April 7, 2025 • 18 mins
Understanding anatomy is super important as a movement teacher. You may have noticed that I weave this sentiment in many of my episodes. I've received a few questions from teachers who listen to the podcast about their challenges with teaching anatomy in their classes, and I thought I’d answer their questions in this episode because I wonder if you have these same questions as well!
I'm excited for you to listen because the answers will surely be helpful for you too!
Mentioned in this episode:
Ep 66: Staying Within Your Scope of Practice
Click HERE to send me a text & let me know your thoughts on this episode!
YouTube: Yoga with Monica Bright
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
Understanding anatomy is superimportant as a movement teacher.
I weave that sentiment in manyof my episodes.
I received a few questions fromteachers who listened to the
podcast, and I thought I'danswer them in this episode
because I wonder if you havethese same questions too.
Okay.
Let's hop right in.
(00:21):
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
I'm Monica Bright and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you are a yoga teacher,you're looking for support.
You love to be in conversation,and you're a lifelong student.
(00:45):
In this podcast, I'll share withyou.
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools, strategies
and systems I use and you canuse so that your business
thrives.
We'll cover a diverse range oftopics that will help you,
(01:07):
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
some laughs along the way.
Now let's do this together.
(01:30):
Welcome back to the podcast.
I'm Monica, and I'm so gladyou're here.
If you've been listening sincethe start of the podcast, I love
it and thank you for stickingaround.
If you're new, welcome.
We talk about a lot of subjectsto help you with your teaching
career.
Many are some deeperconversations that we really
(01:52):
don't have in the teachingworld, which is why I titled the
show Essential Conversations forYoga Teachers.
Smart I.
Right.
I've really enjoyed creatingeach episode for you, and they
are packed with information, soif you binge them, I won't mind
at all.
I add a link at the end of everyepisode for you to send me a
(02:14):
message.
It could be a question or acomment or anything you wanna
share with me.
I love teaching anatomy and Iweave that sentiment in many of
my episodes.
I got a few questions fromteachers who listen to the
podcast and I thought I'd answerthem in this episode for
everyone to hear because Iwonder if you have these same
(02:37):
questions as well.
Alright, let's get started.
Question number one is fromNicole.
She wrote, I teach vinyasa, andwith the pace of the class cues
and theming, I feel like I wouldbe stumbling over all of my
words.
I have started to study a littleanatomy, but my question is how
(03:00):
do I start to incorporateanatomy information into my
classes?
I have no idea where to start.
Okay, first, Nicole,congratulations for taking the
step you did to begin learning abit more about anatomy.
What I want you to remember, andyou can put this in your back
pocket, is that this road isnever ending.
(03:23):
There's so much to learn andthere's always something new to
learn, which is exciting becausethat means we're all learning
something new every day.
So resist getting into themindset that you have to know it
all or that you'll never know itall.
One piece of advice that I giveVinyasa yoga teachers is to
(03:45):
learn to talk less, andsometimes that can be hard.
Think about giving a littlespace, a little breathing room
for your students to hear yourwords and let those words soak
in.
Think about giving a few lesscues.
I'm gonna ask you a question,and I just want you to be honest
(04:08):
with yourself.
Are you actually looking at yourstudents?
Listen, I have been there whereI wasn't looking at anyone
because I was just trying to getthrough my sequence.
It wasn't a good feeling, butthat was early on in my teaching
career and I was teaching a lotof fast paced classes.
(04:31):
I made a point to slow down alittle bit and look at what
students were doing in class andspeak to something specific that
I saw.
I am gonna give you an exampleof a movement that I would teach
and weave in a little bit ofanatomy or movement knowledge
into the queuing.
(04:52):
Imagine your students are lyingon their backs in half Corps
pose, so.
Knees bent and their arms bytheir sides.
The movement I'm going to teachis called Pelvic Rocks.
It's a somatic movement that canbe easily weaved into a Vinyasa
class.
It will help students payattention to their own movement.
(05:14):
Notice what it feels like andgive you information about the
degree of movement that studentshave, or at least an idea of how
well they connect to theirbodies.
You'd be surprised with thedifferences you see teaching.
This little movement will helpyou get in the mind frame of
looking at your students andnoticing what's happened.
(05:38):
Then choose your queuing fromthere.
