STUDENT TEACHER
A great Guru exists among students collectively. Students and teachers grow together. The below points are a backbone to student teacher relationships and it is not to be applied rigidly.
1. Supportive Detachment
A supportive detachment is a major feature of a teacher’s role. From here a fresh perspective is provided. Application of this varies from culture to culture in relation to power and distance.
A supportive detachment is a major feature of a teacher’s role. From here a fresh perspective is provided. Application of this varies from culture to culture in relation to power and distance.
A teacher is required to be on the outside of the student’s life. It is not the place for a teacher to be caught up in social dramas and gossips within student circles. A student relating to a teacher should not pull him or her into their values. By remaining on the outside a teacher’s perspective is kept objective.
Accomplishing the above enables the relationship and classes to becomes a place of stability within a world of change. This is not only a place of stability for the individual but also for the community. We live in a world with stresses coming at unexpected times. When we lack a place of constancy then the individual stresses become greater. A teacher on the outside of the student’s life creates a place of constancy for the individual and community.
Letting the student come to the teacher is one way of applying supportive detachment in student-teacher relationships. For example, after Summer, Winter or Spring holidays, the student is to be contacting the teacher and not the teacher contacting the student. Sounds simple and certainly for those living in England or Japan. Now, look at warmer cultures such as Italy. It is often expected within Italian culture that the teacher shows themselves as a friend and not just somebody standing on the outside. In Italy, some of the relationships demand the teacher to make the first contact with students after the holiday as a show of friendship.
2. Advisory Role
A teacher may advise the student offering suggestions. This is often already too much as it may be the grounds of planting seeds and here lies the border between truth and fiction. The safest route is the teacher to only make the student hear themselves and not say anything further. Students make the final decision and live with the consequences. A teacher has no direct authority to decide on or make changes in a student’s life. One's spiritual life is far more complex than originally understood. It is understood further every day that an entire psycho-social dynamic is at play. Eastern teachings should be taken with a grain of salt when applied in the west. Especially when it comes from a teacher who grew-up in the East.
3. A Non-Economic Relationship
Profit is not the primary motive for teachers. The relationship is considered non-economic. Money is nothing more than a byproduct of the relationship. Teachers practicing traditional methods of payment have their students pay what they have up to a certain amount. Once upon a time bringing a piece of fruit was enough. Naturally the degree of this varies from teacher to teacher. Applying non-economic motivated relationships have seen different results. A teacher in Los Angeles was so inspired to teach and offer his community a chance to practice with him in a traditional manner that the class was provided on a donation basis. This teacher ended up having to close his yoga studio after less than a year. In London I was teaching in South Kensington. One of my group class students, at the then LA Fitness next to the Michelin building on Pelham Street looked, at me and said, "fifty pounds per hour for private yoga lesson is too little. First of all you are better than those who teach for that much in this area. Then if you do not charge more in such an area people will think you are not worth it and not hire you." For me that fee was a minimum enabling me to meet my expenses if just a few booked private yoga lessons with me in addition to my group classes. The mentality was to have me charge more to let me seem worth more. I maintained the same fees.
4. Surrender
Surrender is the cornerstone of the relationship. From here the teacher sets the tone and the student follows. The teacher asks the questions and the student answers. Surrender allows the teacher to see what’s within the student. Without surrender there is a limited relationship. Surrender must be applied within the context of supportive detachment. Teachers that do not see a sound level of surrender may not continue.
Profit is not the primary motive for teachers. The relationship is considered non-economic. Money is nothing more than a byproduct of the relationship. Teachers practicing traditional methods of payment have their students pay what they have up to a certain amount. Once upon a time bringing a piece of fruit was enough. Naturally the degree of this varies from teacher to teacher. Applying non-economic motivated relationships have seen different results. A teacher in Los Angeles was so inspired to teach and offer his community a chance to practice with him in a traditional manner that the class was provided on a donation basis. This teacher ended up having to close his yoga studio after less than a year. In London I was teaching in South Kensington. One of my group class students, at the then LA Fitness next to the Michelin building on Pelham Street looked, at me and said, "fifty pounds per hour for private yoga lesson is too little. First of all you are better than those who teach for that much in this area. Then if you do not charge more in such an area people will think you are not worth it and not hire you." For me that fee was a minimum enabling me to meet my expenses if just a few booked private yoga lessons with me in addition to my group classes. The mentality was to have me charge more to let me seem worth more. I maintained the same fees.
4. Surrender
Surrender is the cornerstone of the relationship. From here the teacher sets the tone and the student follows. The teacher asks the questions and the student answers. Surrender allows the teacher to see what’s within the student. Without surrender there is a limited relationship. Surrender must be applied within the context of supportive detachment. Teachers that do not see a sound level of surrender may not continue.
