# Class 1 1. What are the Skandha (heaps) in Sanskrit and English? The five Skandha (heaps) are: रूप rūpa “Form” (physical body and sense objects), वेदना vedanā “Feelings” (pleasant, unpleasant, and neutral), संज्ञा sañjñā “Discrimination” (the sensory and mental process that registers, recognizes, and labels), संस्कार sanskāra “Other factors” (all types of mental imprints and conditioning triggered by an object), and विज्ञान vijñāna “Consciousness” (Awareness of an object and discrimination of its components and aspects, and is of six types: eye, ear, nose, tongue, body, and mind). 2. What are interoception, proprioception, and exteroception precisely? Interoception is the collection of senses providing information to the organism about the internal state of the body. Exteroception is the sense of stimuli that are outside of the body. Proprioception is the self of self-movement, force and body position. 3. What are the five Vāyu (Winds) in Sanskrit and English? The five Vāyu (Winds) are: व्यान Vyāna “Pervasive”, अपान Apāna “Downward Clearing”, उदान Udāna “Upward”, समान Samāna “Equalizing, and प्राण Prāṇa “Life”. 4. The Sagittal Plane divides the body in what way? The Sagittal Plane divides the body into left and right. 5. The Coronal Plane divides the body in what way? The Coronal Plane divides the body into front (anterior) and back (posterior). 6. The Transverse Plane divides the body in what way? The Transverse Plane divides the body into upper (superior) and lower (inferior). 7. What are Glutamate and Endorphins and what can we do to increase them? Glutamate is the most abundant excitatory neurotransmitter in all vertebrates and Endorphins are hormones that release when the body feels pain or stress. Both Glutamate and Endorphins can be increased by exercising regularly and eating nutritious foods rich in protein. A small amount of caffeine can increase glutamate, whereas alcohol can slow down its production and release. # Class 2 1. List as many bones as you can from memory from the skull to the toes. Skull (parietal bone, frontal bone, ethmoid bone, nasal bone, lacrimal bone, zygomatic bone, maxilla, sphenoid bone, temporal bone, occipital bone), Mandible, C1 (atlas), C2 (axis), Hyoid, C3-C7 (cervical spine), T1-T12 (thoracic spine), Ribs 1-12, Sternum, Xiphoid Process, Clavicles, Acromion Process, Scapulae, Glenoid Cavity, Humerus, Olecranon, Ulna, Radius, Carpals (Scaphoid, Lunate, Triquetrum, Pisiform, Trapezium, Capitate, Hamate), Metal Carpals, Phalanges (Proximal, Medial, & Distal). L1-L5 (Lumbar Spine), S1 (Sacrum), Coccyx, Sacroiliac Joints, Ilium, Iliac Crest, Ischium, Symphysis Pubis, Acetabelum, femur (Head, Neck, Greater Trochanter), Patella, Tibia, Fibula, Tarsals (Calcaneus, Talus, Navicular, Cuboid, Cuneiform {medial, intermediate, lateral}), Metatarsals, Phalanges (Medial, Proximal, & Distal). 2. How many carpals and how many tarsals are there in an average human? There are 8 carpals in each wrist and 5 carpals in each ankle for the average Human. 3. What are ligaments exactly and what are the five in the knee? Ligaments are dense connective tissue that connects bones to other bones. The five in knee are the ACL (Anterior Cruciate Ligament), PCL (Posterior Cruciate Ligament), MCL (Medial Collateral Ligament), LCL (Lateral Collateral Ligament), and the Meniscus (Medial and Lateral). 4. What are tendons exactly and what is the name of the organ that limits stretching? Tendons are connective tissues that connect bones to muscles. The Golgi Tendon Organ (GTO) automatically senses & limits the amount that muscles can stretch. 5. Which parts of the brain are most directly involved in craving and aversion. The Nucleus Accumbens is most directly involved in craving and the Habenula is most directly involved in aversion. 6. What is GABA and how might we be able to increase it in a usable form? GABA is the primary inhibitory neurotransmitter that acts like the brakes on neuronal excitability, anxiety, stress and fear. It also promotes relaxation, sleep,and mood stability by blocking other nerve signals. In addition to making sure we have enough vitamin B6, we can increase it in a usable form by practicing the tense and release method, the continuous flow of relaxation method and 10 minutes of stillness method. # Class 3 1. List as many muscles as you can from memory from the feet to the head. Please include the origin and insertion of each muscle. Extensor Hallucis Longus, Flexor Hallucis Longus, Flexor Digitorum Longus, Extensor