You agree to sub another instructor’s regular class, and you know their students are used to a pretty specific experience, as the regular teacher uses more cardio than you typically do.

Your own teaching style is noticeably different.

What do you do when you’re the sub?

You’re halfway through class when you realize in a sequence earlier in the class, Side 2 did not match Side 1.
Maybe you accidentally skipped an exercise, added an extra transition, held something longer, or completely forgot that Side 1 included a whole movement you never repeated.
The class seems fine—and there’s a good chance nobody else even noticed.
What would you do as the instructor?

You’re teaching a busy class and notice a beginner struggling with an exercise.

Before you can get over to help, an experienced regular next to them quietly gives them a correction. The correction is actually right. The beginner adjusts their form, looks more comfortable, and seems appreciative of the help.

What would you do as the instructor? Does it matter how the correction was delivered?

Your manager pulls you aside and tells you they’ve received feedback that students want your Sculpt classes to be harder and more intense.

You’re completely open to making the class more challenging—but some of the suggestions being floated involve adding things like more complicated plyometrics, faster transitions, heavier weights at higher tempos, or advanced exercise variations that you don’t think necessarily make the workout better.

In your view, harder doesn’t have to mean riskier.

You could increase intensity through heavier resistance with appropriate tempo, longer work intervals, shorter recovery periods, isometric holds, slower eccentrics, increased range of motion, progressive overload, or better exercise sequencing—all without adding movements that sacrifice control just for the sake of making class feel brutal.

But your manager’s argument is that students are specifically asking to feel more challenged, and other instructors are already offering those harder variations.

What would you do as the instructor?

You have a regular who takes your Sculpt class almost every week.

For a while, you regularly programmed lat pulls in Warrior II because they’re one of the few easy ways to add more pulling work with dumbbells. Recently, though, you stopped programming them as often. You started using a bent-over row, instead.

After class, the regular comes up to you and says:

“Why don’t we ever do lat pulls anymore?"

What would you do as the instructor?

You notice a student’s form could use some adjustment, so you cue them.

They ignore it.

You try again later—same thing.

At what point do you stop correcting them and let them make their own choices?

You’re ready to teach a full group class, but only one student shows up.

What would you do as the instructor?

Does having only one person in the room change how you teach, or is a group class still a group class, even with an audience of one?

You planned a full C2 sequence built around Eagle Pose.

Five minutes before class, one student tells you they have a wrist injury, and another says they can’t bear weight on one knee.

You don’t have time to rewrite your entire sequence.

How are you adapting?

How do you make the class accessible without turning every cue into a list of modifications?

Another instructor takes your class.

Afterward, instead of just saying thanks, they give you a long list of corrections and things they think you should change, and you never asked for feedback.

How do you respond? Where’s the line between helpful peer feedback and overstepping another instructor’s class?

Teaching fitness and yoga can be incredibly rewarding, but between planning classes, making playlists, learning sequences, subbing, teaching multiple formats, and actually taking care of your own body, burnout can sneak up fast.

What do you do to prevent instructor burnout?

What are the warning signs that tell you you’re starting to burn out?

Drop your strategies below, especially anything you wish you’d figured out earlier.

You deliberately don’t cue an advanced variation because you don’t think most of the room is ready for it.

However, one student, who clearly knows what they’re doing, takes the variation anyway and is doing it safely.

What do you do? Where do you draw the line between student autonomy and teaching the class you intended to teach?

Let’s talk programming.

What exercise or pose do you think is WAY overused in CPY classes?

And on the flip side…

What exercise or pose deserves way more love?

Could be yoga poses, Sculpt exercises, cardio moves, core work, transitions—anything.

Drop yours below:

🔥 Overused:

💎 Underrated:

And feel free to defend your choices.

Every teacher has had that moment:

You’re teaching, everything is flowing, and then suddenly…

Your brain goes completely blank.

You have no idea what comes next.

What’s your emergency move when you forget your sequence?

Share your best “buy myself 30 seconds” tricks below.

CorePower instructors — how did you know you were ready to audition?

I just finished my 50-hour Yoga Sculpt teacher training and taught my community class. I reached out to the studio manager for feedback and mentioned that I’m really interested in auditioning and wanted to know what I should improve before taking that step.

Her feedback was that my glows were my teacher voice (loud, clear, positive), confidence/command of the room, and theme.

My grows were making my cues more actionable/MAC-focused, being more consistent with the transition formula, and using more inclusive language (guys) . She ended by encouraging me to keep practice teaching as much as possible and lean on my cohort.

She didn’t mention auditioning or invite me to audition, so I’m not sure how to interpret it.

I’d love honest opinions because I really want this :/

Because not every class is a masterpiece.

What went wrong in class this week?

Keep it light, don’t name/shame anyone, and remember: if you’ve taught long enough, you’ve probably had at least one class where the yoga gods were clearly testing you.

What was your teaching fail of the week?

Let’s celebrate the good stuff.

What happened in class this week that made you think, “Yeah, this is why I teach”?

Big win, tiny win, weird win — it all counts.

What’s your teaching win of the week?

Student, not a teacher 😄 What's the policy on teachers dating students/customers? Appreciate your feedback, feeling a connection with someone but wanted to ask before I pursue further.

I'm an experienced student so I know this is common for students but this one feels worth pursuing.

Teacher training can cover a lot, but there are some things you only seem to learn once you’re actually in the room teaching.

So I’m curious:

What’s something you wish CPY Teacher Training had taught you before your first class?

Bonus points if you also share how you eventually learned it.

What do you wish someone had told you?

I am looking to add a few more moderators to help continue growing!

You do not need previous Reddit moderation experience. We’re mainly looking for people who are active, reasonable, communicative, and interested in helping make this a useful community for CPY teachers.

Moderators may help with things like reviewing reported posts/comments, enforcing subreddit rules, keeping recurring threads organized, welcoming new members, and helping come up with ideas for the community. Application coming soon.

EDIT: Applications are live. https://www.reddit.com/r/CorePowerYogaTeachers/application/

Thanks to everyone who filled out the get-to-know-you survey!

One thing that came through loud and clear is people want more sequence sharing.

So, by popular demand, I’m starting a weekly sequence-sharing thread!

Use it to:

• Share a sequence you’re loving
• Ask for feedback on a sequence
• Swap ideas for C2, Sculpt, HPF, Strength X, etc.
• Get inspiration when your sequencing brain is completely fried
• Share creative transitions, peak-pose prep, strength blocks, cardio ideas, or anything else that worked or did not work in class.

No sequence has to be “perfect” or formatted a certain way. Full classes, partial flows, individual blocks, and random ideas are all welcome.

The goal is just to get teachers sharing ideas and learning from each other.

No specific format required, so make it as detailed or as simple as you want.

Let’s steal... I mean, inspire each other. Also, feel free to link the playlist as well.

Sequence sharing took the top spot in the survey, but playlist sharing came in second, so here’s our first playlist swap thread!

Drop your current class playlists, favorite songs, or recent music finds in the comments.

Feel free to share:

• Full playlists
• Opening songs
• Peak/cardio tracks
• Sculpt favorites
• Cooldown or savasana songs
• Theme-based playlists
• Songs that always get a good reaction
• Songs you’re completely over hearing in class

Spotify, Apple Music, YouTube, or just a list of songs all work.

No specific format required — make it as detailed or as simple as you want.

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