❤🙏❤️ Jimmy Barkan - love and gratitude for the knowledge that you share from the decades of your personal practice and the tens of thousands of hours that you’ve taught. It blesses each of us who get to learn from you as students practicing, and as teachers teaching! ❤
This is an interesting perspective on scripted teaching, and I can see how it might feel limiting when instructions are repeated regardless of student ability or experience. That said, I think it’s important to recognize the benefits of a fixed script as well. For example, it helps beginning teachers master timing, supports students in anticipating phase changes (like the end of the culmination), and even fosters meditative qualities in postural yoga. A fixed script can act almost like a mantra. On the flip side, going off-script can introduce challenges. Teachers may struggle with timing, over-correct or over-coach, and unintentionally disrupt the mantra-like flow. Ad-libbing can sometimes result in unclear or poorly thought-out cues, which might confuse or frustrate students. Coaching individual students also raises concerns: how do other participants stay engaged during that time? Coaching is most effective when directed toward individual students. However, this can sometimes lead to perceptions of unequal attention among participants, with some feeling that the teacher favors more advanced students. Whether these perceptions are justified or not, the feelings they create are genuine and should be acknowledged.. Given these dynamics, I wonder if the issues with scripted teaching might be more about how it’s applied rather than the method itself. Each approach (fixed script or adaptive teaching) has its virtues and vices, and the key seems to lie in understanding the students and the nature of the class. What are your thoughts on this balance? How might teachers leverage the strengths of both approaches without falling into their pitfalls?
It is definitely a balancing act and I agree, it all comes down to the individual teacher and how they choose to implement the scripts. The more experienced you are the easy it is to go off script...BUT, this is a Barkan Mantra...Timing is more important than what you're saying...meaning...you must offer the information, coach correct WITHIN the proper time frame.....Easier said then done...this is more for experienced teachers
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Thank Jimmy 🙏 the “ dialogue” is just a starting point. there’s so much more to learn and teach. thank you for the knowledge. 🙏
My pleasure!😇 🙏❤️🙏
Great tips, thanks Jimmy.
You’re very welcome 🙏❤️🙏
❤🙏❤️ Jimmy Barkan - love and gratitude for the knowledge that you share from the decades of your personal practice and the tens of thousands of hours that you’ve taught. It blesses each of us who get to learn from you as students practicing, and as teachers teaching! ❤
Thank you Jo ❤️🙏❤️🙏
Thank you 🙏
You're most welcome 🙏
My Favorite Hot Yoga Pose Obviously!!
Yessss
This is an interesting perspective on scripted teaching, and I can see how it might feel limiting when instructions are repeated regardless of student ability or experience. That said, I think it’s important to recognize the benefits of a fixed script as well. For example, it helps beginning teachers master timing, supports students in anticipating phase changes (like the end of the culmination), and even fosters meditative qualities in postural yoga. A fixed script can act almost like a mantra.
On the flip side, going off-script can introduce challenges. Teachers may struggle with timing, over-correct or over-coach, and unintentionally disrupt the mantra-like flow. Ad-libbing can sometimes result in unclear or poorly thought-out cues, which might confuse or frustrate students. Coaching individual students also raises concerns: how do other participants stay engaged during that time? Coaching is most effective when directed toward individual students. However, this can sometimes lead to perceptions of unequal attention among participants, with some feeling that the teacher favors more advanced students. Whether these perceptions are justified or not, the feelings they create are genuine and should be acknowledged..
Given these dynamics, I wonder if the issues with scripted teaching might be more about how it’s applied rather than the method itself. Each approach (fixed script or adaptive teaching) has its virtues and vices, and the key seems to lie in understanding the students and the nature of the class.
What are your thoughts on this balance? How might teachers leverage the strengths of both approaches without falling into their pitfalls?
It is definitely a balancing act and I agree, it all comes down to the individual teacher and how they choose to implement the scripts. The more experienced you are the easy it is to go off script...BUT, this is a Barkan Mantra...Timing is more important than what you're saying...meaning...you must offer the information, coach correct WITHIN the proper time frame.....Easier said then done...this is more for experienced teachers