| As teachers, we must ensure that our students | | | | something as simple as feeling a physical action will |
| work intensely, yet without force. We generally | | | | move her away from forcing. Also, always remind |
| assume that working forcefully is working intensely. | | | | your students to observe their breath as they do |
| Not so! Force is the opposite of true intensity. We | | | | the poses and to keep it smooth and deep, for this |
| force when we are not fully present in the body, not | | | | helps reduce forcing and, as a spiritual bonus, invites |
| listening, not aware, not alert - just working blindly. | | | | the soul into the body. |
| Intensity is powerfully focused action, where the | | | | When demonstrating a pose for your students, |
| mind, heart, and body are united in effort and | | | | illustrate the difference between a pose done with |
| directed by a vigilant consciousness, ensuring | | | | force and a pose done with feeling. Grit your teeth, |
| progress without force, growth without violence. | | | | clench your jaw, knit your brow, purse your lips, and |
| Thus, when a student is straining to open his | | | | tighten your body with grim determination, |
| hamstrings, take the opportunity to teach a deeper | | | | completing the pose by puffing out your chest with |
| lesson. Remind him that his hamstrings resist because | | | | false pride. Then, take a deep breath, soften your |
| they are not familiar with the opening. When we | | | | body and demonstrate the pose from the serene |
| forcefully yank them open, how is that different | | | | quietness and strength of inner awareness. If you |
| from forcefully imposing our beliefs onto others who | | | | exaggerate the extremes in this way, the ensuing |
| have opposing ones? Only feeling can develop | | | | laughter will release tension and reduce the somber |
| sensitivity and acceptance of an opposing viewpoint. | | | | mood of an intensely focused practice. Such a |
| When you see a student pushing as hard as she can, | | | | comical display also gives students an indirect way of |
| immediately ask her questions that require her to | | | | laughing at their own pretentiousness and egoistic |
| tune in and feel her body. Ask "What are you feeling | | | | aspirations. The clown has a high purpose - to help |
| just now? Can you feel the weight on your feet? | | | | others see the divinity they deny. |
| How much weight is on your fingertips?" Even | | | | |