2017 KISS MY ASANA QUESTION #8: When Do You Practice? April 22, 2017

When do you practice? – B (who practices “about once a week,” but not with me – yet)

About once a quarter, someone expresses gratitude for their practice and then asks me when I find time to practice. The question is usually associated with their appreciation of the benefits they experience from yoga and their observation of me not practicing the physical poses when I lead a yoga practice. The “quick and dirty” answer to B’s question is that I practice before I teach. The “not so quick and dirty” answer is that I practice before I teach, while I’m teaching, and after I’m teaching.

The physical practice before I teach may happen in a variety of ways. Sometimes I take a class or a workshop, sometimes I stream a class or use some other form of media. However, since I currently teach six (6) days a week, and teach during peak hours, I find it challenging to take a class. So, more often than not, I find a quiet spot and hit the mat on my own.

When I take a class or workshop, I gravitate towards alignment-focused yoga classes or intensely physical yoga practices with a teacher who emphasizes the emotional, energetic, philosophical and/or spiritual aspects of yoga. (Hmm, sound familiar?) When I practice on my own, the physical elements change based on how I’m feeling and what I’m teaching. In general, I practice a template of the first sequence I’m going to teach. My current practice schedule looks a little like this:

Monday – Yin Yoga

Tuesday – Vinyasa

Wednesday – Yin Yoga

Thursday – open day; rest day, Yin, Vinyasa, meditation and/or other physical activity

Friday – Vinyasa

Saturday – rest day, Yin, Vinyasa, or some other tradition

Sunday – Vinyasa

That’s the “quick and dirty” answer, but there’s a story behind why I practice before I teach.

During my initial yoga teacher training, I was fortunate enough to be part of a small group talking to a teacher named Kim. A few things to note about Kim: first, she was not one of the teachers leading or facilitating the teacher training; second, she was not the stereotypical CorePower teacher; third, she had the brightest smile and one of the biggest spirits. It’s her spirit, I think, that instigated the conversation where she shared with us something she wished she had been told during her teacher training: take a class for every class you teach.

Being young pups, full of the enthusiasm and power that comes from being in an intense learning situation, parts of us dismissed Kim’s advice. We were in teacher training because we loved yoga and couldn’t imagine a time when we wouldn’t take a class (or practice on our own) on a daily basis. We couldn’t imagine that teaching yoga creates a scheduling dynamic which is really different from the scheduling dynamic of squeezing our yoga practice in between our work and family life. We hadn’t yet grasped that once the learning-teaching brain engaged we might not be capable of getting back to a learning-only brain. Many of us, also, didn’t yet understood that teaching hath yoga (the physical practice of yoga) requires actively practicing the yoga philosophy. And that’s where my “not so quick and dirty” answer comes into play.

The 8-limb philosophy of Yoga begins with an ethical component: 5 yamas (external restraints or universal commandments) and 5 niyamas (or internal observations). The yamas and niyamas, like any other moral compass, may guide a person on and off the mat. In the philosophy, these ethical considerations precede the asana (seat or pose) and pranayama (awareness or extension of breath), which means we can use our time on the mat as a way to practice our ethics in a controlled environment. For example, the first and second yamas – ahimsa (non-harming) and satya (truth) – may be practiced by being honest about the mind-body strengths and weakness in order to practice a pose safely. At the same time, second, third, and fourth niyamas – santosha (contentment), tapas (heat, discipline, and/or austerity) and svadyaya (self-study) – may be observed by focusing on the alignment of a challenging pose while also noticing how you react to using a prop, needing/taking a modification, or not completing the pose and, simultaneously,  accepting where you are in the practice.

I practice these elements while I’m physically on the mat, but I also need to practice them when I’m leading other people. For example, I need to consider if the options  I’m suggesting are safe for the individuals in the room and if I’m providing enough options to meet and accept everyone in the room – all while noticing my reaction to things not going the way I planned when my mind-body on the mat was the only consideration. If I’m demonstrating a peak pose, I need to make sure I’ve prepared myself along the way (despite not doing all the preparatory poses) to demonstrate without injuring myself. Finally, after I teach, there are several things I do as a kind of mental Savasana (Corpse Pose), to decompress and allow the mind-body to absorb the work.

Even though I didn’t initial understand them, Kim’s words really stuck with me. In fact, they were some of the most important words I heard during yoga teacher training.

Thanks for the wisdom, Kim!

The teachers at Mind Body Solutions are awakening the connection between mind and body in a way that transforms trauma, loss, and disability into hope and potential. They say the practice is humanity disguised as yoga. So, clicking here to Kiss My Asana with a donation practices humanity off the mat, in a way that allows someone to practice humanity on the mat. When I’m able, I drop-in to Matthew Sanford’s Monday morning class. Maybe I’ll see you practicing your humanity on the mat!

### On and Off the Mat ###