Technology in service of practice

Keep the craft.
Make room
for the practice.

AI for the work around teaching yoga.
Hold onto what you learn. Find the words.
Leave a little more space for being there.

Explore the five skills Start with a copy & paste

THE PRACTICEHuman at
the center.Five skills. Your judgment.

ATTENTIONREFLECTIONCONTINUITYCRAFT

✧ Tools to carry the work. Room to keep the wonder.

01 / THE OPEN COLLECTION5 considered skillsFull instructions, alwaysMade for your AI assistant

A small beginning

A skill is a way of working.
Give it to your AI.

No code to write. No special vocabulary to learn.
Start with the work you want to do.

01
Choose what you need.
A class you want to remember. A bio to rewrite. A morning with a little more depth.
02
Copy the complete prompt.
Paste it into your AI assistant. The instructions and supporting guidance come with it.
03
Make it part of your practice.
Add your material where indicated and review what comes back. You can ask your assistant to save the method for later.

The practice toolkit

What are you working on?

EXPLORE / 01 TO 05

Field guide 01 / Voice & identitySource ↗

Your teaching. In your words.

Shape a recognizable teacher bio from the way you actually teach. Keep the training honest, the voice human, and every version consistent.

One teacher. Several useful forms.

01Studio blurb / 40–60 words

02Website introduction / 120–180 words

03Full profile / 300+ words

04Workshop & social / tailored to fit

You bring

Your teaching language, background, training, and intended audience

You leave with

A schedule blurb, website profile, retreat introduction, or social bio

Inside the method

Completed training vs. work in progress
Practice years vs. teaching years
Voice drawn from real cueing choices
Different copy for each placement

Includes a facts-ledger method, credential checks, voice questions, and guidance for five publishing contexts.

Copy the complete prompt.

Paste it into your AI assistant and add your material where indicated. The full method and supporting guides are included.

Complete prompt: Teacher bio

Use the complete method below to help me with teacher bio in this conversation. Do the work with me now; saving or installing a skill is optional. If I ask you to save it, use the features actually available in this assistant, preserve existing skills, and ask before overwriting. If saving is unavailable, say so and continue here. Follow every relevant section of SKILL.md and the included supporting guides, including evidence rules, output structure, quality checks, and continuity. Treat examples as examples, never as facts about me. Use only information I share or sources I authorize. If essential material is missing, ask focused questions before drafting; do not invent personal history, credentials, attendance, quotations, or prior reflections.

MY REQUEST
Write my yoga teacher bio in three lengths: a short studio blurb, a website introduction, and a full bio. Ask me for the background you need. Keep my voice and never invent credentials.

MY MATERIAL AND PREFERENCES
[Add your notes, source material, preferred format, and any constraints here. If left blank, help me identify what you need.]

The complete written method is included below. Supporting scripts and sample files are at https://github.com/TaylorONeal/ai-yoga/tree/035ac44860344b168152c4844ae7b7b51668d8c1/skills/yoga-bio. If code or external files are needed, explain what is missing and ask me to provide or authorize access. Do not claim to run scripts, connect accounts, schedule tasks, publish, or send messages without the necessary tools and my request.

--- SKILL.md ---
---
name: yoga-bio
description: >
  Generate a yoga teacher bio or about-me from a teacher's background, training, lineage, style,
  and what they want students to feel. Produces three lengths on request: a short schedule blurb
  (about 40 to 60 words), a medium website "about" (about 120 to 180 words), and a long bio page
  (300 words plus, optional sections). Use whenever someone says "write my yoga bio," "make my
  teacher about-me," "I need a bio for the studio schedule," "write my About page," or wants a
  retreat, festival, or workshop bio. Works for any style and any experience level, from a brand
  new 200-hour teacher to a senior lead trainer.
---

# yoga-bio

Generate a yoga teacher bio that sounds like a real person, not a wellness brochure. The bio
should make a prospective student want to take the class, ground the teacher's credibility without
listing every certificate, and carry the teacher's actual voice.

## Pick the Length First

1. **Short blurb (DEFAULT for "studio schedule" or "class listing").** 40 to 60 words. One hook,
   one credibility anchor, one invitation. Third person.
2. **Medium about.** 120 to 180 words. Website "About" or studio teacher page. Origin beat, what
   the class feels like, training/lineage, who it is for. Third or first person.
3. **Long bio page.** 300 words plus. Full About page or retreat lead bio. Adds the path into
   yoga, teaching philosophy, lineage detail, and a personal closing line.

When unsure, write the medium and offer to cut it down or expand it.

## Inputs to Gather

Collect what is available. If a critical piece is missing (name, style, where they teach), ask
once before writing. Do not invent credentials.

```
Name:
Pronouns:               (so the third-person voice is correct)
Style(s) taught:        (e.g. Vinyasa, Yin, Hatha, restorative)
Training / certs:       (e.g. [RYT-200], [RYT-500], [training school], specialty trainings)
Lineage / teachers:     (the teachers or tradition they studied under)
Years teaching:
Where they teach:       (studio, online, retreats, [city])
What the class feels:   (the experience: grounding, playful, strong, meditative)
Who it is for:          (beginners, athletes, burned-out professionals, all levels)
Theme / philosophy:     (the through-line of how they teach)
Off-the-mat detail:     (one human fact, optional but it humanizes)
Point of view:          (first or third person)
```

## Structure by Length

### Short blurb
One sentence on what the class delivers, one on credibility (style + a single anchor like training
or years), one warm invitation. No origin story, no list of trainings.

> [Name] teaches [style] grounded in [one anchor]. Expect [the felt experience]. [Invitation line].

### Medium about
1. **Hook**: what a student walks away with, or the feeling of the room. Lead with the experience,
   not the resume.
2. **Credibility**: training, lineage, or years, in one clean sentence. Name the lineage if it
   means something to the reader; skip the alphabet soup.
3. **Approach**: the through-line, how they actually teach, what they emphasize.
4. **Who it is for + invitation**: name the student and welcome them.

### Long bio page
The medium structure, plus:
- **The path in**: how they came to yoga. One honest beat, not a hero's journey.
- **Philosophy**: what they believe practice is for, in plain language.
- **Lineage detail**: trainings and teachers that shaped them, named with respect.
- **Closing human line**: one off-the-mat detail or a line in their own voice.

## Voice & Formatting

- No em dashes. No AI-cadence.
- Lead with the experience, not the credential. Students choose a teacher on how the class feels.
- Specific over polished. "You will sweat and then you will not want to leave savasana" beats
  "a transformative journey of mind, body, and spirit."
- Cut wellness filler: "holistic," "journey," "sacred space," "transformative," "honor your body,"
  "meet yourself on the mat." If a phrase could be on any studio's wall, replace it.
- Name real lineage and trainings; do not inflate. A new teacher's honest bio beats a padded one.
- Keep credentials to the ones that matter to the reader. List the rest only if asked.
- Match the requested point of view consistently. Third person for schedules, first person reads
  warmer on a personal site.
- One human detail lands harder than three adjectives.

## Anti-Patterns

Do not:
- Open with "Born and raised" or "From a young age" unless it earns its place.
- Stack certifications as a substitute for saying what the class is like.
- Use "journey," "sacred," "holistic," "transformative," or "authentic self" as load-bearing words.
- Invent trainings, lineages, years, or studios. Use [placeholders] and flag gaps to fill.
- Write the same generic bio that would fit any teacher. The point is recognizability.
- Make a brand-new teacher sound like a 20-year veteran.

## Quality Check Before Answering

- A stranger reading it can tell what the class feels like.
- Every credential named is real (or a clearly marked [placeholder]).
- The point of view is consistent.
- It is the requested length, within range.
- No wellness filler words survived.
- It sounds like a person, not a brochure.