I'll often ask them to placetheir peace fingers on the bony
protrusion on the.
Front of their pelvis and asthey rock their pelvis, notice
how it moves forward and backthen, I'd ask them to notice how
their low back lifts away fromthe floor, and then lowers and
(05:59):
connects to the floor.
I might mention how their lumbarspine is moving with the
movement of their pelvis, andask them to imagine that
variation of movement in theirlumbar spine, and then be quiet.
And give them space to do that.
Even in a Vinyasa class, you cando this.
(06:22):
It could take as little as 90seconds.
At the start of class, I like toalso connect movements
throughout the sequence.
So I would also teach thispelvic rock in tabletop and
chair pose and begin to weave inmore information like anterior
and posterior tilt of thepelvis, and ask students to rock
(06:47):
back and forth between the twoand settle their movement on
where it feels like neutral tothem.
Here's a hint.
Neutral is different foreverybody.
You see how you're moving awayfrom strict alignment rules and
encouraging students to findtheir own positioning that feels
good in their bodies.
(07:09):
I'd also add, we've done thisbefore, just in a different
orientation, and if you areleading up to a peak pose where
you want students to be mindfulof the position of their pelvis,
for example, let's say astanding balance such as tree
pose, you can then continue thequeuing you've done throughout
(07:30):
class.
Notice the position of yourpelvis.
Does it feel like it's inneutral?
Okay.
I admit, I ask studentsquestions in class, questions
that I want them to answer forthemselves and make their own
decision on whether or not theywant to shift their alignment.
(07:52):
My belief is that it's all aboutstudents choosing what's best
for them, what feels right andwhat doesn't.
We don't live in their bodies,so we can't know how they
experience a particularalignment.
Give them the freedom to choose.
Okay?
This was a really simple waythat I'd weave in a little bit
(08:13):
of anatomy information into myclasses.
Again, slow down, talk less, adda movement, give students a
chance to experience it, anddrop in a little bit of anatomy.
It might take some practice.
Yes.
It took me time to get used totalking in class like this too,
(08:37):
but the difference was that Iwasn't just giving alignment
cues for students to try tofollow.
I was starting to look more atstudents, teach them something I
was learning, ask themquestions, and give them the
space to feel into their ownbodies.
You can do it too, so try itout, and I would love to hear
(08:59):
how it goes.
If it feels choppy oruncomfortable, then you know
you're doing something right,which is changing up and
involving your teaching.
I'm excited for you to try.
Okay.
Question number two is fromMaria, and she asks, why is
learning about anatomy soimportant?
(09:20):
I'm just teaching yoga and Idon't think my students wanna
hear all of that.
I get it, Maria.
I get that.
Well, you never know, but what Iwill ask you is do you want to
teach more about anatomy?
If the answer is yes, then Iwould advise you to step into
(09:40):
the kind of teaching that youwant to be offering and.
You'll attract the students whowant to hear about anatomy.
You cannot please everyone, andif you try to, you'll run
yourself into the ground.
So don't do that.
Be authentically you.
Students will come and goanyway.
(10:04):
It's just the nature of thebusiness.
But you will retain students andyou'll find that students become
more regular and your classsizes will increase.
When I chose to start talkingmore anatomy in my classes, I
attracted these types ofstudents.
They wanted this information,and so they found themselves
(10:26):
seeking out my classes andasking me questions before or
after class.
Okay.
I don't want you to freak outabout that.
Because that can be a littlescary too, the idea that a
student would ask you an anatomyquestion when you're just
starting to dive in and learnmore about it.
(10:46):
But there is absolutely nothingwrong with saying, I don't know,
and I'm gonna look that up.
You are learning in this processtoo, and they've just given you
something to study that maybeyou haven't thought of on your
own.
So be honest with yourself.
Do you want to teach anatomy?
If so, go for it.
(11:07):
There are plenty of students outhere who would love your
classes.
The main point I'm trying tomake here is be authentically
you don't chase students, justbe you and the students will
come.
The last question is from Lindaand she wrote, everyone keeps
(11:29):
telling me that talking aboutanatomy is outside of my scope
of practice.
So when I think about talkingabout anatomy, I feel like I
shouldn't because my managerwill tell me not to.
Alright.
Warning here I am an against thegrained kind of girly.
