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The Most Common Meditation Techniques Debate Isn't As Simple As You May Think

What You Didn’t Learn in YTT: How to Actually Teach People

When it comes to teaching yoga, a great question of priority to ask yourself is, “Do I want to be right? Do I want to be liked? Or do I want to teach?” Most modern postural yoga emerged from a guru tradition, where the teacher was the holder of wisdom and the disciples were the empty vessels. In other words, the teacher was simply right. In most cases, that inherent power structure didn’t allow much space for inquiry, debate, or discussion but required trust, discipline, and a submission to the wisdom of the guru.
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While some modern teachers continue to teach in that fashion, we also see teachers who offer classes that feel much less dictatorial and are quite democratic in nature. Many teachers begin class with a call for requests and include frequent reminders throughout to “do what feels good.” And while both of these methods may suit certain personalities and communities, where I find teaching most interesting is in the middle ground between them.
See also The Ancient & Modern Roots of Yoga
Thanks for watching!Visit WebsiteThanks for watching!Visit WebsiteMeeting Students Where They Are
One of my favorite examples of a sage and versatile style of teaching is the movie Dead Poets Society. Robin Williams plays the new English teacher at an elite prep school who employs unorthodox techniques for meeting his young students where they are in their lives and inspires them to make their lives extraordinary. He is contrasted by the oppressive headmaster who discourages the students from questioning anything, especially his righteousness. One method encourages empowerment through experience while the other emphasizes the power of the superior and the unquestionable method.
Meeting our students where they are isn’t easy. It first requires an honest understanding of the wisdom we do have, as well as an acknowledgement of that which we don’t yet have. Further, it requires both an intellectual and an experiential understanding of that which we choose to impart. In other words, don’t teach things you feel insecure or uncertain about, even if you think you’re “supposed to.” I like to call what I don’t know my “exciting gaps” and keep those things firmly in my study department and out of my teaching department.
There’s no shame in not knowing something well enough to teach it yet. In acknowledging it, we remain humble students AND strong teachers by sharing only from the wealth that we thoroughly comprehend. From this place of empowered authenticity, we can then make great efforts to understand our students and their lifestyles and employ a range of techniques to illuminate the teachings we offer in creative and customized ways that may enable both comprehension and life application.
Where this often gets tricky is trusting your judgement and the validity of your own experiences. You may come up with a new and unorthodox way of making something make sense to the students you teach but without the “tried-and-true” assurance a guru legacy seems to provide or the comfort of the more common approach, you must go out on a limb, which for some of us is a scary place. Learning to trust our comprehension of the material as well as our creativity and insight takes time and practice. Some ways will really land and your students may have an “a-ha!” moment and other times they will flop. So we take note and go back to the drawing board. It’s important to keep reminding yourself that underneath all the practice, you are making this extraordinary effort to be a bridge, to meet them where they are because you genuinely care that they learn and feel empowered with new knowledge.
See also 19 Yoga Teaching Tips Senior Teachers Want to Give Newbies
Find Your Unique Expression as a Teacher
Here are a few of my favorite concepts to practice your unique expression with:
  • How would you describe what “OM” or “Namaste” means to someone who has no understanding of yoga? Consider that “the sound of the universe” or “the Divine in me honors the Divine in you” may also not make sense to them. What are some ways you could describe these terms and the purpose of them that might make more sense?
  • How do asanas (yoga postures) actually help you change your feelings or mood? Can you find a way to speak to this that isn’t a way you’ve already heard? Again, imagine you’re speaking to someone who has never practiced so doesn’t have any shared experience.
  • What’s the “bigger picture” point of alignment cues? We often say “safety” but there are plenty of shapes that are biomechanically safe but not taught. What’s your sense of the importance of doing these postures in a specific way? (Hint: keep in mind that the majority of the postures we practice today were innovated in the 1930’s through modern day by humans.)
  • Committing to filling our “exciting gaps,” to exploring the myriad ways we could meet people where they are, and to trusting our approach, we build confidence and develop a broad repertoire from which to draw in engaging, inspiring and empowering our students.