## Deeper evidence and voice pass

Read [evidence and voice workshop](references/evidence-and-voice.md) before drafting from a mixed training history or adapting multiple versions. Keep a private facts ledger and distinguish completed training from registration, workshops, retreats and work in progress. Separate years practicing from years teaching; documented training from mentorship/influence; studio attendance from employment. Never total courses into a credential the person has not earned.

Use actual language samples or cueing choices to establish voice. “What does a student notice in the first ten minutes?” is more productive than asking for three brand adjectives. For workshop, retreat and social variants, follow the placement-specific priorities in the reference. Preserve consistent facts across all versions and put unresolved claims in an editor's note rather than publishable prose.


--- Supporting file: references/evidence-and-voice.md ---
# Evidence and voice workshop

## Build a private facts ledger

Separate completed training, current registration, in-progress training, workshops, retreats, practice years and teaching years. A 200-hour course plus an unfinished 300-hour course is not a completed 500-hour credential. A teacher attended on retreat is not automatically a certification lineage. A studio where someone practiced is not an employer. Documented instruction, mentorship, influence, employment and collaboration should be worded differently.

Record the user's preferred public name/pronouns, current teaching locations, intended audience and allowed personal details. Do not import a location or “currently training” claim from an old biography without checking it. If a credential is uncertain, omit it from ready-to-publish copy or leave an explicit placeholder in a draft. Explain the missing fact outside the bio, not as a vague claim inside it.

## Find recognizability

Ask for a few sentences in the teacher's own words, an actual class description, or cueing language they use. Listen for sentence length, humor, directness, imagery, and the kind of invitation they make. Distill the voice without copying a private story the user did not offer for publication.

Useful prompts, only when missing information blocks a good draft:

- What would a student notice in the first ten minutes?
- Where do you give people choice or permission to pause?
- What do you return to in your cueing?
- What belongs in this particular studio's description, and what can stay off the page?

Replace unsupported adjectives with observable teaching choices. “Inclusive” is not evidence of accessibility; a specific option or stated approach is more useful. Avoid promising healing, trauma resolution, or clinical outcomes from a yoga bio. Training in a modality does not confer medical credentials.

## Adapt to placement

| Placement | What earns its space |
| --- | --- |
| Schedule blurb | Class feel, relevant credibility, who should come |
| Website introduction | Approach, one meaningful origin beat, current practice and invitation |
| Long profile | Documented trajectory, influence, philosophy expressed through teaching, a chosen human detail |
| Workshop / retreat | The specific offering and qualifications relevant to it; do not recycle unrelated history |
| Social one-liner | A recognizable teaching focus and current public destination |

Use the requested length and point of view. Keep facts consistent across versions, but do not just truncate the long one. A beginning teacher can be concrete and compelling without inflating years or expertise.

## Final audit

Read each credential against the ledger. Verify dates/location claims are current. Count words. Check that the voice is consistent, the same person is recognizable across versions, and the invitation gives a prospective student a concrete sense of class. Keep assumptions and questions in a short separate editor's note. Do not publish or submit the bio without the user's instruction.

Includes the full skill and 1 supporting guide. You can also ask your assistant to save it for next time.

Source guides

references/evidence and voice ↗

Field guide 02 / Sequence & structureSource ↗

Keep the architecture of a class.

Move from messy recall to a clear flow, or a complete teaching dossier. Preserve the side changes, repetition, pauses, and choices that made the class work.

A flow you can read at a glance

01Arrival → spinal warm-up

02Standing / first side → reset

03Second side / note any differences

04Integration → rest

You bring

Class notes, a transcript, notebook photos, or what you remember

You leave with

A concise flow map, with a fuller teaching dossier on request

Inside the method

Explicit side, repeat & optional-path logic
Source-supported vs. inferred material
Timing that adds up to actual practice
A complete speakable teaching script

Includes movement grammar, source and inference rules, style-specific reconstruction, and a 19-part dossier template with a real teaching script.

Copy the complete prompt.

Paste it into your AI assistant and add your material where indicated. The full method and supporting guides are included.

Complete prompt: Class reconstruction

Use the complete method below to help me with class reconstruction in this conversation. Do the work with me now; saving or installing a skill is optional. If I ask you to save it, use the features actually available in this assistant, preserve existing skills, and ask before overwriting. If saving is unavailable, say so and continue here. Follow every relevant section of SKILL.md and the included supporting guides, including evidence rules, output structure, quality checks, and continuity. Treat examples as examples, never as facts about me. Use only information I share or sources I authorize. If essential material is missing, ask focused questions before drafting; do not invent personal history, credentials, attendance, quotations, or prior reflections.

MY REQUEST
Help me reconstruct this yoga class as a concise arrow-flow map. Separate what is strongly supported from what is uncertain, and ask about gaps instead of filling them in as facts. Here are my notes: [paste notes or attach photos].

MY MATERIAL AND PREFERENCES
[Add your notes, source material, preferred format, and any constraints here. If left blank, help me identify what you need.]

The complete written method is included below. Supporting scripts and sample files are at https://github.com/TaylorONeal/ai-yoga/tree/035ac44860344b168152c4844ae7b7b51668d8c1/skills/class-reconstruction. If code or external files are needed, explain what is missing and ask me to provide or authorize access. Do not claim to run scripts, connect accounts, schedule tasks, publish, or send messages without the necessary tools and my request.

--- SKILL.md ---
---
name: class-reconstruction
description: >
  Reconstruct a yoga class sequence from messy, incomplete, or multi-source input: handwritten
  notes, OCR, auto-transcribed audio, PDF transcripts with errors, post-class memory, or photos of
  binder pages. Default output is a concise arrow-flow map; on request, produces a full teaching
  dossier with honest per-section confidence labeling, a teacher fingerprint, a peak scaffold, and
  rich metadata. Use whenever someone provides raw class notes or transcript material and wants a
  usable reconstruction, even if they just say "help me figure out what we did," "reconstruct this
  sequence," "clean up these notes," "what was that flow," or "make a dossier." Applies to any yoga
  style (Ashtanga, Vinyasa, Yin, etc.) and any source quality.
---

# class-reconstruction

Reconstruct yoga class sequences from noisy, incomplete, or multi-source input. Produce honest,
usable teaching documents in a consistent format, from a one-line flow map up to a full dossier.

## Core Principle

Separate what is **strongly supported**, what is **likely but inferential**, and what is **too
weak to claim**. The goal is not perfect historical recovery. The goal is a useful, honest,
teachable reconstruction. Never write a reconstruction as if it were exact when it is not.

## Evidence and deliverable boundary

Read [evidence and movement grammar](references/evidence-and-movement.md) before a reconstruction, especially for mixed sources, uncertain side logic, partial recordings, or different class formats. For a full Word/PDF dossier, use the [teaching dossier structure](templates/teaching-dossier.md) alongside the expanded sections below.

Keep processing logs and technical capture details out of the main teaching flow. Preserve a concise, truthful source/coverage note and a private evidence map. Never describe transcript-only work as in-person observation or post-class memory. Quoted language requires traceability; newly written cues must be labelled study adaptations. The finished document can be clean without concealing uncertainty or falsely describing its provenance.

## Pick the Output Mode First

Choose the lightest mode that satisfies the request. Do not default to the full dossier.

1. **Concise reconstruction (DEFAULT).** For "reconstruct this," "what was that class," "clean up
   these notes." A clean arrow-flow map, optionally with short sequence-logic notes and a sparse
   cue thread. Chat output, no file.
2. **Expanded teaching notes.** For "give me teaching notes," "a class plan I can study." The
   concise flow plus scaffold, fuller cue thread, timing.
3. **Full dossier.** For "make a dossier" or a polished teaching-study artifact. See Full Dossier.
4. **Cue-only.** For "just the intro," "the peak cues." Teacher-voice cueing, no full sequence.

When unsure between concise and dossier, produce concise and offer to expand.