I've always enjoyed steppingoutside of the box and if
(11:52):
someone tells me I can't dosomething, oh, you better
believe I'm going to figure outa way to actually do it.
Maybe it's the Aries in me.
I don't know about that, but Iwanna make a few points here.
Number one, you are a teacher ofmovement.
It is imperative that youunderstand anatomy and movement.
(12:16):
So the idea that you would beoutside of your scope of
practice, I think is nonsense.
We're talking anatomy, notdiagnosing and giving medical
advice.
Yeah.
Point number two, if you'recurious about learning more on a
subject and want to incorporatethat education into your
classes, you should be able to,if you were learning more on
(12:40):
Ayurveda, you'd wanna teachstudents about that, right?
It's the same thing.
Point number three.
I always encourage teachers tobe cognizant of the source of
the feedback they're getting.
I've had my fair share ofdealing with studio owners who
were threatened by the amount ofeducation I was acquiring and
(13:00):
how that had such a positiveimpact on my classes.
They were packed, but the sourcefelt a certain kind of way about
it because.
her classes were not equally asfull.
This is probably a longer storyfor another day, but it taught
me so much about considering thesource.
(13:22):
I have more stories aboutconsidering the source, but I'll
just leave it at this one.
And finally, point number four.
You may hear doctors or physicaltherapists tell you to stay
within your scope, and sometimesall of this is just a way to
keep you in a box.
You can teach anatomy and staywithin your scope of practice.
(13:46):
You can talk about injuries andstay within your scope of
practice.
Your job is to be mindful andeducated on what you teach and
what you share.
If you have experience with aninjury, talk about it.
I think that's when I started tofeel more confident with talking
(14:07):
to students about anatomy andinjuries.
For example, I've had ahamstring tendon here, which is
super common in yoga.
I know what it feels like, whatmakes it worse, and what makes
recovery better or easier tonavigate, you think?
I'm not gonna talk to a studentwho thinks they have a hamstring
(14:29):
tear.
I absolutely.
Am I'm going to ask about theirexperience so far, but I'm also
going to tell them that theyneed to get a diagnosis.
So I'm not playing doctor, but Iam speaking from firsthand
experience.
Episode number 66 is all aboutstaying in your scope of
(14:52):
practice.
I'll link it below.
Go have a listen, because I go abit deeper in that episode.
I think you'll enjoy it ifstaying within your scope is a
concern for you.
Okay.
How are you feeling?
Did any of these questionsresonate with you?
I could talk about this stufffor days, but I'm also trying to
(15:14):
be concise and mindful of yourtime.
If you have any follow upquestions, please send me a
message and I would love to readit and answer it.
I love reading your questionsand I feel more connected to you
when you send them in.
So thank you to Nicole, Mariaand Linda.
Your questions are on point, andI think a lot of yoga teachers
(15:38):
have the same or similarquestions as well.
If you want a deeperunderstanding of anatomy,
injuries, and pain, I trulybelieve that you are a movement
educator and we all mustunderstand the human body, it's
movements and injuries in orderto be effective in our teaching.
It is so important for us tohave these conversations so that
(16:02):
you remember that there are somany opportunities for you in
the teaching world.
If you haven't already downloadthe ebook sequencing for
different injuries.
The link is in the show notes,and I promise you it will help
form a foundation for teachingstudents with injuries and aging
bodies.
The information will also helpyou understand how to
(16:24):
accommodate students ofdifferent abilities, and it'll
be a great resource for you toreturn to again and again.
When you download the ebook,you'll be joining my newsletter.
That's just for yoga teachers.
I've got more exciting teachingscoming soon, so I wanna tell you
all about them.
The link is in the show notesbelow, and I would love for you
(16:45):
to join it so we can alwaysstay.
Connected.
I've also added a link toepisode number 66 staying within
your scope of practice.
But seriously scroll back andhave a listen to other episodes
I have on pain and the nervoussystem.
You know that my goal is for youto love the yoga teaching life
(17:06):
and allow it to be fulfillingand rewarding.
And as always, it may take sometime and some work to get there.
If you love this episode, let meknow.
I've added a link in the shownotes for you to send me a quick
message about your thoughts onthis episode.
I won't know your phone number.
It's just an addition to theplatform I use that allows for
(17:28):
this new and easy way for you tocommunicate with me.
Okay, once you click on it,it'll take you to your messages,
but don't delete the code.