    See also Should All Yoga Teachers Be Employees? One Studio Sets a New Standard
    Teachers, want more wisdom from Gina Caputo? Join her free webinar, Simple Is The New Advanced: Vinyasa Sequencing For Mindfulness, on Tuesday, July 25 at 2pm EDT. Sign up today! 
    About Our ExpertGina Caputo is the Founder and Director of the Colorado School of Yoga. Learn more about her and where you can practice with her at ginacaputo.com.

    The Small Fixes Challenge: Devising Simple Solutions to Health Problems

    Wesley Bedrosian Go to related article »
    Overview | What are some local health care concerns, and what solutions can students propose to address them? In this lesson, students identify a challenge that needs to be addressed, use problem-solving strategies to devise potential solutions and seek input from the greater community through an online forum. Then they propose their ideas and seek feedback from experts.
    Materials | Computer with Internet access and projector, copies of Times articles (see below for details).
    Warm-Up | Tell students they are going to watch what is known as the Jasper Palmer Method of disposing of medical scrubs to minimize the spread of infection, and that the method is an example of what is known as “positive deviance,” a problem-solving approach that seeks to find and amplify successful behaviors and strategies being used by individuals in a community. The video is available on the Positive Deviance Web site and on YouTube.
    After the video, ask students for their reactions to the video. Why and how do they think Mr. Palmer created this disposal method? Why does it work well? How easy is the technique to learn?
    Share with them the story behind it: that Mr. Palmer is a hospital orderly who developed this idea himself as a way to prevent a specific infection known as M.R.S.A. from spreading in the hospital where he works. It came to light, and became widely shared and used, as a result of a positive deviance initiative at the hospital.
    Tell students that the Palmer Method is also an example of what might be called “small fixes,” which are simple, elegant – and often inexpensive – solutions to a big problem.
    As an example, invite them to try to come up with a “small fix” to address one of the world’s major healthcare challenges: monitoring blood pressure in parts of the world where people lack access to medical care.
    To do this, read aloud “The Small Fixes Challenge.” As they listen to the challenge, students should jot down answers to the following questions:
  • What is high blood pressure, and how would you know if you have it?
  • What are the risks of untreated high blood pressure? Is it easy to treat?
  • How do conventional blood pressure monitors work?
  • What makes it challenging to monitor blood pressure in some parts of the world?
  • When students have finished, have them work in pairs to brainstorm solutions to the challenge that are “extremely affordable, reliable, sturdy, long-lasting, portable and so easy to use that an illiterate community health worker with little training can go house to house to detect high blood pressure,” as well as “robust, and must work in extremes of weather conditions common in rural and remote locations in developing nations.”
    Encourage students to draw up written descriptions as well as sketches of their ideas; when they have finished, whip around the room, asking pairs of students to share their ideas. You might also have students submit their ideas or discuss solutions proposed by other readers.
    Finally, tell students that this challenge is part of a special issue of Science Times about small fixes, and that they will read more about it now.
    Related | In the essay “The Simplest Health Solutions? It’s Complicated,” Dr. Abigail Zuger explains that many straightforward, uncomplicated approaches to health care are too often dwarfed by unnecessarily complex alternatives:
    It’s not that the American health system is completely deficient in small, clever, inexpensive fixes. It’s just that sometimes they’re awfully hard to find.
    The whole system tilts heavily in the other direction. We specialize in giant, cumbersome, ruinously expensive fixes. Thus, while we duly celebrate some clever little tools, we compulsively improve on others until they are almost unrecognizable, and still others we blithely ignore.
    Take what must be the greatest cheap medical fix in all of history: the bar of soap. Soap never stops proving itself. As recently as 2005, a study from the slums of Karachi, Pakistan, showed that free bars of soap (and lessons in how to use them) cut rates of childhood killers like diarrhea and pneumonia by half.
    But you don’t find soap in American hospitals anymore, at least not in its classic solid rectangular form. A variety of expensive improvements have replaced it, all created in response to the various ways in which modern doctors and patients reflexively undermine good, inexpensive tools.
    Read the entire article with your class, using the questions below.