## The 7-Step Method

### Step 1: Gather Inputs
Collect everything available before reconstructing: raw notes, any source material, memory
corrections ("no warrior three," "6 Sun As, 4 guided, 2 on our own"), teacher and style context
(name, style, lineage, pacing, cueing voice), and document preferences. If key context is missing
(teacher, date, style), ask once before proceeding. If a public bio or lineage is available, pull
it: it anchors voice and method.

### Step 2: Extract Signal
Pull every likely pose, transition, rhythm cue, and repeated phrase. Do not force order yet. On
noisy input, expect chronic word-level errors and triage hard: the first chunk is often
unrecoverable noise; real cueing usually starts at the first prop call or clear instruction. Keep
the legible signal, label the rest honestly.

### Step 3: Group by Class Phase
Sort fragments into buckets: arrival/meditation, warm-up/spinal prep, sun salutations, standing
flow, balance/peak setup, peak, backbends, floor work, cool down/savasana, closing philosophy.

### Step 4: Resolve Contradictions
Priority when sources disagree: (1) explicit corrections, (2) teacher debrief or recap, (3)
repeated notes over one-off fragments, (4) corroborated pose names over garbled singles.

### Step 5: Rebuild the Arc
Assemble the most coherent sequence that matches the teacher's style, preserves the strongest
signals, follows sane sequencing logic (heat -> prep -> express -> stabilize -> integrate ->
down-regulate), and does not invent complexity. Use the Heuristics below to bridge gaps.

### Step 6: Stress Test
Ask: what breaks if this pose is removed? Does this prep support the later peak? Is a repeated
flow actually repeated or just duplicate notes? Am I claiming more than the evidence supports?

### Step 7: Label Confidence
Use these terms consistently, **per section, never as one blanket score**:
- **Strongly supported**: multiple signals agree, or confirmed
- **Likely**: one clear signal, consistent with style
- **Best guess**: reasonable inference, no direct confirmation
- **Unclear**: flagged fragment, could not resolve
- **Optional / layered**: teacher may have offered; not confirmed

When a pose is corrected ("that wasn't Pigeon, it was a lunge reach"), propagate the fix through
every section in one pass. Do not leave stale references.

## Reconstruction Heuristics

When the source is incomplete, choose the most likely bridge:

- Table / child's pose usually leads to Down Dog.
- Down Dog often leads to Three-Legged Dog, knee-to-nose, lunge, twist, or half split.
- Surya A/B/C usually appears before the largest standing arc.
- Crescent / High Lunge often opens the standing sequence.
- Warrior II -> Reverse -> Triangle is a common stable spine.
- Triangle often prepares Half Moon, Sugarcane, or Standing Split.
- Wide Fold / Skandasana often appears after Triangle/Half Moon arcs.
- Plank / Side Plank / Chaturanga often resets or strengthens after standing work.
- Bridge / Wheel usually precedes supine twist, happy baby, or rest.

Use these to infer, not to invent. A bridged pose is "likely" or "best guess," never "strongly
supported."

## Concise Reconstruction Format (default)

```text
Opening -> Warm-Up -> Down Dog -> Sun Salutations -> Right Side: ... -> Reset/Vinyasa ->
Left Side Repeat -> Backbend -> Cooldown -> Rest
```

Then add, only if helpful:

```markdown
**Sequence logic:** 2 to 4 short lines about the arc, peak, or repeated pattern.
**Cue thread:** 3 to 6 short lines in the teacher's voice.
**Notes:** assumptions, missing pieces, or safety flags.
```

Style: arrow notation for the main flow, phase labels over per-transition narration, right/left
markers where the standing sequence branches, breath as the organizing principle. Preserve counts
and repeats (`x2-3`, `x6`, `repeat x3`, `self-paced`, `option`). Rebuild the second side only when
clearly symmetrical, and label it "Left Side Repeat" rather than rewriting every pose.

## Full Dossier

### Document Sections, in order

1. **Title**: the class *dharma* as the title (e.g. "Stay Rooted, Stay Open"), not a generic
   descriptor. Teacher + studio + city as a byline. Date + time + class type beneath.
2. **Subtitle**: one italic line naming the through-line.
3. **Class Details**: the structured facts box (fields below, including Teacher Signature).
4. **Context / Theme Note**: a callout: the room, the dharma, why the class was shaped this way.
5. **Flow at a Glance**: abbreviated arrow-chain by phase (Ground / Rise / Heat / Stand / Arc /
   Peak / Close), with an abbreviation key. The script-scannable top reference.
6. **Class Snapshot**: one prose paragraph.
7. **Class Arc**: a horizontal strip with time markers and a peak/standard/cool legend.
8. **Simplified Flow**: arrow-chain lines per phase, one bold phase label each, cue language woven
   in. Mirror noted as "*Mirror on left.*" not a duplicated block.
9. **Right <-> Left Mirror table**: see Mirror Table Format.
10. **How the Peak Is Earned**: layered scaffold table; each layer trains an ingredient the peak
    consumes.
11. **Notes**: the structural observations.
12. **Dharma in Physics**: the class's central teaching as opposing-force pairs across the shapes
    that use it. Prose lead, then a `Shape | force in | <-> | force out` table.
13. **Cue Thread by Phase**: teaching cues per phase, in the teacher's voice.
14. **Teaching Script**: continuous, teachable start-to-finish script in the teacher's voice.
    Verb + body part + direction is the core cue structure.
15. **Why It Works**: prose, the sequencing logic.
16. **Practice Reminders**: the things to remember to teach it.
17. **Confidence by Section**: three-column grid: Strongly Supported / Likely / Best Guess.
18. **Items to Verify Next Time**: the open questions.
19. **Signature Language**: quote box of memorable cues. Keep concise source attribution or label it as a study adaptation.
20. **Pose Family Tags**: pill tags for library search.
21. **Timing Estimates**: two-column grid by section.
22. **Reconstruction Notes**: version + method, honoring the behind-the-scenes rule.

Sections 10 to 12 and 14 to 16 are include-when-useful. The rest are standard.

### Class Details Fields

```
Teacher:
Teacher Signature:
Studio:
Location:
Date / Time:
Length:
Class Type:
Level:
Lineage:             (include when known from bio)
Theme:
Method:              (the physical through-line, e.g. "opposing forces")
Peak Family:
Props:
Confidence:          (one-line summary; full grid lives in its own section)
```

### Teacher Signature (when supported)

A one-line fingerprint of the teacher's recognizable trademarks: what would let someone identify
the class as theirs without a name on it. Use evidenced cueing voice, structural habits and close rituals. Count independent classes, not derivative reconstructions. Biography supplies context, not evidence that a movement occurred. Format example:

- `[cueing tendency] · [signature pairing or theme] · [close ritual] · [breath or body emphasis]`

Keep the signature consistent and accreting across that teacher's classes.

### Mirror Table Format

A literal two-column mirror where every row says the same thing twice is duplicative noise. The
fact to convey is "every shape was done both sides," plus the few places the sides diverged.

- **Default (Option A):** single column with R+L tags. List each shape once, tag the section
  "[R + L]" or note "Both sides held the same shape order." Split into two columns only where the
  sides genuinely differed.
- **Option B (narrative asymmetry):** single-column list plus one short note beneath: "Second side
  added the bound variation; the arm balance was offered right side only."
- **Omit entirely** when the class is fully symmetric and short.

Never render a fully-duplicated two-column table.

## Voice & Formatting

- No em dashes. No AI-cadence.
- Confidence labels are per-section, never one blanket percentage.
- Reconstruct pose names from cue patterns when the teacher cues by action; keep
  Sanskrit-plus-English where it aids clarity.
- Title is the dharma, not a generic label.
- Favor strong, precise language with a soft grip: effort is allowed, force is not.
- Do not over-spiritualize. Avoid generic wellness filler. Do not flatten advanced architecture.

