| Physically adjusting a student, into the best possible | | | | adjustment will follow the movement of the lungs. If |
| skeletal alignment, is a skill that is passed from teacher | | | | you cannot feel the breath, you should ask your |
| to student. With so many questions about assisting and | | | | student to breathe louder or to practice ujjayi |
| adjusting students for proper alignment - below are | | | | pranayama while you make an assist. |
| eight keys to guide Yoga teachers in the art of | | | | 5. Usually, you should adjust the worst posture first. If |
| assisting. | | | | you constantly see the same poor posture from one |
| 1. Explain why, when, and how, you will be making | | | | student, avoid singling out the same student every time. |
| adjustments before your class begins. What is the | | | | That does not mean you should ignore him or her. You |
| benefit students will receive after you make an | | | | may have to come back to this student repeatedly. Do |
| adjustment? Give your students the option to decline | | | | give praise, when he or she gets it right. |
| an assist. It may be your Yoga class, but you should | | | | 6. Be aware of the time the rest of your students are |
| always ask permission to make a physical assist. | | | | holding a posture. Holding a posture for five breaths is |
| 2. When you assist, your posture should be rooted into | | | | enough for beginners. If you feel more time is needed, |
| the ground. Never adjust a student from an | | | | and you have covered both sides, you can always |
| off-balanced position, and make sure your spine and | | | | come back for a second round. |
| skeletal body are in good alignment. | | | | 7. Develop a gentle feel for pressure and vibration. |
| 3. Talk to your students as you make physical | | | | Pain thresholds vary quite a bit between individuals. |
| adjustments. Honest feedback between teacher and | | | | Some students will keep silent through pain, while |
| student is mutually beneficial. You can develop a feel | | | | others will complain at "the drop of a hat." |
| for vibration and pressure, but feedback will help you | | | | 8. Once you have reached an optimum assist, make |
| and your student to find the best posture. | | | | sure you leave gradually. Do not leave abruptly, as |
| 4. Generally speaking, adjust folding postures on the | | | | your student may fall out of position. |
| exhale and adjust backbends on the inhale. Your | | | | |