Using invitational language that encourages self-observation can begin to shift the focus of responsibility from an external source of instruction to the student’s own lived experience.
Building skill in using language that fosters an inclusive and respectful environment for all students + more yoga teaching methodology.
Contents
Yoga Teaching Methodology
Class Planning & Sequencing
Teaching Beginners
Teaching Other Student Types
Ethics & Equity
Many More Teaching Subjects
Sample Lesson Excerpts: Inclusive Word Choice
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Yoga Teaching Methodology
I know what it’s like to research, study, and design thoughtful, targeted, and effective class plans. Many excellent teachers will admit to spending far more time preparing than most people realize. While this process is typically deeply rewarding, there are also ways to make it more efficient — freeing up time and energy for more practice, reflection, creativity, and personal expression.
We specialize in supporting that process by integrating real-world teaching context with structured, flexible pathways for study, planning, and implementation.
Use the following overview of key teaching subjects to go directly to what you need:
Class Planning & Sequencing
Challenges & Process — Have a reliable approach for planning meaningful classes, even when you feel uninspired or short on time.
Logistics Checklist — Stay organized with key logistical and timing considerations before, during, and after class, plus considerations for getting student feedback.
Class Elements & Tools — Explore a wide range of yoga techniques and teaching tools to support comprehensive and effective class design.
Sequencing Fundamentals & Guidelines — Have a strong foundation for sequencing poses in a way that is both safe and aligned with your class objectives.
Inviting Inspiration — Use a structured, mindful planning process to spark creativity and bring fresh energy into your classes.
Choosing & Arranging Poses — Apply principles of anatomy and biomechanics to thoughtfully select and sequence poses that support your class objectives — whether balancing strength and flexibility, preparing for a peak pose, or creating a cohesive vinyasa flow.
Sequencing to Balance Energy — Explore how yoga influences energy, and apply key yogic principles (langhana, brahmana, samana) to promote energetic balance.
Segmenting Your Class — Be familiar with how to divide a class into purposeful segments to support pacing and the fulfillment of your teaching intentions.
Sources & Resources — 36 references (including 9 books) on yoga planning and sequencing
Teaching Beginners
Beginners Intro — Be prepared to skillfully support the unique needs of students who are new to Hatha Yoga.
What Students Want & Need — Be prepared to balance students’ desires to be seen and included, a teacher’s need to promote safety, and the need for students to explore without feeling excessively “corrected.”
Promoting Student Safety — Be knowledgeable in how to foster a safe, supportive, and non-competitive class environment.
Sequencing for New Students — Build and choose sequences that are accessible, progressive, and responsive to the needs of beginners.
Clarity of Teachings — Be prepared to use clear, effective teaching methods tailored to beginners, while avoiding common pitfalls that can create confusion or overwhelm.
Adaptations for Beginners — Be prepared to offer variations, modifications, and alternatives to support a wide range of abilities and comfort levels.
Teaching Other Student Types
Intermediate / Advanced — Develop the skills to effectively guide experienced practitioners, supporting continued growth, refinement, and deeper exploration in Hatha Yoga.
Mixed Level Classes — Understand the challenges of teaching students with varying levels of experience, and learn practical strategies for creating inclusive, effective classes for all.
Seniors — Be clear about key considerations for safely and effectively teaching older adults, and how to develop the skills needed to support their practice.
Ethics & Equity
Ethics & Student Relationships — Be knowledgeable about ethical considerations in teacher–student relationships, including dynamics such as psychological transference, and reflect on how to navigate the responsibilities of teaching with integrity and care.
Equity, Inclusion, Diversity — Explore factors that influence equity and diversity in yoga, and learn practical ways to mindfully and proactively foster inclusive spaces.
Inclusive Word Choice — Build skill in using language that supports an inclusive and respectful environment for all students.
Cultural Appropriation — Be familiar with the historical context of yoga and significance of honoring its roots; recognize what constitutes cultural appropriation; and engage with the practice in a respectful, informed, and responsible way.
Body Positivity & Larger Bodies — Be aware of practical approaches that support students of all body types in having a positive, accessible, and empowering experience.
Many More Teaching Subjects
See many more subjects:
Sample Lesson Excerpts: Inclusive Word Choice
Introduction
Here we offer specific examples of wording that can help you:
Communicate in ways that are inclusive, accepting, and non-judgmental.
Encourage self-acceptance and self-compassion.
Support and empower students.
Each Student Feels Empowered & Safe
My goal is for my class to be a place where each student feels empowered and safe in the body they bring to the mat today. Through the lens of that mission, I’d like to share effective ways of making language and asana cues more inclusive for students of all shapes, sizes, ages, and abilities. – Amber Karnes
The Body is Not the Problem to be Solved
Asana is often cued, by default, for an able-bodied, thin, flexible, strong ideal. Now, accessibility has begun to infiltrate the ethos, so I might hear teachers cue “if you’re not flexible enough” or “if you can’t do that” and invite students to use props in a very defined way, so their inept bodies no longer stop them from experiencing the pose. In this scenario, we are perpetuating the belief that the body is the problem to be solved. I challenge you to shift focus so that the body is not the problem, but the elements that make up a pose are the problems. Break apart these big skills to their parts and give everyone in the room the opportunity to participate in a progressive strength building experience by offering a range of options that all focus on the same elements. – Carly Stong
See Also
Avoid Words that Evaluate Worthiness
Here are some considerations for avoiding language that implies judgment or evaluates a student’s worthiness:
Reflect on whether your wording suggests a hierarchy of value based on experience level or physical ability.
