Learn + Study

15 November, 13:30-17:30
Sha-La Kreuzberg​​

Register here

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It’s important to create sequences that are intelligently crafted, are authentic to you, and are sustainable for you and your students. Through this training workshop, we’ll delve into creating and refining your existing sequencing methods.

 

• Base sequencing template: Utilizing this as a backbone for your classes, you’ll be introduced to a general progression and arc for your classes.

• Authentic voice: It can be challenging to find your own voice in your classes. We’ll look at the different facets of the yoga practice, identifying what resonates with you the most.  Additionally, we will look at your goals as a teacher, incorporating your own personality to unearth your voice.

• Building your own curriculum: Teach smarter, not harder. The fastest route for teacher burnout is feeling like you have to present something new and novel for each class you teach. Learn how to build your own curriculum where students can progress and return to class.

• Focused sequences: In sequences that have a particular focus, there are some common poses in classes that tend to have imbalances, misalignments, and/or are seemingly inaccessible for your students within class. We’ll take these poses, break them down further, and find alternatives and how to incorporate them into your sequence. Forward bends, backbends, twists, arm balances, and inversions will be examined. 

• Injury prevention: Learn strategies to create sequences that are sustainable and safe for the body, and learn how to work with/around existing injuries or limitations.​​

Date TBD

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Cuing is the foundation of all yoga teaching, and it’s valuable to learn techniques that allow you to be as informative yet concise as possible. We’ll look at:

 

• Teaching to the midline: How do we utilize language that’s not too difficult, but also not overly simplistic? What are some go-to cues that can be digested by students across different skill levels? We’ll dissect technical/anatomical, directional, actional, and philosophical language. 

  • Teaching beginners: In some cases you may have more beginners in your class, and the language you will need to use will be far different from an all-levels or intermediate/advanced class. Gain skill and knowledge in adapting your cues to this audience. 

• Filler words: “Uh, um, so, and like”…all of these words manage to creep in but it’s important to be conscious of how often they show up in your cues. Learn tactics to be more direct and intentional, as well as embracing silence. 

• Verbal assists: Sometimes physical assists and demonstrations aren’t feasible. How can we utilize what we say to help our students within their practice? We will review these scenarios and best practices for these cases.

• Feedback clinic: Going round-robin style, we’ll employ our cues in real time, receiving feedback in real time, and providing feedback to our peers. 

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