WEBVTT 1 00:00:00.090 --> 00:00:01.300 Susanna Barkataki (she/her): Alright. 2 00:00:01.810 --> 00:00:08.780 Susanna Barkataki (she/her): So my camera is lit, and then I'll invite wherever you are. However, you're doing in this moment 3 00:00:08.980 --> 00:00:10.150 Susanna Barkataki (she/her): to 4 00:00:10.340 --> 00:00:17.489 Susanna Barkataki (she/her): take some time to just let whatever else is out there and on your mind. Go. 5 00:00:18.020 --> 00:00:23.239 Susanna Barkataki (she/her): and we'll come together, and we'll practice, and we'll breathe, and I'll invite the bell 6 00:01:31.170 --> 00:01:35.180 Susanna Barkataki (she/her): breathing in, aware of your in breath. 7 00:01:36.160 --> 00:01:37.700 Susanna Barkataki (she/her): breathing out. 8 00:01:37.790 --> 00:01:40.010 Susanna Barkataki (she/her): aware of your outbreak. 9 00:01:44.110 --> 00:01:52.010 Susanna Barkataki (she/her): and reflecting on how you're doing in relationship to natural rhythms. 10 00:01:52.340 --> 00:01:54.049 Susanna Barkataki (she/her): So that might mean 11 00:01:55.060 --> 00:01:56.540 Susanna Barkataki (she/her): what's it like 12 00:01:56.590 --> 00:02:01.510 Susanna Barkataki (she/her): in your environment right now, where you are? Is it 13 00:02:02.330 --> 00:02:06.140 Susanna Barkataki (she/her): warm or cool? Is the weather changing 14 00:02:07.540 --> 00:02:11.379 Susanna Barkataki (she/her): our new buds and plants beginning to emerge 15 00:02:12.730 --> 00:02:15.340 Susanna Barkataki (she/her): windy, or, more still. 16 00:02:17.430 --> 00:02:20.219 Susanna Barkataki (she/her): are the days getting longer or shorter. 17 00:02:22.260 --> 00:02:26.960 Susanna Barkataki (she/her): And how is your energy, your personal energy? 18 00:02:27.940 --> 00:02:29.459 Susanna Barkataki (she/her): Does it feel 19 00:02:33.140 --> 00:02:35.929 Susanna Barkataki (she/her): expansive like the new shoots? 20 00:02:36.500 --> 00:02:40.230 Susanna Barkataki (she/her): Or maybe germinating or dormant. 21 00:02:42.930 --> 00:02:44.320 Susanna Barkataki (she/her): So time 22 00:02:45.900 --> 00:02:49.339 Susanna Barkataki (she/her): of a lot of change for so many of us. 23 00:02:50.790 --> 00:02:53.230 Susanna Barkataki (she/her): and also astrologically, we 24 00:02:53.320 --> 00:02:55.160 Susanna Barkataki (she/her): we're just moving through 25 00:02:56.130 --> 00:02:58.860 Susanna Barkataki (she/her): a season, a period of eclipses. 26 00:02:59.890 --> 00:03:04.639 Susanna Barkataki (she/her): and from a Vedic perspective eclipse times 27 00:03:04.920 --> 00:03:06.210 Susanna Barkataki (she/her): our times 28 00:03:06.520 --> 00:03:09.579 Susanna Barkataki (she/her): to really practice spiritual pursuits 29 00:03:10.070 --> 00:03:12.239 Susanna Barkataki (she/her): and to be able to 30 00:03:12.370 --> 00:03:19.140 Susanna Barkataki (she/her): in many ways like advance or leap forward. If there's something that's been blocking or been getting in the way. 31 00:03:20.690 --> 00:03:22.879 Susanna Barkataki (she/her): it's a very 32 00:03:23.520 --> 00:03:28.249 Susanna Barkataki (she/her): understood to be an auspicious and powerful time to commit and to practice. 33 00:03:28.620 --> 00:03:37.079 Susanna Barkataki (she/her): And so we've been doing just some breathing as we're doing here, and welcome. If you just arrived, we're just taking some time to 34 00:03:37.190 --> 00:03:38.550 Susanna Barkataki (she/her): to breathe. 35 00:03:39.160 --> 00:03:40.400 Susanna Barkataki (she/her): And B. 36 00:03:43.770 --> 00:03:46.040 Susanna Barkataki (she/her): It's such a gift 37 00:03:46.050 --> 00:03:48.660 Susanna Barkataki (she/her): to be able to practice together. 38 00:03:49.280 --> 00:03:54.420 Susanna Barkataki (she/her): and to just take a little bit of time to reflect on gratitude for that, for the 39 00:03:55.270 --> 00:03:56.390 Susanna Barkataki (she/her): early 40 00:03:56.480 --> 00:03:58.790 Susanna Barkataki (she/her): practitioners of 41 00:03:59.480 --> 00:04:01.379 Susanna Barkataki (she/her): Yoga to the 42 00:04:02.070 --> 00:04:09.110 Susanna Barkataki (she/her): folks whose names we will never know, who passed down these practices in oral tradition 43 00:04:09.940 --> 00:04:19.319 Susanna Barkataki (she/her): to the sages who wrote them down in the Yoga Sutras, the Yoga Vishta, the Hat, the Yoga Pretty Pica, and various other texts 44 00:04:21.370 --> 00:04:22.980 Susanna Barkataki (she/her): to their students. 45 00:04:23.520 --> 00:04:25.180 Susanna Barkataki (she/her): to your teachers. 46 00:04:25.930 --> 00:04:27.170 Susanna Barkataki (she/her): to you. 47 00:04:27.790 --> 00:04:31.069 Susanna Barkataki (she/her): So the people who practice with you learn with you 48 00:04:31.100 --> 00:04:33.100 Susanna Barkataki (she/her): formally or informally. 49 00:04:34.270 --> 00:04:38.860 Susanna Barkataki (she/her): It's such a gift, and it's it's such a 50 00:04:40.170 --> 00:04:41.830 Susanna Barkataki (she/her): Incredible 51 00:04:43.430 --> 00:04:48.369 Susanna Barkataki (she/her): series of events had to conspire had to happen 52 00:04:48.740 --> 00:04:52.010 Susanna Barkataki (she/her): for us to even be able to access these teachings. 53 00:04:52.080 --> 00:04:59.200 Susanna Barkataki (she/her): It's just taking a moment to like. Wow! What a privilege! What an honor! 54 00:04:59.370 --> 00:05:00.880 Susanna Barkataki (she/her): What a joy 55 00:05:01.980 --> 00:05:03.910 Susanna Barkataki (she/her): to be able to share. 56 00:05:07.410 --> 00:05:09.560 Susanna Barkataki (she/her): and simultaneously 57 00:05:11.400 --> 00:05:15.670 Susanna Barkataki (she/her): to feel like a kind of lightness with it, without 58 00:05:16.120 --> 00:05:17.530 Susanna Barkataki (she/her): letting that 59 00:05:17.920 --> 00:05:18.920 Susanna Barkataki (she/her): deep 60 00:05:19.260 --> 00:05:24.330 Susanna Barkataki (she/her): and far reaching gratitude translate into 61 00:05:25.930 --> 00:05:30.929 Susanna Barkataki (she/her): feeling frozen, or feeling stuck, or feeling like. Oh, how can I do this justice? 62 00:05:31.390 --> 00:05:40.279 Susanna Barkataki (she/her): Because I know for me? Often when I'm reflecting back, it can come forward as like come out with a sense of inadequacy. 63 00:05:41.100 --> 00:05:42.820 Susanna Barkataki (she/her): And so, if that's 64 00:05:42.990 --> 00:05:48.500 Susanna Barkataki (she/her): happening for you, just noting and noticing and knowing that you're not alone 65 00:05:52.290 --> 00:05:57.179 Susanna Barkataki (she/her): and unpacking as we connect to these natural rhythms and noticing. 66 00:05:57.260 --> 00:05:58.770 Susanna Barkataki (she/her): you know. Maybe 67 00:05:58.780 --> 00:06:02.210 Susanna Barkataki (she/her): if you're in a place where it's turning towards spring. 68 00:06:03.830 --> 00:06:08.800 Susanna Barkataki (she/her): perhaps there's some seeds of learning or study that you want to continue to cultivate. 69 00:06:09.070 --> 00:06:16.330 Susanna Barkataki (she/her): Maybe that's like commitment to practice, or reading the text, or listening to dharma talks, or whatever it might be. 70 00:06:19.610 --> 00:06:21.100 Susanna Barkataki (she/her): And if you're 71 00:06:21.860 --> 00:06:25.100 Susanna Barkataki (she/her): in a place, externally or internally, where 72 00:06:25.190 --> 00:06:30.659 Susanna Barkataki (she/her): it's feeling more inward, more like going fallow, more of a reflective time. 73 00:06:30.730 --> 00:06:36.529 Susanna Barkataki (she/her): maybe it's just resting, not needing to do more, just being and trusting 74 00:06:40.790 --> 00:06:43.670 Susanna Barkataki (she/her): and committing to unpacking 75 00:06:46.230 --> 00:06:49.590 Susanna Barkataki (she/her): a kind of perfectionism or expectation that 76 00:06:49.740 --> 00:06:52.999 Susanna Barkataki (she/her): you do it right, or that there's one way. 77 00:06:53.378 --> 00:06:58.250 Susanna Barkataki (she/her): There's not just one way. There's infinite ways to share and to practice Yoga. 78 00:06:59.690 --> 00:07:04.480 Susanna Barkataki (she/her): and so to really like feel the support of that historical 79 00:07:04.990 --> 00:07:05.940 Susanna Barkataki (she/her): depth 80 00:07:06.810 --> 00:07:08.100 Susanna Barkataki (she/her): and 81 00:07:08.210 --> 00:07:14.450 Susanna Barkataki (she/her): the freedom of your positionality, your unique expression of Yoga in the world. 82 00:07:17.320 --> 00:07:19.820 Susanna Barkataki (she/her): And if there's any movement or 83 00:07:20.760 --> 00:07:21.600 Susanna Barkataki (she/her): and 84 00:07:21.810 --> 00:07:29.559 Susanna Barkataki (she/her): expression of that sense of supported freedom, maybe doing it now, if you would like. I'm stretching my arms out. 85 00:07:29.830 --> 00:07:35.569 Susanna Barkataki (she/her): I'm feeling my body grounded into the earth, the base of my body, and then my arms are 86 00:07:35.750 --> 00:07:38.179 Susanna Barkataki (she/her): moving from side to side. 87 00:07:39.260 --> 00:07:41.440 Susanna Barkataki (she/her): I'm turning my head as well. 88 00:07:42.330 --> 00:07:43.920 Susanna Barkataki (she/her): just taking in 89 00:07:44.880 --> 00:07:46.560 Susanna Barkataki (she/her): the room around me. 90 00:07:48.290 --> 00:07:49.330 Susanna Barkataki (she/her): Hmm! 91 00:07:52.790 --> 00:07:56.590 Susanna Barkataki (she/her): We'll stretch up in a way and then come 92 00:07:56.730 --> 00:07:58.390 Susanna Barkataki (she/her): come back together. 