CHAPTER 10: THE YOGA CLASSROOM • 225- Lamps to use for lower lighting if classroom lights cannot be softened (Harper, 2013).
- Journals (Harper, 2013).
Do not use:- A room with mirrors. If there are mirrors you can uses sheets or curtains to cover them
(Cook-Cottone et al., 2013; Harper, 2013). - Eye pillows due to contagion of pink eye and other infections (Herrington, 2012).
- Tibetan singing bowls may be viewed as reminiscent of Buddhist practices and therefore
not secular (Cook-Cottone, Lemish, & Guyker, 2016). - Hands in prayer (it’s better to use a hand on the belly and a hand on the heart).
- Do not use music with Sanskrit words or references (Childress & Harper, 2015).
- Do not use the entire class time focusing on the props (only use one major prop a session;
Flynn, 2013).
Structure of a Yoga Session
Yoga classes should have a structure and routine (Harper, 2013). Once you set the structure
and routine, you should work for consistency (Harper, 2013). The length of a children’s yoga
class can be anywhere from 10 minutes (i.e., a yoga break), to an hour or more for adoles-
cents (Harper, 2013; Herrington, 2012). Each step of getting through the class session should
be modeled and broken into segments (Herrington, 2012). Tips for breaking down the yoga
session into segments follow. The time spent on each segment will vary depending on the
type of class you choose to teach that day (e.g., restorative, vigorous, contemplative). Note
that a lesson planning sheet should include each of the sections listed with sections for the
overall goal of the session, assessment of the goal, and materials needed (see Herrington,
2012, p. 147, for a sample planning sheet). I have integrated guidance from several experts
on yoga in the schools, as well as tips based on my own experience for you in this section
(i.e., Flynn, 2013; Harper, 2013; Herrington, 2012):
- PREPARE: Setting up the room (5 minutes)
- CONNECT: Tuning inward (3–5 minutes)
- ENGAGE: Warm-up (8–10 minutes)
- CHALLENGE: Challenging and vigorous poses (10–15 minutes)
- GROW: Learning and trying time (15–20 minutes)
- CENTER: Re-centering and grounding time (10–15 minutes)
- CALM: Relaxation (5–10 minutes)
- CLOSE: Check in and transition back to class (5 minutes)
PREPARE: Setting Up
Setting up time includes students removing and getting their shoes to the designated
area (Herrington, 2012). Decide ahead of time if getting the mats and setting them up
will be the students’ work or your work (Herrington, 2012). For younger kids, I have
found it helpful to add structure by having the mats set up with a block and strap for