In communicating with our students to convey insights about how they might best approach and explore their practice in a way that reflects and embodies the principles of steadiness and ease, perseverance and nonattachment, we can tap into a variety of resources—speaking, demonstrating, touching, and for some even singing to evoke the spirit of being fully in this self-reflective and potentially transformational practice. The specific combination of techniques we use in any given situation ideally reflects both our personal sensibilities and our best sense of how the students we’re teaching might best explore and learn in keeping with their own intentions and sensibilities. Indeed, how people learn is closely tied to what Howard Gardner (1993) refers to as “qualities of multiple intelligence,” which vary considerably in any given class. Some students learn well from verbal messages while others need a visual model in order to “get it” in their bodymind. Still others are primarily tact...