93 00:07:59.290 --> 00:08:00.879 Susanna Barkataki (she/her): Thank you for 94 00:08:01.210 --> 00:08:03.830 Susanna Barkataki (she/her): practicing. Thank you for being here 95 00:08:06.070 --> 00:08:15.260 Susanna Barkataki (she/her): wanna, take a moment to invite you to write, if you have a journal, or anywhere that you'd like to write. You can also write into the chat 96 00:08:15.510 --> 00:08:22.699 Susanna Barkataki (she/her): anything that arose during that practice, and or anything on your mind, you know, and that could be 97 00:08:22.940 --> 00:08:29.320 Susanna Barkataki (she/her): really anything in your life that you would like to explore from a yogic perspective. 98 00:08:29.470 --> 00:08:39.089 Susanna Barkataki (she/her): We'll do that together in a moment. So we'll take about 4 min just to reflect and write. And so I'll put the prompts in the chat. Because. 99 00:08:41.470 --> 00:08:42.559 Susanna Barkataki (she/her): yes. 100 00:08:43.000 --> 00:08:46.999 Susanna Barkataki (she/her): okay. So reflections on what 101 00:08:48.120 --> 00:08:49.840 Susanna Barkataki (she/her): is arising 102 00:08:51.040 --> 00:08:54.149 Susanna Barkataki (she/her): in the practice, or and or 103 00:08:55.730 --> 00:08:58.320 Susanna Barkataki (she/her): Yoga in your life now. 104 00:08:59.350 --> 00:09:10.099 Susanna Barkataki (she/her): And so, because in this space we we always look at all life as Yoga. That could be anything right like right now, one of the deep places in my practice is in a family relationship. 105 00:09:10.520 --> 00:09:19.360 Susanna Barkataki (she/her): and so just inviting in into a reflection that nothing is off limits for an exploration of connection with Yoga. 106 00:09:19.650 --> 00:09:24.669 Susanna Barkataki (she/her): Gonna play some music for us, and we'll write will reflect, and then we'll 107 00:09:25.030 --> 00:09:26.580 Susanna Barkataki (she/her): chat together. 108 00:09:48.020 --> 00:09:51.280 Susanna Barkataki (she/her): a. 109 00:10:06.120 --> 00:10:08.960 Susanna Barkataki (she/her): This is how to share. We're reflecting 110 00:10:09.240 --> 00:10:11.030 Susanna Barkataki (she/her): what's arising 111 00:10:12.020 --> 00:10:20.329 Susanna Barkataki (she/her): in the practice of Yoga or in your life right now, reflecting on anywhere you'd like to upload, practice 112 00:10:28.030 --> 00:10:29.210 Susanna Barkataki (she/her): a 113 00:11:18.770 --> 00:11:19.470 Susanna Barkataki (she/her): in the 114 00:11:25.010 --> 00:11:26.180 Susanna Barkataki (she/her): A, 115 00:11:26.280 --> 00:11:27.500 Susanna Barkataki (she/her): A, 116 00:11:30.260 --> 00:11:36.620 Susanna Barkataki (she/her): A, 117 00:11:56.460 --> 00:11:59.190 Susanna Barkataki (she/her): a. 118 00:12:19.130 --> 00:12:21.060 Susanna Barkataki (she/her): a 119 00:12:23.010 --> 00:12:26.540 Susanna Barkataki (she/her): a 120 00:12:47.530 --> 00:12:49.320 Susanna Barkataki (she/her): do. 121 00:13:27.050 --> 00:13:28.200 Susanna Barkataki (she/her): a 122 00:13:31.060 --> 00:13:31.760 Susanna Barkataki (she/her): do 123 00:14:03.600 --> 00:14:04.490 Susanna Barkataki (she/her): do. 124 00:14:32.570 --> 00:14:33.820 Susanna Barkataki (she/her): who came 125 00:14:33.930 --> 00:14:35.190 Susanna Barkataki (she/her): welcome? 126 00:14:35.280 --> 00:14:37.730 Susanna Barkataki (she/her): Come to finish your thoughts 127 00:14:38.630 --> 00:14:43.350 Susanna Barkataki (she/her): and off your sentence. No, you can come back to journaling more later. 128 00:14:45.490 --> 00:14:46.770 Susanna Barkataki (she/her): And 129 00:14:48.020 --> 00:14:50.569 Susanna Barkataki (she/her): it's people here coming back together 130 00:14:50.620 --> 00:14:52.330 Susanna Barkataki (she/her): to our group. 131 00:14:53.710 --> 00:14:55.220 Susanna Barkataki (she/her): I am. 132 00:14:56.940 --> 00:14:58.180 Susanna Barkataki (she/her): I want to 133 00:14:58.250 --> 00:15:03.190 Susanna Barkataki (she/her): just take a moment to see if anyone wants to share. And then we did get a question 134 00:15:03.963 --> 00:15:09.860 Susanna Barkataki (she/her): from Eileen that I want to go into. So just reading. I'll read your 135 00:15:09.950 --> 00:15:16.409 Susanna Barkataki (she/her): reflection, Konstina. Beautiful, grateful for the practice of Yoga for giving me the honoring. 136 00:15:16.850 --> 00:15:18.990 Susanna Barkataki (she/her): the space and the time 137 00:15:19.390 --> 00:15:24.719 Susanna Barkataki (she/her): with the ancestors, both mine and the ones who practiced or help create the discipline. 138 00:15:24.870 --> 00:15:28.420 Susanna Barkataki (she/her): I'm grateful for the Yoga community, both near and far. 139 00:15:28.490 --> 00:15:32.329 Susanna Barkataki (she/her): I'm grateful for being able to share the practice of Yoga with others. 140 00:15:32.530 --> 00:15:41.949 Susanna Barkataki (she/her): What comes up for me is, how can I deepen my practice? Not only for myself, but for those I encounter in my sessions and practices. Yeah. 141 00:15:43.680 --> 00:15:48.061 Susanna Barkataki (she/her): that's a great question. I think we're gonna explore that today. 142 00:15:49.100 --> 00:15:56.719 Susanna Barkataki (she/her): and Justine, somewhat. Similarly, I love that. Our themes are kind of overlapping. How do we bring our authentic self to the teaching 143 00:15:56.740 --> 00:15:58.540 Susanna Barkataki (she/her): as a facilitator 144 00:15:58.720 --> 00:16:10.652 Susanna Barkataki (she/her): without making it? Not about yoga. Yeah, I think. Let me see if I understand? It's sort of like, how do you weave yourself in without making yourself the focus? 145 00:16:11.570 --> 00:16:12.420 Susanna Barkataki (she/her): yeah. 146 00:16:14.090 --> 00:16:20.389 Susanna Barkataki (she/her): let me know if that's right and I have, I'm excited to share what I'm gonna share today, because 147 00:16:21.620 --> 00:16:31.809 Susanna Barkataki (she/her): think it might answer some of this. So let me let me the question I got and share what I'm gonna share. And then we can kind of look at these different 148 00:16:32.310 --> 00:16:33.800 Susanna Barkataki (she/her): applications. 149 00:16:33.810 --> 00:16:38.310 Susanna Barkataki (she/her): Constraint yours, Justine, yours and others that may arise 150 00:16:38.800 --> 00:16:42.630 Susanna Barkataki (she/her): and let me just pull up one more thing. So 151 00:16:43.180 --> 00:16:44.390 Susanna Barkataki (she/her): and we. 152 00:16:46.140 --> 00:16:47.170 Susanna Barkataki (she/her): okay. 153 00:16:48.780 --> 00:16:51.360 Susanna Barkataki (she/her): so our question 154 00:16:52.210 --> 00:16:56.399 Susanna Barkataki (she/her): from Eileen is when leading. 155 00:16:58.846 --> 00:17:15.989 Susanna Barkataki (she/her): making sure I can see you all and see the question when leading Yoga with children ages 5, to the 11, how can I honor the origins and history of Yoga? I have limited attention and time with them. But I don't want them to think Yoga is just about Asana 156 00:17:16.920 --> 00:17:18.659 Susanna Barkataki (she/her): love this question. 157 00:17:18.680 --> 00:17:26.589 Susanna Barkataki (she/her): and I'm going to share my screen to share quite a bit of information. 158 00:17:26.819 --> 00:17:31.860 Susanna Barkataki (she/her): 5 to 11. Yes. So please put your thoughts in the tattoo. 159 00:17:32.310 --> 00:17:33.480 Susanna Barkataki (she/her): So 160 00:17:37.910 --> 00:17:38.850 Susanna Barkataki (she/her): okay. 161 00:17:39.010 --> 00:17:52.930 Susanna Barkataki (she/her): so this is from the 300 h Manual. And sorry. I don't know if there's a quick way for me to scroll, but it has a lot of things around different age, groups and everything, and just general considerations for teaching Yoga to everybody. 162 00:17:55.700 --> 00:17:58.609 Susanna Barkataki (she/her): I think these are important, like 163 00:17:58.700 --> 00:18:00.150 Susanna Barkataki (she/her): thinking about 164 00:18:00.810 --> 00:18:21.989 Susanna Barkataki (she/her): who those kids are right and and who are who those young people are actually like to not use the word kids I would use for 5 to 11, because I think they refer to themselves as kids. But I listen for what people say. And when I taught middle school and high school they do not refer to themselves as kids. And so I'd say, young people or students just pointing that out 165 00:18:23.340 --> 00:18:24.390 Susanna Barkataki (she/her): and 166 00:18:25.290 --> 00:18:41.620 Susanna Barkataki (she/her): thinking, too, about like, what's actually happening in their lives? What are the challenges? What are their goals? What's their exposure to Yoga in the case of 5 to 11. Probably they just are exposed, you know, to kind of like the popular culture version of Yoga, if any at all, Yoga's fitness 167 00:18:42.270 --> 00:18:43.280 Susanna Barkataki (she/her): and 168 00:18:45.245 --> 00:18:50.604 Susanna Barkataki (she/her): So I actually did this inquiry. And so I wanted to share that, and then go through a structure with you. 169 00:18:50.980 --> 00:19:01.350 Susanna Barkataki (she/her): So when I go to teach elementary school, I might answer like this at first, because, say, I've never met them before. Right? And then I would update my reflections after talking to them. 170 00:19:01.450 --> 00:19:11.989 Susanna Barkataki (she/her): So where are we going into a public school system in person or online? They're awesome young kiddos. They're around 6 to 12 vastly different personalities and experiences. 