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Survivor’s Guide to Teaching Yoga When Life Throws You a Curveball

Yoga Teaching Tips for When Life Throws You a Curveball
Nearly six years ago, my daughter Sofia-Rose was born. She brought me happiness I could have never imagined. She also obliterated my home practice beyond all recognition for more than a year.

Before she was born, I was so hopped-up on adrenaline, oxytocin, and optimism (not always my strength) that I didn’t think her birth would change my practice. In fact, I was delusional enough to think that her birth would inspire even greater dedication to my practice. I thought her presence would be my shot at a complete renewal, a total overhaul in which nothing could get between my mat and me.

Yes, I love her to the point that it makes me tremble. Yes, parenting has taught me more about patience, breath, and love than the rest of my life combined. No, I wouldn’t trade her for the world. But did my practice stay the same? [email protected]#l no! Not even close. My asana practice crumbled to a shell of its former self and I grew a Dad-bod like you wouldn’t believe. Even more to the point of this post, my teaching temporarily suffered with these changes. Now, it’s better than ever since I have more life experience to draw on (and I’ll share some of the yoga teaching tips I learned below). But, I didn’t see this at the time.

Everyone goes through different chapters in life. Everyone faces curveballs. And, like a good curveball, you usually don’t see them coming. Being a yoga practitioner and yoga teacher doesn’t inoculate you from life. It just provides you with insight and skills that help you manage the complexity of the human condition.

Since we all face unforeseen circumstances from time to time that affect our practice and teaching, it’s important to know how to stay honest and authentic in your teaching when your life gets (even more) complicated.

Here are some practical yoga teaching tips to work with:

1. Don’t Press Too Hard

When baseball players are in a slump, they sometimes perpetuate it further by pressing—or, becoming overly eager to make something happen. This undermines their ability to relax and respond to the game in a skillful way. I’ve noticed the same thing in myself at times. When my teaching becomes stale, I often overcompensate by trying too hard. I get too wordy, too complicated, and too hurried.

If you’re going through a challenging phase in your teaching, try this tip instead: Step back slightly and let the practice shine. Minimize the impulse to overdo and trust that the practice itself will be enough for your students.

See also 5 Ways to (Re)Inspire Your Yoga Practice

2. Be Transparent Without Being Overly-Indulgent

Never make class about you and what you’re going through. After all, the students are paying you—you’re not paying them for group therapy. At the same time, it’s nice to be relatively transparent and to acknowledge what’s happening in your life (at least in limited doses). Students appreciate the reminder that you’re a real, flesh and blood person—and, that yoga is a practical, accessible practice for everyone (at all times). It’s likely that many of your students have experienced what you’re currently going through and this may help them connect to your teaching even more deeply.

3. Don’t Radically Change Your Class or Teaching Style

It’s important to be consistent with your students. When teachers go through a significant transition in their lives, they sometimes make abrupt stylistic changes to their teaching. While it’s important to be relatively transparent, it’s also essential to provide a consistent experience for your students. If you’re a teaching a vinyasa class, don’t randomly teach a Yin or restorative class because you’re tired or overwhelmed. Sure, you can play with the pace, but be responsive to your students and provide them with the class that they came for.

4. Practice – Even If It Looks Very Different Now

My practice was shorter, milder, less frequent, and less focused for 18-months or so after Sofia was born. But I still practiced. I still connected to my breath and did the occasional Sun Salutation. I still did some shoulder and hip openers most evenings. I also made sure to have one slightly more intense practice each week. Instead of being attached to the way you were practicing before the curveball came across your plate, do whatever you can to survive the storm—and do your best to savor it.

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Episode 95: The Psychodynamics of the Yoga Teacher-Student Relationship With Coral Brown

Coral Brown Quote | Yoga Podcast | Yogaland Podcast

This week,  Coral Brown offers her take on the psychodynamics of the teacher-student relationship in yoga. Coral is  both a respected Prana Vinyasa yoga teacher and licensed mental health counselor with great insight into this topic.

There are obviously major differences in the therapist/patient relationship vs. the yoga teacher/student relationship. Yet, many of the same psychodynamics arise. Coral shares how transference, countertransference, unmet needs and behaviors all make their way into the yoga room, whether we’re aware of them or not.