    Questions | For discussion and reading comprehension:
  • Name two of the “miracle tools” of healthcare the author identifies in her essay.
  • In your own words, explain what makes these tools examples of simple solutions to complex problems.
  • Identify three problems hospitals have solved through the simple practice of keeping checklists.
  • Can you think of an example from your own life where a simple solution served you better than a more complicated one – or, looking back, might have? Explain.
  • Activity | Explain to students that they will brainstorm health-related topics relevant to their local community, then choose one problem to try to solve.
    To inspire students to think about simple solutions to real-world problems, share the end of the article “Brewing Up Double-Edged Delicacies for Mosquitoes,” which highlights research using toxin-laced floral nectar to control mosquito populations:
    More than one scientist noted that the idea of toxic nectar seemed so simple that it was surprising it hadn’t been thought of before.
    “If you’re a university person, you get credit for sophisticated publications,” Dr. Schlein said. “You don’t get much credit for simple ideas.”
    Ask: How might the notion that scientists don’t get credit for simple ideas influence the kinds of research scientists undertake? Do you think scientists might sometimes miss simple solutions as a result? In what way does this project exemplify “breaking free” from traditional approaches to mosquito control? How might this example be used as a model for “small fixes” to other big problems?
    From this foundation, encourage students to think broadly about topics and to consider how they might be broken down into smaller, specific problems to solve. For additional inspiration, have students pair up, and give each pair a health-related “small fix” to learn more about from the following sources:
  • The Science Times special issue about small fixes (the navigation bar on the left side of the page provides links to individual articles).
  • Recent Year In Ideas issues of the Sunday Magazine: 2010, 2009, 2008, 2003-2007.
  • The Fixes blog.
  • You might also check the Room for Debate blog’s entries on health to glean small fixes.
    When students have become familiar with the small fix in their assigned articles, reconvene the class and have each pair share the problem and solution. Afterwards, discuss what the solutions had in common and how they were discovered or developed. List ideas on the board.
    Now start brainstorming health problems that need to be addressed in the school or community. To get you started, here are suggested topics and subtopics:
  • Nutrition – How to make school lunches more nutritious or improve food choices.
  • Contagious illness – Minimizing the spread of contagious illnesses with of hand sanitizers or simple hand-washing.
  • Exercise – Getting enough exercise, using motivating incentives, sticking with a fitness plan or finding ways to sneak exercise into the everyday routine.
  • Sleep – Addressing chronic sleep deprivation, especially in teenagers or doctors.
  • After brainstorming is over, have students vote on the one topic the class will focus on. Then, divide students into groups of three or four. Have each group identify a problem related to their topic and then develop, propose and research a creative solution.
    (Before they begin, you might walk students through some of the basic steps of problem-solving. You may also want to consult our lesson plan “No Quick Fix: Developing Problem Solving Skills.”)
    Encourage students to consider how they might include simplicity in their approach. Are there simple, common-sense approaches that have previously been overlooked? What might they need to do to generate ideas, like doing some field observations or asking people some questions? Encourage groups to think creatively yet simply in developing solutions.
    Going Further | When groups have generated solution ideas, have all groups share and discuss their ideas. Does one solution stand out as being the most practical? Why? What improvements could you make to other solutions? Students can also create an online forum and invite other members of the school community to “crowdsource” the challenge.
    When the time comes, find a way to implement and test the solution. Does it work? Why or why not?
    Standards | This lesson is correlated to McREL’s national standards (it can also be aligned to the new Common Core State Standards):
    Life Skills: Thinking and Reasoning 1. Understands and applies the basic principles of presenting an argument. 2. Understands and applies basic principles of logic and reasoning. 3. Effectively uses mental processes that are based on identifying similarities and differences. 4. Understands and applies basic principles of hypothesis testing and scientific inquiry. 5. Applies basic troubleshooting and problem-solving techniques. 6. Applies decision-making techniques.
    Life Skills: Life Work 6. Makes effective use of basic life skills.
    Life Skills: Working With Others 1. Contributes to the overall effort of a group. 4. Displays effective interpersonal communication skills.
