As teachers, we should encourage our students to understand themselves based on their internal reference points rather than those of the external world. This practice will inflect our teaching in both practical and subtle ways.
To guide others is an art of infinite subtlety, although it is rarely appreciated as such. As our understanding and command of the art of teaching develops, so will the well-being of our students. Deepening that understanding means recognizing that all of our Guidance and counseling must rest on a specific reason: to help our students to "internally referential."
We understand who we build on our perception of the world around us. We learn to compare ourselves with others and value according to how we stack with them. Through this process we will "from the outside referential" We see ourselves with a reference to external standards. Until we grow up, our ideas are largely borrowed from itselfwhat we inherited from our parents, family members, friends, teachers, and told the commercial media. We do everything to look good or be popular, not necessarily because they are our soul, lust or true purpose of our lives. What do the problem, advertisers continually bombard us with messages that at its root: "They fall short when compared to others. You had better buy your way out of this embarrassing situation."
If we define ourselves is in terms of the external references, a deadEnd, because it means ignoring the wishes of the soul. As yoga teachers, we must work to understand our students. In fact, one of our main tasks, the paradigm of the external reference to an internal reference is to shift. Our job is to help our students, especially beginners become who they are, in contrast to what they told me that they are aware of. One way to do this is standard practice and defies not tell our students what they are. Place them in Categories and the destruction of their uniqueness, with labels, we can offer our students what they can do to change, to relate, grow, and find each other.
Here is an example of this philosophy in action: in general, teachers tell students: "They are very stiff, so do not show, or you can hurt yourself." Instead of saying, the student, "I'd rather make this variation of the now." In this case, the student is not a label pinned on him by the teacher and not by the barrier> Teachers' s perception of who he is. The teacher's role is to provide the difference between someone who is stiff and someone who is as lithe and help students know they both become more balanced. We must find ways to do this without the creation or strengthening of a negative, diminishing faith.
As another example, I regularly see students who can not do certain is due to illness or stiffness. I say: "I want to do you prepare for the pose, the other done by the wall,or with a belt. And after practice, it is for a short time, your body will blossom and you do not need the support no longer. "I give them a method by which they stiffness without reinforcement of the fact that they are stiff and can not remove. Most students who do not already feel in a position to confirm it loud just make it more of a hindrance. In some cases, they are doomed to be fighting for its rigidity, both in body and mind for the rest of their lives.
© Aadil Palkhivala2008
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