How Yoga Teachers Become a Visual Agent



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Visual skills are your most important tools as a yoga instructor. Observing your students provides you with important information that can affect how you follow, instruct, and reach class. For example, if you notice that a student is making an effort to do well Vrksasana (Tree Pose), you can wrap the perfect way to stay based on what you see. Depending on what you see, you can choose to focus on exercise to help them strengthen their legs and balance their legs, or to work out the joints between the thighs around them as well. Great Mountain (Tadasana) or Adho Mukha Svanasana (Down-Looking Dog Pose) raising the legs. Alternatively you can pause the sessions to teach hip posture and exercise to illustrate the point.

Improving your viewing skills will help you listen to and respond to the needs of your students. You will learn to teach what you see, not just teach what you know. Training your eye takes time, but these five tools will help you along the way.

Ask questions about what you think you are seeing

When you see a student in a situation, it is important to recognize the difficulties you are experiencing. It attempts to make assumptions or jump on the bandwagon based on what you know or believe is true. For example, if you see a student in Adho Mukha Svanasana (Downhill Dog) whose flat surface is clearly visible, you may also notice that their hips are tilted backwards. You may think that this inclination is the result of hamstrings, glutes, or adductor magnus. Instead, the student may simply be trying to get his heels off because he was taught (or thought) that this was a universal goal.

The truth is, you can’t know what’s going on in someone else’s life. Be interested and talk about what you see without forcing what you think you know. Listen carefully and comment on the answers. Encourage your students to be confident. Use them in conjunction to explore different ways of reaching home, or systems, that meet your students where they are. In the case of a student at Adho Mukha Svanasana, you can offer specific instructions to help lift their thighs. Or you could add a program, such as a barrier between the thighs, to help control the movement.

Don’t be afraid to ask your student about his or her immediate experience. What is he trying to do? Starting discussions with your students about what they do can enlighten their ideas and give you the opportunity to improve their understanding and / or approach.

Start with the basics

Watch the picture from the bottom. The foundations of the system support and destroy the above form. For example, if you see a student’s inner knee rotating in the middle of a stand, look at their feet. The foundation can reveal that the weight of the student has passed through the end of their foot and caused the internal stability to collapse. Starting with the foundation gives you a chance to deal with the origin of the genre. This method gives the student the opportunity to settle down from the ground up.

Learn how to improve

Another visual tool is a look at the instructions. What are your student’s weight, strength, and / or ability skills? For example, looking at a student in Tadasana (Mountain Pose), does their weight move forward or backward? Do their strengths seem to be moving down or up? Where can he be or work?

Awareness of correction can inform your guidance and encourage your students to do better. For example, if the student is making progress in Mountain Pose, you could encourage them to shake their hip joints, or you could teach Mountain Pose to stand up against a wall or lie down to receive encouraging answers that promote awareness of their back body.

Look away

When you see a student standing, your eyes often focus on other things. For example, if you see a student studying Trikonasana (Triangle Pose) whose forearm falls behind their back, the instinct may be to give instructions or a change of hands to reshape their back arm to fit the shoulder girdle. While it is good to be aware of where your eyes are going for the first time, it is important to look closely and look at the big picture so that you do not overwhelm yourself.

Pulling out opens your opening and assures you how to play. In the case of a student’s hand in Trikonasana, more lenses can reveal that the student’s chest moves to the floor. This also highlights a key issue — that the student may be trying to turn their torso on the roof from their shoulder and not their back. Instead of speaking with their hand, you can give the student a chance to roll his ribs by placing his hand on the floor. Remember: What you saw earlier is probably part of the main story.

Search Examples

Seeing your students is an opportunity to provide feedback and connect the dots between how a student’s work works along with their entire work. Instead of simply writing down what you have observed as a solution to some of the issues or problems, be aware of all the processes that take place in the process. For example, if you see a student striving to rest on his or her shoulders in a Lower Dog, begin to stabilize the movement through exercise, exercise, or adjustments and then continue to use this activity. Plans, Chaturanga, and Handbrush. Seeing multiculturalism that contradicts what students are doing promotes a more informed approach by revealing the larger picture.

See also:

9 Tips for Transforming Your Online Students

3 Tips for Smart Yoga Sequicing

How to Get Your Words as a Yoga Teacher

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