234 • PART III: YogA foR EduCATIng foR SElf-REgulATIon And EngAgEmEnT
principle on self-worth, the second principle of the Principles of Embodied Growth and
Learning refers to breath (i.e., my breath is my most powerful tool). As you teach, continu-
ously bring awareness back to breath, instruct to breathe, and remind students to breathe.
If there is no breath work, there is no yoga.- Emphasize mindful awareness (principle 3, I am mindfully aware). As you instruct poses
encourage mindful awareness by bringing the students’ awareness to their bodies (Flynn,
2013). Ask them to notice where they are feeling the stretch, to notice the feeling of the
mat under their feet, attend to the sensation of their ribs as they breathe in and out, and
the tension in their muscles as they soften or work hard. Ask them to notice their thoughts
and information coming in through their senses (e.g., sights, smells, sounds). - Establish an anchor spot or focal point (Flynn, 2013). I like to establish the root of a pose to
dig into. For example in Half Moon, it is the grounded foot and then the belly. From there,
establish a point upon which students can anchor their gaze. Suggestions are provided for
each pose. As always, the breath should be part of any yoga focus. - Be clear about the distinction between challenge (and the discomfort of challenge) and
pain that means risk for injury. It’s okay to feel work and effort in the belly of muscles. If
a student feels sharp pain or pain at a joint or near the ends of muscles, this is a sign of
risk and an internal message telling the student to ease off the pose. Although we do want
students to feel the work of a pose, sharp pain is to be avoided and should not be part of
the experience of yoga. - Prioritize connection over correction. Teach with an intention to help students connect.
When we teach from an intention to correct poses, breath, and behavior as the priority,
we lose opportunities to teach connection. Approach your class and students from con-
nection first, then help them with alignment, breath work, and behavior. It is not one or
the other; it is connection first. From Harvard Business School researchers and colleagues,
Cuddy, Kohut, and Neffinger (2013), “A growing body of research suggests that the way
to influence—and to lead—is to begin with warmth” (p. 56). - Use second-person, personal, possessive, and reflexive pronouns to describe body parts
and accessories (i.e., you, yours, and yourself). We live in a world that objectifies bodies.
Often students feel little personal ownership of their own bodies. To say, “Press that foot
into the mat,” depersonalizes the body and distances students from the process. Better is
“Press your foot into your mat.” The practice is their practice. Their bodies are their bod-
ies. With our words we want to work toward encouraging personal empowerment and
a sense of ownership over their bodies. In the same way, unless you are intentionally
working to create group unity, defer to second-person pronouns above first-person plural
pronouns (e.g., we, us, ours, and ourselves). - Honor diversity and cultivate connection. Yoga means union and connection. Connection,
by definition is the joining of distinct entities. To join and connect does not mean the loss
of what makes us unique—our cultures, ethnicities, body size and shape, race, and per-
sonal histories. It means that we can hold onto all that is who we are and practice connec-
tion with ourselves and others. - Be ready to modify and work with special populations as addressed in Chapter 10. Work
with physical therapy, occupational therapy, and mental health professionals in your school
to problem solve modifications specific to each student who would benefit from them.
I have noted a few modifications for each pose. Research deeper; there is much more to
be learned. (See Gillen and Gillen [2007] for a quality list of modifications for a variety of
poses; see also texts, blogs, and research on chair yoga and yoga for kids with special needs.)