Digitorum Longus, Gastrocnemius, Soleus, Peroneus Brevis, Peroneus Longus, Tibialis Anterior, Vastus Lateralis, Vastus Intermedialis, Vastus Medialis, Rectus Femoris, Sartorius, Pectineus, Gracilis, Adductor Longus, Tensor Fasciae Latae, Semitendinosis, Semimembranosis, Biceps femoris, Iliopsoas, Gluteus Maximus, Gluteus Medius, Gluteus Minimus, Piriformis, Superior Gamellus, Obturator Internus, Inferior Gamellus, Quadratus Femoris, Quadratus Lumborum, Rectus Abdominis, Transverse Abdominis, Internal Oblique, External Oblique, Spinalis, Latissimus Dorsi, Rhomboid, Teres Major, Teres Minor , Subscapularis, Infraspinatus, Supraspinatus, Trapezius, Triceps Brachii, Anconeus, Extensor Carpal Ulnaris, Extensor Digitorum Communis, Flexor Carpal Ulnaris, Extensor Carpi Radialis Longus, Flexor Carpi Radialis, Brachioradialis, Pronator Teres, Biceps Brachii, Pectoralis Major, Pectoralis Minor, Serratus Anterior, Deltoids, Scalenes, Levator Scapulae, Sternocliedomastoid, Splenius Capitis, Masseter, Orbiticularis Oris, Orbiticularis Oculi, Temporalis, Occiputofrontalis 2. Offer a concise explanation of Polyvagal Theory and how it relates to the practice of Yoga. Polyvagal theory is basically the claim that the ventral vagal brake slows down the heart rate and the dorsal vagal brake produces immobilization, the ventral vagal brake flies off when we feel unsafe, increasing heart rate before the sympathetic or parasympathetic responses. The most relevant aspects of Polyvagal Theory to the practice of Yoga is that we can gradually increase our ventral vagal tone with prāṇāyāma practice, thus increasing resilience and stability. Also by practicing the impulse control to remain still for 7 minutes, inner stillness can become effortless with the help of the dorsal vagal brake. 3. What are Dopamine and Serotonin and what can we do to help regulate them? Dopamine is a neurotransmitter/hormone that plays a significant role in rewarding behaviors that would likely enhance our survival from an evolutionary perspective. Serotonin plays a significant role in learning, memory, happiness, regulating body temperature, sleep, sexual behavior, hunger, and wound healing. Too little or too much of them is problematic. We can help to self-regulate them by practicing insight meditation, cultivating a ratio of 3:1-7:1positive to negative emotions, prioritizing sleep, exercising for 30 mins 3-5x/week, and by avoiding toxins like alcohol. All of which is helpful, but not a substitute for seeking professional mental health care. # Class 4 1. List all of the major divisions of the nervous system in the proper order. The Central Nervous System (brain & spinal cord) and Peripheral Nervous System (everything else). Motor Neurons send efferent signals and Sensory Neurons carry afferent signals. The Somatic Nervous System (voluntary control) is contrasted with the Autonomic Nervous System (involuntary control of vital functions). The Parasympathetic (Rest & Immobilization), Sympathetic (Mobilization, Fight or Flight) and Enteric Nervous System (Digestion) are part of the ANS (Autonomic Nervous System). 2. List all of the ten steps of digestion. Digestion begins with 1. the salivary glands and 2. mastication, then the food is swallowed down the 3. pharynx into the 4. esophagus before entering the 5. stomach. 6. The pancreas secretes enzymes into the stomach for assimilation and the food passes through the pyloric valve into the 7. duodenum (small intestine). The Liver cleanses the blood and produces bile, which is stored in the gall bladder, when the bile is combined with the food in the small intestine it is called 8. chyme. As it enters the 9. large intestine (colon) further nutrients are extracted before the waste is eliminated through the 10. anus as feces. 3. Explain the relationship of Agni and Āma. Agni is the digestive fire of each doṣa (Prāṇa for Vāta, Tejas for Pitta, & Ojas for Kapha). If Agni is weak, then toxic metabolic waste can accumulate clogging channels, destroying strength, producing a sense of heaviness, misguiding the inner winds, producing indigestion, congestion, accumulation of waste, loss of taste, and exhaustion. 4. What is the traditional definition of sanskāra and why is the basal ganglia important? The traditional definition of a sanskāra is, “All the types of mental imprints and conditioning triggered by an object, including any process that makes a person initiate an action or not.” The Basal Ganglia is the habit maker.” It tends to encode anything we do repetitively into a habit loop to improve speed and efficiency. Habits are activated with a cue that triggers a craving, leading to a response that produces a reward. The key to habit transformation is in the response. 