TEACHING PRESENCE EQUITY, ACCESSIBILITY & INCLUSION POLICIES:
Pronouns: In any group class where sharing and discussion is involved, participants will be asked to introduce themselves and inform the group of their chosen pronouns. Participants will be encouraged to use first names when referring to each other.
Accessibilty: The instructor will ask all new clients how she can best meet their accessibility needs, on a preliminary Client Questionnaire and also in person, at the start of classes and sessions. The instructor will strive to be flexible, adaptable and inclusive in her language and activities. The instructor will strive to avoid exclusive language in her descriptions and guidance of movement whenever possible. In Zoom meetings, closed caption and downloadable transcript will be available. Any failures or shortcomings in this effort will be acknowledged and addressed, in order to continuously learn and increase Teaching Presence’s inclusivity of people of all abilities.
Identity/Embodiment: Teaching Presence recognizes that gender identity, biological sex, gender presentation, gender pronouns and our embodied experiences of gender are all different but interacting forces that affect how we feel, move and experience our bodies. Teaching Presence also recognizes that race, ethnicity, disability, sexuality, culture and religion affect how we feel, move and experience our bodies personally, socially and culturally. These forces affect how our bodies are perceived and interacted with in the world, and that impacts how we feel in our bodies as well as our expectations, preferences, habits, comfort and boundaries around touch, language, physical space/distance, etc. Teaching Presence aims not to define or assume based on these forces, but to empower you to discover and own your own boundaries and preferences in your body today. Teaching Presence aims to create a space where these forces are acknowledged with sensitivity and care, where the client’s own experience of their body, needs and boundaries are centred, and where the instructor adjusts her practice around the individual client’s needs, preferences and boundaries.
Consent: Alexander Technique and Yoga can often involve some element of touch between instructors and students during in-person classes. The instructor will always ask for consent, before any touch is engaged in. When asking for consent, the instructor will remind the client that they can remove consent at any point during the session. Touch will never be required in any class or solo session.
Trauma-Informed Practice: A primary value of Teaching Presence is not causing harm. This work involves the body and the nervous system, and there are a lot of stories, memories, habits, emotions, sensations and trauma stored in our tissues that can re-emerge when we start to unwind from our patterns. This is why we wade in slowly, instead of diving off the deep end. We find resources and tools to feel safe and supported in the space in the present moment. We explore what’s there gently, and we don’t always take every path. We don’t rush. Your body sovereignty, your choice, your timing (or really: your nervous system’s timing) is essential to re-establishing your empowerment. As a trauma-survivor myself, I am deeply aware of how much time and patience might be required to establish trust again, not only in your relationship to touch and vulnerability with others, but even with yourself. We go slow enough to rebuild this trust.
Financial Equity: Many classes are sliding scale/pay-what-you-can. Solo session rates are recommended, but can be discussed. Clients are asked to honestly assess what they can afford based on their own income and the value of the teaching in their lives. Teaching Presence encourages clients to reach out should financial constraints be a concern, and we will do our best to work out an equitable solution for all, including payment plans and exchange/bartering.
Intolerance: Teaching Presence places respect for individuals, our uniqueness and our body sovereignty at the heart of the learning practice. Any intolerant, disrespectful or exclusive behaviour or comments will not be tolerated. The instructor will interrupt and address any intolerance that she perceives in any group classes. Participants will be supported in bringing up any concerns, and are encouraged to bring them directly to the instructor if they prefer. We will cultivate an environment in which we can make mistakes, be accountable, embrace ourselves with honesty and vulnerability, and learn and grow together.
Teaching Presence stands in solidarity with Black Lives Matter.
I am saddened and outraged by the tragic deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, Tony McDade, and countless other Black and Brown citizens around the world who have been lost to senseless systemic violence.
Systemic racism and the culture of White supremacy at the root of this violence has pervaded all aspects of society. As a White person, I am conscious of my White privilege, the opportunities this privilege has afforded me and the implicit biases embedded in my industry, as in so many others. I am taking steps to educate myself to be an active ally in creating change and fighting the very systemic privilege that allows me to have the power to do so. I am committed to continue both my self-education and action on behalf of Black, Indigenous, People of Color (BIPOC) colleagues, students and community moving forward.
Teaching Presence annually donates to Black Lives Matter, Black Arts Matter and/or Black Women's Blueprint. Though all of our classes are sliding scale and pay-what-you-can, Teaching Presence regularly offers discounts, exchanges and free classes to underserved communities in the wellness industry, including LGBTQIA+ and BIPOC individuals. I am also self-educating around racial trauma, including reading Resmaa Menakem's My Grandmother's Hands, Tarana Burke's Unbound, etc. Recommendations appreciated.
Education and social change rooted in self-change is an ever-evolving process. I am open to questions, comments, constructive criticism and feedback.
