The traditional way of teaching changes when somatic education is introduced, which engages students to feel their own body and sensations. Somatic education treats the body as alive and perceives it from within, helping to improve the whole being by acknowledging oneself as complete and moving. Ordinary school furniture is often designed for right-handed students, making left-handed students uncomfortable and affecting their posture negatively, which can cause loss of interest, boredom, and lower grades. Changing furniture or posture for a few minutes triggers responses in the central nervous system as students experience new sensations of discomfort, irritation, pain or pleasure. This results in changes in muscle tone and ease of movement on the side that is consciously observed during exercises like sitting on an exercise

1. The traditional way of
approaching classes
changes when the teacher
engages students to feel
their own body and
experience all the
sensations that are
triggered in the body to a
stimulus change.
Somatic education offers
the option to become more
competent in managing our
feelings and movements,
recognizing that we are not
only users of a mechanical
body that can be treated
from outside, but also our
body is alive, it’s our soma,
the body is perceived
inside.
Therefore, if we treat
physical and emotional
issues, we would need to
improve our whole being,
acknowledging ourselves
complete, alive and moving
person. (1).
Fig. 1

2. Ordinary furniture for
student work, such as
chairs, desks, table or
bench, is found in most
classrooms of all higher
education schools.
Presumably, in many
cases, left-handed
students use desk chairs
designed for right handed -
even in schools
specializing in
rehabilitation and physical
therapy- which make them
to be uncomfortable and
affect their posture in a
negative way.
This causes in the student,
loss of interest, boredom,
and bad grades.
Fig. 2

3. By changing furniture
and/or posture for a few
minutes a response that
involves the central
nervous system is
unleashed in the student,
when reaching his
sensations, they
experience something
new that they are not
used to and produces
discomfort, irritation,
pain or pleasure.
According to Dr. Ninoska
Gomez somatic
approaches aim to
systematically explore
our sensory world. (2).
Fig. 3

4. Changes in muscle tone,
ease of movement and
wellness feeling occur on
the side we have
observed consciously
during the exercise, even
though both sides of the
body participated equally
to maintain balance -in
this case, being seated in
the balls where each
student must sit
respecting their seat
height-.
This is achieved
proprioceptively when
keeping the column
aligned, as the result of
nerve tracts traveling in it
to regulate the responses
of the central nervous
system (3).
Fig. 4

5. Within the BMC (Body
Mind Centering®)
approach, the implicit or
explicit intentions of the
movement reflect the
mind-body interactions
in which we engage with
ourselves and with the
physical and social
environments. (2).
Because of these,
students when marching
in different textures,
from the moment of the
take off, start a new
experience which
transforms into multiple
multi-sensory synapses,
that arouse and transmit
fear, loss of balance
when facing irregular
surfaces, pleasure
and/or pain.
Fig. 5

6. UNICACH. Venustiano Carranza campus. Bachelor in Physiotherapy.
Realización. Idea original. Mtro. José Octavio Cruz López.
Dibujos. Roberto de Jesús Espinoza Ruiz.
Traducción al idioma ingles: Vicente benjamín López Villanueva.
References
1.- La educación somática. http://www.clubgynea.com/salud/Bienestar/la-educacion-somatica
Consulted 08/01/2015.
2.- Gómez, Ninoska and Bolster, Gurney (1988). Movement, Body and Awareness: Exploring Somatic Process.Departmentof Physical
Education, University of Montreal.
3.- LA SABIDURÍA DEL CUERPO (recopilación de artículos de Moshe Feldenkrais). Editorial Sirio. Málaga España 2014. Pag 41-42.