171 00:19:12.724 --> 00:19:27.775 Susanna Barkataki (she/her): I didn't really say what this was, cause I what hadn't met them yet. And I've taught in many different schools. For some, you know. There the challenges are. They don't have enough food, or there's a lot of turmoil in their lives or 172 00:19:28.130 --> 00:19:30.389 Susanna Barkataki (she/her): at home. And then for others. 173 00:19:30.950 --> 00:19:39.430 Susanna Barkataki (she/her): for them, too. It's also like social challenges or feeling left out feeling weird and awkward in their body as their body changes. 174 00:19:39.650 --> 00:19:48.019 Susanna Barkataki (she/her): and often they're really in their imagination. Still, you know, they're in like for this age. There's a lot that's possible. 175 00:19:48.180 --> 00:19:56.809 Susanna Barkataki (she/her): like dragons can be around the next corner, or there can be like a whole world or life underneath. You know, the city or village or community they live in right, like 176 00:19:57.090 --> 00:20:02.699 Susanna Barkataki (she/her): the things that we don't think are possible are truly possible for them still. 177 00:20:03.210 --> 00:20:04.580 Susanna Barkataki (she/her): And 178 00:20:04.590 --> 00:20:09.609 Susanna Barkataki (she/her): to me, that's really important to notice and acknowledge and maybe weave in. 179 00:20:09.900 --> 00:20:16.319 Susanna Barkataki (she/her): I think, about personal, systemic or institutional trauma right? And also just knowing some 180 00:20:16.670 --> 00:20:20.359 Susanna Barkataki (she/her): statistics in the United States. I actually think it might be 181 00:20:20.850 --> 00:20:38.640 Susanna Barkataki (she/her): worse now, maybe better. Maybe someone knows but I know when I was doing this reflection. One in 4 is a statistic of students who are at school and who are hungry. Right? And so they may be feeling anxiety or depression or anger, they may be excited and present. 182 00:20:39.451 --> 00:20:52.169 Susanna Barkataki (she/her): Yeah. So I also remind myself that kids or adults right act out. Remember, for me to regard that as a call for help or for love. 183 00:20:52.240 --> 00:21:09.978 Susanna Barkataki (she/her): They either are feeling misunderstood, or, you know, defensive, or don't know how to do something. And that helps me ground in aims in my interactions. Especially because for me, school environments could be really overwhelming. Just so many people, and so much happening right? So these are 184 00:21:10.790 --> 00:21:18.700 Susanna Barkataki (she/her): some other reflections. They need autonomy. Oh, and, by the way, please feel free to screenshot and reflect on this. 185 00:21:18.870 --> 00:21:21.175 Susanna Barkataki (she/her): If you want the whole manual 186 00:21:21.610 --> 00:21:31.620 Susanna Barkataki (she/her): we can talk more about that later. But also the 300 is is coming up. So you're welcome to join it. And also we can. We can find other ways. If that's not, doesn't make sense. 187 00:21:33.720 --> 00:21:56.899 Susanna Barkataki (she/her): they need autonomy. Often freedom, sense of independence. Often young people have so little control over their time, over their bodies, over even what they're supposed to think about, and so giving choice and independence. Space for that is key need for less stress often, and anxiety less anxiety, and of course, asking them right? 188 00:21:56.950 --> 00:22:10.400 Susanna Barkataki (she/her): I could ask. Likely they crave attention, support, peace, humor, fun and a break. Kids like all of us, like they're so overwhelmed. Right? Like there's all these pressures on them. They need to break fun games, maybe physical challenge. That's question, Mark. 189 00:22:10.750 --> 00:22:12.458 Susanna Barkataki (she/her): and I love this quote. 190 00:22:12.840 --> 00:22:25.329 Susanna Barkataki (she/her): by an aboriginal elder, Lela. But, Watson, if you have come to help me, you are wasting your time, but if you have come because your liberation is bound up with mine, then let us work together. 191 00:22:26.860 --> 00:22:33.969 Susanna Barkataki (she/her): So I reflect on why I'm going in there like how the work that I'm doing helps and heals me, too. 192 00:22:34.260 --> 00:22:36.229 Susanna Barkataki (she/her): And I know you may be like. 193 00:22:36.310 --> 00:22:58.650 Susanna Barkataki (she/her): yeah, see? Then I just asked you like how to teach Yoga beyond Asana. Why are you going into all this? But for me this is part of the the teaching right? So I can show up there knowing the truth is for me, often as I'm teaching younger folks, there's a part of me, that little girl, little Susanna, inside that's also getting healed in that process 194 00:22:58.660 --> 00:23:01.920 Susanna Barkataki (she/her): or getting to play or getting to explore. 195 00:23:03.040 --> 00:23:04.000 Susanna Barkataki (she/her): So 196 00:23:05.940 --> 00:23:14.920 Susanna Barkataki (she/her): and then I think about similar and similarities and differences. And I did this one for elder care. Facility, right? But you could do it with young people, too. 197 00:23:15.750 --> 00:23:28.940 Susanna Barkataki (she/her): And okay, I'm gonna go down to so much more here. This is all other stuff from body, positivity, accessibility. But there's a the a whole section on teaching to 198 00:23:29.350 --> 00:23:30.839 Susanna Barkataki (she/her): young people. 199 00:23:33.850 --> 00:23:36.979 Susanna Barkataki (she/her): Yes, Yoga, for children, and the young at heart. 200 00:23:37.180 --> 00:23:40.859 Susanna Barkataki (she/her): So there's different needs at different ages. 201 00:23:41.660 --> 00:23:44.450 Susanna Barkataki (she/her): toddlers and young 202 00:23:44.500 --> 00:23:49.909 Susanna Barkataki (she/her): children. It's a little different. I'll I'll go over 3 to 6, and then the next age 2. 203 00:23:49.960 --> 00:23:51.486 Susanna Barkataki (she/her): So here, 204 00:23:52.490 --> 00:23:54.080 Susanna Barkataki (she/her): there's a lot of 205 00:23:55.100 --> 00:24:11.870 Susanna Barkataki (she/her): the need for both listening and speaking. So they're gonna want to be the younger end of that spectrum. 5 to 11 is going to not just like, sit quietly and listen to what you teach. Usually. So a lot of like interaction play teaching through stories. 206 00:24:11.910 --> 00:24:35.779 Susanna Barkataki (she/her): Physically they're growing super fast, and they might not easily stay still. You know, there's Wiggles, or getting the Wiggles out, and but often they're willing to try new things, and they're not as self conscious as someone at the higher end of that, you know. 5 to 11, when we're talking 8, 9, 1011. There's a self consciousness that can come in. So I would say for me, I actually find it easier to teach like 207 00:24:36.190 --> 00:25:00.899 Susanna Barkataki (she/her): first, second, maybe third grade together, or just k, 1, 2 together, and then separately. 3, 4, 5, 6, you know. Or like the younger end of the spectrum on the older end, just because their needs are a little different. Right? They might have 1 million questions. They things may be funny. There may be laugh attacks, right. They're gonna really respond to the playful like cobra. Now, we're hissing 208 00:25:02.180 --> 00:25:18.800 Susanna Barkataki (she/her): psychological, spiritual. We can begin to entry, introduce yogic philosophy concepts to stories and lessons, using positive reinforcement for behavior, that that we want meaning like making those connections, not giving them a hard time. If they're not doing things. 209 00:25:19.180 --> 00:25:21.290 Susanna Barkataki (she/her): Spirituality may grow 210 00:25:21.634 --> 00:25:28.869 Susanna Barkataki (she/her): with this age, and they want to know why they may even speak of mystical things like heaven, dying angels, etc, so 211 00:25:28.970 --> 00:25:39.400 Susanna Barkataki (she/her): bringing that in right, and I would say, here, I often take, and I'll show you this separately. A theme, a specific theme 212 00:25:39.780 --> 00:25:46.669 Susanna Barkataki (she/her): like Aimsa or Satya right? And I might not use the Sanskrit term. I might use the the English like 213 00:25:46.700 --> 00:25:50.099 Susanna Barkataki (she/her): self, you know care and kindness. 214 00:25:50.130 --> 00:25:59.530 Susanna Barkataki (she/her): and then weave that through a book, and then through our movements, and then like, reflect with them on how they can apply it. So those are some of the ways I begin bringing, like the 215 00:25:59.620 --> 00:26:01.550 Susanna Barkataki (she/her): heart of yoga off 216 00:26:02.174 --> 00:26:04.539 Susanna Barkataki (she/her): outside of just us, and that 217 00:26:05.506 --> 00:26:20.829 Susanna Barkataki (she/her): poses doing a pose. It's always helpful to demo, I think, for students, but not to worry too much about alignment for them. They're still kind of figuring out their bodies right? Animal base poses are easiest and then making sounds with animals. 218 00:26:21.200 --> 00:26:24.230 Susanna Barkataki (she/her): games, asking them simple questions. 