Beginning with active āsanas and sequences, and gradually moving to āsanas and sequences that have a calming effect.
Beginning with gentle and calming āsanas and sequences and gradually moving to āsanas and sequences that have an energising effect.
Bringing the emphasis onto feeling grounded.
1 and 3.

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When teaching āsana to students with a predominance of tamas, what is important to be mindful of?

Students with tamasic dominance generally benefit from more energising āsanas, however, they may resist or be reluctant to try them. Meet your students where they are by starting with something gentle, and gradually make the class more dynamic.
Be aware that sometimes, a predominance of tamas is a result of burnout, adrenal fatigue, chronic fatigue, postnatal depletion or chronic illness; and in these instances, students generally do not need practices that are energising and up-regulating in nature, and rather usually require a balance of gentle movement and deep rest.
If offering chest-opening practices, always offer a variation, as these can be triggering and anxiety-inducing for some people.
All of the above.

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When teaching prāṇāyāma, what is helpful in reducing tamas?

Lenthening the inhalation and antāra kumbhaka.
Surya bheda prāṇāyāma.
Breath of joy, kapālabhāti and bhastrika prāṇāyāma.
All of the above.

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When teaching prāṇāyāma to students with a predominance of tamas, what is important to consider?

Never teach prāṇāyāma to students with a predominance of tamas, they are unsuited to this type of practice.
Always teach advanced prāṇāyāma practices to students with a predominance of tamas; they need prāṇāyāma practices more than any group of students.
Always make sure students practice with their eyes closed, as it is important that they take their focus inwards.
None of the above.

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When teaching meditation, what can be helpful for students with a predominance of tamas?

Guided meditation practices.
Counting the breath, where you count up, rather than counting down.
Chanting.
All of the above.

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When teaching meditation to students with a predominance of tamas, what can you do to reduce the likelihood of a student being triggered or experiencing an abreaction?

Always introduce meditation as optional and offer other alternatives.
Never insist on eyes being closed.
Avoid teaching meditation to students with serious mental health issues unless you have specialist skills in this area.
All of the above.

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Retake Questionnaire

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LINKS

Online Restorative Yoga Teacher Training Level 1 and Level 2 (Dr Lauren Tober is a guest teacher on the level 2 training).

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Welcome [accessally_user_firstname]!

INTRODUCTION

WESTERN PSYCHOLOGY

YOGA PSYCHOLOGY

SAFE CONTAINER

ETHICS

THERAPEUTIC SKILLS

YOGIC PRACTICES

MENTAL HEALTH CRISIS

CONCLUSION

COURSE PROGRESS

YOGIC PRACTICES

REDUCING TAMAS

MULTIPLE CHOICE QUESTIONNAIRE

DOWNLOADS

LINKS