That's how your message will getto me, and I would love to read
your thoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops and share itwith another yoga teacher who
(17:49):
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast and
if you've been taking notes inyour journal as you listen to
these episodes, I'm so glad youare and I would love to hear
about it.
Alright, that's it for now.
Bye.
Understanding anatomy is superimportant as a movement teacher.
I weave that sentiment in manyof my episodes.
I received a few questions fromteachers who listened to the
podcast, and I thought I'danswer them in this episode
because I wonder if you havethese same questions too.
Okay.
Let's hop right in.
(00:21):
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
I'm Monica Bright and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you are a yoga teacher,you're looking for support.
You love to be in conversation,and you're a lifelong student.
(00:45):
In this podcast, I'll share withyou.
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools, strategies
and systems I use and you canuse so that your business
thrives.
We'll cover a diverse range oftopics that will help you,
(01:07):
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
some laughs along the way.
Now let's do this together.
(01:30):
Welcome back to the podcast.
I'm Monica, and I'm so gladyou're here.
If you've been listening sincethe start of the podcast, I love
it and thank you for stickingaround.
If you're new, welcome.
We talk about a lot of subjectsto help you with your teaching
career.
Many are some deeperconversations that we really
(01:52):
don't have in the teachingworld, which is why I titled the
show Essential Conversations forYoga Teachers.
Smart I.
Right.
I've really enjoyed creatingeach episode for you, and they
are packed with information, soif you binge them, I won't mind
at all.
I add a link at the end of everyepisode for you to send me a
(02:14):
message.
It could be a question or acomment or anything you wanna
share with me.
I love teaching anatomy and Iweave that sentiment in many of
my episodes.
I got a few questions fromteachers who listen to the
podcast and I thought I'd answerthem in this episode for
everyone to hear because Iwonder if you have these same
(02:37):
questions as well.
Alright, let's get started.
Question number one is fromNicole.
She wrote, I teach vinyasa, andwith the pace of the class cues
and theming, I feel like I wouldbe stumbling over all of my
words.
I have started to study a littleanatomy, but my question is how
(03:00):
do I start to incorporateanatomy information into my
classes?
I have no idea where to start.
Okay, first, Nicole,congratulations for taking the
step you did to begin learning abit more about anatomy.
What I want you to remember, andyou can put this in your back
pocket, is that this road isnever ending.
(03:23):
There's so much to learn andthere's always something new to
learn, which is exciting becausethat means we're all learning
something new every day.
So resist getting into themindset that you have to know it
all or that you'll never know itall.
One piece of advice that I giveVinyasa yoga teachers is to
(03:45):
learn to talk less, andsometimes that can be hard.
Think about giving a littlespace, a little breathing room
for your students to hear yourwords and let those words soak
in.
Think about giving a few lesscues.
I'm gonna ask you a question,and I just want you to be honest
(04:08):
with yourself.
Are you actually looking at yourstudents?
Listen, I have been there whereI wasn't looking at anyone
because I was just trying to getthrough my sequence.
It wasn't a good feeling, butthat was early on in my teaching
career and I was teaching a lotof fast paced classes.
(04:31):
I made a point to slow down alittle bit and look at what
students were doing in class andspeak to something specific that
I saw.
I am gonna give you an exampleof a movement that I would teach
and weave in a little bit ofanatomy or movement knowledge
into the queuing.
(04:52):
Imagine your students are lyingon their backs in half Corps
pose, so.
Knees bent and their arms bytheir sides.
The movement I'm going to teachis called Pelvic Rocks.
It's a somatic movement that canbe easily weaved into a Vinyasa
class.
It will help students payattention to their own movement.
(05:14):
Notice what it feels like andgive you information about the
degree of movement that studentshave, or at least an idea of how
well they connect to theirbodies.
You'd be surprised with thedifferences you see teaching.
This little movement will helpyou get in the mind frame of
looking at your students andnoticing what's happened.
(05:38):
Then choose your queuing fromthere.
I'll often ask them to placetheir peace fingers on the bony
protrusion on the.
Front of their pelvis and asthey rock their pelvis, notice
how it moves forward and backthen, I'd ask them to notice how
their low back lifts away fromthe floor, and then lowers and
(05:59):
connects to the floor.
