This program is for Certified Introductory Level teachers and above who hold responsibility for the running of a school, training teachers, managing student issues and/or other teacher related responsibilities. Mentoring & Supervision is available to teachers who have an established relationship with Senior Teacher Alan Goode (see details below).
Aim
The aim of the program is to provide a structured process for participant teachers to gain clarity about decisions and actions. It is not a process which encourages deferring to the advice of an outside 'expert'.
What does it mean to be clear? When our actions are confused or clouded they often deliver outcomes of a similar nature. Actions that are well grounded and enacted with intent deliver results which can be refined and evolved.
Philosophy
In his commentary on the Yoga Sutras, Guruji notes:
Actions
‘Actions are of four types. They are black, white, grey, or without these attributes. The last is beyond the gunas of rajas, tamas and sattva, free from intention, motivation and desire, pure and sourceless, and outside the law of cause and effect that governs all other actions. Motivated action leads eventually to pride, affliction and unhappiness; the genuine yogi performs only actions which are motiveless: free of desire, pride and effect.
The chain of cause and effect is like a ball endlessly rebounding from the walls and floor of a squash court. Memory, conscious or sublimated, links this chain, even across many lives. This is because every action of the first three types leaves behind a residual impression, encoded in our deepest memory, which thereafter continues to turn the karmic wheel, provoking reaction and further action. The consequences of action may take effect instantaneously, or lie in abeyance for years, even through several lives. Tamasic action is considered to give rise to pain and sorrow, rajasic to mixed results, and sattvic to more agreeable ones. Depending on their provenance, the fruits of action may either tie us to lust, anger and greed, or turn us towards the spiritual quest. These residual impressions are called samskaras: they build the cycles of our existence and decide the station, time and place of our birth. The yogi's actions, being pure, leave no impressions and excite no reactions, and are therefore free from residual impressions.’[1]
Why seek mentoring/supervision?
1. Teaching Yoga and running a school is a unique calling. The decisions teachers make in response to individuals, in program development, in the school structure and function should reflect the underlying philosophy of yoga and its aims. What models are available to reflect upon when shaping a Yoga community?
2. Be supported by someone with on point experience. Alan has accumulated decades of experience establishing and directing his own yoga schools. He is frequently asked for advice by other teachers who view Yoga Mandir as a well functioning Institute. What you do requires specialist knowledge in a niche field – on teaching Yoga and training teachers of Yoga in the Iyengar tradition. Mentoring and supervision is part of a Senior Teacher's observance of Aparigraha (non-covetousness); a way of sharing knowledge and supporting other teachers in the Iyengar tradition.
3. We have limited resources to travel to meet with a Senior Teacher: Many Iyengar Yoga teachers are geographically remoted and cannot readily access senior teachers or colleagues for the specialised support required to sustain themselves and their schools over time. Intelligent use of technology (email, Skype, phone) can overcome some of the problems of geographical distance.
4. Two heads are better than one. Good learning happens when we have wrestled with an issue ourselves, and then after this process of inquiry, and upon reaching the perceived end of our own resources, we seek external guidance. It is often more effective than when an ‘expert’ tells us all the answers before the question is asked. In some cases seeking supervision on a specific issue can be a more appropriate option than enrolment in a program such as Ongoing Teacher Development.
What is involved?
The Mentoring & Supervision program involves a number of distinct aspects:
- Mentoring over a 12 month period;
- A flexible number of hour-long supervision meetings (booked and paid for through the Institute’s website);
- Participants submit a supervision form to Alan prior to the supervision meeting in which they detail the issues and the steps they have taken to date;
- Participants provide a follow up progress report to Alan prior to the next supervision meeting.
What is an established relationship?
Alan offers Mentoring & Supervision for Certified Iyengar Yoga teachers outside of Yoga Mandir, with whom he has an established relationship. An established relationship is necessary to ensure the teacher has an understanding of Alan's approach to teaching and directing a yoga school, and so that Alan has a chance to understand the teacher’s approach to yoga practice and teaching.
If the teacher is not a long term colleague of Alan’s, a relationship could be established by attending at least two Ongoing Teacher Development terms at Yoga Mandir.
I would like to book a session with Alan...what are the steps?
1. Alan offers 2 sessions per week for Supervision:
o Tuesday 11:00am - 12:00 midday; and
o Thursday 11:00am - 12:00 midday
2. Complete and submit an Enrolment form (click on the link below) to office@yogamandir.com.au
3. Email the office to confirm your time of choice and book a Supervision session via the bookings button below.
4. To confirm the booking, submission of Supervision form (click on the link below) is required at least 5 days prior to the Supervision session.
Click on the link Teacher Mentoring-Handout.pdf to read further details of the program
[1] Iyengar, BKS. Light on Yoga Sutras of Patanjali. Thorsons 2002, p.40
