One particular day, I was watching my professor reenact a scene depicting the struggle and discrimination experienced by an immigrant family after arriving in America. The scene was performed for a group of fourth-graders which included one emotionally disturbed boy who had not spoken a word to an adult, other than his mother, for the past several years. I personally witnessed the power of teaching when this little troubled boy, who apparently never participated in any group classroom activities, peeled himself off of his chair in the corner of the room and joined the group of students who were showing their disapproval of the manner in which these immigrants were being treated.

Since college, I’ve enjoyed and excelled in teaching situations such as music directing and job training. One of the elements of teaching which I enjoy is having the opportunity to share something with others. This enjoyment is particularly fulfilling when I’m so passionate about the particular subject matter, such as music or Bikram Yoga. There are several elements of Bikram Yoga which I often find myself passionately sharing with friends and family.

For instance, I’ve tried to explain to people the amazing unifying energy that exists in a Bikram studio when the determination and commitment of the practitioners surrounding you actually help you get through the postures yourself. I’m fascinated by this encompassing energy found in a focused, balanced classroom full of Bikram students and am always honored to facilitate such an experience for others. This supportive group energy is the building block of Bikram Yoga which, I believe, makes it possible for someone to walk into the studio, having never practiced any type of yoga, and be able to at least attempt each of the twenty-six postures (and remain in the room for 90 minutes.) It’s always fascinating for me to witness a new student picking up the practice, not only from the instructor’s words, but also by watching others. Bikram Yoga’s humbling and unconquerable properties are what allow the practice to be accessible to newcomers while continuing to be a challenge for those who show up every day.

If I'm successful, my students will ideally walk out of the room with a sense of hope and confidence and optimism about what is to come. They'll know that, regardless of how difficult class was on any given day, that there will be better days...and there will be worse. I attempt to use methods of positive reinforcement to ensure that no student is discouraged. My goal is to have every student leave the room in a mental state which will leave them wanting more, which will give them the drive to come in the next day, and the day after, and the day after that.

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Teaching is something with which I’ve always been intrigued. I’ve always believed that teachers have the incredible privilege of passing along a gift whether it be knowledge or skill or technique. In college I created a program which essentially left me with a minor in theatre education. I was motivated to travel this path after witnessing an amazing moment during an elective class called ‘Drama as Education.’ The purpose of the class was to outline a new form of theatre education in Massachusetts elementary schools which applied theatre as a conduit to teach every-day classroom lessons.

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