5. What are Acetylcholine and Histamine and what are they uniquely responsible for? Acetylcholine is the fire that activates every muscle, and chief neurotransmitter for the PNS and digestion. Histamine helps to regulate wakefulness as a neurotransmitter, as well as itching and immune function as a hormone. # Class 5 1. List components of the respiratory system. - Nose - our nasal and sinus passages provide filtration and are ideal for breathing. - Mouth - ideal for fast breathing when the sympathetic nervous system is active. - Throat (pharynx) - after the nose or the mouth, air then passes through the throat. - Voice box (larynx) - by constricting the glottis or vibrating the larynx we make sound. - Windpipe (trachea) - under the sternum branches off into two bronchial tubes. - Large airways (bronchi) - connect the trachea to each lung like a tree. - Small airways (bronchioles) - the small bronchioles fractal into tinier and tinier branches. - Lungs - the lungs expand to take in fresh air from the bronchioles to the very tiny alveoli that contain capillaries where blood is oxygenated. Carbon dioxide is expelled in the opposite direct as the lungs contract. 2. What are the major components of the circulatory system? The circulatory system consists of the heart, arteries, veins and blood. It is necessary for distributing fresh (organized) energy throughout the body and for removing stale (disorganized) energy. It does so by pumping oxygen into the blood from the lungs and then distributing it throughout the body via the arteries. The veins help carry carbon dioxide back to the lungs to be expelled. 3. What are the neurotransmitters that correlate with the prāṇa vāyu? Norepinephrine is made of dopamine and is a crucial part of the sympathetic nervous system. If we have too much it can lead to panic attacks, high blood pressure and hyperactivity. If we have too little, it can be associated with depression, anxiety and addiction. Epinephrine plays a small role in attention as a neurotransmitter, but as a hormone it is called adrenaline which is a major part of the fight or flight response. Conscious breathing can help regulate them. 4. What is the traditional definition of consciousness and what is the underlying brain anatomy? The traditional definition of consciousness is awareness of an object and discrimination of its component aspects. The most relevant underlying brain anatomy for consciousness would be the brain stem, pineal gland, thalamus, & hypothalamus for the awake state, the cerebral cortex for awareness of an object, and the corpus callosum for discrimination of its component aspects. 5. What are the 4 laws of Qualia according to V.S. Ramachandran? The four laws of Qualia are: 1. Qualia are irrevocable and indubitable. It is not a choice. 2. Once the representation is created, what can be done with it is open ended. You have the luxury of choice. 3. Short-term memory allows for choice. 4. Attention. Qualia and attention are closely linked. # II. Mentor Practicum ## Class 1 How to Speak: Cueing & Student Choice 1. Write a 1–2 sentence student choice opening Include: • Student autonomy language • One clear choice point • Simple, direct phrasing Example Answer You are always in charge of your body here. If you’d like to opt out of hands-on assists at any time, just shake your head or say ‘no thank you.’ No explanation needed. 2. List the parts of a cue ladder Answer: Action → Detail → Refinement → Breath → Meaning 3. Build a full cue ladder for Ardha Chandrasana (include all 5 parts) Example Answer Action: Shift your weight into your left foot. Place your left hand on the floor or a block. When you’re ready, lift your right leg. Detail: Stack your hips. Keep your gaze down. Refinement: If you’re steady, extend the top arm and open the chest. Breath: Take a complete breath here. Meaning: Stay with the foundation. Let steadiness build before adding more. 4. What is trauma-informed cueing? Answer: Trauma-informed cueing is simple: no surprises, offers choices, and dignity preserved. It tells students what is coming, offers options to the whole room (no spotlighting), and normalizes opting out without pressure or explanation. This keeps students safe, steady, and included. 