219 00:26:24.775 --> 00:26:40.889 Susanna Barkataki (she/her): They love to get to talk and use body language to explain their experiences. And so once you've met with them a few times, doing like a round robin where different students share a shape and a store, or a shape or a pose that can be really 220 00:26:41.292 --> 00:26:46.640 Susanna Barkataki (she/her): helpful. Justine says, yeah, I wouldn't sustain poses for a long time. No true 221 00:26:47.267 --> 00:26:53.350 Susanna Barkataki (she/her): reading stories and having some like coloring time, right? Like pre printing out. 222 00:26:53.460 --> 00:27:03.910 Susanna Barkataki (she/her): And now we can get those like mindful coloring age based coloring books. And I find that really helpful, like mixing up the activities and finding ways to focus 223 00:27:04.060 --> 00:27:13.083 Susanna Barkataki (she/her): using music and dance so like, bring the energy up with music, and then kind of lowering it down and using calm music for 224 00:27:13.660 --> 00:27:21.589 Susanna Barkataki (she/her): for Shavasana. It's not going to be a formal Shavasana, but more like a resting time, or maybe a short poem, or something like that. 225 00:27:22.637 --> 00:27:26.410 Susanna Barkataki (she/her): Yes, kids love breathwork. Thank you for adding that in 226 00:27:26.690 --> 00:27:32.570 Susanna Barkataki (she/her): 7 to 11, so like that slightly older age your spectrum 227 00:27:33.162 --> 00:27:49.240 Susanna Barkataki (she/her): big need for friends, attention is moving less off of their family and more towards other peers, right? So socializing, pleasing you, but also their friends, and voicing their opinions, learning facts. 228 00:27:49.555 --> 00:28:15.834 Susanna Barkataki (she/her): Here I find, with the the upper end of that age group. They really appreciate being treated like young thinkers or young scholars or young practitioners. Right? So and I have to keep parents there it. This is like, if you're doing an after school, or, you know, like it can be helpful. But actually, I would say, I I think it just depends on the circumstance. I don't know that I would always keep the parents there for this age group anymore. 229 00:28:16.180 --> 00:28:23.450 Susanna Barkataki (she/her): I must have written that at an earlier time. Now I feel now I feel better about it, not not necessarily having parents there 230 00:28:23.470 --> 00:28:24.260 Susanna Barkataki (she/her): physically. 231 00:28:25.240 --> 00:28:44.820 Susanna Barkataki (she/her): to just. And of course this is a generalization, right for what's happening for the majority or many students at this age or young people, but not everyone but can have better coordination or growth and growth and coordination, focus, balance and awareness of their body. We can also talk more about caring for and nurturing their body aims 232 00:28:44.920 --> 00:28:47.929 Susanna Barkataki (she/her): in ourselves, and how to challenge 233 00:28:48.010 --> 00:28:57.949 Susanna Barkataki (she/her): without injuring right stretching can feel really beneficial. But they could. There could be resistance because they may start feeling tightness from stressors in their world 234 00:28:58.370 --> 00:29:04.209 Susanna Barkataki (she/her): mentally and so just physically, like I with this age group, I would sometimes start 235 00:29:04.320 --> 00:29:14.410 Susanna Barkataki (she/her): Yoga class cause I taught this, for you know, about 5 years when I worked in schools with this age range, with standing on my head in the middle of class and saying like. 236 00:29:14.758 --> 00:29:27.479 Susanna Barkataki (she/her): What am I doing? Why would someone want to do this right? And they're like, Oh, this is fascinating. They also get really interested in the cities and the powers. And I'll get there. When we get to psychological, spiritual. 237 00:29:27.640 --> 00:29:38.679 Susanna Barkataki (she/her): mentally, emotionally, they can grasp intellectual, philosophical concepts. They can when they're younger. It just needs to be explained in language that makes sense to them. And so story, based when they're younger, is really helpful. 238 00:29:38.740 --> 00:29:46.160 Susanna Barkataki (she/her): The mind and emotions calm and problem solving comes online more than in the earlier years 239 00:29:46.530 --> 00:29:53.570 Susanna Barkataki (she/her): and psychologically, spiritually, they can get into relatively deep spirituals and complex issues. 240 00:29:53.700 --> 00:30:01.169 Susanna Barkataki (she/her): I would also talk about you know what it depends on the the context that you're in but I would talk about 241 00:30:02.440 --> 00:30:05.096 Susanna Barkataki (she/her): like, for example, Yoga 242 00:30:05.930 --> 00:30:09.050 Susanna Barkataki (she/her): the yogis in the mountaintops who 243 00:30:09.450 --> 00:30:10.600 Susanna Barkataki (she/her): can sit 244 00:30:10.620 --> 00:30:12.449 Susanna Barkataki (she/her): in a field of ice. 245 00:30:12.560 --> 00:30:22.160 Susanna Barkataki (she/her): a place where normal, regular people would freeze, and just in a loan cloth or a doty and melt the ice for 15 feet around them. 246 00:30:22.380 --> 00:30:27.430 Susanna Barkataki (she/her): or the stories of Yogi's who can levitate from such deep concentration. 247 00:30:27.630 --> 00:30:42.280 Susanna Barkataki (she/her): And they're fascinated like, I said, because our imaginations are their their understanding of what's possible hasn't been chipped away at by, like, you know, societal norms. And so they're like, Oh, wow! 248 00:30:42.520 --> 00:30:49.840 Susanna Barkataki (she/her): I I didn't realize there was so much power so much potential. And they're usually really interested in those stories. And so taking like 249 00:30:49.960 --> 00:30:57.129 Susanna Barkataki (she/her): case studies or life histories or looking at different practitioners, you know, and and also bringing in 250 00:30:57.220 --> 00:31:11.140 Susanna Barkataki (she/her): some of the science can be really helpful, like pointing out the ways that Yoga is found to lower lower cortisol and explaining what that is, all of those things can be really helpful for that age group. And then, in terms of the class. 251 00:31:11.340 --> 00:31:31.099 Susanna Barkataki (she/her): I'll show you how I structure my classes, but I honestly teach to that age group 7 to 11, basically the same as I would teach to adults just shorter. So it's usually like a 20 min, or, you know, up to 40 min class, and I'll show you that in a second. And I'm checking the chat because I just shared a lot. 252 00:31:31.290 --> 00:31:33.073 Susanna Barkataki (she/her): And you did too. 253 00:31:33.880 --> 00:31:38.490 Susanna Barkataki (she/her): This is so great. Okay, Eileen. Wh. What do you want to 254 00:31:38.820 --> 00:31:42.180 Susanna Barkataki (she/her): add in, or ask or reflect on. 255 00:31:46.000 --> 00:31:48.537 Eilene Franco-Brooks: I sort of just put it there. 256 00:31:49.720 --> 00:32:00.359 Eilene Franco-Brooks: I think I probably should have added in that. The tricky part is, I'm with different kids every single day. I don't know who I'm going to be with until I get there. 257 00:32:03.010 --> 00:32:14.210 Eilene Franco-Brooks: I don't mind. I I've always worked with kids. I don't mind if they. I feel like it's their free time of day, and it's a time where they can just be themselves. And I'm 258 00:32:14.490 --> 00:32:26.910 Eilene Franco-Brooks: surrounded by staff at each school, and some really want to be punitive. And it's like you need to listen. You need to do what she's doing and telling you to do. And it's really hard. And I'm like, it's okay. You know that they're 259 00:32:27.130 --> 00:32:30.822 Eilene Franco-Brooks: doing their own thing as long as they're trying. And they're here. 260 00:32:31.790 --> 00:32:33.000 Eilene Franco-Brooks: So 261 00:32:33.450 --> 00:32:35.469 Eilene Franco-Brooks: yeah. But I just wanna honor. 262 00:32:35.930 --> 00:32:53.399 Eilene Franco-Brooks: you know, and give them some background for what Yoga actually is, because, like you said, most of them think. Oh, that's for getting in shape, and it's like, no, that's not why you're here. This isn't. This isn't PE class this is your time for you your brain, your body, and that's just been kind of hard to 263 00:32:54.500 --> 00:33:01.766 Eilene Franco-Brooks: tell. And also I'm from the county office of Ed, so like the religion thing. People get real weird 264 00:33:02.180 --> 00:33:04.709 Eilene Franco-Brooks: that was saying anything with religion. 