I might mention how their lumbarspine is moving with the
movement of their pelvis, andask them to imagine that
variation of movement in theirlumbar spine, and then be quiet.
And give them space to do that.
Even in a Vinyasa class, you cando this.
(06:22):
It could take as little as 90seconds.
At the start of class, I like toalso connect movements
throughout the sequence.
So I would also teach thispelvic rock in tabletop and
chair pose and begin to weave inmore information like anterior
and posterior tilt of thepelvis, and ask students to rock
(06:47):
back and forth between the twoand settle their movement on
where it feels like neutral tothem.
Here's a hint.
Neutral is different foreverybody.
You see how you're moving awayfrom strict alignment rules and
encouraging students to findtheir own positioning that feels
good in their bodies.
(07:09):
I'd also add, we've done thisbefore, just in a different
orientation, and if you areleading up to a peak pose where
you want students to be mindfulof the position of their pelvis,
for example, let's say astanding balance such as tree
pose, you can then continue thequeuing you've done throughout
(07:30):
class.
Notice the position of yourpelvis.
Does it feel like it's inneutral?
Okay.
I admit, I ask studentsquestions in class, questions
that I want them to answer forthemselves and make their own
decision on whether or not theywant to shift their alignment.
(07:52):
My belief is that it's all aboutstudents choosing what's best
for them, what feels right andwhat doesn't.
We don't live in their bodies,so we can't know how they
experience a particularalignment.
Give them the freedom to choose.
Okay?
This was a really simple waythat I'd weave in a little bit
(08:13):
of anatomy information into myclasses.
Again, slow down, talk less, adda movement, give students a
chance to experience it, anddrop in a little bit of anatomy.
It might take some practice.
Yes.
It took me time to get used totalking in class like this too,
(08:37):
but the difference was that Iwasn't just giving alignment
cues for students to try tofollow.
I was starting to look more atstudents, teach them something I
was learning, ask themquestions, and give them the
space to feel into their ownbodies.
You can do it too, so try itout, and I would love to hear
(08:59):
how it goes.
If it feels choppy oruncomfortable, then you know
you're doing something right,which is changing up and
involving your teaching.
I'm excited for you to try.
Okay.
Question number two is fromMaria, and she asks, why is
learning about anatomy soimportant?
(09:20):
I'm just teaching yoga and Idon't think my students wanna
hear all of that.
I get it, Maria.
I get that.
Well, you never know, but what Iwill ask you is do you want to
teach more about anatomy?
If the answer is yes, then Iwould advise you to step into
(09:40):
the kind of teaching that youwant to be offering and.
You'll attract the students whowant to hear about anatomy.
You cannot please everyone, andif you try to, you'll run
yourself into the ground.
So don't do that.
Be authentically you.
Students will come and goanyway.
(10:04):
It's just the nature of thebusiness.
But you will retain students andyou'll find that students become
more regular and your classsizes will increase.
When I chose to start talkingmore anatomy in my classes, I
attracted these types ofstudents.
They wanted this information,and so they found themselves
(10:26):
seeking out my classes andasking me questions before or
after class.
Okay.
I don't want you to freak outabout that.
Because that can be a littlescary too, the idea that a
student would ask you an anatomyquestion when you're just
starting to dive in and learnmore about it.
(10:46):
But there is absolutely nothingwrong with saying, I don't know,
and I'm gonna look that up.
You are learning in this processtoo, and they've just given you
something to study that maybeyou haven't thought of on your
own.
So be honest with yourself.
Do you want to teach anatomy?
If so, go for it.
(11:07):
There are plenty of students outhere who would love your
classes.
The main point I'm trying tomake here is be authentically
you don't chase students, justbe you and the students will
come.
The last question is from Lindaand she wrote, everyone keeps
(11:29):
telling me that talking aboutanatomy is outside of my scope
of practice.
So when I think about talkingabout anatomy, I feel like I
shouldn't because my managerwill tell me not to.
Alright.
Warning here I am an against thegrained kind of girly.
I've always enjoyed steppingoutside of the box and if
(11:52):
someone tells me I can't dosomething, oh, you better
believe I'm going to figure outa way to actually do it.
Maybe it's the Aries in me.
I don't know about that, but Iwanna make a few points here.
Number one, you are a teacher ofmovement.
It is imperative that youunderstand anatomy and movement.