My first private students in London were some of the best I ever had. I can never be more proud of what we accomplished. They came from good stock. They were born into of old, well educated, wealthy and highly influential families. To do this day I see that they were made of something great. The problem was that these two ladies would never be quiet when I asked for it. All I wanted was quiet during the lesson. They could never shut-up! Unbelievable not only from the lack of respect but they were also becoming incredibly good. I just could not figure out how to continue growing them if there was no deference to me. So I quite even though they became some of the best practiced students I have had.
5. Confidentiality
Information disclosed by the student is classified. Through confidentiality surrender is made possible. There need not be too much revealed about personal matters between either parties. Yoga teachers are not psychologists, life coaches or counselors. The yoga practice itself is supposed to provide answers. Practicing yoga will lead, on the path to higher states of consciousness, to revelations or students may experience a catharsis regarding work and personal matters of their lives. Although this happens it is still considered to not the goal or a point of stopping for. For this reason there is not much of a need to get personal with one another from a traditional point of view. Although this happens it varies from culture to culture to the degree of how much personal information is revealed and discussed.
6. Empathy
Is the ability to identify with and understand another person’s feelings or difficulties. Teachers can often identify (classify, analyze, describe) from within the student’s emotions. The emotions or physical pains, of the student, may transfer into the teacher. Masseurs know all too well about this.
7. The Great Irony
Many teachers have undergone a multitude of life experience. They tend to have sorted through life experiences and the emotions associated with them only to understand the route causes of those emotions. From the route causes is where wisdom is derived. It has been said, “one must fall in order to come together”. Teachers are usually facilitating the “coming together” of a student. Pain on various levels when healed leads to hidden treasures within.
True teachers have worn many shoes. By this they are able to understand which shoe fits for them and their students. Their experiences allow them to empathize with a student’s situation, which enables them to influence a student’s direction.
8. Imparting
A teacher imparts lessons according to the readiness or competence of a student to learn. In addition to the latter the student must be worthy of the knowledge, experience, energy, earned and developed by the teacher.
9. Energy
It is damaging to the relationship if a teacher parcels out information prematurely. What a teacher puts in must come back from the student. At the least a student must have a deep respect for the teacher. During the relationship an experienced teacher will read into your thoughts.
10. Acceptance
You have to be accepted by the teacher. Most westerners believe that the relationship begins on the first lesson. You are not a student until you come repetitiously over an undefined period of time. The teacher, through intuition and accomplished goals, determines acceptance. One of my teachers said to me after two months and twenty to thirty lessons, “You have been accepted”. This was followed by a bow. Acceptance is not always verbalized.
11. Development
If a student can not be developed then the teacher must leave since there is nothing to offer. The teacher is only a guide that provides tools. The practice and the path to enlightenment is consummated by the student.
12. Dismissal
Depending on the reason dismissal does happened and usually for a defined period of time. This may occur after the first lesson or after one or more years. A student upon his or her return might be subject to “Tests”. Tests might be extremely simple to follow. Your unwillingness/difficulty in complying only results in further dismissal. The test is meant to surrender the ego.
13. Status
A teacher is not influenced by status and titles. A socioeconomic status, gender, age, sexual orientation, beauty and educational level are left at the door. Hereditary lineage and the 9-5 career is not regarded. Removing the ego from the relationship is imperative. The breakdown of the ego is a step to enlightenment.
14. Demanding
A student never demands from the teacher. There is a fine line between demanding and asking. Both are usually dead ends. A teacher delivers according to the readiness of both sides. A teacher provides what the student is capable of receiving. A teacher imparts certain knowledge believing the student is worthy of their hard earned knowledge and experience.
15. Seeking
A teacher is not supposed to seek from students. That is the general rule but it is not applied rigidly. There are gray areas. Yes students and teachers do strike up a friendships too. Again nothing is applied rigidly.
16. Speaking Unfavorably
Try not to speak ill of another teacher. If you do not like a class keep the comments to yourself. Refrain from boasting about a teacher or against another. Some are close to their teacher. It is similar to comparing siblings. This stems from an ego formation matter when creating an identity with a teacher or a method.
5. Confidentiality
Information disclosed by the student is classified. Through confidentiality surrender is made possible. There need not be too much revealed about personal matters between either parties. Yoga teachers are not psychologists, life coaches or counselors. The yoga practice itself is supposed to provide answers. Practicing yoga will lead, on the path to higher states of consciousness, to revelations or students may experience a catharsis regarding work and personal matters of their lives. Although this happens it is still considered to not the goal or a point of stopping for. For this reason there is not much of a need to get personal with one another from a traditional point of view. Although this happens it varies from culture to culture to the degree of how much personal information is revealed and discussed.