5. What is demonstration discipline? Answer: Demonstration is a tool. It clarifies — it does not perform. Use demo for: - Safety clarification - Complex shapes - New variations that change alignment - Transitions (when needed) Do not demo: - Every posture - Basic movements - To perform or fill time 6. What is the purpose of an assist? Answer: An assist must serve one purpose: safety, clarity, or somatic learning Safety Prevent harm or support stability when a student is at risk Clarity Help when verbal cues are not landing Somatic learning Help the student feel a new pattern through simple, specific contact 7. Write and memorize one repair line Example Answer: Let’s reset. Take the foundation. 8. What are non-touch cueing alternatives? Examples: - Prop suggestion - Directional cue (“press,” “lengthen,” “soften”) - One strategic demo - Spatial cue (gesture or hover hand without contact) - “Press into my hand” (without moving them) ## Class 2 How to Lead: Pace, Silence & Attention **1. Define pace. Why is it important in an LN2 class?** Example Answer: Pace is leadership. It protects the rhythm of the room. If I rush, the room rushes. If I regulate and give space, the room settles and follows. **2. Write 3 pacing rules to speed up** Example Answer: - Shorten the hold of the posture - Remove additional variations - Reduce words - Do not speed up transitions **3. Write 3 pacing rules to slow down** Example Answer: - Lengthen the hold of the posture - Allow 1–2 breaths - Pause after cueing - Offer one variation (if needed) - Demo briefly for clarity **4. What is a Timing Loop? Give an example** Answer: Cue → Pause → Watch → One refinement Example: 3 Small Drops Come to a comfortable seated position. (cue) → pause → watch the room Sit cross-legged. If you’d like more intensity, take half lotus or lotus. (one refinement) **5. Write 3 silence prompts** Examples: - Take two breaths. Feel what changed. - Stay with the version that lets you breathe. - Notice your breath without adjusting it. **6. How do you cue mixed levels while keeping the room together?** Answer: Cue the room first, then add one layer. Use triangulated cueing with the timing loop: - Baseline cue → pause → watch - One stability option → pause → watch - One refinement (if needed) Do not stack cues. Example: Step into Parsvakonasana. (baseline) → pause Lift the torso into Snare of Hungkara. → pause If you need more stability, widen your stance. (option) → pause If you’re steady, add Slayer Mudra and extend the arms. (refinement) **7. How do you offer variations without creating chaos?** Answer: Use variation discipline: foundation + one layer. Variations are used for: - Safety - Accessibility - Intentional intensity Follow the timing loop: - Offer baseline variation → pause - Add one option → pause - Stop Do not offer multiple options at once. Example: Ustrasana - Camel Pose Keep your hands on your lower back. (baseline) → pause If you want more intensity, lower your hands to your heels. (one option) **8. What is your first move when the students are no longer with you?** Answer: Return to the room. Simplify. Offer the version that allows the students to breathe. Do not fix individuals. Do not add more. Stabilize the group first. ## Class 3 Who You Are Under Pressure: Container, Boundaries, Sustainability 1. How do you maintain physical and mental steadiness when the room is under pressure? Answer: Steadiness is not removing pressure — it is staying steady while it’s happening. Slow your breath. Reduce your words. Simplify your cues. Do not react immediately. Pause, observe, then decide. 2. What does a physical and mental steadiness look like in a teacher? Answer: - Steady voice - Fewer words - Clear decisions - No urgency in movement or tone - Able to pause without panic 3. Write two boundary scripts. Studio Boundary (Example): We’ll continue now. I’ll connect with you after class. Student Boundary (Example): Stay with the posture that allows you to breathe. 4. What is Minimum Viable Sādhana? Answer: Minimum Viable Sādhana is the smallest consistent practice that keeps you clear, grounded, and able to teach with integrity. It is not about doing more — it is about staying connected to your practice consistently. 