Private Yoga Teaching Intensive
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Individual
mentoring
for
already
qualified
yoga
teachers
Sometimes another general training is not what you need.
You may already have taught for years, understand how to construct a class and feel comfortable in front of students — but still have areas you would like to explore more deeply.
The Private Yoga Teaching Intensive is designed for already-qualified teachers who would value focused time to examine their teaching, receive individual feedback and develop the areas that matter most to them.
There is no fixed curriculum that you have to work through.
Before you arrive, we talk about your teaching background, the styles you teach, what currently feels strong and what you would particularly like to develop.
The intensive is then prepared around you.
What would you like to develop?
Your intensive can place greater emphasis on areas such as:
• sequencing
• adjustments
• verbal cueing
• class structure and pacing
• teaching different levels of student
• anatomy, alignment and natural movement
• strength and functional movement
• pranayama
• meditation teaching
• philosophy
• developing workshops
• observing students more effectively
• teaching with greater confidence and clarity
We can also explore different approaches to yoga, including:
Hatha • Vinyasa • Yin • Somatic Yoga
Natural movement is also available as a separate area of study, looking at fundamental movement patterns such as squatting, hinging, lunging, pushing, pulling, gait and rotation and how these can inform the yoga you already teach.
You may want to concentrate almost entirely on one area or use the week to explore several.
The intensive is designed around the teacher you already are — not an imaginary average teacher.
Bring your teaching into the room
A major part of the intensive can be observed teaching.
You might teach a complete class, a shorter sequence, pranayama, meditation or simply work through how you would teach particular movements.
We can then discuss:
• what you communicated clearly
• where students might become confused
• how your sequencing works
• the language you use
• where less instruction might actually be more effective
• how you observe and respond to the person in front of you
• how adjustments or alternatives could be offered
• the overall rhythm and atmosphere of your teaching
This gives us something real to work with rather than discussing teaching only in theory.
Sequencing
Sequencing can be examined in considerable depth.
We can look at how you currently construct classes and explore different ways of creating progression, balancing effort and recovery and connecting one movement naturally to the next.
For Vinyasa teachers, this may mean examining transitions and flow.
For Hatha teaching, it might involve creating a slower progression with more detailed work.
For Yin, the sequencing questions are different again.
Somatic yoga introduces a different relationship with sensation, exploration and instruction.
Natural movement can introduce another layer entirely, asking how fundamental movement patterns might inform the way you design a yoga class.
There is no single correct sequence.
The aim is to help you understand why you are choosing what you teach.
Adjustments and individual students
Adjustments are another area where individual mentoring can be particularly useful.
We can explore hands-on adjustments, verbal guidance, demonstration and ways of helping students discover a movement themselves.
Just as importantly, we look at when not to adjust.
The aim is not to collect techniques but to become more skilful at deciding what the individual student actually needs.
Meditation and pranayama
If you would like to develop these areas of your teaching, we can spend substantial time on them.
Pranayama can be explored both as personal practice and from the perspective of teaching clearly and progressively.
Meditation can include:
• breath awareness
• observing thoughts and emotions
• Atma Vichara — self-enquiry
• Metta — loving-kindness meditation
We can also look at how much guidance to give, how to use silence and how to introduce meditation to students with different levels of experience.
Philosophy
If philosophy is an area you would like to bring more naturally into your teaching, the intensive can include:
• yoga philosophy
• Vedanta and non-duality
• self-enquiry
• Lila — life as play
• chakras
• granthis
• translating traditional ideas into language that is relevant to everyday life
The aim is not to turn a yoga class into a lecture.
It is to help you communicate ideas when they genuinely support the practice.
A Typical Intensive Day
The timetable is deliberately spacious.
An example day might look like this:
Morning
8:10am — Pranayama, Tai Chi or Qi Gong
Personal practice and exploration.
8:25–9:25am — Yoga & Movement Practice
Hatha, Vinyasa, Yin, somatic yoga, natural movement or a combination according to the day’s focus.
9:30–10:15am — Sequencing & Class Construction
Detailed work on class structure, sequencing, transitions, progression, pacing and the relationship between physical practice and the theme of the day.
