Teaching exercises

In the 1990s I developed a series of teaching exercises designed to assist teachers in Iyengar Yoga to deepen and refine their skills in the classroom. At that time, I was increasingly aware that although we were all devoted practitioners, the act of teaching required an additional layer of understanding. It was not enough to simply demonstrate a posture or repeat instructions we had heard from our own teachers. To teach effectively, one needed to learn how to observe, to adapt, and to communicate in ways that resonated with students of varied backgrounds and capacities.

These exercises emerged from years of my own teaching, where I encountered students who learnt in very different ways. Some responded best to clear verbal instruction, others needed a physical demonstration to mirror, while others still required a tactile cue or a carefully placed prop to awaken their awareness. I began to design teaching situations that would draw a teacher’s attention to these differing needs. A simple posture, taught in three or four different ways, could reveal how varied the pathways of learning are.

When practised by teachers in training, these exercises became a mirror, reflecting not only how they communicated but also how they perceived the student. One might discover a tendency to rely too heavily on words, overlooking the power of silence and demonstration. Another might see how a well‑timed question could invite a student to think for themselves rather than merely follow instructions. The exercises were not fixed scripts; they were explorations intended to awaken sensitivity and flexibility in the teacher.

 Over time, I realised that these methods were not only about improving technique but also about cultivating a quality of attention. In Iyengar Yoga, we speak often of alignment and precision, yet these qualities also apply to teaching itself. How do we align our instruction with the student’s capacity? How do we bring precision to our words and actions so that the student receives what is intended? These exercises encouraged teachers to experiment, to review, and to refine their approach, much as we do in our own practice of asana.

When used with commitment, these exercises become powerful tools for learning. They allow teachers to develop confidence in their voice, clarity in their demonstration, and responsiveness in their adjustments. More importantly, they remind us that teaching is not a one‑way transmission but a living dialogue. Each class becomes an opportunity to see afresh, to meet the student where they are, and to foster the conditions in which real learning can occur. In this way, the exercises continue to serve as a bridge between the depth of Iyengar Yoga practice and the art of communicating that practice to others.

This post along with Alan’s other writing, are available here: Articles