## Anti-Patterns

Do not:
- Misrepresent a source-derived reconstruction as firsthand attendance or treat an unverified caption as an exact quotation.
- Default to the full dossier when a concise flow was requested.
- Render the fully-duplicated two-column mirror table.
- Use a single blanket confidence score.
- Claim exactness from noisy input; overfit garbled words into pose names.
- Insert flashy poses because they seem plausible.
- Invent injuries, contraindications, or medical advice. General safety notes only.
- Ignore the teacher's actual pacing and voice.
- Collapse repeated flows into one round when repetition was pedagogically important.
- Leave stale references after a correction. Propagate fixes through all sections.

## Quality Check Before Answering

- The arc matches the actual format: heat/peak where supported, spacious holds and integration for quiet formats.
- Right/left side logic is legible.
- Counts and repeats preserved if present.
- Output is shorter and cleaner than the input.
- Cue lines sound like breath-led attention, not motivational slogans.
- Confidence is honest and per-section.
- Teacher Signature is consistent with that teacher's prior classes.
- Inferred or uncertain material is named honestly.
- Main teaching flow stays readable; source coverage and inference remain honest in the notes.


--- Supporting file: references/evidence-and-movement.md ---
# Evidence and movement grammar

## Build an internal evidence map first

Keep source IDs, timestamps/page locations, reviewed coverage, explicit movement events, uncertain names, and user corrections. A clip, full practice, interview and public biography are different source types. A partial recording cannot establish the full opening, peak or ending. A cleaned caption is not an audio-verified quotation. Preserve repeated cues, silence and music; global deduplication can erase deliberate pedagogy. Do not stop review at an arbitrary 60-minute cap.

Resolve conflict: current explicit correction → clear class event/debrief → repeated contemporaneous notes → independently evidenced teacher tendencies → general movement grammar. The last two may support a hypothesis, never turn it into a remembered event. Do not count a generated dossier or repost as a new class. Keep direct source wording, practitioner recollection, interpretation, and newly written study cues distinguishable in the evidence notes.

Normalize a garbled pose name only when action, orientation, transition and neighboring cues support it. Preserve an uncertain alternative when they do not. A transcript name that resembles a teacher's name is not verified lineage.

## Reconstruct the grammar

For each phase recover starting orientation, entries/exits, sides, repetition/layering, breath-to-movement relation, props, optional branches and resets. A compact notation can be:

`Standing / first side: Lunge → Warrior II → Side Angle → reset. Second side: repeat; balance added only if supported.`

Use `first side / second side` when right versus left is unknown. Never replace a documented asymmetry with a neat mirror. Keep a “self-paced” or “rest available” branch optional; do not turn facilitated exploration into fixed choreography.

Preserve repeated rounds when they teach a progression: introduce → refine → integrate can be three pedagogically distinct passes even if the pose order repeats. Compress only connective details that do not change support, load, orientation or meaning. Do not hide an inversion setup, bind, deep backbend transition or unusual asymmetry inside “vinyasa.”

## Different formats require different maps

- **Power/vinyasa:** breath, transition load, progressive layers, strength/balance demands and a credible downshift.
- **Yin/restorative:** holds, props, entry/exit, rebound and quiet. Do not invent a heat peak.
- **Hatha:** dwell time, repeated practice, breath and transitions without forcing a continuous flow.
- **Exploratory/empowerment formats:** offered structure, permissions to deviate, movement/rest choices, inquiry/journaling and integration. Separate the facilitated invitation from any student's actual path.
- **Mixed formats:** label the transition in teaching mode; do not collapse yin-yang or movement-plus-inquiry into a single style assumption.

## Timing is constrained arithmetic

Distinguish scheduled slot, late start, actual practice and inferred phase estimates. If the evidence supplies 52 minutes, do not fabricate 60. Include both cumulative range and segment duration when timing is useful. The durations must sum to the stated practice length; pauses, music and transitions consume time. Preserve unknown duration rather than assigning every phase a polished number.

## Theme and teaching script

Show where a theme becomes an action: root through the standing foot while reaching, maintain effort while releasing unnecessary tension, permit a pause rather than force a transition. This is interpretive teaching analysis, not proof the instructor said those words.

A longer script must be speakable, ordered language, not analysis disguised as cueing. Give the action before the movement, keep cues short, and allow time to do them. Generated cues are study adaptations, never quotations. Do not imitate a teacher so precisely that invented language appears sourced.

## Teacher patterns

A single class supports “in this class.” A recurring signature requires independent classes and coverage sufficient to see recurrence. Distinguish documented training, acknowledged influence, teaching employment, and collaboration; none automatically proves another. Unverified biography does not fill a class-history gap.


--- Supporting file: templates/teaching-dossier.md ---
# Teaching dossier structure

Use for a requested full study document, not a one-line flow. Fill only what the evidence supports. Unknown metadata remains unknown; omit a phase that did not occur. Render the actual artifact and inspect every page when producing Word/PDF.

1. **Title and class identity:** a source-supported theme or plain title; teacher, venue, location/date only when known. Do not invent a poetic teacher quote.
2. **Class snapshot:** how the class moved, its breath/attention, main work and close. Keep observations separate from inference.
3. **At a glance:** type, level if known, props, actual duration, theme, peak or other emphasis, and section-specific uncertainty.
4. **Class arc:** phase, cumulative time range and segment duration. State scheduled versus actual practice length and whether timings are estimates.
5. **Simplified flow:** one line per phase using arrows and explicit side/repeat/option markers.
6. **Side logic:** list symmetric work once with R+L or first/second-side notation. Use a comparison only for genuine differences.
7. **Scaffolding:** trace the principal demand to earlier preparations; use hold/attention architecture for a quiet class rather than inventing a peak.
8. **Structural notes:** repetition, recurring cue, changes of pace, props, resets and optionality.
9. **Why it works:** a few concrete architectural observations; do not assert unverified medical mechanisms.
10. **Cue thread by phase:** short, actionable study cues. Mark newly written adaptations as such.
11. **Practice reminders:** precise transition, side, pacing, consent and prop details useful for study. No invented injury advice.
12. **Who it is for:** infer cautiously from observed demands and offered options, not imagined student demographics.
13. **Signature language / teaching feel:** verified brief quotations with traceability, or clearly labelled paraphrases. Never blur them.
14. **Pose-family tags:** searchable labels, preserving relevant style distinctions.
15. **Timing estimates:** include only if they add to the arc; maintain one consistent timing model.
16. **Dependency map:** preparation → demand → resolution, with uncertainty where a phase is missing.
17. **Recurring teacher patterns:** only with independent multi-class evidence; otherwise title it observations from this class.
18. **Longer teaching script:** a real start-to-finish speakable script that follows the reconstructed arc. Include optional paths and both-side logic. This is a study adaptation, not a transcript.
19. **Items to verify:** precise remaining questions plus a concise source/coverage note. Keep detailed processing logs separate from the reader-facing body without disguising the evidence basis.

After a correction, update flow, side logic, timeline, dependency map, script, tags and confidence together. A corrected pose in one table with stale instructions elsewhere is not a completed revision.

Visual direction: calm hierarchy, generous spacing, legible tables and a restrained palette appropriate to the user. Avoid clipping, tiny text, duplicated mirror tables and empty template sections. Do not add personal credits or private metadata to a shared document without a request.

Includes the full skill and 2 supporting guides. You can also ask your assistant to save it for next time.

Source guides

references/evidence and movement ↗templates/teaching dossier ↗

Field guide 03 / Reflection & refinementSource ↗

Turn reflection into better teaching.

Make sense of voice notes, class plans, and student reviews. Name what landed, understand what needs attention, and choose a concrete experiment for next class.