    Behavioral Studies 1. Understands that group and cultural influences contribute to human development, identity and behavior. 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function. 3. Understands that interactions among learning, inheritance and physical development affect human behavior. 4. Understands conflict, cooperation and interdependence among individuals, groups and institutions.
    Family/Consumer Sciences 4. Understand how knowledge and skills related to consumer and resources management affect the well-being of individuals, families and society.
    Language Arts 4. Gathers and uses information for research purposes. 8. Uses listening and speaking strategies for different purposes.

    Facebook is inflaming the divides tearing at the Democratic Party

    In that small way, Walters contributed to a massive wave of hostile memes about Sanders’s Democratic rivals that both reflects the rising divisiveness in the party’s nominating contest and, in the view of social media experts, exacerbates it.
    “I’d call it a force multiplier,” Walters, a onetime union activist, said of Facebook.
    The volume and viciousness of the memes — portraying Warren (D-Mass.) as a snake, a backstabber and a liar — reflect how Facebook identifies and rewards emotionally charged content to generate reactions from its billions of users. That serves the company’s ad-driven business model, which equates engagement with profit. But it also, in the view of experts who study Facebook’s effect on political speech, distorts democratic debate by confirming biases, sharpening divisions and elevating the glib visual logic of memes over reasoned discussion.
    Facebook’s “algorithm not only aggregates people, it activates people in a way that accentuates extremism,” said George Washington University professor Steven Livingston, director of the university’s Institute for Data, Democracy and Politics. “It inflames passions. It inflames the nature of the discourse.”
    Facebook spokesman Andy Stone declined to comment for this story.
    Since the beginning of 2019, nearly 3,000 active Facebook pages supporting Sanders have generated more than 290 million interactions — meaning shares, likes or other user actions — according to an analysis by Trevor Davis, a research professor at Livingston’s institute. For contrast, about 350 pages devoted to former vice president Joe Biden have generated just 9 million interactions; nearly 300 pro-Warren pages come in at under 20 million interactions.
    That breakdown is vastly out of sync with projected support for the candidates in polls, which show Sanders gaining ground but still behind Biden in an average of surveys. This underscores a new reality: Facebook gives individual users power over public discourse disproportionate to their authority at the ballot box.
    Such outsized influence once required significant resources — money for printed materials, access to a broadcast studio or time to reach people face-to-face. Now all it requires is a smartphone.
    One popular technique introduced by Facebook last spring allows sharing to multiple groups with a few simple clicks on a mobile device, allowing enthusiasts such as Walters to broadcast their views even more quickly than before.
    The rising popularity of the tactic among Sanders supporters may help explain the scores of images bashing Sanders’s opponents that have appeared in nearly simultaneous bursts in recent weeks, pushed out by highly networked clusters of Facebook users, according to Davis’s analysis. He did not find evidence that the campaign itself was involved in this activity, focusing instead on the informal Facebook activity by supporters.
    No other Democrat’s supporters are engaged in behavior on a similar scale, which is more characteristic of the online movement galvanized by Trump. The president’s campaign aides have credited Facebook with his victory in 2016, when he poured money into advertising on the platform while also using organic posts on social media to speak directly to his followers, who responded with a torrent of posts backing him and lacerating his opponents.
    Sanders has similarly embraced social media as a tool in the political revolution he promises, though the candidate’s posts hardly echo the personal insults lobbed by Trump. And the senator’s campaign distanced itself from the online attacks. “As the senator has said loudly and clearly, there is no room in the political revolution for abuse and harassment online,” said Sarah Ford, a campaign spokeswoman.
    The pro-Sanders forums focus on a range of themes, including the senator’s independence from corporate interests and his opposition to President Trump. At the same time, many of the images that fill the groups and pages are strikingly negative about rival Democrats, depicting former South Bend, Ind., mayor Pete Buttigieg as a wine-swilling CIA plant with Republican leanings and Biden as a feckless politician who preys on women.
