CHAPTER 10: THE YOGA CLASSROOM • 227ENGAGE: Warm-up
In the warm-up section of the session you want to move the students into their bodies,
getting their breath and physical selves moving. Herrington (2012) uses breath work here
(see Chapter 11). This is also the section of class when many teachers guide the students
through sun salutations, a sequence of poses meant to warm your muscles up and get you
breathing (Herrington, 2012; see Chapter 11). You can add in an extra challenge at the end
that goes with the flow, such as flipping over a Downward Facing Dog to see if any of the
students can move the pose into a backbend.
CHALLENGE: Vigorous and Challenging Poses
This section of the class often includes lunges, twisting lunges, chair poses, twisting chair
poses, side angle poses, and arm balances, like the Crow pose (see Chapter 11 for pose
descriptions). This section moves students into more intensity. As such, this section is a good
teaching point for the principles (see Chapter 3): When things appear challenging, remind
students that they are worth the effort (principle 1). Encourage the students to use their tools
such as breath, awareness, and presence (principles 2, 3, and 4) and to allow their feelings
to come through as they work (principle 5). Here, choice is important (principle 7). They
can take a break if they need to or want to. However, they want to be in inquiry (principle
6) about what it takes to do the work (principle 8). When they are deciding about taking a
break, ask them to consider the balance between effort and rest that is required for sustain-
ability (principle 9). Will taking a break right now help you keep going?
As with all of the sections of the session, remind students to honor efforts toward growing
(i.e., “Thank yourself for trying even if you don’t get the pose”; principle 10). Remind them to
be kind as they coach themselves through the poses (“Use kind words to yourself, ‘Good work,
Catherine,’ ‘I am proud of you for trying Catherine’”; principle 11). This section and the fol-
lowing section of the session (i.e., learning and trying time) are the sections in which they can
find the most possibility in terms of lived experience (principle 12). As you close this section,
balancing poses (i.e., Eagle, Extended Leg raise, Airplane Dancer, Half-Moon, Warrior III, Tree;
see Chapter 11) are good for refocusing energy and creating a sense of equanimity.
GROW: Learning and Trying Time
Herrington (2012) suggests that you pick two or three poses to workshop each class. She
suggests that you model the pose for the class pointing out key details and points of focus
(Herrington, 2012). Next, have two or three students demonstrate the pose. Then, have all
the students try the pose. Herrington (2012) suggests that you allow them to work together
and encourage each other. You can use any pose here. The intention is really getting into
the pose and understanding and practicing the specifics with body, breath, and intention.
Herrington (2012) suggests putting the poses of the day up on the board before class. The
experience should be positive overall. Make sure the students experience more successes
than challenges (Harper, 2013).
CENTER: Grounding and Re-Centering
This part of the sequence should emphasize poses that require grounding and connec-
tion to the mat and internal awareness. Poses include Triangle; Warriors I, II, and Peaceful