A necessary step in developing competency in teaching is the process of compartmentalising the activities and skills involved. The teaching exercises listed here are prerequisite to teaching skills development. Course participants must apply these exercises within their practice teaching sessions with volunteers. This practice teaching is a requirement from the second year of the course. Exercises noted in the boxes below contain specific examples for the trainee/apprentice group sessions.
Having developed some competence in activities such as mirroring, delivering instruction, appropriate use of language and so on, it becomes possible for trainees to take the next step – that is, to work with teaching skills such as three point delivery of instruction – and and then on to the application of the methods of technique, timings, sequence and repetition.
Try to build up well from the bottom of the feet to cover the entire body up to the crown of the head and vice-versa. Then the linking of your words while imparting will never go wrong. As the water needs a vessel for storage and the vessel needs a floor, similarly, build up to construct words from the contact of the floor so that the vessel (intelligence) reaches the content – the self.
If the brain, the mind and the body of the students go back to their past grooves, the teacher should see with watchful eyes and recharge their brains and bodies and to bring them to the present by inspiring them with new presentations to lift them from that groove. Sometimes they remain inertia for too long and the cells loose their attention and memory or they may develop wrong memory and intelligence leading to wrong practices.BKS Iyengar in the article Teaching the Art of Teaching by Stephanie Quirk, Yoga Rahasya, Vol 7, No 4