She also shares:

*Her thoughts on why the teacher/student model inherently sets up a power differential and what we can do about it

*How therapists are trained and prepared to handle the dynamics that arise within the working relationship

*How she brings principles from her therapy training to her yoga teacher trainees

* Her process for using the chakra system as a roadmap for psychological self-discovery

*The role of charisma in elevating a teacher’s status

*Coral’s approach to manual adjustments and how they’ve changed through the years + how she’s changed her teaching style to empower her students to trust their own intuition rather than look just to her for guidance

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RECOMMENDED AND RELATED LINKS

Coral’s Online Immersion — Chakras: The Psychology of Yoga
Episode 94: Live with Jason-All About Yoga Adjustments
Episode 93: Ending Sexual Abuse in the Yoga Community — A Conversation with Mary Taylor and Judith Hanson Lasater
Episode 19: Coral Brown — Geeky Fun With Hindu Deities

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Common Errors in Manual Yoga Adjustments – and How to Fix Them

Common Errors in Manual Yoga Adjustments | Scorpion Pose Adjustment

A conversation about manual yoga adjustments (also called “hands-on assists) in yoga is long overdue. For the past five years in my workshops, trainings, and weekly classes, I’ve been advocating for a paradigm shift: I believe that yoga teachers need to stop acting like stretching machines and exerting leverage on students’ bodies to intensify or “enhance” a stretch.

Why? The answer is simple: This is a mechanically flawed approach to working with bodies and it results in countless avoidable injuries.

I’ve seen plenty of anecdotal evidence of this – and, if you’re a yoga teacher, I’m sure you have, too. During my trainings and workshops I ask students to raise their hand if they’ve been injured during a manual adjustment. There has never been a group where less than forty percent of students have raised their hand. I think you’ll agree that this is too much. As a community, we can drastically lower this number.

I’m not saying that experienced teachers shouldn’t provide appropriate manual feedback. I’m still an advocate for manual yoga  adjustments—or, what I usually call them, “manual cues.”(Listen to this week’s Yogaland podcast to hear me talk about this more.) There is nothing better in class than receiving an excellent manual cue. The body falls into place and the nervous system relaxes. Unfortunately, the opposite is also true. There’s nothing worse than receiving a poor or inappropriate adjustment—the body strains, the breath tightens, and the nervous system becomes agitated.

A good yoga adjustment skillfully communicates the actions of the pose to your body so that your body understands the posture more clearly. A bad adjustment is invasive and misguided. During lousy adjustments, the teacher is either working with a lack of experience and information or an abundance of ego.

See also Verbal Cues for Yoga Poses: The Easiest Ways to Immediately Improve Your Communication

So what is the paradigm shift I’m talking about here? First, I ask that teachers stop exerting leverage on the part of the student’s body that is moving. Instead, provide increased grounding and stability to the part of the student’s body that is fixed. Let’s take Wide-Legged Seated Forward Bend (UpavisthaKonasana) as an example. In this pose, the pelvis and spine rotate forward over the thighbones—they are the “moving” parts of the pose.The thighbones root down into the ground—they are the “fixed” part of the pose. Do not add leverage to the pelvis and spine. Instead, press down on the thighbones. Grounding the student’s thighs will allow the pelvis and spine to release further into the pose without the vulnerability that comes from adding direct pressure onto the pelvis and spine. This is just one of countless examples.

Another component of this paradigm shift is to view manual cues the same way we view verbal cues. Manual cues—like verbal cues—simply communicate the actions of the pose to the student. The idea is to use your hands to communicate directly to the student’s body so he or she has a better understanding of the pose. The idea is not to use your hands to press a student further into the pose. You are not a stretching machine that is doing the pose to the student.

Here are 10 more ideas for honing our approach to manual yoga adjustments during yoga class:

First, a note about ethical considerations

While this is a huge topic for discussion in a teacher-training program, it’s outside the scope of this article. So, let me just say that teachers should never touch students inappropriately. Period. (To hear my wife, Andrea, talk about ending sexual misconduct in the yoga world, listen to episode 94 of Yogaland.)

1. Observe Before You Adjust

You’ll get pretty busy during class: you’ll be sequencing, verbalizing, adjusting, observing group dynamics, managing the clock, adjusting the tempo, and so on. It can be challenging to simply pause and patiently see a student’s body clearly. Instead, you might notice the most obvious element of a student’s pose and set your sights on giving an adjustment that involves leverage. However, it is important to observe your students before you dive in. This pause will not only help you more accurately assess the room, it will help you become grounded before you attempt to steady someone else.