6. Empathy
Is the ability to identify with and understand another person’s feelings or difficulties. Teachers can often identify (classify, analyze, describe) from within the student’s emotions. The emotions or physical pains, of the student, may transfer into the teacher. Masseurs know all too well about this.
7. The Great Irony
Many teachers have undergone a multitude of life experience. They tend to have sorted through life experiences and the emotions associated with them only to understand the route causes of those emotions. From the route causes is where wisdom is derived. It has been said, “one must fall in order to come together”. Teachers are usually facilitating the “coming together” of a student. Pain on various levels when healed leads to hidden treasures within.
True teachers have worn many shoes. By this they are able to understand which shoe fits for them and their students. Their experiences allow them to empathize with a student’s situation, which enables them to influence a student’s direction.
8. Imparting
A teacher imparts lessons according to the readiness or competence of a student to learn. In addition to the latter the student must be worthy of the knowledge, experience, energy, earned and developed by the teacher.
9. Energy
It is damaging to the relationship if a teacher parcels out information prematurely. What a teacher puts in must come back from the student. At the least a student must have a deep respect for the teacher. During the relationship an experienced teacher will read into your thoughts.
10. Acceptance
You have to be accepted by the teacher. Most westerners believe that the relationship begins on the first lesson. You are not a student until you come repetitiously over an undefined period of time. The teacher, through intuition and accomplished goals, determines acceptance. One of my teachers said to me after two months and twenty to thirty lessons, “You have been accepted”. This was followed by a bow. Acceptance is not always verbalized.
11. Development
If a student can not be developed then the teacher must leave since there is nothing to offer. The teacher is only a guide that provides tools. The practice and the path to enlightenment is consummated by the student.
12. Dismissal
Depending on the reason dismissal does happened and usually for a defined period of time. This may occur after the first lesson or after one or more years. A student upon his or her return might be subject to “Tests”. Tests might be extremely simple to follow. Your unwillingness/difficulty in complying only results in further dismissal. The test is meant to surrender the ego.
13. Status
A teacher is not influenced by status and titles. A socioeconomic status, gender, age, sexual orientation, beauty and educational level are left at the door. Hereditary lineage and the 9-5 career is not regarded. Removing the ego from the relationship is imperative. The breakdown of the ego is a step to enlightenment.
14. Demanding
A student never demands from the teacher. There is a fine line between demanding and asking. Both are usually dead ends. A teacher delivers according to the readiness of both sides. A teacher provides what the student is capable of receiving. A teacher imparts certain knowledge believing the student is worthy of their hard earned knowledge and experience.
15. Seeking
A teacher is not supposed to seek from students. That is the general rule but it is not applied rigidly. There are gray areas. Yes students and teachers do strike up a friendships too. Again nothing is applied rigidly.
16. Speaking Unfavorably
Try not to speak ill of another teacher. If you do not like a class keep the comments to yourself. Refrain from boasting about a teacher or against another. Some are close to their teacher. It is similar to comparing siblings. This stems from an ego formation matter when creating an identity with a teacher or a method.
17. Students
Students are measured in their ability to absorb the lessons while reciprocating deference. Ability is not enough. Senior students are the ones with the most experience. Void of physical ability, especially when experience is greater such as with senior students, deference is paramount.
18. Teachers
Teachers are extensions of their masters. Average teachers are mimicking a master. Great teachers have discovered the master within from which they project. Teachers are not measured by what they know. They are measured by what they instill. True teachers enable students to become self-sufficient, strong and independent. Quality teachers remove attachment from the relationship. The ultimate goal is to make students their own teacher in order to free the student.
The quality of the teacher is defined through the student’s practice. As the student grows so does the teacher. Thus the student’s progression is the teacher’s top concern. Naturally a lot of what is considered progression is more than a physical matter. There are other deeper aspects that must be addressed such as the mental and emotional states.
19. Exposure
A student should expose themselves to other styles. Once in a while try another teacher. Keep an open mind and be surrendered to the new teacher.
20. Internal & External Teaching Styles
External teaching styles are the most traditional and effective. The teacher is a mystery. Nobody knows anything about the teacher. In private the teacher speaks little to nothing of personal matters. This can be a highly authoritative form of teaching demanding formality. Instructions are more authoritarian with minimal fraternizing. This comparable to a stern yet distant father who expresses love through discipline. The teacher chooses to stand completely on the outside of the students’ life.
