely that you disconnect them from it, you they will have it will have reverberating effects in so many other area of their lives. So we want to Yeah.
Speaker 2:Protect them from abuse for sure in every capacity. Of course. But at the same time, you don't want to protect them from their sexuality. That's so beautifully put.
Speaker 1:Yeah. Right? That needs to be an exuberant and beautiful part of them. Yeah. Exactly.
Speaker 2:And it can be awkward for a parent Yeah. To, like, kinda navigate that space.
Speaker 1:But Yeah.
Speaker 2:It is yeah. It's so important.
Speaker 1:It's so important. I just have to also quickly say that I just was frankly, I was with my own dad, and I let him know that I'm I'm 58. Mhmm. And I let him know that when I was six, I was sitting at the dinner table, and we would always eat together for dinner. And I said from I went to first grade, or it was early in the year.
Speaker 1:It was early in my educational career. And I went to first grade, I came home, and at dinner I said, mom and dad, a little boy tried to kiss a little girl on the playground at Well, my dad started mocking and making fun of that situation.
Speaker 2:Oh, wow.
Speaker 1:And I made a vow. Wow. I'm never gonna tell them anything for the rest of my life about boys or anything about this thing that I don't understand yet. I'm never gonna tell them a word about it. And I ended up and I actually I just said out loud to him, you know, that did happen.
Speaker 1:I'm not complaining. I'm not Yeah. Yeah. It was actually a healing conversation we had. But I said also, you know, I had sex at a very early age.
Speaker 1:Yeah. And I think part of that is because I didn't understand what was going on, and part of that was because I shut you guys out and everybody else out because of that making fun of. When I was six years old, I made a vow, and I stuck to it until today. Yeah. And I'm 58.
Speaker 1:Yeah. And I'm now telling you. And this is why I have never shared anything about my life with you from top to bottom. Wow. From beginning to end.
Speaker 1:Yeah. I think I went to India, and I think I told them afterward. And they were fucking pissed. They were like, you didn't tell us you went to India. Just like, I just actually don't tell you anything.
Speaker 1:Yeah. But it was from some what you might think are harmless moments as But a the child is drinking that in and making vows Yeah. Left and right. Yeah. And so these things that might seem harmless, and I'm not blaming him.
Speaker 1:This is just what Yeah. So I do wanna say that to parents. You may think it's so simple that you mocked something or that you quickly turned off the radio when something was coming on or quickly turned off the TV in shame or that you said, Don't ask about that. Or, You can't know about that right Or, It's too dangerous or something. Those little ways that parents are reacting around sexuality can live for fifty years or more It in the
Speaker 2:can. And as parents we periodically should be taking sort of a liberty assessment of ourselves and our kids. My kid really as free as my kid is able to be or am I seeing places that my kid is my child is suppressed Staying staying small. Staying small, and is it something that I'm enforcing? You know?
Speaker 2:And so and and the awake parent wants their kid to be sovereign and And it is a but I think through the lens of education, what I am seeing is that through lens of reading and writing specifically, we are able to find, oh, I now I've got like a whole map. Like, I know this kid's got this, this, and this, you know, shut down. This one's got that shut down. Oh, can I share one more activity that
Speaker 1:I did? You know, like, the real kid and
Speaker 2:sat So one other activity I did with the kids to get a feel for where they're at. I did two things. One was first day of school, nobody knows anybody. There's fifteen, twenty kids in the classroom. I said, okay.
Speaker 2:We're done with everything. We have five left in class. Y'all line yourselves up by your birth date. And then I went and sat down. Okay.
Speaker 2:Okay. I discovered kids who did not know the months of the year in order. Right. Okay? Kids who don't even know for sure what their I had two kids who did not know when their birthdays Oh my gosh.
Speaker 2:You have what bubbles up to the top is the bossy pants who gets frustrated with the how long this process is taking. And the quiet super super mostly, they're the super super quiet kids in the class, and then they're like, alright already. You're January. You're know, when's your birthday? Go over there.
Speaker 2:You need you know? And they start directing everything and get everybody where they're supposed to go. The kid who stays in the seat and doesn't want to line up at all doesn't want to participate. And this activity just gives this, like, snapshot of where every kinda like where everybody's at and where they're all shut down. It's really what it it brings Yeah.