A useful reflection has a next step

01Notice / the second side felt rushed

02Locate / transition into the balance

03Try / introduce the option earlier

04Return / compare after the next class

You bring

Your class plan, a voice-note transcript, or pasted public reviews

You leave with

Student practice notes, a teacher self-review, or a reviews digest

Inside the method

A specific moment, not a vague critique
Review patterns with real denominators
Serious concerns beyond simple frequency
One next-class experiment & follow-through

Three modes: student notes, private self-review, and reviews digest. Includes templates, a review parser, and evidence-aware interpretation.

Copy the complete prompt.

Paste it into your AI assistant and add your material where indicated. The full method and supporting guides are included.

Complete prompt: Class feedback

Use the complete method below to help me with class feedback in this conversation. Do the work with me now; saving or installing a skill is optional. If I ask you to save it, use the features actually available in this assistant, preserve existing skills, and ask before overwriting. If saving is unavailable, say so and continue here. Follow every relevant section of SKILL.md and the included supporting guides, including evidence rules, output structure, quality checks, and continuity. Treat examples as examples, never as facts about me. Use only information I share or sources I authorize. If essential material is missing, ask focused questions before drafting; do not invent personal history, credentials, attendance, quotations, or prior reflections.

MY REQUEST
Help me write an honest self-review of the class I taught. Identify what worked, what felt unclear, and one practical change for next time. Here is my class plan and post-class reflection: [paste notes].

MY MATERIAL AND PREFERENCES
[Add your notes, source material, preferred format, and any constraints here. If left blank, help me identify what you need.]

The complete written method is included below. Supporting scripts and sample files are at https://github.com/TaylorONeal/ai-yoga/tree/035ac44860344b168152c4844ae7b7b51668d8c1/skills/class-feedback. If code or external files are needed, explain what is missing and ask me to provide or authorize access. Do not claim to run scripts, connect accounts, schedule tasks, publish, or send messages without the necessary tools and my request.

--- SKILL.md ---
---
name: class-feedback
description: >
  Produce feedback on a yoga class in three modes: student-facing notes (what we did, what to
  practice, encouragement), teacher self-review (an honest critique of one's own class to teach it
  better next time), and a reviews digest that turns public student reviews into usable signal.
  Reads any input: a class sequence or description, post-class voice-note transcripts (timestamps
  welcome), photos or screenshots of handwritten class plans, and pasted or screenshotted reviews
  from ClassPass, MINDBODY, Arketa, Momence, Google, or Yelp. Ships a review parser
  (scripts/parse_reviews.py), fill-in templates for each mode, and reference craft docs. Use
  whenever someone says "write feedback for my students," "review my class," "critique this
  sequence," "how did that class go," "what are students saying," or "go through my ClassPass
  reviews." Works for any style and any class length.
license: MIT
---

# class-feedback

This skill does three jobs. Decide which one first.

- **Student-facing notes**: warm, encouraging, practical. Sent to students after class so they
  remember what they did and what to work on. Voice is the teacher talking to their students.
- **Teacher self-review**: honest, specific, sometimes uncomfortable. A debrief the teacher reads
  to teach the class better next time. Voice is a sharp, supportive mentor.
- **Reviews digest**: turn a pile of public student reviews into a short, usable read of what is
  landing and the one thing worth changing. Voice is a clear-eyed coach.

If the request is ambiguous ("give me feedback on my class"), ask which one, or produce the
self-review and offer the others.

## What's in this skill

```
scripts/parse_reviews.py        Pasted reviews → structured signal (ratings, themes,
                                patterns vs outliers, teaching vs facility). No dependencies.
templates/student-notes.md      Fill-in shape for Mode 1
templates/self-review.md        Fill-in shape for Mode 2
templates/reviews-digest.md     Fill-in shape for Mode 3
references/reading-reviews.md   How to read reviews for the need underneath the words
references/sequencing-and-cueing.md   The self-review audit rubric
examples/                       A worked reviews input + parser output pair
```

Load a template when you start writing that mode. Load a reference when you need the depth: the
review-reading judgment (Mode 3, and reviews-as-evidence in Mode 2) lives in
`references/reading-reviews.md`; the sequencing and cueing audit (Mode 2) lives in
`references/sequencing-and-cueing.md`.

## Inputs to Gather

```
Mode:                   (student-facing / self-review / reviews digest)
The class:              (sequence, arrow-flow, notes, or description)
Style & level:
What the teacher aimed for: (theme, peak, the feeling they wanted)
What actually happened:  (what landed, what felt off, timing, energy in the room)
Audience:               (for student notes: regulars, beginners, a workshop group)
Reviews:                (pasted ClassPass / MINDBODY / Arketa / Momence / Google / Yelp text, or screenshots)
Voice note:             (a transcript of a post-class voice memo, timestamps welcome)
Planning material:      (typed plan, a screenshot, or a photo of handwritten notes)
Anything specific to address: (a transition that fell apart, a cue that confused people)
```

If the class content is thin, reconstruct the arc enough to give useful feedback, and say what you
assumed.

### Feed it everything

More raw material always sharpens the read. Nothing is too messy to be useful. Ask for and accept
all of it:

- **A post-class voice note.** Suggest the teacher record a quick voice memo the moment class ends,
  while it is fresh, then paste the transcript. Rough timestamps help a lot: a line like
  "02:15 the second side felt rushed" lets the read line up with a real moment in the class. Even
  an untimed brain-dump is worth pasting.
- **Class planning material in any form.** A typed plan, a screenshot of phone notes, or a photo of
  a handwritten sequence on paper. Read the image. Crossed-out lines and margin scribbles are
  signal, not noise, because they show what the teacher meant to do versus what happened.
- **Public reviews.** Paste the text or drop in screenshots. Where they live:
  - **ClassPass**: ratings and comments on the class and teacher pages.
  - **MINDBODY**: class reviews and the business reviews section.
  - **Arketa / Momence**: class and instructor feedback in the dashboard.
  - **Google / Yelp**: the studio's public page.
  This package does not include review API integrations; use authorized pasted/exported material or screenshots. If a teacher
  pastes a screenshot, read the text from it.

## Reading reviews and raw feedback for signal

Student reviews report experience; explanations for that experience remain hypotheses. Read [review interpretation](references/reading-reviews.md) before drawing conclusions. Deduplicate reports and show denominators. Frequency does not erase severity: one serious consent or safety concern deserves attention.

For a pile of pasted reviews, the optional parser can help organize them:

```bash
python scripts/parse_reviews.py reviews.txt --output parsed.json
```

It groups keywords and surfaces candidate patterns. Read the originals before using its labels, sentiment or counts; it cannot establish cause, independently verify a claim, or decide which concern matters most. Preserve teaching versus studio-operations ownership without discarding substantive concerns. Present observations, plausible explanations, and practical experiments distinctly. Do not invent a story about a reviewer's day to dismiss an outlier.

## Mode 1: Student-Facing Notes

Goal: students feel seen, remember the practice, and have one or two things to take home. Not a
full sequence dump and not a lecture. **Template: `templates/student-notes.md`.**

Structure:
1. **What we explored**: one or two sentences naming the theme and the shape of the class.
2. **What you worked**: the key poses or actions in plain language, so the body remembers.
3. **One or two things to practice**: specific, doable at home, tied to what showed up in class.
4. **Encouragement**: earned and specific, not blanket praise. Name something real you noticed.
5. **Optional invitation**: next class, a pose to play with, a question to sit with.

Voice: direct, warm, specific. Encouraging where earned, honest about what is hard. No motivational
slogans. Talk to them like the adults they are.