    The meme shared by Walters, the retired Michigan factory worker, was just one of dozens of anti-Warren images circulating recently and one of several that portrayed her as the second coming of Clinton, whose own bid to become the first female president in 2016 ended in division and defeat for Democrats. The version that Walters reposted reached about 500,000 Facebook users on 50 groups since it began circulating on Facebook in September, according to Davis.
    The Sanders and Warren campaigns are promising a detente after Warren accused Sanders of saying in a private meeting that a woman couldn’t win the White House, and Sanders denied having done so. But the memo hasn’t been received by denizens of the digital world. Sanders supporters who are active on Facebook described in interviews growing disenchantment with other candidates and rising concern that the system might be rigged against their candidate.
    Already, the pro-Sanders crusade has spawned groups calling for protests at the party’s national convention in July should Sanders not emerge as the nominee. #BernieOrVest is their rallying cry, echoing the Yellow Vest demonstrations that have roiled France. In December, an activist wore one of the high-visibility vests for a picture with Sanders, which he proceeded to upload to a group, claiming falsely that the senator had endorsed their movement.
    Walters said that before the recent controversy, Warren “would have gotten my vote if Bernie hadn’t won.” Now he’s not sure what he’ll do in November should another Democrat clinch the nomination. In 2016, he cast a ballot for the Green Party’s Jill Stein rather than vote for either Trump or Clinton, whom he had come to distrust and dislike.
    As for the enthusiasm Sanders inspires on Facebook, Walters sees a political advantage — even if it tips into divisiveness.
    “It worked for Trump,” Walters said.
    Facebook’s move to groups
    Though groups have been part of Facebook for many years, the company began emphasizing them in the aftermath of the 2016 election. That’s when Facebook founder and CEO Mark Zuckerberg heralded the online communities as a more intimate way for like-minded users to connect. He touted the feature not only as redress for the company’s missteps but, more broadly, also as a way to “turn around the whole decline in community membership we’ve seen for decades,” as he wrote in June 2017.
    Changes in recent years have elevated the feature to the forefront of Facebook, including tweaks in 2018 that sought to emphasize content from groups in a user’s news feed over other material.
    Amid these shifts, groups also have become forums for spam and hyperactive posting, as a cottage industry of tools emerged for more efficiently plastering the online spaces using scheduling and automation technologies. Advice proliferated online for posting rapidly while eluding the platform’s spam detectors, which enforce policies against excessive sharing in ways that confuse and anger users.
    The hectic pace of memes spreading among Sanders supporters made some researchers suspect widespread use of automation tools and, possibly, a foreign-influence operation. Conspiratorial themes pushed in 2016 by Russian operatives, including claims about corruption in the Democratic Party, have reemerged with a fury.
    But evidence this campaign season points most clearly to the frenetic work of aggrieved Americans who, distrustful of mainstream gatekeepers of information, turn to Facebook. There, the traditional guardrails of political discourse don’t exist, and individual users can share torrents of divisive memes and other charged content to audiences far beyond the “Friends” once central to the Facebook experience.
    “Perhaps it’s not surprising that some of the tactics used by Russian actors against American voters in 2016 are now being used by American voters against each other,” said Philip N. Howard, head of Oxford University’s Computational Propaganda Project.
    The pro-Sanders users appear deeply linked. The top 72 users engaged in simultaneous posting — broadly circulating the same content in a single second — have an average 41 direct connections to others in the same universe of groups, according to Davis’s analysis. Connections entail friendship or one user following another. Overall, he estimated that tens of millions of unique users like the pages in question or are members of the groups.
    Some of the most active users operate multiple groups and pages, which can obscure the origin of a particular post. The page called “Woodland Spaces,” for example, features mainly nature photography and evocative poetry, but last week it accused Warren of a “smear campaign” against Sanders in a Facebook group called “Bernie’s Army of One Hundred Million Americans."
    In other cases, untangling the web of common ownership reveals unseemly linkages. The same page, “Bernies Revolution Continues," that owns the “Bernie Sanders’ Rare Meme Repository” group also owns a group called “The Anti Corruption Movement,” which includes posts about “satanic Zionism," as well as positive memes about Trump.
