Christine
E-RYT 500 • YACEP
How I Teach
My work is grounded in the body.
I came to yoga through injury and intensity. I stayed because it worked.
I care about how movement is experienced from the inside. I pay attention to how breath supports effort, how sequencing builds from simple to complex, and how a practice stays with you after you leave.
I am less interested in perfect shapes than in practices that hold up over time.
The goal is simple: to create the conditions for something to shift, and to trust you to meet it there.
If it doesn’t hold up outside the room, I’m not interested.
I moved through the roles of student, teacher, and back to student again.
Teaching showed me where theory met experience, and where it didn’t.
It also showed me where I was still guessing.
That’s what kept me studying, shaping a practice that holds up over time and still feels alive.
Over time, my focus shifted toward a practice that continues to evolve after class. It shows up in how your body organizes itself under load, where your attention goes while you’re moving, and what you can return to on your own.
You don’t need me. You just haven’t been shown how.
“To educate is the practice of freedom” - bell hooks
I teach as both a teacher and a student.
My work is shaped by the belief that teaching should expand your agency, not override it. The practice is not something I give you. It is something we build, and something you learn to navigate on your own.
Movement, breath, shapes, and adjustments are tools I use. My role is to create the conditions for you to feel, to explore, and to make sense of your own experience.
What you do with that is yours.
Cycles
My work is rooted in cycles rather than forcing linear progress.
Nature doesn’t move in a straight line. Neither do we. There are times to build, times to sustain, and times to let things shift.
I use seasonality as a way to work with that rhythm, not impose on it. It shapes how I sequence, how I pace, and how I meet what’s actually happening in your body and in the season.