Speaker 2:Forward. The next question, once they got all lined up, I said, okay, turn to your partner and tell them the grossest thing you've ever eaten. Okay? And you again, you have the kids who are immediate like, I ate a cricket one time, you know? And then you have the kids who are like, the grossest thing I've ever eaten is, you know, a hamburger, which is like, you know, you're kinda like, what?
Speaker 2:And they just don't like it. They're not kinda dis and you'll see the level of disconnect. You'll see kids who like, I've never I don't don't know how to answer that. I've never done anything weird. And so again, you begin to see where you get a thermostat for their level of freedom and where they're at.
Speaker 2:The next thing I had them do is write down one thing they need in a classroom to help them learn. K? And so many kids are like, I have no idea what I need
Speaker 1:to learn. Oh. Okay? And that's asking for what you want there and what you need.
Speaker 2:They don't know how to they don't know what they need. Find their desire. And then you have the kids who are like, I need it to be quiet, and I need to not sit by Sally. Yeah. And I need to be at the front.
Speaker 2:I get to see who they are. Right? The kids who are answering like that are connected to their learning and are self aware of what they need to, you know, establish this place. And the other kids are like, I have never even been asked this question. I have no idea what you're talking about.
Speaker 2:Some of them with a little bit of nudging or be like, Yeah, okay, now that you mention it, I probably need this and this. And then there are the hardcore kids who are like, I just don't know. I have
Speaker 1:no idea. Even with nudging? Even with nudging. Yeah.
Speaker 2:They are fully disconnected and so able to see, like getting a gauge, not of so beginning of the year at a school is very often like doing some sort of an assessment to see their reading levels or their whatever. And Like the STAAR
Speaker 1:test assessment.
Speaker 2:Yeah. Like, just some sort of like Some standardized. Some sort of standardized, let me get a feel for what everybody knows, so I know what the team sort of thing. Which is not
Speaker 1:helpful compared to this.
Speaker 2:Doing that, we're gonna get a feel for how connected you are to your own learning and to what you and to your power over your learning and to your awareness of what you need to create a good environment for yourself. And just spatial awareness, you know? If you don't even know the months of the year or your birthday, maybe that's a red flag that you are, you know, I'm going go back and I'm going to see maybe this person is on a sped or something like that. If you're not on any of those things and you don't know these things, maybe there could be a sign of trauma. I mean, it's huge.
Speaker 2:Right? And so taking an assessment of kids so that now I'm approaching education through the lens of you're connected to your learning and your body, you are not connected to your learning and to your body. And that doesn't so you're not reading, but is it because you don't know how to read or is it just you haven't maybe if we just make this connection Get that empowerment. The reading will come. Yeah.
Speaker 2:Right?
Speaker 1:You know it will.
Speaker 2:And it will come. I believe wholeheartedly And that there I had a student the other day, one final thing that was so great, because the other thing that I'm using with the kids is the concept of learning gates. So I tell them, okay, you have a math gate, you have a reading gate, you have a writing gate, you have a language gate, you have an art gate. And sometimes the gates, some of those gates are open and some of them are closed. Right?
Speaker 2:Beautiful. And so and this kid yesterday or Friday last week, he came in after taking like, had a math test or whatever and he came in and goes, miss, my math gate is wide open and my reading gate is closed. Cute. And I was like, okay. Let's get that reading gate open.
Speaker 2:Nice. And he's like, okay. What do we need to do? Let's get the reading gate open.
Speaker 1:Oh, it's great.
Speaker 2:Right? And so, again, giving them this visual that it's like there's nothing wrong with you. The gate is closed. Right. And there's ways to open it.
Speaker 2:And so that's all we're doing is figuring out how to open these gates. And, you know, we are infinitely we're we and that's other you know, like, you kids are using what? 8% of your brain power. I'm using 8%. Can you imagine getting it all going?
Speaker 2:If we all got it all going? Well, let's imagine that right now. Yes. And so
Speaker 1:I just wanna say at the end here that what what can the listener do Uh-huh. What can you do today? If you have any children that you're around, your own or others, see if you can give them a little bit of extra space
Speaker 2:Yeah.
Speaker 1:To notice themselves Yeah. And to notice what is happening inside them instead of, like, the answer. Yeah. What's happening behind that? How does it feel to be even asked this?
Speaker 1:Yeah. And how are you experiencing the situation? Not do you know the answer. Yeah. Exactly.