10:15–10:45am — Adjustments & Individual Guidance
Hands-on adjustments, verbal guidance, demonstration, observation and different ways of helping the student in front of you.
Long Break
Time to eat, rest, study, swim, explore Pego or simply step away from teaching for a few hours.
The aim is focused professional development, not an exhausting timetable.
Afternoon
3:45–4:35pm — Philosophy & Meditation
A deeper exploration of philosophy, meditation, pranayama or another contemplative subject relevant to the focus of the intensive.
4:45–5:30pm — Teaching Practice & Feedback
You teach part of a class, sequence, meditation, pranayama or another part of your chosen theme and receive direct individual feedback.
Some days may look different according to what we discover together.
An intensive built around the teacher you already are
Personalisation can be very practical — or extremely specialised.
One example: sequencing around the three granthis
One experienced teacher wanted to explore the traditional yogic teaching of the granthis and, in particular, how a philosophical theme could be translated into meaningful yoga sequencing rather than simply mentioned at the beginning of a class.
The three principal granthis are traditionally described as subtle “knots” or points of attachment:
Brahma Granthi — associated with the lower or root region and themes such as physical existence, security and attachment to the material world.
Vishnu Granthi — associated with the heart or central region and themes of relationship, emotion and attachment.
Rudra Granthi — associated with the upper or brow region and subtler attachments connected with identity, intellect and perception.
The precise descriptions and chakra associations vary between yogic and tantric traditions, so we explore them as philosophical frameworks rather than rigid anatomical structures.
The intensive was therefore built around three linked teaching days.
Brahma Granthi — grounding and the lower body
The philosophy session explored Brahma Granthi, grounding, security and our relationship with physical experience.
The physical practice then used that theme as inspiration for a Vinyasa sequence emphasising grounding, standing work and hip opening.
Meditation explored awareness around the lower chakras.
During sequencing study, we looked at how the theme could influence the shape and progression of the class without becoming contrived.
In the afternoon, the teacher practised teaching parts of the sequence and received individual feedback.
Vishnu Granthi — opening and relationship
The next strand explored Vishnu Granthi and themes connected with emotion, relationship and attachment.
The physical practice developed towards backbends and heart-opening work.
Philosophy and meditation explored the central chakras and related contemplative themes.
The sequencing session examined how a Vinyasa class could gradually prepare the body for deeper backbending while allowing the philosophical theme to emerge naturally.
The afternoon teaching practice then gave the teacher the opportunity to teach that material rather than simply discuss it.
Rudra Granthi — perception and letting go
A third strand explored Rudra Granthi and the subtler attachments associated with identity, intellect and perception.
Practice developed towards balance, inversions and greater concentration, while meditation explored the upper chakras.
The sequencing session examined preparation for inversions, intelligent progression and how the physical and philosophical themes could support one another.
Again, the teacher then practised teaching the material and received direct feedback.
In this way, asana, philosophy, meditation, sequencing and teaching practice became different ways of exploring the same subject.
That is what personalisation can mean.
It is not simply choosing which style of yoga you would like to practise.
Other ways an intensive can be personalised
Your Vinyasa classes have started to feel repetitive
Bring some of the sequences you already teach.
Together we can examine the patterns you naturally return to, the transitions you favour and the way you build intensity.
We can then deliberately construct classes differently — perhaps beginning from a philosophical theme, a movement pattern, a particular anatomical goal or a completely different route towards a familiar posture.
The intention is not simply to give you several new sequences.
It is to expand the way you think about sequencing.
You want to become more confident with adjustments
An intensive can concentrate heavily on observation, consent and when touch genuinely adds something.
We can work repeatedly with a smaller number of useful physical adjustments rather than racing through a catalogue of techniques.
We also explore verbal guidance, demonstration and situations in which not adjusting at all may be the better choice.
You feel that you talk too much when teaching
This can make an excellent focus for an intensive.
You teach as you normally would and we look at how much information is actually being offered.
We can then work on shorter cues, clearer language, better timing and allowing students enough silence to experience what they are doing.
Meditation teaching can reinforce exactly the same skill.
You want philosophy to feel natural in your classes
We can explore themes such as the Yoga Sutras, non-duality, Lila, self-enquiry, the chakras or the granthis and practise translating them into short, relevant pieces of teaching.