5. What is the Minimum Viable Sādhana you will maintain to stay clear and grounded? Example Answer: I will practice for 20 minutes before teaching. ## Class 4 Integration Lab: Stepping Forward Into Leadership 1. Write the script to teach one LN2 posture using the structure below You must include: - Cue Ladder (Action → Detail → Refinement → Breath → Meaning) - Timing Loop (pause between each step) - One LN2 inner body cue (wind / awareness / warrior) - Silence (minimum 5 breaths) Example Answer — Ardha Chandrasana Action: Shift your weight into your left foot. Place your left hand on the floor or a block. When you’re ready, lift your right leg. → pause Detail: Stack your hips. Keep your gaze down. → pause Refinement: If you’re steady, extend the top arm and open the chest. → pause LN2 Inner Body Cue (Vyana): Notice where there is contraction — and let vyana vayu spread. → pause Silence: (hold for \~5 breaths) Exit: Slowly lower the back leg. Return to standing. III. Practice Teaching - Part A Practice Teaching (Parts 1-3) Also called: The Teacher’s Path # THEME DEVELOPMENT WORKSHEET — PART 1 ## The Teaching Path — Building a Teachable Theme Purpose This worksheet guides you step by step to build a complete, teachable LN2 class theme. The goal is not to say everything. The goal is to prepare deeply enough that you can teach clearly, simply, and effectively in a class. Eventually, you will teach from a few notes. For now, we build the full structure so you understand what belongs in the class — and what does not. Think of this as the $100 principle: You are building $100 worth of material. You will not spend all of it in class. You will choose what to use — and leave the rest. STEP 1 — CHOOSE YOUR THEME Choose one clear LN2 focus: - One Vāyu - One Yogi / Rainbow Warrior - One Wisdom - One Emotional Pattern to transform Theme Title (Example: Warrior of Appearances — Mirror Wisdom) One-Sentence Theme If you cannot say it in one sentence, it is not ready. ## STEP 2 — CLARIFY THE INNER LOGIC What is this class doing? Vāyu (Wind) Yogi / Warrior / Wisdom Distortion / Klesha What shows up when this wind is disturbed? Core Shift Complete this: From: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ To:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ STEP 3 — WRITE THE WELCOME This is where you: - welcome students - name the theme - connect to LN2 (vāyu / yogi / wisdom) - set the tone Do not over-explain Speak like you would in an asana class Welcome (4–8 sentences) ## STEP 4 — ADD Student Choice This should feel natural, simple, and clear. It should: - remind students they are in charge of their body - normalize scaling up or down - remove pressure Student Choice (1–2 sentences) ## STEP 5 — SET THE INTENTION Bridge the idea → into practice. You may include: - aspiration - clarity - benefit for others - inner transformation Intention (2–4 sentences) ## STEP 6 — BUILD TEACHING ANCHORS These are short lines you will rotate during class. Not lectures Not explanations Just reminders Write 3–5 Teaching Anchors 1. 2. 3. 4. 5. ## STEP 7 — WRITE VĀYU-SPECIFIC CUES These must be: - body-based - simple - usable while students are moving Cue the experience Do NOT explain the system Write 3–5 Vāyu Cues 1. 2. 3. 4. 5. ## STEP 8 — WRITE ONE TEACHING MOMENT This is one slightly deeper line you drop once. One is enough More becomes a lecture Teaching Moment (1–2 lines) ## STEP 9 — BUILD THE AVATAR THREAD This is the identity of the class. It should be: - short - repeatable - felt Avatar / Warrior / Yogi Thread ## STEP 10 — WRITE THE SHAVASANA This is where the theme comes together. Give direction, then stop Do NOT teach through shavasana Shavasana (3–5 lines max) Silence How long will you allow silence? ## STEP 11 — WRITE THE CLOSING This is where you: - bring students back - reconnect to intention - widen the benefit Closing (3–6 lines) ## STEP 12 — REDUCE (MOST IMPORTANT STEP) Now simplify everything. You are not deleting meaning You are choosing what you will say Reduce each section to 1–2 lines Theme: Welcome: Student Choice: Intention: Anchors: Vāyu Cues: Teaching Moment: Avatar Thread: Shavasana: Closing: ## FINAL CHECK Before you move on: Content - Is this LN2-specific? - Is the vāyu present in the class? - Does the yogi / warrior feel embodied (not decorative)? Restraint - Where am I saying too much? - What can I remove? - What belongs in prep, not in teaching? Teaching - Could I say this while teaching? - Does this support the practice — or interrupt it? - Does the class feel coherent from start to finish? Reminder You are building more than you will use. Teaching is not saying everything. Teaching is choosing what matters. THEME DEVELOPMENT WORKSHEET — PART 2 Example includes Full Expression & Teachable Notes Purpose This example shows: 1. A fully developed theme (how you prepare) 2. A reduced