Yoga cueing: how to give clear cues students follow

Cueing is the voice of a yoga class. Good cues help students do a pose safely, feel what you mean and move together. Poor cues confuse, overwhelm or lose the room. The difference is rarely about knowledge. It is about choosing the right few words, in the right order, at the right time.

The four jobs of a cue

Every cue does at least one of these:

1. Get into the pose: "Step your right foot back."
2. Adjust within the pose: "Lengthen the spine."
3. Offer an option: "Bring the knee down if you need to."
4. Direct the attention: "Notice your breath."

If a cue does none of these, cut it.

A simple order for cueing a pose

1. Name the pose or the movement. Students need to know where you are going.
2. Give the entry cue, starting from the foundation (feet or hands).
3. Give one or two alignment cues, the ones that matter most.
4. Offer an option, easier and harder.
5. Cue the breath and how long to stay.
6. Cue the exit, especially for long holds.

For example, for warrior two: "Step your feet wide, turn the right foot out. Bend the right knee over the ankle. Reach the arms long. Keep the shoulders soft. If your thighs are tired, straighten the leg a little. Stay for five breaths."

Keep cues short

Long cues lose people. Aim for ten words or fewer.

• Instead of "Now I would like you to slowly begin to bring your right foot forward between your hands", say "Step your right foot between your hands."
• Instead of "Make sure you're not letting your knee go past your ankle", say "Knee over ankle."

Start with the foundation

Most cues should begin with what touches the ground. If the feet and hands are right, the rest follows.

Use the breath to organise movement

Linking cues to breath helps everyone move together. "Inhale, reach up. Exhale, fold." In slower classes, use fewer cues and more breath. In faster classes, keep cues rhythmic and predictable.

Say options out loud

Offer easier and harder versions every time, and name them without labels like "advanced". "Bring your hands to blocks, or reach the arms overhead." Students choose without feeling judged.

Demonstrate, but not for the whole class

A short demonstration helps students see the shape. Then step away and observe. Talking while demonstrating can be hard to follow. If you are demonstrating, face the same way as students, so left and right match.

See our guide to teaching yoga online for how cueing changes when students are on a screen.

Hands-on adjustments and consent

Touch can help, but not everyone wants it. Many teachers ask for consent at the start of class, using a simple system (for example, a card or a verbal question). Respect refusals without comment. Never touch without clear agreement, and keep touch professional and limited. Follow any rules of your studio or country.

Common cueing mistakes

• Talking too much. Fill the silence only when it helps.
• Giving cues for a pose after students have already moved on. Cue before the transition.
• Using jargon. Plain language works better than anatomy terms, especially for beginners.
• Cues that are really jokes or stories, during poses that need attention.
• Not watching. Look at the room while you cue, and adjust.

Practise your cues

• Write the cues for each pose in your plan, in the order you will say them.
• Say them aloud, ideally while moving, timing each one.
• Record yourself teaching a short sequence and listen back.
• Keep a short list of phrases that work for you, and repeat them.

Using cues to teach one idea

A theme gives cues a direction. If the theme is "letting go", you might add "soften the jaw" in several poses. See 30 yoga class themes for ideas, and sun salutation lesson plan for a worked example of cues across a sequence.

How Abhyava helps

Abhyava lets you keep your cue notes inside each class plan, so your wording is ready next time you teach the sequence.

Frequently asked questions

How many cues should I give per pose?

Usually two or three: one to get in, one or two to adjust. More tends to overwhelm.

Should I use Sanskrit names?

Only if you explain them and your students want them. English names or simple descriptions work well for beginners. Many teachers use both.

How do I cue for students with different abilities?

Offer options out loud, and avoid assuming everyone can do the same thing. Offer variations at each level.

How do I get better at cueing?

Prepare your cues, record yourself, ask for feedback and practise in small settings. Improvement comes quickly with deliberate practice.