2. Put Fires Out First

As you assess the room, look for dangerous or uncomfortable postures. Adjust these folks before you walk around and offer a “deepening” adjustment to someone who doesn’t actually need any help. It’s more important that all of your students are working safely than deepening someone’s backbend.

3. Create Steadiness, Not Intensity

Aim to help your students find greater steadiness, ease, and integrity in their postures. Instead of trying to increase range of motion, figure out how you can help them feel more grounded and balanced. Adjustments that increase intensity can be dangerous—especially if the student is not grounded. Unfortunately, many teachers want their students to have “breakthroughs” in their class since these experiences can build an attachment to the teacher. These types of egocentric adjustments often contribute to injuries.

4. Stabilize the Foundation

One of the best ways to adjust your students is by helping them create balanced, stable contact with the floor. If a student’s postural foundation is off, the rest of their body will have to work even harder to maintain equilibrium. Their effort will be inefficiently distributed, creating unnecessary tension throughout the body.

5. Help Them Find their Stride

It is common for students to have a stride that is too long or too short. Helping students size their stride correctly can be one of the most thorough stabilizing adjustments.

6. Know Your Student Before Deepening A Pose

Most students are near their maximum range of motion (at least in the short term) before their teacher adjusts them. This means that your students are already at their edge before you give them any manual cues. Your student is already at a stress point and any additional motion in the posture should be mild. There’s a fine line between deepening the pose and creating an injury. A very fine line.

It’s much safer and more skillful to work with a student that you know well. And, remember our earlier point: You’re not a stretching machine—don’t exert force on the part of the student’s body that is already moving in the posture. Simply use your hands to create more stability and grounding so they can release deeper into the pose on their own.

7. Take Your Time

No one likes a rushed adjustment. Hasty yoga adjustments are unsettling to the mind, body and nervous system. Take your time adjusting your students and surrender to the fact that people aren’t going to get touched 800 times in class. Fewer good adjustments are always preferable to more mediocre adjustments.

8. Observe How Your Students Respond

Sometimes when you adjust a student, you will feel them melt into the new position with comfort and relief. Other times, you will feel the student’s body resist by flinching or tensing. Sometimes a student may not want additional intensity or they’re protecting themselves because they’re nursing an injury. It’s important to observe your student’s breath and physical signals when you give them an adjustment. Sensing and responding to these signals is essential for developing skillful touch.

9. Complement Your Manual Cues with Verbal Cues

In most manual adjustments, you can only guide one or two actions of the posture at a time. To enhance your student’s pose, offer a verbal cue that complements the manual cue. Let’s say you’re adjusting your student in Revolved Triangle by stabilizing their hips while lengthening and rotating their spine in the twist. You can verbally cue them to reach through their back leg and ground their outer foot.

10. Ask the Correct Questions

Don’t ask your students if an adjustment feels good! You won’t always get candid feedback since very few students will feel comfortable telling you that they don’t feel good in the adjustment. Instead, ask your students, “Do you want more intensity, less intensity, or the same intensity?” You don’t have to ask this question every time you make an adjustment. But, if you’re going to ask them if the adjustment is working for them, this is the best way to go about it.

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Verbal Cues for Yoga Poses: The Most Common Instructional Errors We Make When Teaching Yoga

Handstand Assist | Verbal Cues for Yoga Poses

The ability to give clear, concise, and compelling verbal cues for yoga poses is one of the most distinguishing factors of a good yoga teacher. For all the time that we dedicate to doing bigger, harder postures and projecting our prowess across the social media space, most of us could spend a little more time honing our verbal craft. Students want to hear your words. Students want to understand your words. Students want to digest your instructions and learn from them. And, the reality is that being a good verbal communicator is hard. It takes practice. It takes strategy. And, like the subject of this post, it takes a willingness to look at the most common errors that we make and learn from them.

Look, we all make mistakes. We all speak redundantly, we all flub our words at times, and we all make up weird words that don’t exist on occasion. I think I said “hamstringossity” the other day. Seriously.

With a brave heart, let’s take a look at the most common instructional errors that we all make. Let’s start to clean up these warts and then, in the Part II of this post, we’ll look at The Easiest Ways to Immediately Improve Your Communication.