    ‘Information is power’
    One Sanders supporter who saw and reposted the anti-Warren meme shared by Walters was freelance journalist Cara Rogoff Greenberg, 69, who lives in New York City. With a series of taps on her smartphone, she regularly posted to “Jews for Bernie 2020,” “Bernie Sanders Bernstorming Network,” “#BernieOrVest” and 10 others.
    Days after posting the meme showing Warren as a mask for Clinton, Greenberg said she was placed in “Facebook jail” — the popular colloquial term to describe restrictions imposed by the company, often for posting too frequently — but remains uncertain about what policy she violated and how. She posted a cartoon of a woman behind bars in the “Women for Bernie 2020” group.
    “At first I thought it was because I was abusing the privilege, sharing to a dozen or more groups at a time, but others have commented on my own timeline (I am still able to post there) that this is happening with contributors to other public Bernie groups,” Greenberg wrote, generating 75 comments and 41 likes or other reactions. “Is it a technical block intended to prevent spam, or political repression, or FB’s concern about uncredited or false info being spread? I am concerned, and have been unable to easily figure out what is really going on here or how long this is likely to last."
    Facebook lifted the temporary restrictions after a few days, she later said.
    While aggressive online tactics threaten to divide a party desperate to avoid a repeat of 2016, the online enthusiasm Sanders inspires has been an asset for the Vermont independent, who is vying to compete against Trump, a reality television star with a devoted digital following.
    “What are we going to do if Bernie isn’t the nominee? That’s a question every Democratic candidate should be thinking about,” said Keegan Goudiss, who directed digital advertising for Sanders’s 2016 campaign. “Whether or not the online conversation is real, there’s going to be division that’s stoked. That’s true no matter how emphatically Bernie says to support the nominee.
    While the comparison to Trump’s online following is imperfect, Goudiss added, there are plainly parallels, above all the “cult of personality” energizing Americans distrustful of other politicians, as well as the projection of strength when they perceive their candidate to be under siege.
    Over time, the focus of the meme-making energy has shifted. In January 2019, most of the critical images posted about other candidates by pages with “Bernie Sanders” or “Our Revolution” in their names focused on Sen. Kamala D. Harris (D-Calif.), according to Davis’s analysis. By October, still several months before Harris would exit the race, she’d faded away as a target.
    Meanwhile, whereas Warren once commanded less than 10 percent of the attention, she is now the subject of nearly half of the disparaging memes, Davis’s research shows. Examples include a Photoshopped image of Warren in a dark wig. “With Booker gone,” the text reads, referring to Sen. Cory Booker of New Jersey, “I’m the only black candidate.” Another shows Warren taking a blade to Sanders’s back. Many mock her claims of Native American ancestry, which is also a common target for Trump and his allies.
    A spokesman for the Warren campaign declined to comment. The rejoinder from her supporters has been oblique. Repurposing the serpent jibe, a “Snakes for Warren” account recently emerged on Twitter, with about 1,000 followers.
    “There’s no fighting back against it; there’s only rolling with it,” said Misha Leybovich, a tech entrepreneur and former McKinsey consultant who has been organizing “Warren’s Meme Team,” a collection of supporters with no formal links to the campaign.
    He downplayed the significance of the online onslaught, arguing, “The vast, vast majority of supporters of both Sanders and Warren, and all the other candidates, are great. Most of us just want to see Trump out of office."
    But interviews with owners and administrators of the pro-Sanders groups present a more complex picture. Buck Bewley, who runs a repair shop near Louisville, Ky., would vote for Warren over Trump, but he has soured on the Massachusetts Democrat. So he let the disparaging meme of Warren’s visage as a mask for Clinton rack up views and shares in his group, the “Bernie Sanders Bernstorming Network."
    “We get mad and post memes saying things that we probably wouldn’t say in real life,” said Bewley, 53. But he acknowledged how the Internet-stoked outrage could have unintended consequences, possibly estranging other Democrats from the Massachusetts senator.
    Or, as he put it, “I think information is power. It’s a ripple effect on Facebook."
    Julie Tate and Tony Romm contributed to this report.

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