What Makes One YTT Student Different From Another

Summary: Every yoga teacher training cohort is unique. Students bring different experiences, personalities, learning styles, confidence levels, questions, and integration speeds. Effective trainers adapt their teaching approach to meet these needs. By observing and responding to each cohort, trainers can create more effective learning experiences.

Every yoga teacher training has a curriculum with a schedule of learning topics and teaching plans. Without this structure in place, trainers are creating teaching experiences on the fly (which – though “organic” – are often disarrayed, incomplete and exhausting).

While having a strong YTT schedule in place is crucial, no two YTT groups – nor any two students – are the same! While one group may be full of questions and relish personal discussion, another group may love anatomy and alignment. One cohort might learn better through strong critique, while another needs encouragement and confidence building.

While a strong YTT curriculum is essential, a skilled trainer also needs to adapt their game plan to meet the needs of students in real time. Here are some of the elements that can make one YTT cohort – and student – dramatically different from another:

6 Things That Differ One YTT Cohort From Another

1. Level of Yoga Experience

The skill and experience of your trainees can be radically different. Even if you have YTT pre-requisites for your training (such as six months of practice, application process, 100 classes), your trainees will have very different practices, skills, and knowledge. Some may have practiced yoga for ten years in the Iyengar style, while others may have started hot yoga three months ago and not know the names of any postures. Some trainees may already be teachers in fitness, dance, or meditation while others hate public speaking. The diversity of pre-requisite knowledge, skills and attitudes will create very different learning needs.

The solution? Do not assume that all your students are starting from the same place. It may even be helpful to pre-assess their current skill level by having students take a little “assessment” quiz before the training so that you can see what everyone knows.

2. The Personality of the Group

Every cohort develops its own personality. Some groups are energetic and talkative, while some seem quiet and reflective. If your cohort loves discussion, it can be helpful to give them space to explore ideas (within reason! Discussions can eat up a lot of airspace!). If they are strong practitioners who love asana, then you may increase the intensity of your practice sessions. Some cohorts love adaptive yoga styles and will be keen to learn how to teach to special populations. Your curriculum will provide the structure, but your students will tell you how to bring that structure to life.

3. Different Learning Preferences

Students prefer to learn in different ways. Some students love to dive right in and learn by doing while others prefer to really get their concept down first before jumping in. Some students learn by talking it out, while others hang back and wait to respond until they have fully understood a question. Part of our work as trainers is to get a feel for the group, but also to notice the learning preferences of individual students. By noticing the individuals within the group, you can make sure that you are seeing and including the quieter students as well as the students to learn by putting themselves front and center.

4. Confidence Levels

Confidence can vary wildly from student to student. Some students are delighted to brazen it out, while a perfectionist may be nervous about saying anything wrong. What I’ve noticed is that the most confident students are not always the most skilled! This is why creating a beneficial environment for practice teaching is so important.

Trainees can only become better teachers through practice teaching and receiving feedback. Each student will need personalized feedback to help them reach their own unique potential. Get them teaching on Day 1.

5. The Questions They Ask

Questions are a great barometer for your training. When a question is asked, it’s rare that it is only about that one student; questions can often reveal where you need to review a concept or spend more time. Pay attention to questions – particularly when they are recurring.

To make asking questions easier, create dedicated time to go over “interesting ideas” or “fuzziest points.” To support shy students to voice their questions, you may even create an anonymous “question box” for the group where students can share their inquiries

6. The Pace of the Cohort

Some cohorts may seem to move quickly through material, but don’t be fooled! Often, it is quieter cohorts that seem to get material quickly because they don’t ask as many questions. Covering material is not the same thing as creating learning; make sure to create plenty of time for activities, integration, and questions.

Create some flex time in your schedule so that you can adjust on the fly. I like to leave 15 minutes “opening and closings” at the beginning and end of the day in order to have a little leeway in the structure of the program. Refrain from cramming your schedule end to end with topics; leave time to adjust. Less can be more!

Final Thoughts

Like a yoga class, every YTT cohort is its own wonderful experiment. You bring your knowledge, curriculum, experience, planning and preparation; your students bring their personalities, expectations, questions, experiences, and strengths. The magic happens when those two things meet. Rather than plan your YTT class plan rigidly, treat each day like its own fantastic alchemy experiment.

If you are leading teacher training, explore my student manuals, lesson plans, 200-hour yoga teacher training, and other yoga teacher training materials for ideas and inspiration. Happy educating!