Discernment in Yoga practice 

At her keynote talk at the Yoga Service Conference in May, Beryl Bender Birch talked about the Yoga Sutras, yogic philosophy, and the work of doing service. I have a broad view of service, and think that we all do service — as teachers, parents, partners, caregivers, etc. So I think what she said is […]

Therapy, coaches, training: why are we never enough? 

I am entering a year in which I plan to hand over much of my administrative responsibility at the school I started 4 years ago. I do not want to leave the school, but to begin the process of training others in how the school runs. Much of the systems are out of my head […]

Angry Aggressive Yoga Teachers 

I have been working on a thoughtful and academically grounded piece on yoga teaching and yoga teaching institutions– still to come. But yesterday I witnessed a conversation that made me want to jump ahead of myself and say very clearly: hey yoga practitioners, let’s stop tolerating aggressive yoga teaching!  I was preparing to teach my […]

How do we create more equitable and sensitive classroom settings? 

I have turned education scholar Sonya Nieto’s principles of learning  into questions below. If institutions (and teachers) were to use these questions they could serve as part of a practice in holding themselves accountable to a more equitable, multi-cultural, spacious, and diverse learning environment. These questions might be:   Is this approach/setting allowing learning to […]

Creating a safe classroom: Engaging reflection and response 

  There are many ways in which yoga has a place in western culture and in which this informs what yoga is. Individual people with different life experiences and backgrounds have had different experiences that they bring with them to the learning environment. These inevitably interact with all of the other cultures represented. However, if […]

Teaching: Multicultural individuals, relationship, and radical presence! 

  Learning is an active experiential process, and it springs forth from experiences, cultural contexts, beliefs, interactions, and relationships. It is not a unilateral experience, even when the structure or context for learning may imply or suggest that it is. There is mutuality in relationship. Teachers are inevitably influenced by students and students by teachers. […]