How to Fix Behavior Problems in Children’s Yoga Classes

When most people envision children’s yoga, they imagine a serene scene where kids sit quiet and alert in a circle of yoga mats. This is not reality!

Although it is certainly possible to cultivate this type of classroom culture for a few moments at a time, it takes time and enduring patience. Kids are unpredictable — they are constantly growing and learning. And more to the point: Kids bring experiences to class that are complex, private, and difficult for them to understand. What you see as “behavior” (often perceived as conscious choices, with malice aforethought) is usually, actually, communication. So let’s dig in. How can you fix behavior problems in children’s yoga classes?

1. Make class predictable.
   Humans thrive on routine — this is especially true of children. Having a consistent consistent routine and rhythm in every single class not only serves neurotypical children, but also those with special needs. Routine gives kids a sense of control — you are not forcing them to do this or that; instead, they know what’s coming and experience a sense of agency. In early childhood (ages 1.5-4 years), begin with the same song each week. End with the same song each week. Do the same sequence of activities in the middle. As kids age, you can loosen things up a bit — but still, be consistent in the structure and sequence of class. If you want to really give kids a sense of control and leadership, provide printed visual agendas and allow kids to tick boxes as they move through each part of class. In teen and young adult classes, empower students to take charge of the routine and lead one another. This cultivates a sense of community and contribution that alleviates many behavior issues.

2. Set clear expectations.
   An expectation is WHAT you want kids to do. Have clear expectations around all parts of class — before, during, and after: Where and how should they set up mats? Which props are they allowed to take? Where should they put their shoes and hang their coats? What is the policy on bathroom use? What are your rules for toys and other random things kids bring to class? Have a plan for each part of class, and state it clearly and simply each time it is applicable.

3. Establish clear procedures.
   A procedure is HOW you want kids to execute on an expectation. For example, you expect students to roll and put away their mats. The procedure is: (1) roll up along the short end of the mat, keeping the ends lined up to create a tight roll; (2) fasten with the velcro loop; (3) stack vertically in the mat bin, making sure the end of your mat touches the bottom. Explain this clearly and simply. Offer a visual reminder by posting it next to the mat bin. Use a mat-rolling song to help everyone stay on track! Appoint a “Mat Manager” among your students so that you can focus on other parts of class during close-out. Procedures are routines-within-routines that give kids a sense of control and agency. They also keep your transitions tight and ward off the inevitable frustration you will experience at the end of class if you offered an expectation (put mats away neatly) without a procedure — and as a result, the bin is spilling over with messy, half-rolled mats.

4. Enforce expectations and procedures consistently.
   Don’t play favorites in enforcing expectations and procedures. Be consistent with every student, every time. Use a neutral voice and don’t lecture. Avoid any reflexive talk. Avoid taking a critical, reactionary tone, like this: “Your mat is a complete mess. Do it again.” Instead, try a neutral-positive approach, “Looks like you need help with this. Let’s try again.” Only offer exceptions when they answer a student’s individual need. For instance, a student with a broken arm might not need to roll her mat — instead, the Mat Manager will take care of it and she will contribute in a way she is able (perhaps overseeing the mat check-in process). Kids understand fairness and will allow exceptions ONLY when they reflect each individual’s ability to contribute.

5. Use the Golden rule, but: Regulate your emotions how you want your students to regulate their emotions.

   Do you want your students screaming? No — so don’t raise your voice at them. Do you want your students making critical comments toward one another? No — so don’t use sarcasm, name-calling, or judgmental comments to control or shame them. Do you want your students devolving into cycles of conflict? No — so release the urge to hurt them because they hurt you. When your students scream, bring your voice to a whisper or a low, neutral tone. When your students say mean things, speak the truth of who they are and who they can become: “You are a leader. I see how powerful your words are. Let’s use words that reflect your power AND your goodness.” When your students make choices that purposefully disrupt class, examine what they are trying to communicate. Do they want connection? Do they seek approval from their peers? Do they feel lonely and seeks any kind of bond, even if it’s unhealthy? Answer the communication by giving them what they need.

Let’s talk about this. What challenges do you face in your children’s yoga classes?
How can we help? email jill@missionpropelle.com for 1:1 support.