Notice whether your language may encourage comparison or subtle competition among students.
Be mindful of terms or phrasing that could be perceived as dismissive or demeaning, and that may lead students to feel judged or excluded. In particular, reconsider labels based on physical characteristics (e.g., “overweight,” “underweight”). “You can use your language to let students know that their current body is worthy and okay just as it is. This creates a culture of permission — it’s okay to practice with the body they have today.” [Amber Karnes]
Consider ways to normalize props such as having all students place the same props in their space and by regularly demonstrating with them. Occasionally invite every student to experiment with the effects of using them.
Reconsider Labels Based on Physical Characteristics or Judgements
Consider, even, the labels “overweight” and “underweight.” Those categorizations might have previously been commonplace in a doctor’s chart as measured against a growth curve, but why are they so prevalent in everyday society and even in yoga classes or training? What benefit is gained by judging and categorizing other people’s bodies? – Janice Quirt
Avoid Hierarchy in Describing Poses
Be mindful of labeling poses or variations as “more advanced” or in ways that imply more value from particular physical attainments. Instead, consider how to encourage students to challenge themselves without introducing value-based commentary. For example:
Reflect on the implications of describing more physically demanding pose variations as “better” or “more advanced.” What does this suggest to students who may never access certain shapes due to physical limitations, yet cultivate deep skill through breathwork, meditation, or steadiness of mind?
Frame challenge as something personal and context-dependent. For one student, the challenge may be learning to rest more, soften effort, and notice bodily cues without judgment. For another, it may be gently moving beyond hesitation, taking a mindful risk, and building confidence without attachment to outcome.
Be cautious with phrases such as “full pose,” “full expression,” or “traditional pose,” which can imply that one version is the correct or superior version. Aim instead to normalize variation as inherent to the practice.
Avoid language such as “just,” as in “just do this” or “if you can’t do that, just do this,” which can unintentionally minimize complexity or experience.
Experiment with language that explains the why and how of variations, supporting student understanding rather than compliance.
As Jivana Heyman of Accessible Yoga discusses, even commonly used terms such as “modifications” and “props” can carry subtle implications of hierarchy, and are worth examining thoughtfully in teaching language.
Examples for Teaching Variations
“Press your hand into the block and feel length through both sides of the body. If you can maintain that feeling of length without the block, then remove it and press your hand into the floor.”
Offer parallel options (e.g., “Option A” and “Option B”) rather than framing one as a modification of the other.
Avoid “Just”
I recommend removing the word “just” from your teaching vocabulary. “Just walk your feet up between your hands” or “Just lift your leg” might sound innocuous enough. But for some people, “just” lifting their leg is a huge effort — or may not even be possible. “Just” implies that everyone should be able to do the thing you’re asking, which can make students who can’t do that thing feel othered and excluded. A slight tweak in language can fix this: “Lift your leg as high as you are able.” “Step the feet up between your hands, or walk your hands back toward your feet.” – Amber Karnes
See specialized advice for beginners, seniors and women of color.
See Also
Use Invitational Language
Rather than telling students what they should expect in a pose, use invitational language that encourages active self-observation.
Invite students to notice the effects on their breath, their mind, and the sensations in their body.
Another approach is to offer two variations of a pose and invite students to choose the option that best supports them in that moment.
In Wise Word Choice, we emphasize “speaking directly.” This is not in conflict with invitational language. Being invitational does not mean becoming vague or hesitant — for example, ending cues with phrases like “if it feels good.” Rather, it means offering clear guidance while also encouraging students to reflect internally and make mindful, self-informed choices.
Using invitational language can:
Give students space and time to engage with the practice and listen inwardly.
Begin to shift expectations about responsibility from an external teacher to the student’s own experience.
Reduce potential alienation from setting expectations of a certain experience, while the student’s lived experience is different.
Offer Qs That Encourage People to Decide for Themselves
I like to offer questions that encourage people to decide for themselves how to best move their bodies, as opposed to cueing in a specific, almost prescriptive, way. – Carly Stong
Inspire Body Positivity
Notice and avoid language that may be disparaging toward bodies in any way.
Be mindful not to make assumptions about students’ relationships with their bodies — for example, assuming that everyone has a desire to lose weight.
Consider how your language can genuinely support and inspire self-acceptance.
See more in this lesson: Body Positivity, Body Acceptance, Larger Bodies & Body Dysmorphia
Eliminate Body Image Assumptions
“This posture is a great way to get rid of your belly fat.” and “Let’s shed those holiday pounds.” Suggestion: Be conscious of the language you use when talking about yoga and the body. Notice if you tend to project your relationship with body image and yoga onto your students. Stay focused on what the posture is doing in the moment with the bodies you have in front of you. Try language that does not focus on losing weight or altering the bodies of your students. – Chelsea Jackson Roberts
Inspire Self-Acceptance
The panel agreed that authenticity is what is most inspiring, beautiful and powerful. – Melanie Klein
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