The goal is not to turn an asana class into a philosophy lecture.
It is to learn when an idea genuinely adds depth to the experience and when it is better to say less.
You teach Hatha and want to develop Vinyasa
There is no need to relearn yoga from the beginning.
The intensive can concentrate on what is genuinely different: transitions, rhythm, breath-led movement, progressive sequencing and managing intensity.
Your existing teaching experience becomes the foundation rather than something we ignore.
You teach Vinyasa and want to explore Yin
The change is almost the opposite.
We work with longer-held postures, stillness, sensation, props and the very different pacing required in Yin.
You can explore how the role of the teacher changes when there is less movement and less need for constant instruction.
You want to explore somatic yoga
Somatic yoga can become a major focus of the week in its own right.
We can work with slower, exploratory movement, sensory awareness and the skill of guiding students towards their own experience rather than prescribing exactly how every movement should look.
You can then create and teach somatic sequences and receive feedback on the language and pacing you use.
You want to bring natural movement into your yoga teaching
This is separate from somatic yoga.
We can explore fundamental movement patterns such as squatting, hinging, lunging, pushing, pulling, gait and rotation, and examine how these relate to the yoga you already teach.
The aim might be to make your classes more transferable to everyday movement, improve functional capacity or simply broaden the movement vocabulary available to your students.
You want to develop meditation or pranayama teaching
The intensive can give substantially more time to these areas.
We can explore your own practice as well as how you guide somebody else.
Meditation might include breath awareness, observing thoughts and emotions, Atma Vichara or self-enquiry, and Metta or loving-kindness meditation.
We can also work with the use of silence, pacing, language and how to introduce contemplative practices to students with very different levels of experience.
You want to create a workshop or retreat of your own
You might arrive with an idea such as:
healthy ageing
hips and lower back
breath and meditation
chakras
the granthis
movement for everyday life
a particular philosophical theme
We can work together on turning that idea into a coherent programme.
What should the physical practice explore?
Which philosophy genuinely supports it?
Would meditation or pranayama add something?
How should the sessions progress from one day to another?
And how much content is actually enough?
You then have the opportunity to practise teaching parts of what you have created.
You simply want another experienced teacher to observe you
Sometimes this is the most useful personalisation of all.
Teach the way you normally teach.
We observe what happens.
Perhaps your sequencing is excellent but your verbal instructions are overloaded.
Perhaps your philosophy is natural and engaging but you lack confidence with adjustments.
Perhaps you rush transitions without noticing it.
Or perhaps much of what you are already doing is excellent and simply needs refining rather than changing.
The intensive can develop organically from what we discover.
Your existing experience matters
An intensive should not start by pretending you know nothing.
You already have experience, preferences and probably a recognisable way of teaching.
The purpose is to work with that.
We may reinforce things you are already doing extremely well.
We may identify habits you had not noticed.
We may experiment with completely different approaches.
And sometimes the most useful outcome is simply becoming clearer about why you teach the way you do.
Your time in Pego
The intensive includes generous free time between teaching sessions.
Pego’s historic centre, cafés and tapas bars are close to the yoga shala, and the municipal swimming pool is within easy walking distance.
The Marjal de Pego-Oliva, Mediterranean beaches and surrounding valleys are also nearby.
If you have a car, you can explore places such as L’Atzúbia, Forna, La Vall de Laguar, La Vall d’Ebo and La Vall de Gallinera during your free time.
Personalisation goes much deeper than choosing a yoga style
A Teaching Intensive can include Hatha, Vinyasa, Yin, somatic yoga and natural movement, but personalisation is not simply choosing between them.
Your physical practice, philosophy, meditation, sequencing work, adjustment work and teaching practice can all be organised around the questions you most want to explore.
And because you are already a teacher, we do not need to cover everything equally.
If two or three areas are what will genuinely transform your teaching, we can give those areas the time they deserve.
Before you arrive, we talk in detail about your teaching and what you want from the course.
You might arrive with one very specific question.
You might bring sequences you already teach.
You might want feedback on an entire class.
Or you may simply know that your teaching has reached a point where some individual mentoring would be helpful.
That becomes our starting point.
Your teaching. Your questions. Your development.