Internal teaching styles are comparable to friendships. Ritual may not be strictly practiced. Here the teacher will share more of a life lived. Teachers practicing internal forms of teaching demand a high degree of self-sufficiency. The teacher can not have any void that needs to be fulfilled by the student. It is up to the teacher to set the limits and stay within them. It is up to the student to recognize and follow limits set by the teacher.
External teaching styles don’t have a long shelf life. They are referred to as yang in Chinese or male oriented styles. Such styles are hard and stiff. A classic external teacher is a military drill sergeant. Internal forms of teaching styles have a longer life. They are in Chinese referred to as yin or feminine oriented styles. Such styles are soft and gentle. External forms of teaching almost inevitably lead to internal. It is destructive/limited for both sides if the relationship stays overly external for a long period of time. For the purpose of longevity the teaching style must go internal.
When man is born he is soft and gentle. When man dies he is hard and stiff. Thus flows life for the soft and gentle. “It” is “The Way” The teacher must use wisdom to know where to stand on the Internal and External Teaching pendulum.
21. Spiritual Merger
Not every crony becomes a best friend. Similarly not all student teacher relations develop into deep spiritual connections. Group relations are known to create strong connections without words exchanged. One example of the depths of the relationship is when the teacher dreams or feels the spirit of a student and vice versa. Each relationship is unique. You are all individuals and therefore the relationships are unique on various levels. There is no pattern / predictability. Some students have dreamt a teacher’s arrival months in advance. It is said that when the student is ready the teacher comes. Not always is the teacher fitting a stereo typical mold.
I was with my first teacher for over three years, five to six days a week, for three to five hours a day. Thirty years since my last lesson I still see him in dreams. I still pull inspiration for the present from this distant past experience.
Students are measured in their ability to absorb the lessons while reciprocating deference. Ability is not enough. Senior students are the ones with the most experience. Void of physical ability, especially when experience is greater such as with senior students, deference is paramount.
18. Teachers
Teachers are extensions of their masters. Average teachers are mimicking a master. Great teachers have discovered the master within from which they project. Teachers are not measured by what they know. They are measured by what they instill. True teachers enable students to become self-sufficient, strong and independent. Quality teachers remove attachment from the relationship. The ultimate goal is to make students their own teacher in order to free the student.
The quality of the teacher is defined through the student’s practice. As the student grows so does the teacher. Thus the student’s progression is the teacher’s top concern. Naturally a lot of what is considered progression is more than a physical matter. There are other deeper aspects that must be addressed such as the mental and emotional states.
19. Exposure
A student should expose themselves to other styles. Once in a while try another teacher. Keep an open mind and be surrendered to the new teacher.
20. Internal & External Teaching Styles
External teaching styles are the most traditional and effective. The teacher is a mystery. Nobody knows anything about the teacher. In private the teacher speaks little to nothing of personal matters. This can be a highly authoritative form of teaching demanding formality. Instructions are more authoritarian with minimal fraternizing. This comparable to a stern yet distant father who expresses love through discipline. The teacher chooses to stand completely on the outside of the students’ life.
Internal teaching styles are comparable to friendships. Ritual may not be strictly practiced. Here the teacher will share more of a life lived. Teachers practicing internal forms of teaching demand a high degree of self-sufficiency. The teacher can not have any void that needs to be fulfilled by the student. It is up to the teacher to set the limits and stay within them. It is up to the student to recognize and follow limits set by the teacher.
External teaching styles don’t have a long shelf life. They are referred to as yang in Chinese or male oriented styles. Such styles are hard and stiff. A classic external teacher is a military drill sergeant. Internal forms of teaching styles have a longer life. They are in Chinese referred to as yin or feminine oriented styles. Such styles are soft and gentle. External forms of teaching almost inevitably lead to internal. It is destructive/limited for both sides if the relationship stays overly external for a long period of time. For the purpose of longevity the teaching style must go internal.
When man is born he is soft and gentle. When man dies he is hard and stiff. Thus flows life for the soft and gentle. “It” is “The Way” The teacher must use wisdom to know where to stand on the Internal and External Teaching pendulum.
21. Spiritual Merger
Not every crony becomes a best friend. Similarly not all student teacher relations develop into deep spiritual connections. Group relations are known to create strong connections without words exchanged. One example of the depths of the relationship is when the teacher dreams or feels the spirit of a student and vice versa. Each relationship is unique. You are all individuals and therefore the relationships are unique on various levels. There is no pattern / predictability. Some students have dreamt a teacher’s arrival months in advance. It is said that when the student is ready the teacher comes. Not always is the teacher fitting a stereo typical mold.
I was with my first teacher for over three years, five to six days a week, for three to five hours a day. Thirty years since my last lesson I still see him in dreams. I still pull inspiration for the present from this distant past experience.
