All The Kids Are The Best Kids

I recently returned to a school where I’d taught for years. The elementary kids had been my favorite kids to teach, although I was a bit worried the first day when 38 kids came into the gym when I’d requested a class of 20 to 25. Madeline, the director, assured me that they all wanted to do T’ai Chi Chih. The kindergarteners, first- and second-graders entered the gym and lined up in silence.

I stood on the stage so the kids could easily see me move. (When there is no stage, I often have the kids sit down while I demonstrate the movement so they can all see what I’m doing.) I had 30-minute classes. I really enjoyed teaching these kids and found it easy since they were so quiet and respectful. They began to flow quickly. Kids can’t really do TCC if they are talking to the kids next to them. When I asked what they noticed about their TCC practice, many shared their experiences: “My nightmares have gone away. I feel calm. I’m happy. My brother is nicer to me.” And after the summer break was over, most kids reported that they had practiced during the summer. I thought these kids were different than other kids at other schools.

The next year there was a new director, but I didn’t think that would change anything. Imagine my surprise when I invited another TCC teacher to observe these great kids who now spent most of the class talking and not doing much TCC. I was in shock.

I realized many things after that class: those kids weren’t unique; they were following the expectations of their new director and those teaching them. All kids in all schools could be well behaved and participate in a TCC class. Knowing that quiet kids move better and get the benefits of TCC, having them be quiet was really important. I discussed my new expectations with the new director. The kids were much better the next time.

I was now going to a school I’d not been to recently. I remembered that these kids had been challenging to teach and had not been practicing. So I emailed the director to ask that the kids enter the gym in silence and to make sure they’d used the restroom beforehand. Some came in talking. After they sat down, I looked each child in the eyes while they told me their names. Two assistants and the director were with me. I explained that TCC doesn’t work when they are talking.

These kids listened well, followed my directions and moved well. After class, both students and assistants wanted to talk about TCC. Some kids were among those who hadn’t wanted to participate last year. Now they were really interested. The only thing that changed was my and their teacher’s expectations.

Now I know that all kids in all schools are the best kids. I share my expectations, knowing that if they are not quiet I can’t teach them TCC. And knowing all the great benefits of TCC, I don’t want any of them to miss out.

I remember a story from Zen Flesh, Zen Bones. When a monk heard a butcher respond to a customer who had asked for the best piece of meat, and the butcher said that all his meat is the best meat, the monk became enlightened.

I recently went to two new schools and, knowing all kids are the best kids, they all behaved and moved so well. At one school there are 40 kids in my classes, and it is amazing to see them flowing during the very first class.

When they get a little restless, it’s time for Six Healing Sounds, which I always teach during the second class. It is impossible to talk to the kid next to you while doing Six Healing Sounds. And when the kids are quiet and start moving, I can hear Justin asking me, “Are you teaching the kids T’ai Chi Chih?” He would always ask this when I happened not to be teaching any classes. And now I feel him in the gym with us. I smile knowing that all kids are the best kids.