(12:16):
So the idea that you would beoutside of your scope of
practice, I think is nonsense.
We're talking anatomy, notdiagnosing and giving medical
advice.
Yeah.
Point number two, if you'recurious about learning more on a
subject and want to incorporatethat education into your
classes, you should be able to,if you were learning more on
(12:40):
Ayurveda, you'd wanna teachstudents about that, right?
It's the same thing.
Point number three.
I always encourage teachers tobe cognizant of the source of
the feedback they're getting.
I've had my fair share ofdealing with studio owners who
were threatened by the amount ofeducation I was acquiring and
(13:00):
how that had such a positiveimpact on my classes.
They were packed, but the sourcefelt a certain kind of way about
it because.
her classes were not equally asfull.
This is probably a longer storyfor another day, but it taught
me so much about considering thesource.
(13:22):
I have more stories aboutconsidering the source, but I'll
just leave it at this one.
And finally, point number four.
You may hear doctors or physicaltherapists tell you to stay
within your scope, and sometimesall of this is just a way to
keep you in a box.
You can teach anatomy and staywithin your scope of practice.
(13:46):
You can talk about injuries andstay within your scope of
practice.
Your job is to be mindful andeducated on what you teach and
what you share.
If you have experience with aninjury, talk about it.
I think that's when I started tofeel more confident with talking
(14:07):
to students about anatomy andinjuries.
For example, I've had ahamstring tendon here, which is
super common in yoga.
I know what it feels like, whatmakes it worse, and what makes
recovery better or easier tonavigate, you think?
I'm not gonna talk to a studentwho thinks they have a hamstring
(14:29):
tear.
I absolutely.
Am I'm going to ask about theirexperience so far, but I'm also
going to tell them that theyneed to get a diagnosis.
So I'm not playing doctor, but Iam speaking from firsthand
experience.
Episode number 66 is all aboutstaying in your scope of
(14:52):
practice.
I'll link it below.
Go have a listen, because I go abit deeper in that episode.
I think you'll enjoy it ifstaying within your scope is a
concern for you.
Okay.
How are you feeling?
Did any of these questionsresonate with you?
I could talk about this stufffor days, but I'm also trying to
(15:14):
be concise and mindful of yourtime.
If you have any follow upquestions, please send me a
message and I would love to readit and answer it.
I love reading your questionsand I feel more connected to you
when you send them in.
So thank you to Nicole, Mariaand Linda.
Your questions are on point, andI think a lot of yoga teachers
(15:38):
have the same or similarquestions as well.
If you want a deeperunderstanding of anatomy,
injuries, and pain, I trulybelieve that you are a movement
educator and we all mustunderstand the human body, it's
movements and injuries in orderto be effective in our teaching.
It is so important for us tohave these conversations so that
(16:02):
you remember that there are somany opportunities for you in
the teaching world.
If you haven't already downloadthe ebook sequencing for
different injuries.
The link is in the show notes,and I promise you it will help
form a foundation for teachingstudents with injuries and aging
bodies.
The information will also helpyou understand how to
(16:24):
accommodate students ofdifferent abilities, and it'll
be a great resource for you toreturn to again and again.
When you download the ebook,you'll be joining my newsletter.
That's just for yoga teachers.
I've got more exciting teachingscoming soon, so I wanna tell you
all about them.
The link is in the show notesbelow, and I would love for you
(16:45):
to join it so we can alwaysstay.
Connected.
I've also added a link toepisode number 66 staying within
your scope of practice.
But seriously scroll back andhave a listen to other episodes
I have on pain and the nervoussystem.
You know that my goal is for youto love the yoga teaching life
(17:06):
and allow it to be fulfillingand rewarding.
And as always, it may take sometime and some work to get there.
If you love this episode, let meknow.
I've added a link in the shownotes for you to send me a quick
message about your thoughts onthis episode.
I won't know your phone number.
It's just an addition to theplatform I use that allows for
(17:28):
this new and easy way for you tocommunicate with me.
Okay, once you click on it,it'll take you to your messages,
but don't delete the code.
That's how your message will getto me, and I would love to read
your thoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops and share itwith another yoga teacher who
(17:49):
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast and
if you've been taking notes inyour journal as you listen to
these episodes, I'm so glad youare and I would love to hear
about it.
Alright, that's it for now.
Bye.
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