## Mode 2: Teacher Self-Review

Goal: make the next teaching of this class better. Praise that is not actionable is noise. Lead
with what to change, not with reassurance. **Template: `templates/self-review.md`. Audit rubric:
`references/sequencing-and-cueing.md`.**

Structure:
1. **What the class was trying to do**: state the intended arc, theme, and peak in one line so the
   critique has a target.
2. **What worked, and why**: name the specific moves that earned the result. Mechanism, not vibes.
3. **What did not land**: be direct. Pacing, a prep that did not support the peak, a cue that
   confused, an energy dip, a transition that broke. Say where and why.
4. **Sequencing audit**: did the warm-up earn the peak? Was anything unsafe or under-prepped? Did
   repetition serve a purpose or pad the clock? Was the cool-down enough to down-regulate?
5. **Cueing audit**: were cues verb + body part + direction, or vague? Too many words? Did the
   theme get taught or just announced?
6. **The one change**: if the teacher changes only one thing next time, what is it and why.
7. **Keep**: the one or two things that are working and should not be touched.

When reviews or a voice note are in the inputs, fold them in here as evidence, already read for
signal per the section above. Tie a change to the pattern that supports it without reprinting the
raw complaints.

Voice: a sharp mentor who respects the teacher. Truth over comfort. Specific over polite. Friction
is fine when it is useful. Do not perform enthusiasm and do not soften a real problem into a
compliment.

## Mode 3: Reviews Digest

For "summarize my reviews," "what are students saying," "go through my ClassPass feedback." Turn a
pile of public reviews into a short, usable read. **Run `scripts/parse_reviews.py` first; template:
`templates/reviews-digest.md`.**

Structure:
1. **The through-line**: one or two sentences on what students consistently experience.
2. **What is landing**: the strengths that recur, each with the specific thing that earns it.
3. **The one pattern worth acting on**: the single recurring note that would most improve the
   class, stated as a change to try.
4. **Set aside**: a one-line note of what you discounted and why (facilities, price, one-off
   moods), so the teacher knows it was seen and weighed.
5. **Optional reply drafts**: if the teacher wants to respond publicly, offer a brief, gracious
   reply for a specific review. Keep it warm and short, never defensive.

Keep it short. A digest is a compass, not a transcript.

## Cross-Cutting Craft

- A peak should be earned. Every prep should train an ingredient the peak consumes. Flag preps that
  do not pay off and peaks that arrive cold.
- Heat -> prep -> express -> stabilize -> integrate -> down-regulate. Name where the arc breaks.
- Repetition is a tool, not filler. Ask whether a repeated round taught something or burned time.
- Both sides: note where the second side diverged and whether that was intentional.
- Safety: general only. Flag an under-prepped deep backbend or a fast load on cold joints. Do not
  invent injuries, contraindications, or medical advice.

## Voice & Formatting

- No em dashes. No AI-cadence.
- Student notes: warm, plain, second person.
- Self-review: blunt, specific, mentor voice. Replace "great job" with what was good and why.
- Reviews digest: brief, plain, action-first.
- No wellness filler, no slogans, no empty reassurance.
- Concrete beats abstract every time.

## Anti-Patterns

Do not:
- Blur the modes. Student notes are not a critique; a self-review is not a pep talk.
- Announce that you are reframing, softening, or interpreting feedback, or say students do not mean
  what they say. Just give the clean read.
- Quote a hurtful review line back at the teacher. Take the one usable fact and drop the rest.
- Treat a single outlier review as a verdict on the class.
- Pass off facility, price, or app complaints as teaching feedback.
- Give praise with no mechanism ("nice flow") or criticism with no fix ("the pacing was off").
- Dump the full sequence back at students as "feedback."
- Soften a real problem into a compliment in the self-review.
- Invent medical or injury advice.
- Default to blanket encouragement instead of one or two specific, doable practice points.
- Paste the parser's JSON at the teacher. It is preprocessing; the read is yours to write.

## Quality Check Before Answering

- The mode is correct for what was asked.
- Reports remain distinct from interpretations; uncertainty is stated plainly.
- Ordinary patterns guide a teaching experiment; serious single reports receive separate attention.
- Non-teaching complaints (room, price, app) are set aside, not coached on.
- Every piece of praise names a mechanism; every critique names a fix.
- Student notes give one or two doable practice points, not ten.
- The self-review ends with a single clear "change this next time."
- Safety notes are general, not invented diagnoses.
- It sounds like the teacher (student mode), a trusted mentor (self-review), or a clear-eyed coach
  (digest), not a brochure.

## Evidence, severity, and follow-through

Treat the parser as triage, not a verdict. Deduplicate reviews, preserve class/date attribution and report theme counts with denominators. A reported experience and your explanation are different claims. Read [review interpretation](references/reading-reviews.md) before turning keywords into coaching; do not silently substitute what a reviewer “must have meant.” A single serious consent, discrimination or safety report needs attention even without a repeated pattern.

For self-review, anchor each finding in a moment, observation, possible mechanism and small next-class experiment. Compare like formats: quiet practice and facilitated exploration do not need a vinyasa heat peak. On a follow-up review, assess the experiment against the new observations rather than starting a disconnected critique. Keep student-facing notes free of private review material, names and inferred diagnoses; a draft is not permission to send it.


--- Supporting file: references/reading-reviews.md ---
# Reading reviews for signal

Reviews are evidence of a reported experience, not direct access to what caused it. Keep the reviewer's observation separate from your teaching hypothesis. Be constructive without erasing the complaint or pretending you know what the writer “really meant.”

## Read at the right unit

Keep platform, date, class/instructor if known, source, and duplicate identity. The same review copied to two sites is one report. If the instructor or class is ambiguous, do not attribute it as established. Separate ratings from text; a high rating can contain a useful concern and a low rating can be about a booking problem.

Count themes with denominators: “3 of 12 distinct reviews mention unclear transitions.” Two mentions are a lead, not a universal finding. Self-selected reviews cannot establish the whole class's view. Compare similar formats and time periods; a quiet yin class and a power flow need different expectations.

## Report → interpretation → experiment

| Reported experience | Possible explanation to investigate | Concrete experiment |
| --- | --- | --- |
| Too much talking | Cue density, explanations during holds, or mismatch with expected quiet | Record a short teaching segment and remove cues that repeat the same action |
| Felt lost | Side changes, transitions, sightlines, or unfamiliar vocabulary | Name the next side and destination before the transition |
| Too hard | Level mismatch, few options, pace, or unclear expectation | Introduce a lower-load option before the hardest transition |
| Not enough movement | Format mismatch or long pauses | Set the format expectation at the start and inspect transition timing |
| Unwanted hands-on contact | A consent or boundary concern | Prioritize a specific consent review; do not wait for more complaints |
| Music was distracting | Volume, hearing access, taste, or timing | Check audibility from different points in the room |

These are hypotheses, not automatic translations. Quote only the short neutral wording necessary for accuracy. Do not repeat cruel language to make a point; do not minimize its substantive content either.

## Frequency is not severity

A single report of unwanted touch, discrimination, unsafe instruction or injury deserves direct attention. Keep the allegation accurately attributed, avoid adjudicating facts you cannot establish, and identify an appropriate review step. Do not dismiss it as “one bad day” because most ratings were warm. Ordinary preference outliers may remain outliers; serious concerns are not voted away.

## Teaching and conditions

Separate what the teacher can change from studio operations such as parking, billing, room temperature and booking access. Do not discard access or safety concerns merely because another party owns the fix. Say who can act and what the available evidence supports; never contact a reviewer or studio without authorization.

## Deliver the digest

State coverage and distinct-review count. Identify repeated strengths, specific concerns and uncertainties, then one ordinary teaching experiment with the evidence behind it. Add a separate priority issue if severity warrants one. Keep mixed themes mixed until text establishes direction. A parser's keyword count is a triage aid; read the original entries before reporting conclusions.


--- Supporting file: references/sequencing-and-cueing.md ---
# Sequencing and cueing audit

The craft rubric behind the self-review mode. Use it to make a critique specific
and mechanical instead of vibes-based. Every finding here should name a *where*
and a *why*, and pair with a fix.