265 00:33:05.920 --> 00:33:17.049 Eilene Franco-Brooks: There's been a little push back on just yoga in general, like, I'm not saying anything religious necessarily, so I don't know. That wasn't much clearer, but just a little background of. 266 00:33:17.430 --> 00:33:23.000 Susanna Barkataki (she/her): So was, yeah, it was clear that helps a lot. So I think 267 00:33:23.150 --> 00:33:24.570 Susanna Barkataki (she/her): for me. 268 00:33:24.610 --> 00:33:28.150 Susanna Barkataki (she/her): I would pull, especially with that level of like 269 00:33:28.300 --> 00:33:49.863 Susanna Barkataki (she/her): not knowing, and it may be an overlap, and it may be different students. I would kind of for myself, just pull themes that I want to run through the like that semester, whatever it is. And so it might even be like, and I would convert the themes from Sanskrit into English, and I would probably just use the English. And that context, 270 00:33:50.200 --> 00:34:07.826 Susanna Barkataki (she/her): I'm experiencing that push back to we actually, we're gonna do a Yoga workshop at my local school where my kiddo goes. And they were like, No, we're not doing yoga anymore. I'm like, Oh, maybe I need to go in and say it's mindfulness or stress reduction or movement, you know. So to me, it's totally not appropriating 271 00:34:08.159 --> 00:34:11.259 Susanna Barkataki (she/her): to adjust how we describe 272 00:34:11.310 --> 00:34:17.509 Susanna Barkataki (she/her): what we're doing to get access to people who can benefit from the practices 273 00:34:17.800 --> 00:34:31.309 Susanna Barkataki (she/her): if I was to do it because I was like that stuff makes no sense, then it's appropriation, right? So it's tricky, because it's like the same action, but it's in order to create access. And we know it's not. You know, it's not religious, but it's 274 00:34:31.400 --> 00:34:32.480 Susanna Barkataki (she/her): it's 275 00:34:32.489 --> 00:34:43.260 Susanna Barkataki (she/her): creating that doorway. And that pathway. Hmm! And so I might choose, like Ahimsa, or let's say, self care or just care, kindness, truth. 276 00:34:43.999 --> 00:34:52.309 Susanna Barkataki (she/her): generosity, right? So like kind of like universal values that are also ide 277 00:34:52.719 --> 00:34:53.899 Susanna Barkataki (she/her): contexts. 278 00:34:55.239 --> 00:35:04.539 Susanna Barkataki (she/her): and then build little classes kind of like what we do in Yoga class curator. But adapting it. And let me show you my process. For when I 279 00:35:04.590 --> 00:35:05.600 Susanna Barkataki (she/her): build 280 00:35:06.410 --> 00:35:21.449 Susanna Barkataki (she/her): classes, okay, so this one, I'm gonna show you this first. So if you wanna do this with me, and you have a piece of paper. You can grab a piece of paper and fold it into 4. Like to fold it in 281 00:35:21.540 --> 00:35:23.000 Susanna Barkataki (she/her): yeah, one way. 282 00:35:23.440 --> 00:35:25.680 Susanna Barkataki (she/her): and then in pass the other way. 283 00:35:26.000 --> 00:35:27.790 Susanna Barkataki (she/her): So 284 00:35:27.910 --> 00:35:28.850 Susanna Barkataki (she/her): bits 285 00:35:29.240 --> 00:35:32.879 Susanna Barkataki (she/her): dot 4, 2, 2, 2. And 286 00:35:33.880 --> 00:35:37.460 Susanna Barkataki (she/her): what this is modeling off is 287 00:35:38.340 --> 00:35:40.290 Susanna Barkataki (she/her): this right? So 288 00:35:40.320 --> 00:35:47.480 Susanna Barkataki (she/her): for some of us. It's helpful to think of it kind of like this, and then for others to write it out 289 00:35:47.550 --> 00:35:48.740 Susanna Barkataki (she/her): so like. 290 00:35:49.050 --> 00:36:01.279 Susanna Barkataki (she/her): show you what I'm doing here. So one is like the bottom of that arc. 2 is kind of moving towards the top. 3, and then 4. And so if I'm starting at the bottom with one. 291 00:36:01.430 --> 00:36:05.989 Susanna Barkataki (she/her): So I'll just write it really big. I mean, it's on the screen so you can see it. But 292 00:36:06.000 --> 00:36:24.630 Susanna Barkataki (she/her): and I'm thinking about like, what's that centering principle or centering theme right? And it might be kindness. And then I'm moving into like, what are we doing next? Maybe I'm telling a story or reading, you know, from a book or giving them a movement, and then 293 00:36:24.650 --> 00:36:26.750 Susanna Barkataki (she/her): I'm giving them a little more dynamic 294 00:36:27.090 --> 00:36:30.899 Susanna Barkataki (she/her): shapes right? And then we're kind of coming back together. 295 00:36:33.380 --> 00:36:36.620 Susanna Barkataki (she/her): pulled an example with. 296 00:36:37.860 --> 00:36:57.840 Susanna Barkataki (she/her): So if I was doing like more in Depth yoga philosophy, it might be something like taking a sutra right, which I wouldn't necessarily do with young people. In a in the setting that you describe. But you can see how so, for example, if I'm and I just wanna show you this because I think we can adapt this for young people. 297 00:36:57.920 --> 00:36:59.690 Susanna Barkataki (she/her): But I would pull 298 00:36:59.760 --> 00:37:23.880 Susanna Barkataki (she/her): like a phrase or a quote the through line like Yoga chita Ritina Rota, right? And then I might tell a story, and some of you mentioned stories, and they can be stories. Some of you asked this like, how can you bring your own life into it? Right? So Yoga is the calming, the supporting of the the fluctuations of the mind. And so actually, I think we can right here. Now, change this to work for 299 00:37:23.880 --> 00:37:30.800 Susanna Barkataki (she/her): for young people. If we just say, this is a class on like calming, depending on the age. Right might be like 300 00:37:30.880 --> 00:37:35.490 Susanna Barkataki (she/her): calming our wiggles or getting our wiggles out or calming our 301 00:37:36.060 --> 00:37:40.169 Susanna Barkataki (she/her): our bodies and emotions, or something like that right? That's how I would adopt this. 302 00:37:40.420 --> 00:37:41.510 Susanna Barkataki (she/her): So this 303 00:37:41.710 --> 00:37:52.189 Susanna Barkataki (she/her): reminds me of a story about, or a time when right? And then you bring in a story about your own life short. That makes a point like, I remember when I was just so. 304 00:37:52.190 --> 00:38:17.479 Susanna Barkataki (she/her): Antsy, and in a class. And the teacher was reading a story that and so check out. My story is gonna be about when I was in kindergarten, right? So, connecting on their level, the teacher was reading a book happened to be a baron. Stain bears be book. Those aren't popular so much anymore. But and I'd already read it. And so I put my head down. Stop sharing. I put my head down on my desk and my hands over my ears is 5, 305 00:38:18.220 --> 00:38:26.740 Susanna Barkataki (she/her): and I got in so much trouble because the teacher thought I was being rude. It's the last thing I wanted to do. 306 00:38:26.770 --> 00:38:33.860 Susanna Barkataki (she/her): I wanted to please my teacher. I was just a little frustrated that I had to listen to the story again, and my body was Antsy 307 00:38:34.430 --> 00:38:35.790 Susanna Barkataki (she/her): luckily 308 00:38:36.340 --> 00:38:37.600 Susanna Barkataki (she/her): see? 309 00:38:37.990 --> 00:38:50.779 Susanna Barkataki (she/her): Sort of understood, or maybe I don't know but she had me go out out of the classroom, so I got to walk around and look at the sky, and move my body, and then it came back in it. Are you ready to listen. And I said, Yes, and I just listen to the story again. 310 00:38:50.820 --> 00:38:59.940 Susanna Barkataki (she/her): Right? So so that's my my story. And then I would connect this to? Can you relate? Has anything like that ever happened to you? 311 00:39:00.040 --> 00:39:04.380 Susanna Barkataki (she/her): Right? And what are practices that can help us 312 00:39:05.140 --> 00:39:07.869 Susanna Barkataki (she/her): quiet our minds so our bodies 313 00:39:07.960 --> 00:39:09.970 Susanna Barkataki (she/her): can communicate 314 00:39:10.000 --> 00:39:15.139 Susanna Barkataki (she/her): what we mean, right or so, we can be present in an experience 315 00:39:15.160 --> 00:39:31.440 Susanna Barkataki (she/her): with whatever's happening or whatever the the teaching point is right. And then I might do some practices. Breath of fire. Standing. I probably do balancing right to calm our bodies and emotions. Gonna be big body movement this class. 316 00:39:33.037 --> 00:39:46.720 Susanna Barkataki (she/her): So I'm gonna do. Maybe some warriors right? It's a little different than what I have here. But oh, yeah, no, I have that there. So, warrior. 1, 2, 3, I probably wouldn't do necessarily seated meditation until the end, and again depending on the age. 317 00:39:48.360 --> 00:39:50.919 Susanna Barkataki (she/her): But that's how I would weave in 318 00:39:51.010 --> 00:39:59.679 Susanna Barkataki (she/her): some of the the deeper stuff is like in the meaning of the class, the purpose of the class. I would definitely still do movement. 319 00:39:59.870 --> 00:40:06.270 Susanna Barkataki (she/her): looking to see if there's anything else here that I want to share. Yeah, I think that's that's the most 320 00:40:07.143 --> 00:40:08.530 Susanna Barkataki (she/her): important thing. 321 00:40:09.170 --> 00:40:15.379 Susanna Barkataki (she/her): And then then one other thing I wanna address is what you said about the other adults, or like 322 00:40:15.430 --> 00:40:16.700 Susanna Barkataki (she/her): bringing that 323 00:40:16.880 --> 00:40:21.589 Susanna Barkataki (she/her): kind of top down like you must listen. I wonder if 324 00:40:21.750 --> 00:40:26.370 Susanna Barkataki (she/her): there's like a convention that you can put into place 325 00:40:26.950 --> 00:40:32.140 Susanna Barkataki (she/her): because it's tricky, right? It's I've been in those situations, too, where it's almost like 326 00:40:32.770 --> 00:40:35.490 Susanna Barkataki (she/her): we can bring those adults in. 327 00:40:36.520 --> 00:40:55.499 Susanna Barkataki (she/her): so they don't feel disrespected, but the kids feel empowered. And and so I don't actually know what it might be like. One of the things that I say with adults is, excuse me for partying right like it's like, Oh, I kinda messed up and like was giggling over here while you were teaching. Excuse me for partying right and it 328 00:40:55.510 --> 00:41:00.789 Susanna Barkataki (she/her): but I wonder what if there's like a way to say, or to bring them in 329 00:41:02.660 --> 00:41:05.439 Susanna Barkataki (she/her): to involve them in the practice. 