Cueing and Instruction

A cue directs attention or action; an instruction organizes several cues into a task. Clear language helps students begin, explore, change, and leave without making the teacher's preferred silhouette or internal experience the answer. A useful cue is brief enough to try, specific enough to revise, and open enough for student feedback.

Start With Purpose and Choice

Before naming a body part or breath phase, state the task. A balance exploration, transition, supported rest, and strength task need different information. Name an initial option and an exit before adding refinement. Students can then understand what is essential, what is one possible route, and what they may decline.

Seven Cue Layers

• Purpose: identify the observable learning task without promising a physical, emotional, energetic, or spiritual result.
• Setup: name support, orientation, starting position, and enough space to begin. A pose name may help, but it is not a complete setup.
• Direction or action: use plain verbs and one relationship at a time, such as step, press, reach, soften effort, turn, pause, or return.
• Breath: offer ordinary breathing or a simple phase relationship only when it serves the task. Breath is not required to lead every movement.
• Effort and range: name a workable dose, pace, duration, or comparison rather than demanding maximum depth or a fixed appearance.
• Experience question: invite feedback without dictating an answer—'What changes at the wrist?' rather than 'Feel the energy opening your heart.'
• Option and exit: give a specific way to change support, range, orientation, attention, or task, including rest or stopping.

Breath Cues Stay Optional and Contextual

• Avoid claiming that one phase naturally or optimally matches every movement. Inhale-and-rise or exhale-and-turn may be conventions in a class, not universal anatomy rules.
• Do not say an inhale creates space between vertebrae, an exhale makes a deeper twist safe, or a fixed pelvic action decompresses every backbend. Those statements turn a cue into a mechanism and safety guarantee.
• If coordinating breath and movement, demonstrate the rhythm at a manageable pace and allow ordinary breathing, a smaller movement, a pause, or a separate repetition.
• For quiet practices, breath is one replaceable attention object. Keep no-retention, shorter duration, external anchor, change, stop, and skip choices from M07 and M08.

Energy, Feeling, and Gratitude Language

Energy may refer to effort, a traditional subtle-body model, a metaphor, or an individual report. Name which meaning you are using. Do not present an energy visualization as measurable anatomy or say a student who does not feel it has performed incorrectly. Gratitude, devotion, uplift, calm, and inwardness can be invitations in a specific context; they cannot be required class outcomes or evidence that the teacher transformed a student.

Examples and Non-Examples

• Example: 'With one or both hands on blocks, step the right foot forward. Shorten the step or lower the back knee if that makes the transition more workable.'
• Non-example: 'Put the foot perfectly between the hands or your hips are misaligned.' This ranks one geometry and invents a diagnosis.
• Example: 'You may coordinate the reach with an inhale, breathe normally, or try the movement once without a breath cue.'
• Non-example: 'Always inhale when moving against gravity because that is naturally optimal.' This turns a convention into a universal mechanism.
• Example: 'If the image of expanding outward is useful, try it; otherwise track the direction of the hands.'
• Non-example: 'Open your heart, release the blockage, and feel grateful.' This declares anatomy, emotion, and compliance at once.
• Example: 'Keep the eyes open, lower the gaze, change position, use room sound instead of breath, or stop.'
• Non-example: 'Close your eyes and surrender; discomfort means you need the practice.'

Edit for Timing and Access

• Give the first actionable information before the action must occur; pause long enough for processing and choice.
• Use common language before specialized anatomy or Sanskrit, and explain any term that is necessary for the task.
• Pair spoken information with a demonstration, stable reference point, or another accessible mode when useful. Do not assume every student can see, hear, or process the same channel.
• Remove filler, praise tied to compliance, and repeated corrections. Silence can create learning time when purpose, options, and exits are already clear.

練習反思

Choose one transition and write three versions: a plain-language setup, an optional breath-coordination version, and a version that does not rely on vision. Add effort or range, one feedback question, one alternative, and an exit. Then mark every absolute—always, never, correct, safe, open, release, calm—and decide whether it names a true boundary or needs context.

快速複習

• Purpose, setup, action, breath, effort or range, experience, and exit are cue layers—not a mandatory sentence order.
• Breath-movement pairings can be class conventions and must not become universal safety or anatomy claims.
• Feeling, gratitude, and energy imagery remain contextual and optional; teachers do not declare students' internal results.
• Clear instruction uses multiple modes, enough processing time, and plain language without ranking one body or response.
• A symptom or request beyond competence calls for stopping, support, and referral—not more cueing.