Teaching has lost its way (Part 2/2)
A foundational teacher training should not be about memorising sequences or collecting certificates.
Its purpose is to cultivate a set of practical and reflective skills that allow a teacher to guide students responsibly and with insight.
At the heart of a rigorous program are five areas of development:
Embodied Knowledge of Movement
Rather than rote learning of anatomical terms, trainees should gain a working grasp of how the body functions in motion. This includes recognising how strength, mobility, and stability interact, and how these elements shape the way different people inhabit postures.
Cultivating the Eye of a Teacher
Observation is not secondary—it is central. A teacher must learn to perceive both the collective rhythm of a class and the subtle variations in individual practice. Seeing patterns, compensations, and possibilities is what transforms instruction from generic to personal.
Respecting Human Variation
No two bodies are the same. Training should emphasise how age, proportion, history of movement, and physical limitations influence practice. The “ideal” form of a posture is less important than whether it serves the person attempting it
Therapeutic Awareness
Yoga can support wellbeing, but teachers must recognise the limits of their role. Training should prepare them to adjust intensity, suggest alternatives, or pause practice when needed—and to know when referral to a healthcare professional is appropriate.
Adaptive Teaching
The mark of a skilled teacher is the ability to tailor practice. This is only possibly after years of observation, after watching students move and understanding body mechanics on a deep level. It requires knowledge, and the intelligent application of that knowledge such that one is able to describe what the particular student needs in front of them, rather than reciting or delivering a fixed routine.