My journey as AN Ashtanga Yoga teacher

My first experience with Ashtanga yoga was in 2009, when I attended a led class in Slovakia. I vividly remember how I immediately fell in love with the practice. It was during the Christmas season, and the very next day, I encouraged some of my friends to join me for a class. It was December 26th, and the teacher had expected only a small group of students to attend. Thanks to my enthusiasm, the class ended up being surprisingly well attended.

Upon returning to Brussels, I immediately began searching for Ashtanga yoga classes and workshops nearby. With my sister-in-law, who also developed a passion for the practice, we started traveling internationally to participate in workshops. At the time, I was in my early twenties — physically active and flexible, yet lacking in strength. The primary series of Ashtanga yoga provided an ideal foundation for rebuilding both my strength and endurance. Gradually, I noticed how the postures became more accessible, and each practice left me with a profound sense of release and relaxation. Rather than focusing on observing the teacher, I began to concentrate fully on my breath and inner experience.

Over the years, I began teaching Ashtanga yoga and eventually developed a daily Mysore program at my home shala. It was incredibly fulfilling to share my passion with others. In 2016, I decided to deepen my connection to the practice by traveling to Mysore, India, to study directly with Sharath Jois. This experience was unforgettable, and I returned to Mysore the following year, as well as once more when I was pregnant with my daughter. That final visit was particularly meaningful, as I felt no external pressure to achieve specific postures or reach certain milestones. Many practitioners rightly emphasize that yoga is not about achieving particular poses, and I fully agree with this philosophy. However, practicing in Mysore can sometimes create a subtle sense of competition, even if it is unspoken. There is an underlying desire to "earn" the next posture, even though we understand that this desire stems from the ego. The environment in Mysore is governed by clear rules — if a student cannot bind or catch, they are not permitted to progress further in the series. Fortunately, my naturally flexible body allowed me to meet many of these requirements.

During my pregnancy, my approach to practice began to shift significantly. Practicing the primary series in its traditional form no longer felt appropriate, as the repeated forward bends were incompatible with my growing belly. While modifications such as folding only halfway were possible, I felt a strong need to focus more on chest-opening postures and leg-strengthening exercises. I gradually adapted my practice, and to my surprise, I found this process deeply rewarding. Exploring these modifications allowed me to discover new dimensions of my practice, as well as a deeper understanding of my body’s evolving capabilities and limitations.

After a three-year pause in teaching due to my pregnancies and the COVID-19 pandemic, I returned to teaching with a very different perspective. Motherhood had given me a heightened sense of empathy towards my students. I became more aware of their fatigue, physical limitations, and personal struggles. As a result, I no longer felt it was appropriate to insist that students bind in Supta Kurmasana or Marichyasana simply to advance in the series. I came to appreciate that every body is unique — some students naturally have longer arms and can bind easily, while others with shorter arms face much greater challenges. I no longer wanted to impose unnecessary expectations on my students, nor did I want them to feel pressured to achieve arbitrary postural goals. My priority became ensuring that they could enjoy their practice without feeling the weight of external demands. -

My Goals as an Ashtanga Yoga Teacher:
- To teach the postures of the primary and/or second series according to the individual needs, abilities, and limitations of each student.
- To guide students in developing a deep connection with their bodies through breath awareness, in harmony with the physical practice.
- To modify the traditional Ashtanga sequences where necessary to accommodate injuries, physical limitations, or health conditions.
- To inspire students to integrate their practice into their daily lives and to support them in overcoming their fear of challenging postures.
- To serve as a motivator and supportive presence, rather than an external authority imposing rigid commands.

​I hope these reflections resonate with you. If they do not, I fully understand — had I encountered these same thoughts ten years ago, I likely would have disagreed with them myself.

Thank you.

​Stanislava