Teaching with Clarity

Early in teaching I over-cued — filling every second to prove I was prepared. Students looked overwhelmed, not supported.

Now I aim for one actionable cue per breath cycle. Land it. Let it work. If nothing needs to be said, I stay quiet. Silence gives students agency.

Clarity also means naming options without hierarchy: 'If your knee needs support, try this.' Not good versus bad. Just choices that respect different bodies.