330 00:41:05.620 --> 00:41:19.260 Susanna Barkataki (she/her): and and often I do think those educators they're so in nervous system activation. And they're so like they flip their lid. They're just stress. Yeah, control must could, and and they can't. 331 00:41:19.900 --> 00:41:29.280 Susanna Barkataki (she/her): So it might even be like, Oh, a moment to breathe, you know, or I'm not sure what it is. And obviously it'll be different in a different school to context, Eileen. But 332 00:41:29.621 --> 00:41:33.600 Susanna Barkataki (she/her): cause it is just so tricky when you're like, I'm trying to 333 00:41:33.680 --> 00:41:43.670 Susanna Barkataki (she/her): create an energy here. But you're actually hoping you're making it worse. So okay, I again shared a lot. And I'm gonna look at you now. So 334 00:41:43.770 --> 00:41:47.649 Susanna Barkataki (she/her): anything else folks, anyone who would like to add in. 335 00:41:54.621 --> 00:42:02.390 Constina: I would like to add just wondering, Eileen, if would it be possible to meet with 336 00:42:02.610 --> 00:42:06.489 Constina: whoever is the lead administrator, and that 337 00:42:06.600 --> 00:42:08.920 Constina: for that school on that day 338 00:42:08.980 --> 00:42:10.699 Constina: to share with them 339 00:42:10.880 --> 00:42:15.429 Constina: the framework that you like, what Susannah was shared like. 340 00:42:16.051 --> 00:42:17.660 Constina: just shared with them. What 341 00:42:17.740 --> 00:42:28.334 Constina: your outline is, and sort of what you anticipate from the kids, just so that there's a little bit of a awareness. And they're not like, Oh, my gosh! 342 00:42:28.760 --> 00:42:33.368 Constina: Why are they all giggling and laughing and moving when they should be sitting still and listening? 343 00:42:33.960 --> 00:42:35.609 Constina: And it's like, Well. 344 00:42:35.680 --> 00:42:39.129 Constina: there might be a party today. Is that okay with you. 345 00:42:40.708 --> 00:42:45.479 Constina: So just so, I'm wondering if there's a way to sort of meet with them beforehand. 346 00:42:49.130 --> 00:42:53.200 Eilene Franco-Brooks: I'm not sure but that is a great, great idea. Thank you. 347 00:42:53.440 --> 00:42:55.760 Eilene Franco-Brooks: I will see if how I can do that. 348 00:42:59.860 --> 00:43:06.140 Constina: Just out of curiosity. Do you just show up to the school on that day, and you just show up in a room and. 349 00:43:08.029 --> 00:43:20.480 Eilene Franco-Brooks: Well, I have a schedule, so they know I've been at every school a few times now, so they know what to expect. I've told them. They know when I'm coming. They know what time will be there. 350 00:43:21.480 --> 00:43:23.240 Eilene Franco-Brooks: everything. So 351 00:43:24.860 --> 00:43:44.289 Eilene Franco-Brooks: It's pretty scheduled. We've had a few staff meetings about what I'll be doing. Why, why, I'm there, what I'm there for, and most of the schools are great. It's just there's always, you know, a few. And I've talked to the administrators at some of the schools. And they're like, Yeah, they're just like that. And so I've tried to kind of reframe it as 352 00:43:44.830 --> 00:43:57.097 Eilene Franco-Brooks: telling them, well, this is a time for you to relax, too. You can sit on the mat if you want. You could just lie there the whole time, if you would like, or you're welcome to catch up on paperwork. 353 00:43:57.550 --> 00:43:59.810 Eilene Franco-Brooks: some are receptive, some are just like 354 00:43:59.910 --> 00:44:01.100 Eilene Franco-Brooks: Nope, they're 355 00:44:01.926 --> 00:44:11.190 Eilene Franco-Brooks: I get it. They're coming from a place they think they're helping their students be more respectful to me. So I appreciate that I get it. 356 00:44:11.710 --> 00:44:16.389 Eilene Franco-Brooks: But it's just very different than how I would go about that. 357 00:44:18.820 --> 00:44:22.269 Susanna Barkataki (she/her): Yeah, it's tricky in those contexts. 358 00:44:22.700 --> 00:44:29.558 Susanna Barkataki (she/her): And it's almost like I often had to remind myself when I was doing those kinds of teaching. 359 00:44:30.320 --> 00:44:31.330 Susanna Barkataki (she/her): is. 360 00:44:31.750 --> 00:44:46.859 Susanna Barkataki (she/her): It's almost like like you're. You may never know the the seeds you're planting in the students. I once was at a school that had. I don't even know. It's like 500 students. And I taught a class kinda like what I just showed you, and 40 min. 361 00:44:47.020 --> 00:44:48.779 Susanna Barkataki (she/her): and afterwards one of the 362 00:44:48.800 --> 00:44:54.640 Susanna Barkataki (she/her): I think it was 10 came up. It was like, Miss. I did not know I could feel so much peace. 363 00:44:55.380 --> 00:45:05.179 Susanna Barkataki (she/her): It's like, Oh, my gosh! You know, like this, and I knew the teacher had told me he had, you know, different learning differences and might do different things 364 00:45:05.310 --> 00:45:08.480 Susanna Barkataki (she/her): in the class. And and it was just like 365 00:45:09.450 --> 00:45:24.559 Susanna Barkataki (she/her): that. Those seeds, even though it may be chaotic, and the other adults maybe not doing what you want like. You're planting seeds for those young people, and and to trust that, you know. And I don't know if it's helpful to have like a 366 00:45:24.820 --> 00:45:51.640 Susanna Barkataki (she/her): like a framework just for you. So you have some structure, even with all of the things that are that are changing and moving. And I find for me like having that theme of like this is a week or month for focusing on kindness and all kindness to ourselves, kindless to our families, kindness in our communities, right or service things like that. And then the next month, like we do, big last carrier is a focus on truthfulness, you know, and and then that 367 00:45:51.640 --> 00:46:02.409 Susanna Barkataki (she/her): helps me. Just kind of come back to my own stability, even as there's chaos all around. And and maybe even within some of the teachers and students. 368 00:46:03.060 --> 00:46:19.610 Susanna Barkataki (she/her): Yeah, I wanna just because of time. Check in with Constina. With your question around deepening practice for yourself and those you encounter, and see if you have any thoughts on that, and and then Justine, after Consta. 369 00:46:21.723 --> 00:46:23.416 Constina: Yeah, no, thank you. 370 00:46:24.860 --> 00:46:28.229 Constina: I it's more of. 371 00:46:28.430 --> 00:46:34.179 Constina: I feel like I'm in a rut sometimes when I'm creating an outline for class. 372 00:46:34.440 --> 00:46:35.680 Constina: and 373 00:46:35.800 --> 00:46:43.250 Constina: I have a very similar outline that maybe just described, which is, I have a theme every time, and I read a quote, and 374 00:46:43.580 --> 00:46:51.140 Constina: and I try to apply some type of philosophy from the Obed story from, you know, one of the books and 375 00:46:51.767 --> 00:46:53.200 Constina: and then I 376 00:46:53.450 --> 00:47:04.077 Constina: and then I would go into the movements. But I'm wondering if I can go a little bit further. And I you know I appreciate that the things that you shared 377 00:47:04.820 --> 00:47:13.000 Constina: cause. I'm also looking to do some teaching within some schools as well. But it's it's interesting how to. 378 00:47:13.980 --> 00:47:16.709 Constina: especially in a day and age of 379 00:47:16.830 --> 00:47:18.709 Constina: people feeling like 380 00:47:18.900 --> 00:47:22.389 Constina: they're being indoctrinated into some type of religion. 381 00:47:22.580 --> 00:47:23.065 Susanna Barkataki (she/her): Yeah. 382 00:47:23.750 --> 00:47:24.734 Constina: And 383 00:47:26.820 --> 00:47:35.829 Constina: yeah, as just being creative, I guess, and how to cause I don't. I don't want to change what I'm doing, but I want to be more creative, so that it's 384 00:47:35.900 --> 00:47:38.109 Constina: inclusive for more people. 385 00:47:38.816 --> 00:47:40.839 Constina: As much as possible. 386 00:47:41.720 --> 00:47:43.970 Susanna Barkataki (she/her): Yeah. I wonder. 