version (how you teach) A strong teacher prepares deeply — but teaches simply. You are building more than you will use. In a class, you will say less. FULL EXAMPLE — PREP VERSION Theme Warrior of Appearances — Mirror Wisdom Welcome Welcome everyone 🤍 Today we’ll practice the Lady Niguma Series 2, and we’ll focus on the Yogi of Appearances. This is the yogi who learns how to move through the world without being thrown by what appears to be happening. The wind connected to this is vyana vayu — the pervasive wind. This is the wind that moves everywhere. When it’s disturbed, everything can feel scattered, overwhelming, unclear. These are the moments we know misunderstanding is active. It feels like things are happening to me. And this is where the practice comes in. This is where we train the wind. As you move today, don’t aim for perfect poses. Instead, notice what’s happening in your body, and what’s happening in your mind. Each posture becomes a mirror — showing where we tighten, react, and lose clarity. Let the body move. Let the breath move. Let the wind move. Student Choice You are always in charge of your body here. If you’d like to scale up or down at any point, feel free to do so — no explanation needed. Intention Bring your hands together at heart center. Envision yourself having achieved all of your worldly goals, and all of your spiritual goals. The vyana flows smoothly. The mirror of your mind is clear. Dedicating your practice toward that clarity — we’ll begin. Asana Practice — Teaching Anchors - Notice what’s happening in your mind right now - Where is the disturbance? - Can you feel it in the body? - Stay with the breath — let the wind move - You don’t need to solve it — just move it Vāyu-Specific Cues (Vyana) - Let the movement spread through the whole body - Notice where there is contraction - From contraction… to circulation - Let the body become more spacious Teaching Moment (use once) When the wind stabilizes, the mind clears. Avatar Thread You are the Yogi of Appearances. Steady. Clear. Not reacting. Moving through appearances without being moved by them. Shavasana Come into your final resting pose. Let the body settle. Feel the whole body — spacious, open, clear. Nothing to hold. Nothing to fix. Just reflecting… and clearing. (Allow 5–7 minutes of silence) Closing Slowly come back to a comfortable seat. Notice your body. Notice your breath. Notice your mind. Bring your hands to heart center. Recall the intention from the beginning of class. Envision yourself again — clear, steady, aligned. Say silently to yourself: “I am the Yogi of Appearances.” May this clarity grow. May it support others. We’ll close together. REDUCED VERSION — TEACHABLE NOTES This is what you teach from. Theme Yogi of Appearances — Vyana Welcome (Notes) • appearances → reaction • • vyana = scattered / overwhelming • • practice = clarity Student Choice • you’re in charge • • scale up/down — no explanation Intention • clarity • • steady mind • • practice for alignment Teaching Anchors • what’s happening? • • where is contraction? • • let it move Vāyu Cues • spread through whole body • • from contraction → circulation Teaching Moment • wind stabilizes → mind clears Avatar Thread • steady • • clear • • not reacting Shavasana • spacious • • nothing to fix • • reflect + clear Closing • return to intention • • clarity → support others Key Takeaway You are not meant to say everything you prepare. You are meant to: - choose clearly - place it well - let the practice do the work THEME DEVELOPMENT WORKSHEET — PART 3 Final Teaching Sheet — Your LN2 Theme (1 Page) Instructions Complete this page using your notes from Part 1. This is your teaching tool. THEME OVERVIEW Theme: Vāyu (Wind): Yogi / Warrior / Wisdom: OPENING Welcome (2–3 lines max) Student Choice (1 line) Intention (1–2 lines) ASANA PRACTICE Teaching Anchors (max 3) • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Vāyu Cues (max 3) • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ • \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Teaching Moment (1 line) Avatar Thread (repeat line) SHAVASANA Shavasana (1–3 lines max) Silence 5-7 mins (Do not teach through shavasana) CLOSING Closing (2–3 lines max) FINAL CHECK Before you teach: - Can I say this clearly without reading? - Am I saying too much? - Where can I simplify? - Does this support the practice — or interrupt it? Reminder You prepared $100 worth of material. You do not need to spend all of it. Choose clearly. Say less. Let the practice work.