Reflective Practice–Teacher is a program for yoga teachers who wish to remain students of their own practice while continuing to mature in the art of teaching. Reflective practice asks teachers to pause, look again, and examine the assumptions, habits and preferences that shape how they practise, teach, observe students and run their schools. It is a way of bringing teaching experience into the light of enquiry so that what is seen from one point of view may be tested, clarified and enlarged through the views of others.
For teachers, reflective practice is essential because teaching is not simply the delivery of information. It involves judgement, observation, relationship, timing, care and discrimination. A teacher must learn to see the student, the class, the subject and themselves. Through shared reflection, teachers become more able to distinguish between knowledge and skill, between instruction and correction, between personal preference and what the student actually requires. In this way, reflective practice supports both the development of teaching skill and the deepening of practice.
Structure & content
Each Reflective Practice–Teacher group will be formed regionally, for example Europe and Asia, the Americas, or Australasia, and will include no more than six to eight teachers. Groups will be coordinated by Alan Goode and will meet regularly throughout the year.
The small-group format is designed to create a supportive environment in which teachers can work alongside colleagues to exchange views, share experience and consider the issues that arise in practice, teaching and the running of a school. Through ongoing dialogue, participants are exposed to different perspectives that may confirm, challenge or broaden their understanding. This process helps teachers recognise the influence of their own experiences and assumptions while learning from the observations and insights of others.
Meetings will combine discussion, reflection and the consideration of case studies drawn from participants’ own teaching experience. These case studies may involve individual students, class situations, sequencing decisions, communication challenges, ethical questions or organisational issues within a school. By reflecting on real situations, teachers develop greater clarity, discernment and confidence in their decision-making.
Topics for discussion
Topics will be guided by the interests and experience of the group and may include:
- How students learn and develop over time.
- Trauma
- Consent in teaching
- Ethics, boundaries and professional conduct.
- The relationship between personal practice and teaching
- Reading and responding to individual student needs.
- Teaching students with injury, illness or limitation. Case studies.
- Managing diversity within classes.
- Communication and teacher presence.
- Developing judgement and decision-making in teaching.
Reflective Practice–Teacher provides a structure through which teachers can continue to learn in the company of colleagues. It recognises that the subject of yoga is vast and that teaching matures when teachers remain open, attentive and willing to reconsider what they think they know. Through reflection, discussion and shared enquiry, teachers deepen both their understanding of yoga and their capacity to communicate it to others.
Participation
Teachers should attend Yogasana workshops with Alan Goode and be familiar with his approach to teaching. Familiarity with the student handbook Yoga Sadhana . It is recommended that you attend some of the online classes to familiarise yourself with the Levels outlined in Yoga Sadhana (Foundation/ Developing/ Established/ Mature.
Teachers wishing to participate should email training@yogamandir.com.au to signal your interest. Please include your country, city and yoga and teaching experience
Alan will then respond to you and you will be included in communication and planning.