## The arc

A well-built class moves through a shape:

```
heat  →  prep  →  express  →  stabilize  →  integrate  →  down-regulate
```

Name where the arc breaks. Common breaks:

- **Peak arrives cold.** The express phase (peak pose or hardest work) lands
  before the prep trained its ingredients. Fix: trace the peak back to its parts
  and check each got a rehearsal earlier.
- **No down-regulation.** Class ends hot — straight from the peak to savasana
  with no stabilize/integrate. Students leave wired. Fix: earn the rest.
- **Front-loaded prep.** So long a warm-up that the express phase gets rushed.
  Fix: cut prep that doesn't feed the peak.

## Sequencing audit — ask these

1. **Did the warm-up earn the peak?** Every prep should train an ingredient the
   peak consumes. A peak that needs open hips, a rooted stance, and shoulder
   external rotation should have rehearsed all three. Flag preps that pay off
   nothing and peaks that arrive cold.
2. **Was anything unsafe or under-prepped?** General flags only: a deep backbend
   with no thoracic or hip-flexor prep, a fast load on cold joints, a strong
   inversion with no build. Do **not** invent injuries, contraindications, or
   medical advice — flag the structural gap, not a diagnosis.
3. **Did repetition serve a purpose?** A repeated round should teach something
   (add a layer, refine an action, build heat toward a target) or it is padding
   the clock. Ask which it was.
4. **Both sides.** Note where the second side diverged from the first and whether
   that was intentional (a taught refinement) or drift (ran out of time, forgot
   a cue).
5. **Was the cool-down enough to down-regulate?** Count the real minutes of
   down-shift against the intensity of the peak.

## Cueing audit — ask these

1. **Verb + body part + direction?** Strong cues are actionable: "press the
   right heel down and spin the inner thigh back." Weak cues are vague: "find
   your foundation," "be present in the pose." Flag the vague ones with the spot
   they happened.
2. **Too many words?** Count cues per pose. If students are holding while the
   teacher stacks a fourth and fifth cue, the instruction is burying the action.
3. **Was the theme taught or just announced?** A theme stated in the opening and
   never referenced again was announced. A theme woven into cues ("let this be
   the letting-go we talked about") was taught. Say which happened.
4. **Timing.** Was the cue given before the movement (so students can act on it)
   or after (so it's a correction)? Prospective cues teach; retrospective cues
   scold.

## Turning the audit into "the one change"

A self-review ends with a single change to make next time. Pick it by impact:
the one fix that would most improve the class, stated as a concrete action, tied
to the pattern that supports it. Not "work on pacing" but "cut the second sun-B
round and use those three minutes to prep the hips before pigeon." Everything
else in the audit is context for that one change and the one or two things to
**keep** untouched.

## Match the format and the evidence

The heat/peak arc above applies to relevant active classes, not every class. For yin/restorative work inspect props, exits, time in quiet, and integration; for facilitated exploration inspect choice, clear invitation and permission to rest. Do not grade these against vinyasa intensity.

Use a moment → observation → plausible mechanism → small experiment structure. A voice note saying “the second side felt rushed” is the teacher's report; it is not proof every student felt rushed. Retain rough timestamps and uncertainty. In a transcript, pauses and repeated instructions can matter; do not automatically compress them away.

Theme integration should be embodied and optional, not a requirement to repeat a philosophical slogan during every pose. A more useful cue often names the action and leaves space to experience it.

When reviewing the next class, compare the selected experiment with the prior one. Record what changed, what the teacher observed, and whether the evidence is sufficient to keep or revise it. Do not promise measurable improvement from a single trial.


--- Supporting file: templates/reviews-digest.md ---
<!--
Reviews digest template. Fill the sections, then DELETE every bracketed prompt
and this comment. Voice: a clear-eyed coach. Brief, plain, action-first. A digest
is a compass, not a transcript. Drive the one action off an ISSUE PATTERN
(2+ reviews from parse_reviews.py), never off an outlier. Never quote a hurtful
line. No em dashes. See references/reading-reviews.md.
-->

# What students are saying: [class / teacher / period]

[Optional one line of context: how many reviews, average rating, over what
period. From parse_reviews.py summary.]

**The through-line.** [One or two sentences on what students consistently
experience. The recurring positive and the overall feel.]

**What is landing.** [The strengths that recur, each with the specific thing that
earns it. Pull from the praise_patterns. Mechanism, not just adjectives.]

- [Strength 1 — and the specific thing students name that earns it]
- [Strength 2]

**The one pattern worth acting on.** [The single recurring note that would most
improve the class, stated as a change to try — the need underneath the words, not
the surface complaint. Drive this off the top issue pattern.]

**Set aside.** [One line naming what you discounted and why — temperature, price,
parking, the app, one-off moods — so the teacher knows it was seen and weighed,
not coached on. From set_aside_non_teaching.]

<!-- Optional: include only if the teacher wants to respond publicly. -->
**Reply drafts.** [A brief, gracious, warm reply for a specific review. Never
defensive. One short paragraph.]


--- Supporting file: templates/self-review.md ---
<!--
Teacher self-review template. Fill the sections, then DELETE every bracketed
prompt and this comment. Voice: a sharp, supportive mentor. Truth over comfort,
specific over polite. Lead with what to change. Replace "great job" with what was
good and WHY (the mechanism). No em dashes. See references/sequencing-and-cueing.md
for the audit rubric.
-->

# Self-review: [class name / date]

**What the class was trying to do.** [State the intended arc, theme, and peak in
one line so the critique has a target.]

**What worked, and why.** [Name the specific moves that earned the result.
Mechanism, not vibes. "The X prep set up the Y peak because..." Not "nice flow."]

**What did not land.** [Be direct. Pacing, a prep that didn't support the peak, a
cue that confused, an energy dip, a transition that broke. Say WHERE and WHY.]

**Sequencing audit.**
- Did the warm-up earn the peak? [Which ingredients did the peak need, and were
  they all rehearsed?]
- Anything unsafe or under-prepped? [General structural flags only — no invented
  injuries or diagnoses.]
- Did repetition serve a purpose or pad the clock?
- Both sides: where did the second side diverge, and was that intentional?
- Was the cool-down enough to down-regulate?

**Cueing audit.**
- Were cues verb + body part + direction, or vague? [Cite the vague ones.]
- Too many words anywhere?
- Did the theme get taught, or just announced?

**Evidence from reviews / voice note.** [If reviews or a post-class voice memo
are in the inputs, fold the patterns in here as evidence — already read for the
need underneath the words. Tie a change to the pattern without reprinting raw
complaints. Skip this section if there's no such input.]

**The one change.** [If you change only one thing next time, what is it and why?
Concrete action, tied to the pattern that supports it.]

**Keep.** [The one or two things working well that should not be touched.]


--- Supporting file: templates/student-notes.md ---
<!--
Student-facing notes template. Fill the sections, then DELETE every bracketed
prompt and this comment. Voice: the teacher talking to their students — direct,
warm, specific, second person. No slogans, no wellness filler, no em dashes.
Keep it short: students should remember the class and leave with one or two
things to practice, not read a sequence dump.
-->

## [Class name or "Notes from [day]'s class"]

**What we explored.** [One or two sentences naming the theme and the shape of
the class. What was the idea, and what was the overall journey?]

**What you worked.** [The key poses or actions in plain language, so the body
remembers. Group them by what they built toward, not a full pose-by-pose list.]

**One or two things to practice.** [Specific, doable at home, tied to what
actually showed up in class. Pick one or two, not ten. Say when and how, briefly.]

- [Practice point 1 — the action, and where to feel it]
- [Practice point 2 — optional]

**Something I noticed.** [Earned, specific encouragement. Name a real thing you
saw in the room today — a group of you finding a transition, someone's first
[pose], the quality of attention in the second half. Not blanket praise.]