Speaker 1:Your experience with yourself? And it's the same thing
Speaker 2:in and I I noticed Isaiah did it. My son has a four year old daughter who has been easy lemon squeezy, but in recent weeks has decided that her will matters. And It's changing, And is starting to throw these pretty epic fits. Uh-huh. Right?
Speaker 2:And in an attempt to get her agenda on the docket Yeah. Before what's up, really? And I could hear him in there with her, and he was like, okay. Let's talk about what we're really feeling because I can hear you yelling and I can see you throwing things and I can see you kicking, but can we get quiet just for a minute and you tell me what you're actually experiencing that's making you want to kick and throw things? And so and again, you know, just having, like, creating a moment Yeah.
Speaker 2:Where there is a space where you're not judging the behavior or the failure or any of it, but you're just asking the question, what are you experiencing right now that is in conflict with what you want to experience? Beautiful. Start there. And even at four years old, she's able to say, I want you to I want I don't want you to leave. That's what it was.
Speaker 2:He was leaving for work.
Speaker 1:Yeah. That was behind there. That's behind all of it. Oh.
Speaker 2:And so okay. Let's get into that moment, and let's work with that for a few minutes and talk about that. It's so much better than just him frustrated walking out the door. So we and it's across the board. Let's notice.
Speaker 2:Let's feel. Let's slow intensity. Let's do all the things we would do if we were in a fabulous, you know, edgy Thank you, Bluebird.
Speaker 1:Thank you for being here. And even if you're just around adults, do this. Yeah. Because we haven't all had this as kids. No.
Speaker 1:We haven't.
Speaker 2:And people don't know how to respond to it a lot of times.
Speaker 1:At first.
Speaker 2:At first. At first.
Speaker 1:But it's so liberating to notice and be in your own experience. Yeah. So that is what that's what Luminous Life Force is. Yeah. And Bluebird, you're
Speaker 2:the most Luminous girl on the planet.
Speaker 1:Oh my god. You're so awesome. Make sure. Perfect. How do people get in touch with you?
Speaker 1:Do you wanna say it?
Speaker 2:I'll make I sure that it's so am, of course, on Facebook, Stacy Collins. Okay. I have a couple different pages. I do own Cottage and Crow, Your Portal to Enchanted Life where I am taking all of this and channeling it into the world through the lens of, you know, a fantasy, fairy, folklore, and all of that magic. So shop in the
Speaker 1:world, downtown
Speaker 2:Oh, I'm not. Okay. So we don't have to shop anymore. We closed the shop. I didn't know this.
Speaker 2:Oh, yeah. Oh, Closed my my shop. It's not even online. We're just doing live person and events and in person classes and activities. So Cottage And Crow TX online, we have a full fall list of events coming and classes and workshops all channeling this whole conversation of sovereignty and freedom and liberty through the imaginary fun lens of Gothic Victorian cottage core fairy lore and all of that magic kind of witchy fun goodness.
Speaker 2:And I also have Bluebirds like sovereignty. I am a sovereignty and personal freedom life coach which I take very seriously and would love to work with anyone. Y'all can just contact me on Instagram or Facebook. And what's your Insta handle? Cottage and crow t x Okay.
Speaker 2:On Instagram and Stacy Collins. You can just DM me on Facebook and go from there.
Speaker 1:That's beautiful. Thank you.
Speaker 2:Yeah. Thank you. And I specifically, if you're a parent who has kids, I have homeschooled and unbirth water birth and home birth and unassisted water birth and homeschooled and unschooled and all the things and my kids are doing great. They're flourished. They're adults.
Speaker 2:They are wonderful. At this point, I've got one left in the house that's 14 and ranging, you know, as young adults all the way down. So we've I've got a lot of experience under my belt as far as parenting sovereign debt. If there's anything you're liking about what you're hearing here, at least talk to Bluebird. At least talk to her
Speaker 1:to see if there's some possibility that she might know for you. Yeah. So Because I'm on earth, darling, to support everybody who's called to bring maximum love and light into their lives, liberating self expression in all the realms where all is sacred, connecting with you to create a cosmic web of love and light throughout the realms because it's together that we can step into a harmonious vibration. It's together that we can fly higher, shifting human consciousness forever to the highest good of all beings. So may the love be with you, and may the love be with us all.