387 00:47:44.180 --> 00:47:53.680 Susanna Barkataki (she/her): especially with that in mind, if it would even make sense to focus on like the benefits, or take a more scientific oriented approach of like the neuroscience of 388 00:47:53.990 --> 00:48:01.769 Susanna Barkataki (she/her): stress, or you know, and then the impacts on the body. And then the benefits of these practices, and then actually run through 389 00:48:02.210 --> 00:48:05.370 Susanna Barkataki (she/her): more oriented towards like 390 00:48:06.340 --> 00:48:28.150 Susanna Barkataki (she/her): benefits, or the how to you know. So creating. And of course you can weave in the same themes that are in stories, or even the same stories, or some other stories, but it can be in the language, or direct to like what would be more accessible to the people that you're gonna then 391 00:48:28.220 --> 00:48:32.089 Susanna Barkataki (she/her): teach, because it's tricky, too, you know, when we're doing like. 392 00:48:33.570 --> 00:48:58.340 Susanna Barkataki (she/her): what's the word like proposals to teach in schools, the people we're ultimately going to be teaching are different than the stakeholders who say yes or no to whether we can come in right. So it's kind of like, and it's the same with teaching, like they used to do after school classes. And the way that I would describe the class to the parents is not how I describe it to the students, you know. And and so just kind of getting 393 00:48:58.490 --> 00:49:12.440 Susanna Barkataki (she/her): getting clear on on that. And that, that's okay, like, it's a different decision maker. But then, when you're in there, you know, you're you're touching on those things that are important to them which are probably like stress. And. 394 00:49:12.540 --> 00:49:13.880 Susanna Barkataki (she/her): you know, like 395 00:49:14.430 --> 00:49:18.960 Susanna Barkataki (she/her): compliance, right? And discipline. But we 396 00:49:19.240 --> 00:49:24.680 Susanna Barkataki (she/her): it's almost like it's it's funny, because I think in any way working within schools. 397 00:49:26.340 --> 00:49:37.585 Susanna Barkataki (she/her): It's kind of like we're working at cross purposes, like, if my goal is liberation and empowerment, and their goal is like compliance and conformity like this. And so 398 00:49:37.960 --> 00:49:56.540 Susanna Barkataki (she/her): but really explaining those things. But then doing what I'm gonna do to create a sense of freedom for the students and a sense of personal empowerment. But I might write like responsibility right to the in the proposal. But I know that that means agency autonomy. Right for the student. 399 00:49:57.050 --> 00:49:59.060 Susanna Barkataki (she/her): Yeah. 400 00:49:59.910 --> 00:50:00.580 Susanna Barkataki (she/her): just go. 401 00:50:01.030 --> 00:50:02.110 Constina: Thank you for that. 402 00:50:02.520 --> 00:50:03.360 Constina: Appreciate that. 403 00:50:04.110 --> 00:50:05.220 Susanna Barkataki (she/her): Yeah. 404 00:50:07.470 --> 00:50:10.810 Susanna Barkataki (she/her): Yeah. And and I also just wonder. 405 00:50:11.370 --> 00:50:14.799 Susanna Barkataki (she/her): Well, one thing is, I want to check in with. 406 00:50:16.170 --> 00:50:24.960 Susanna Barkataki (she/her): wait if you want to share in the chat or out loud about how you're doing and how things like followed up from from last time we were together. 407 00:50:24.970 --> 00:50:27.979 Susanna Barkataki (she/her): because I was definitely thinking about you. 408 00:50:28.060 --> 00:50:35.630 Susanna Barkataki (she/her): And then also, if, like, next month, you wanna bring like, Hey, here's what I'm thinking, and we can kind of 409 00:50:35.720 --> 00:50:39.289 Susanna Barkataki (she/her): workshop with you or add things in right, Constina, like 410 00:50:39.380 --> 00:50:52.300 Susanna Barkataki (she/her): cause. Look at this wealth of resources that we and thoughts like. There's so much wonderful here, so just an invitation to if you want or if anyone ever wants to bring something to do that. 411 00:50:52.950 --> 00:50:56.016 wade: Yeah, thank you. Thanks for the invitation. 412 00:50:56.450 --> 00:51:04.103 wade: I I feel like I set up myself, and I've just been dealing with like the aftermath of all of that. And it's been 413 00:51:04.860 --> 00:51:08.039 wade: really dramatic, but also like, Oh. 414 00:51:08.130 --> 00:51:18.960 wade: just seeing like this organizing like Hmm. Community kind of like splinter, because one person like refuses to let go of like any kind of control. And 415 00:51:19.407 --> 00:51:27.559 wade: anyway, it's it's been a lot. But listening today and reflecting on things. It's actually, it's funny, because, like. 416 00:51:27.740 --> 00:51:39.920 wade: you're talking about children. And I've definitely like worked with children, and would hope to do so again in the future. But right now, my focus is like working with elderlies and like thinking about like the ways that like. 417 00:51:40.080 --> 00:51:41.469 wade: it's like 418 00:51:41.920 --> 00:51:45.278 wade: different. But it's similar to 419 00:51:46.290 --> 00:51:56.569 wade: as they are like. And and I'm like, I'm sitting here kind of visualizing like, okay, like, how can you nurture someone's inner child, you know, even if they're like 420 00:51:57.070 --> 00:52:03.946 wade: 80 years old, you know, and like, how can you hold space? And like, I think I brought up 421 00:52:04.530 --> 00:52:15.179 wade: a couple of sessions ago, like my challenge of working within my community. And with these, El, with my elderlies like, who are like, have a very strong cultural framework, who are like 422 00:52:15.380 --> 00:52:17.390 wade: like not looking like. 423 00:52:17.870 --> 00:52:24.240 wade: who are like suspicious of things like if it's being presented as like a religious practice, you know. So, like all of this, is like 424 00:52:24.260 --> 00:52:29.219 wade: really helpful and framing how how to work 425 00:52:29.250 --> 00:52:34.219 wade: with people, and how to approach things while still staying like 426 00:52:34.390 --> 00:52:44.350 wade: with integrity, to like the indigenous roots of the practice, and like acknowledging the ancestors in the practice. But like also realizing that, like 427 00:52:44.400 --> 00:52:46.350 wade: the language and verbiage. 428 00:52:46.420 --> 00:52:48.067 wade: because we're in this 429 00:52:49.340 --> 00:53:07.650 wade: we're, we're in whatever context we're in, you know, can be can be adjusted to fit the audience, and like, still maintain that integrity, and like reflecting about everything else I've been going through. I think right now, it's just very clear that, like for the present moment, it's just like focus 430 00:53:07.710 --> 00:53:13.469 wade: on this thing. And so I feel like you're giving me the language to do that. So yeah, thanks. 431 00:53:14.120 --> 00:53:16.430 Susanna Barkataki (she/her): Thank you. Thank you so much. 432 00:53:17.350 --> 00:53:18.180 Susanna Barkataki (she/her): Yeah. 433 00:53:18.730 --> 00:53:21.859 Susanna Barkataki (she/her): Hmm, so much changes when we 434 00:53:22.770 --> 00:53:27.170 Susanna Barkataki (she/her): create boundaries, you know, and with love like, Woo. 435 00:53:28.700 --> 00:53:29.470 Susanna Barkataki (she/her): Yeah. 436 00:53:30.360 --> 00:53:33.650 Susanna Barkataki (she/her): Justine, I wanted to check with you around the 437 00:53:33.920 --> 00:53:35.890 Susanna Barkataki (she/her): bringing yourself in 438 00:53:35.910 --> 00:53:39.389 Susanna Barkataki (she/her): and keeping the focus on Yoga. Any thoughts on that. 439 00:53:43.630 --> 00:53:45.200 Justine (she/her): You asking me? Or the group. 440 00:53:46.051 --> 00:53:49.039 Susanna Barkataki (she/her): You first, and then we can open it to the group. 441 00:53:49.270 --> 00:54:03.050 Justine (she/her): Umhm. Well, I also added in there, too, about because of that secular piece, because I've had to do that as well. The secular piece where you can't even name the can't even name the Sanskrit terms 442 00:54:03.080 --> 00:54:04.370 Justine (she/her): just to keep it 443 00:54:06.170 --> 00:54:08.470 Justine (she/her): because it's a school setting. 444 00:54:08.740 --> 00:54:10.010 Justine (she/her): And then 445 00:54:10.060 --> 00:54:14.410 Justine (she/her): also the trauma informed piece, bringing that in. I was taught that 446 00:54:14.540 --> 00:54:19.310 Justine (she/her): to eliminate the Sanskrit from the teaching, because 447 00:54:19.530 --> 00:54:24.379 Justine (she/her): the person who's just introduced to Yoga might have 448 00:54:25.190 --> 00:54:36.590 Justine (she/her): just the if they're not familiar with the term, it's adding more stress to them because they're not sure what's happening. And looking around and not able to focus in versus 449 00:54:36.650 --> 00:54:40.530 Justine (she/her): trying to figure out what that means. So 450 00:54:40.880 --> 00:54:44.980 Justine (she/her): there's that piece. But then it just doesn't feel like I'm honoring 451 00:54:45.010 --> 00:55:00.150 Justine (she/her): the tradition by not adding the Sanskrit, because I've also learned that the even if you don't know what it is, and that's also including with like the the chanting, it is healing, just knowing, just hearing it. And but 452 00:55:00.410 --> 00:55:11.304 Justine (she/her): I'm not. Gonna push that on, everyone. I'm I'm gonna like you said, comply to some of the rules that are in place with some school settings or settings 453 00:55:12.200 --> 00:55:29.990 Justine (she/her): so, and then they also. The authentic self is like W. When you're facilitating. I've also, I've always heavily relied on scripts from other people, because that's how my brain is wired, because I mean, I I maybe I can. 454 00:55:30.507 --> 00:55:33.079 Justine (she/her): Once I learn a script I can 455 00:55:33.640 --> 00:55:37.060 Justine (she/her): like, bring in stuff. That's 456 00:55:37.310 --> 00:55:42.712 Justine (she/her): my stuff. But you know, having that structure like, I heavily rely on the structure piece. 