Teaching Methodology, Cueing, and Classroom Management
This domain tests how you translate knowledge into a safe, inclusive class. Questions focus on cueing clarity, demonstration, consent, classroom management, and adapting to mixed levels.
Cueing and demonstration
- Use concise, directional cues: name the action, the body part, and the breath. 'Press the outer edge of the front foot down as you inhale' is more useful than 'ground.'
- Sequence cues from stable base to moving part. Demonstrate sparingly; too much demonstration reduces your ability to observe.
- Mirror the class when facing them, or use clear left and right language; avoid confusing your right with my right.
- Offer layered options: a baseline, a challenge, and a support. Say 'option to' rather than 'advanced students.'
Consent and management
Ask before any hands-on assist, explain where and why, and accept refusal without judgment. Use trauma-informed language: invite, do not command. Keep the room safe-clear props, safe temperature, visible exits, and no unsupported inversions. Manage late arrivals, chatter, and savasana quietly and consistently.
Worked example
A mixed-level class includes a student with a wrist injury. Reasoning: offer forearm support or blocks under the hands for weight-bearing poses, avoid repeated planks, and check comfort privately. This preserves participation without diagnosing the injury.
Traps
Do not rely on 'feel the stretch' as a complete cue. Do not use physical adjustments to correct what a clearer verbal cue could fix. Avoid public medical questions. Do not shame students for using props or resting.