Higher Standards for Inclusive Teaching

When I knew I wanted to be a teacher of movement and connection, I always envisioned relationships with all different students—bodies, backgrounds, mindsets, intentions. This is the core of my teachings.

I’ve gotten this experience from one on one clients, semi-private sessions, training future teachers, and teaching in a lot of different locations.

Yoga studios are community spaces that pour a ton of effort to be inclusive. It’s also up to the teacher leading the class to get clear with their values for what, why, and how they teach. Recognizing who their classes might be open to, inspired by, or appropriate for. Then finding those students and actively inviting them in.

There are zero shortcuts. Sometimes you have to step outside the studio setting and learn how yoga translates in difference environments. I had to really evaluate and ask myself what I knew about the neighborhood I was teaching in, the culture, majority of the population, the knowledge of the human body.

I can simply not promise, please, or expect that my style or delivery will resonate with every person. Letting go of this messaging and understanding that it did not feel inclusive to my standards, helped me realize how specificity does. Giving a bunch of options is generous, however teaching a couple variations and encouraging a student to stay with one version in this moment is teaching with intention. Just like when you receive an invitation to a party, you want to know who’s all coming and what to bring.

I was naturally drawn into these practices because I enjoy the messy, no endgame, uphill climb. My inclusive style is lead with my efforts to refining my craft, editing the way I create, and designing specific classes for folks not always included.

Diversifying my skill set was the best choice for me because while the bar never stops rising, I’m transparent in what I offer, doing so with care and passion. 

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