“How we show up in the classroom is one of the most important and potent aspects of teaching. Innovation is derived from our own personal sense of inspiration and the inner vision that is ignited because of it. Inner vision inspires Innovation.
Our ability to show up in the classroom with transparency, presence and our best foot forward defines an example of grounding that allows a student to trust the institution and ultimately, their own inner guidance.
This is about showing up as your best-self and an example that aligns students to show-up and to shine as their best-selves in their community and beyond.”
-Tessa Lang & Johannes Schwaiger, Co-founders, Evolved Vocology
Workshop Experience:
To promote increased student engagement, optimize in-class learning and inspire “aha” moments, the Evolved Vocology Experiential Workshop explores the interdisciplinary connections of musculoskeletal alignment, breath, and voice to improve teacher stamina and create a welcoming space for optimized in-class learning. Attendees will explore instructional performance enhancing techniques and concepts including:
Classroom success is a reflection of our energy.
Enhanced teacher stamina impacts decision making and in-classroom learning.
Trust yourself to be present.
Learn to know where your body belongs for the task at hand. The outcome is profound in creating a bond between teacher and student that builds an enhanced classroom culture and enhanced learning.
Energy is generated by space in the body.
It is a physical skill set in grounding that builds momentum and renewed thought, transitioning with ease from one task to the next. The outcome is efficiency and confidence in finding that extra energy necessary to take the next step for both the teacher and student. It includes mindfulness of the teacher and moves beyond to a learned and tangible skillset translatable to our students.
Learn to read the room.
If you can read the room, you can connect to it. This work allows us to be enlivened by our personal setup, the tangible and intangible aspects that connect us to self and our innate sensibility around the art of teaching. The sheer enjoyment of these efforts uplifts and connects us to our students and grants the space for them to do the same.
Building blocks
begin with our ability to create physical space within the classroom, an accessible range of movement, a desire to know flow and the design formulated by the pillars of alignment that directly influence our breath and our voice.
Ultimately, as teachers, we project who we are by our connection to our physical being, including our breath, our voice.
For the benefit of our students, we recognize the necessity to make this a priority in reaching each student successfully. In the end, we can choose to inject into the classroom and our community of teachers our best possible selves.