CHAPTER 10: THE YOGA CLASSROOM • 219- Handle transitions carefully, letting students know what is happening next and if you will
be presenting something new (Childress & Harper, 2015). - Cultivate safety so that the students can challenge themselves when they are ready in
ways that feel safe (Childress & Harper, 2015; Emerson & Hopper, 2011). - Make sure how you are saying something matches the content of what you are saying
(Emerson & Hopper, 2011). - Use a steady, calm, authentic voice that fosters a calm environment (Emerson & Hopper,
2011). - Use language that invites and provides options versus commands (i.e., “You may
wish to ...,” You may choose to ...”; Emerson, 2015). - Remind students that they can come out of any form or activity at any time (Childress &
Harper, 2015; Emerson, 2015). - Create alternative safe and grounding options during any part of the yoga session that
involves closing the eyes and vulnerable postures (e.g., lying on their backs may feel vul-
nerable, in which case students can assume a resting pose seated with back supported by
the wall, eyes open; Childress & Harper, 2015). - Make sure students are aware of opt out options by using reminders throughout each
class (Childress & Harper, 2015). - Avoid telling students what poses or experiences should feel like; rather, guide them
toward what they may notice in a pose (i.e., “You may notice ...”; Emerson, 2015). - Note that praise can communicate a need to please the teacher above inner connection
(Emerson & Hopper, 2011). - Emphasize experience, feelings, and presence over getting the pose right (Emerson, 2015).
- Avoid overpraising students who are compliant or appear to have good form as the mes-
sage of compliance and perfection for approval may be inadvertently communicated to
the whole group (Childress & Harper, 2015). - Choose verbal assists over physical assists (Childress & Harper, 2015; Emerson & Hopper,
2011). - Place mats in a circle facing inward, so no one has anyone behind anyone else (Cook-
Cottone et al., 2013). - Remember that children who have experienced trauma may be in a state of flight or fight
that may increase the likelihood that they perceive others’ behaviors as a threat (Childress
& Harper, 2015). - Be aware of the scope of practice issues and refer students in need to the appropriate
mental health professional in your school and/or community (Childress & Harper,
2015). - Resource supplemental texts such as Mindfulness and Yoga Skills for Children and Adolescents:
115 Activities for Trauma, Self-Regulation, Special Needs, and Anxiety, by Barbara Neiman
(2015).
GETTING READY FOR YOUR YOGA SESSIONS
To get ready for your yoga sessions you will need to be clear on your goals and objectives
for yoga. You also need to be sure you are ready. See also Carla Tantillo’s books and body of
work (www.mindfulpracticesyoga.com). A trained and seasoned teacher and yoga teacher