Here are the most common mistakes that we all make from time-to-time while giving verbal cues for yoga poses:

Not Speaking Loudly Enough

I know it’s obvious, but few things are more uncomfortable for students than being unable to hear their teacher’s instructions. It’s not only annoying, it’s unsettling.

There are three things to consider that impede your students’ ability to hear you: First, music that’s played too loud. Second, students are often in Down Dog or forward bends which turns their body away from you. And third, that sometimes you will not be facing your all of your students while you walk around the room and assist.

Dropping Your Voice Off a Cliff

What I call “dropping your voice off a cliff” comes from the paradox of speaking loudly enough that everyone can hear you while trying to keep a calm, quiet, soothing demeanor. What I mean by “dropping your voice off a cliff” is making the last word or two of an instructional sentence too quiet relative to the rest of the sentence. Our voice drops from full volume to low volume because we’re trying to soften the feel of an instruction. So we do something like this, “INHALE, LENGTHEN YOUR TORSO FORWARD INTO ARDHA UTTANASANA; EXHALE STEP BACK INTO downward-facing dog.” We change volume too much and the end of the sentence disappears. This is one of the many things I try to clean up about my delivery in all of my classes.

Using Upspeak

Compare these two phrases: “Step back into Downward-Facing Dog,” and, “Step back into Downward-Facing Dog??” Written the first way, it’s a clear command. Written the second way it’s a question. You know exactly what I’m talking about. Right. Right? Phrasing commands as questions is a pretty common vocal inflection that we can all do without.

Adding Filler Words

I do it. You do it. We all add filler words—often unconsciously. I was teaching a 200-hr yoga teacher training in Japan and, despite my inability to speak Japanese, I heard the phrase “et to” so many times during peer teaching sessions that I asked the interpreter what it means. She said, “It doesn’t mean anything, it’s similar to saying ‘like’ or ‘uh’ in English.” Filler words and phrases such as “like,” “good,” “yes” and “uh” are omnipresent in the classroom. Notice what your filler words are and, uh, like, practice not using them!

Lacking a Declarative Instruction by “ing-ing” Your Students to Death

Listen to this set of instructions: “Inhaling, stretching your arms overhead; exhaling, forward bending; inhaling lifting half-way up; exhaling stepping back to Downward-Facing Dog.” I could go on and on and there would be nowhere to put a period because there is no specific call to action. Using “ing” is fine, but constant usage creates a run-on sentence. Be mindful of your phrasing and don’t be afraid to come to a conclusion and add a period. Instead, try “Inhaling, stretch your arms overhead. Exhaling, forward bend.”

Crowding Your Students Ears

When you give an instruction you also need to give your students enough time and space to complete the instruction. When there is a constant stream of instructions your students don’t have time to do what you’re asking them to do. Remember to take a breath or two after each cue and allow your students to integrate the information.

Using Passive Voice

It’s generally preferable to use active voice because it’s more direct and conveys more certainty to the listener. Active voice is the subject of a sentence does an action (denoted by a verb).

Passive voice is when the subject is acted upon by the verb. Passive voice is wordier and harder for the listener to decipher the meaning of the sentence. I notice that people tend to use passive voice when they uncomfortable being direct.

Here’s an example of passive voice: “The action of the iliotibial band is to assist in knee extension and provide some external rotation force.” Notice the phrases, “the action of the …” and “…is to assist.” These are passive, unnecessary phrases that don’t help our students. Instead, the sentiment could be expressed like this: “The iliotibial band helps extend and externally rotate the knee.” This phrase is more simple, clear and direct.

Again, we all make mistakes. But, we owe it to our yoga students to refine the craft of verbal cueing yoga poses. Becoming aware of your errors is the first step. The second step is to focus on the six components of making your verbal cues more accurate, concise, and digestible. We’ll tackle this in Part II of this series.

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Episode 87: Q&A — Jason’s Sequencing Philosophy, Thoughts on Retaining Students & Hip Impingement

yoga class sequences | Yogaland Podcast | Yoga Podcast

We pick up where we left off last week with Jason answering more of your recent questions all about yoga class sequences! This week, he answers:

* How often should I change my yoga class sequences?

* How do I sequence my classes given the large influx of new students in January without alienating my established students?

* If I let my pelvis rotate during twists, will it cause a hip impingement?

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RECOMMENDED AND RELATED LINKS
A New Take on Twists
The Art of Yoga Sequencing Online Course

WRITE A YOGA PODCAST REVIEW
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