457 00:55:43.710 --> 00:55:49.219 Justine (she/her): I don't know if there's a question coming after this, but I I don't know if anyone else can 458 00:55:49.340 --> 00:55:54.342 Justine (she/her): really like I and there's also that appropriation piece like I don't want to. 459 00:55:55.480 --> 00:55:56.540 Justine (she/her): and 460 00:55:56.720 --> 00:56:02.829 Justine (she/her): bring in something that has nothing to do with nothing to do with Yoga or anything. So 461 00:56:03.700 --> 00:56:04.779 Justine (she/her): yeah. 462 00:56:05.540 --> 00:56:06.540 Justine (she/her): there's that. 463 00:56:07.500 --> 00:56:09.930 Justine (she/her): And then also knowing the benefits. So 464 00:56:11.190 --> 00:56:16.519 Justine (she/her): how I'm showing up? I guess it's just showing up in that authentic piece. How am I showing up 465 00:56:16.690 --> 00:56:20.870 Justine (she/her): with all these scripts, scripts, and all these rules and all these things. And 466 00:56:21.910 --> 00:56:24.129 Justine (she/her): even my nervous system is like. 467 00:56:25.893 --> 00:56:27.786 Justine (she/her): Okay, I'm gonna stop. 468 00:56:28.630 --> 00:56:30.160 Justine (she/her): I'm going to stop talking. 469 00:56:31.300 --> 00:56:32.920 Susanna Barkataki (she/her): Thank you. Justine. 470 00:56:33.500 --> 00:56:34.680 Susanna Barkataki (she/her): Yeah. 471 00:56:37.500 --> 00:56:42.840 Susanna Barkataki (she/her): I mostly what I was hearing in what you shared 472 00:56:42.890 --> 00:56:45.009 Susanna Barkataki (she/her): was like that sense of 473 00:56:45.220 --> 00:56:48.340 Susanna Barkataki (she/her): practicing behind the structure 474 00:56:48.350 --> 00:57:02.289 Susanna Barkataki (she/her): that gives us the basis. So it's like, no matter what you share, because you're a practitioner and a sincere practitioner. It's going to be authentic, right like so to not not have to 475 00:57:03.010 --> 00:57:14.730 Susanna Barkataki (she/her): worry too much, right? Because you're already doing the work, to take the time to go deeper into practice and to care, and so to just kind of like, create a space of trust for yourself 476 00:57:14.850 --> 00:57:19.169 Susanna Barkataki (she/her): through your practice. And if and when you feel doubt 477 00:57:19.240 --> 00:57:24.220 Susanna Barkataki (she/her): to just say, Oh, high doubt like you're showing me to go back into my practice. 478 00:57:24.270 --> 00:57:37.029 Susanna Barkataki (she/her): and and that doesn't mean you can't teach like. I can't tell you how many times before I teach. I'm still nervous, and I still have doubt it doesn't mean I can't teach right, or I'm not valuable. Don't have something valuable to share. 479 00:57:37.530 --> 00:57:40.640 Susanna Barkataki (she/her): And every time that happens I'm like, Oh, right 480 00:57:41.010 --> 00:57:42.649 Susanna Barkataki (she/her): practice practice. 481 00:57:43.130 --> 00:57:56.790 Susanna Barkataki (she/her): And then with the Sanskrit piece, I do think I think it's helpful to not be blanket about it like in the sense that, like I taught at a Montessori school when my Kidder was in preschool. 482 00:57:56.790 --> 00:58:16.829 Susanna Barkataki (she/her): and they love the Sanskrit terms. This is in Florida, and so I had kind of wiped Sanskrit from my teaching. Because I was in Florida. There was all the separation of of religion and all that. But they wanted it. And so there, I started to. I just asked, Is this okay? If I, you know, because they were interested in world cultures. 483 00:58:17.080 --> 00:58:23.899 Susanna Barkataki (she/her): So I began to bring it in, and the students really connected to it. And and I've heard that, too. 484 00:58:24.470 --> 00:58:28.639 Susanna Barkataki (she/her): not to underestimate even in trauma inform settings, the 485 00:58:30.520 --> 00:58:32.560 Susanna Barkataki (she/her): the capabilities or the 486 00:58:33.530 --> 00:58:54.929 Susanna Barkataki (she/her): that people may appreciate right. That sounds great. And so sometimes what I do is say something like, I'm going to give the name of the pose and then describe it, and I'll give it in English first, and then Sanskrit, if that's something that connects with you. Great. If it doesn't focus on the English and the instruction right? So I give them that verbal guidance of how to engage with it. 487 00:58:55.000 --> 00:58:58.180 Susanna Barkataki (she/her): So they know, and I might even say 488 00:58:58.280 --> 00:59:10.170 Susanna Barkataki (she/her): it sounds good, is a vibrational language. So even just hearing the sound, even if it doesn't connect for you, is helping you relax or is helping whatever benefit right? So that for me feels 489 00:59:11.090 --> 00:59:12.690 Susanna Barkataki (she/her): like a way of 490 00:59:14.470 --> 00:59:39.040 Susanna Barkataki (she/her): kind of not depending on the context. However, if I'm not sure I, personally, most of the time er on not using Sanskrit right like, if I'm in a school setting, and I don't know until I kind of have have more of an understanding of the context, because I'm in those cases I don't want to be fired or I don't want to. Then I'm thinking about the students right have their yoga program shut down. 491 00:59:39.450 --> 00:59:41.030 Susanna Barkataki (she/her): and if I mess up 492 00:59:41.160 --> 00:59:45.180 Susanna Barkataki (she/her): and things change like like I said, this happened to me recently, locally. 493 00:59:45.330 --> 00:59:47.250 Susanna Barkataki (she/her): It's like I can't. 494 00:59:47.590 --> 00:59:49.329 Susanna Barkataki (she/her): I can only do what I can do. 495 00:59:49.570 --> 00:59:52.869 Susanna Barkataki (she/her): Not that I'm you know. So it's beyond my control. 496 00:59:56.400 --> 00:59:57.560 Susanna Barkataki (she/her): yeah. 497 00:59:57.630 --> 01:00:00.900 Susanna Barkataki (she/her): I wanna just pause because we're at time. 498 01:00:01.020 --> 01:00:06.079 Susanna Barkataki (she/her): But is there any last thoughts that anyone would like to share in the chat or out loud. 499 01:00:08.340 --> 01:00:15.630 wade: I I have a couple of thoughts. It's not so much a question, but it just got me thinking like talking about, like the culture of school, because, like 500 01:00:15.790 --> 01:00:28.010 wade: the elderly that I'm working with like, have been really traumatized by like school experience, like the boarding school system in particular, and that's shaped so much of like the reality. And 501 01:00:29.330 --> 01:00:36.899 wade: yeah, it. It is like our elderly at this point, have gone through that system and like it was like a very like harsh, punitive 502 01:00:37.050 --> 01:00:42.670 wade: system that really indoctrinated this thing about like follow the rules. And that's that's why like 503 01:00:42.810 --> 01:00:50.059 wade: getting exposed to something different is like challenging and and new for them. But I think like 504 01:00:50.140 --> 01:00:53.419 wade: it really like motivates me even more 505 01:00:54.460 --> 01:00:59.239 wade: to to have that to create that space where it's like, okay to breathe. 506 01:00:59.340 --> 01:01:03.880 wade: And it's okay to like, feel your body and like, be in your body 507 01:01:03.900 --> 01:01:07.189 wade: and just have that mindfulness. So I just wanted to share that. 508 01:01:08.070 --> 01:01:35.059 Susanna Barkataki (she/her): Yes, thank you, Wade. And I also think about the universalism that's possible. When we look at like, what are the commonalities, or where, in your experience or your teachings has have these things been present like, there's something so beautiful about that. That's not looking from a religious point of view, but from a like finding commonalities point of view in different practices and traditions. And cause I know you're working in like, I think you're working with indigenous elders. 509 01:01:35.728 --> 01:01:38.920 Susanna Barkataki (she/her): And there's so much wisdom there, and so 510 01:01:39.450 --> 01:01:52.410 Susanna Barkataki (she/her): for folks to feel invited to share their wisdom alongside a practice that maybe from a a different path. But actually, is it different? Or they're like these threads that are linking? 511 01:01:53.180 --> 01:01:54.080 Susanna Barkataki (she/her): Yeah. 512 01:01:55.120 --> 01:01:56.110 Susanna Barkataki (she/her): yeah. 513 01:01:57.100 --> 01:01:59.509 Susanna Barkataki (she/her): wow, I'm like. 514 01:01:59.720 --> 01:02:10.580 Susanna Barkataki (she/her): blown away all. It's just, I don't know sometimes. Just from our whole getting to be together, and and the co-learning that web of 515 01:02:12.120 --> 01:02:18.889 Susanna Barkataki (she/her): creation and and then just yes, I wanna I wanna just say like 516 01:02:21.260 --> 01:02:25.029 Susanna Barkataki (she/her): thank you like deep, heartfelt thank you to each of you. 517 01:02:26.000 --> 01:02:33.809 Susanna Barkataki (she/her): and with that we will close. You can unmute and say goodbye, and I'll see you on in a little while. Couple weeks. 518 01:02:34.790 --> 01:02:36.125 Eilene Franco-Brooks: Bye. Thank you. Everyone. 519 01:02:36.460 --> 01:02:37.290 dana (she/her): Thank you. 520 01:02:37.450 --> 01:02:39.420 Constina: Thanks. Everyone have a good one. 521 01:02:39.670 --> 01:02:40.789 wade: Thank you very much. 522 01:02:41.065 --> 01:02:41.340 Justine (she/her): A.