Talking Points for Yoga Teachers - Clarity

At the risk of dating myself:  Do you remember the sound of Charlie Brown's teacher?  Spelling it is difficult, but basically it was, "Hwa hwa, hwa hwa hwa hwa".  Does it ring a bell?

That is what any teacher sounds like if they have not worked on speaking clearly, directly and in an interesting manner.  Yoga teachers are no exception.  The fact that we are fascinated by our subject does not inherently translate into an ability to hold our students' attention.  Yoga teachers have the additional challenge of blending the above-mentioned adjectives with compassion, so that our class directions don't sound like barked orders, but neither do they sound like those of a preschool teacher.

I have had many years of public speaking experience and training, which have proved invaluable to my teaching work.  There are many ways to improve your own speech, from hiring a voice coach to joining a local chapter of Toastmasters International.  In the Purna Yoga teacher training system, "delivery" is a crucial area of study.  You can have all manner of insightful, helpful information to share, but if your delivery is "blah" or otherwise unconvincing, it matters little.

Many of us have had the experience of being in a yoga class and spending much of the time turning our heads to see what, exactly, the teacher is trying to get us to do.  I have experienced this in local classes as well as national Yoga Journal Conferences with "big name" teachers.  How long a teacher has been teaching seems to have very little to do with the efficacy of their delivery.  Training, practice, and an appreciation of the importance of delivery are what make the difference.

How can a yoga teacher avoid the Charlie Brown's Teacher Syndrome?  Record yourself while teaching and play it back, pretending that you are the student.  Can you follow your own directions without the benefit of a demonstration?  Now listen to the recording as a colleague would and give yourself constructive feedback.  Listen for the following pitfalls:

• verbal pauses - These include "um, ah, uh, y'see, right?, ya know" and other things that we say when we're trying to think of what to say next.  Decide what to say, then say it.  Try not to let your mind get ahead of your mouth.
• talking too quickly - Yourstudentsdon'tgetachancetointegratetheplethoraofinformationcomingoutof yourmouthifyourtalktooquickly.  Slower speech is not only more soothing, it's easier to comprehend...particularly when you are presenting new information.  It is also unusual to speak slowly in today's world, which makes the brain pause for a moment.  That moment is all you need to really get a person's attention.  Think of the pauses between words as the "white space" between typed words.  They are necessary in order for us to understand the transmission.
• unclear directions - Notice if you consistently confuse left and right, cardinal directions (as in, "face North...no, wait, sorry, I mean face East") and work to (1) think before speaking and (2) speak more slowly in order to give yourself time to determine which leg/direction you mean.
• voice overly soft, airy or unsure - When a teacher sounds confident, the student will feel more confident (in themselves and in you).  When a teacher sounds joyful, the students will feel more joy.  If you are teaching a Restorative Yoga class it is appropriate to modulate your volume and tone toward a more soothing sound.  Many teachers, however, use that lullaby voice for active classes (in an attempt to make the experience "soothing", perhaps).  I do not recommend this, as it ends up working against them...and their students.  Make your voice match the activity level of the class.
• future-focused speech - "You're gonna xyz with your abc" is not directive speech!  I was once in a conference with a teacher who constantly told us what we were "gonna" without ever sharing when we were gonna.  Since we were on our backs and I couldn't see what she or my fellow students were doing it took me awhile to understand that "you're gonna" was her way of saying "Lift your xyz over your abc".  It was distracting and irritating, which are not feelings we seek to induce in our students.
• too many words - Be concise in your instructions so that students can focus on the basic message.  The practice can be challenging enough without adding to it with a "gobbledygook" delivery.  Be precise and clear so that your students can focus on their inner work throughout the practice.

These are just a few of the pitfalls for clarity.  Others include grammar, intonation, and the use of language itself (as in, be interesting!).  I'll cover those in future posts.  The point is, "knowing your stuff" does not ensure that you can share/teach effectively.  Decide on three main points to share for each pose (allowing for additional safety points, as needed) and stick with them.  Repeat your points at least three times - you'll eventually bore yourself to tears, but it can take many repetitions of the same direction (even over years!) for students to finally "get" it.

Consider the way in which you teach just as important as what you teach in any given class.  Prepare for your class and practice your speech so that you can avoid some of the most common confusion causing pitfalls.  You will avoid the Charlie Brown's Teacher Syndrome and in so doing see a great surge of growth in your students as they become more clear along with you.

Comments

[Julie C. Nelson]

Some great thoughts! I really hear you about the style of some yoga teachers who just put on a show by demonstrating the poses and expect students to crane their necks to see!

I learned to refine my verbal teaching skills when an illness forced me to sit on my meditation cushion and only give spoken direction. This lasted for several months and truly helped to take my teaching to the next level.

Thanks again for a great post!

Julie
http://coolmoonyogaknits.blogspot.com