[Optional invitation: next class, a pose to play with this week, a question to
sit with. One line.]

Includes the full skill and 5 supporting guides. You can also ask your assistant to save it for next time.

Source guides

references/reading reviews ↗references/sequencing and cueing ↗templates/reviews digest ↗templates/self review ↗templates/student notes ↗

Field guide 04 / History & perspectiveSource ↗

See the practice behind the numbers.

Reconcile years of classes, teachers, and training across booking platforms and scattered records. Keep what happened distinct from what was booked.

Different records. One honest history.

01Booking + reminder → one candidate

02Check-in or recollection → attendance evidence

03Two classes in one day → two visits

04Training hours → explicit, separate evidence

You bring

Booking history, studio exports, calendars, notebooks, or personal recall

You leave with

A reconciled private ledger and a clear view of your practice

Inside the method

Momence + a broad source field guide
Cancellations, guest passes & duplicate records
Multiple classes vs. distinct practice days
Confirmed attendance & evidenced training hours

Momence, Mindbody, Arketa, Walla and more. The method works with exports and available connections; it does not assume every provider has an installed integration.

Copy the complete prompt.

Paste it into your AI assistant and add your material where indicated. The full method and supporting guides are included.

Complete prompt: Yoga journey

Use the complete method below to help me with yoga journey in this conversation. Do the work with me now; saving or installing a skill is optional. If I ask you to save it, use the features actually available in this assistant, preserve existing skills, and ask before overwriting. If saving is unavailable, say so and continue here. Follow every relevant section of SKILL.md and the included supporting guides, including evidence rules, output structure, quality checks, and continuity. Treat examples as examples, never as facts about me. Use only information I share or sources I authorize. If essential material is missing, ask focused questions before drafting; do not invent personal history, credentials, attendance, quotations, or prior reflections.

MY REQUEST
Help me start a yoga practice log using a manual list first. Keep uncertain attendance visible and separate teacher training from workshops and regular practice. Explain any setup before running scripts or connecting accounts.

MY MATERIAL AND PREFERENCES
[Add your notes, source material, preferred format, and any constraints here. If left blank, help me identify what you need.]

The complete written method is included below. Supporting scripts and sample files are at https://github.com/TaylorONeal/ai-yoga/tree/035ac44860344b168152c4844ae7b7b51668d8c1/skills/yoga-journey-tracker. If code or external files are needed, explain what is missing and ask me to provide or authorize access. Do not claim to run scripts, connect accounts, schedule tasks, publish, or send messages without the necessary tools and my request.

--- SKILL.md ---
---
name: yoga-journey-tracker
description: Compile, reconcile, and explore a personal yoga practice history from booking records, studio exports, calendars, and memory. Covers Momence, Mindbody, Arketa, Walla, and other sources while keeping attendance, multi-class days, training hours, and uncertain records distinct. Use to build or update a practice log, retrospective, dashboard, or teacher history.
license: MIT
---

# Yoga Journey Tracker

Build a history the practitioner can trust, not just a large count. Recover scattered evidence, reconcile it into a private ledger, then help them see teachers, places, rhythms, and learning across time. The raw ledger, analytical totals, and public presentation are different artifacts.

## Choose the job

- **First compile:** inventory sources and existing spreadsheets, then collect in bounded batches.
- **Update:** start from the existing canonical ledger and process the uncovered period; do not rebuild from zero.
- **Reconcile:** compare a studio export or user correction with earlier inferences while preserving audit history.
- **Explore or present:** use a reconciled dataset; state attendance filters and denominators before writing a story or chart.

Ask once for missing essentials: the private ledger location, date range, available accounts/exports, and whether the scope includes workshops, retreats, personal practice, and classes taught. Reuse existing answers. Do not assume the user's home country, studio, teaching status, or training history.

## Read the relevant method

- Before collection: [booking-source field guide](references/booking-sources.md), including Momence, old/new Arketa senders, Mindbody completed visits, Walla, WellnessLiving, union.fit, FitGrid, LoyalSnap, Gymdesk, retreat.guru, payment/event receipts, direct studios, calendars, legacy mailboxes and manual evidence.
- Before any merge, correction or totals: [reconciliation rules](references/reconciliation.md).
- Before scripting: [collection scripts and limits](scripts/collect/README.md) and [schema](config/schema.json). Inspect an existing workbook's actual columns/sheets first.

## 1. Collect without flattening the evidence

Pair booking-platform history with direct studio correspondence, authorized calendars, legacy mailboxes, and user-supplied attendance exports. Search each source across the requested years with complete pagination; record coverage and failures. A source returning no records means no records found within that search, not no practice.

Momence is a first-class source: inspect booking, receipt, cancellation and post-class messages, plus any user-provided attendance export. Preserve occurrence, attendee, venue, local time and status. The field guide provides search leads; do not pretend this repository ships a Momence API connector.

Retain raw labels and source IDs privately. Stage candidates and parse failures before changing the ledger. Bookings, reminders, payment receipts and class-pack purchases are not interchangeable. A reminder does not prove attendance. Match cancellations to the same attendee and occurrence; a guest alias cancellation must not cancel the user's separate booking.

## 2. Reconcile conservatively

The visit unit is one class occurrence for one practitioner. Prefer provider IDs; otherwise compare location + local date + time + class + teacher. Do not collapse two legitimate classes at one studio on one day. Unknown time or teacher is unresolved matching evidence, not permission to merge.

Use confirmed, provisional, excluded and unresolved states in the audit. In the existing workbook, preserve `Unsure Attended`, `Check-in Confirmed`, source and notes fields; do not interpret an empty uncertainty cell as check-in proof. Specific user-confirmed recollection is valid evidence with its own provenance. Unknown dates stay in a review queue rather than acquiring invented exact dates.

A studio attendance export can correct inferred visits within its coverage. Stage the diff, preserve annotations and out-of-range history, and version the workbook before replacement. Never delete every row for a studio merely to import a partial export.

Normalize teacher aliases only with identity evidence. Keep co-teachers distinct, raw class names intact, studio locations separate from brands, and rebrands searchable. Convert classes to the studio's local timezone with provenance, not the practitioner's home zone.

## 3. Analyze with explicit definitions

Report event count and distinct practice-day count separately. Count co-teachers individually. Separate completed formal training hours, in-progress programs, workshops with evidenced durations, retreat sessions, and classes taught. A timetable is not a record that every offered session was attended; a YTT-tagged class is not a completed credential.

Use confirmed-only totals by default for attendance claims and show provisional/unresolved counts alongside them. If the user chooses a wider definition, label it clearly throughout the dashboard and narrative. Do not turn missing-source years into a story about motivation. Use user-selected home-country context for international comparisons, not a hardcoded country.

## 4. Produce a useful view

For a first result, deliver the ledger update and a compact review: covered dates/sources, confirmed visits, distinct days, provisional records, new/merged rows, and unresolved decisions. Then, if requested, create an HTML dashboard, slides, or teacher document from that reviewed data using available document tools.

A good retrospective can include yearly/monthly rhythm, style mix, teachers and studios, places, training milestones, and meaningful turning points grounded in the user's own account. Every chart needs units and population. Apply public-export name overrides only at the presentation layer. Do not publish exact personal movement history by default.

Output-rendering scripts are not currently included in this package. Generate those artifacts with the assistant's available tools when requested; do not run nonexistent `scripts/output/*` commands or promise a one-command deck builder.

## Included helpers and safe use

The manual CSV importer and legacy Arketa/Mindbody/calendar collectors exist. The collectors need credential setup and representative template review; coverage is narrower than the assisted field guide. Run imports on a private staged copy first. Use the assistant's real supported account connection if available, otherwise accept user-provided exports. Never invent API methods or request credentials in a prompt.

The canonical workbook has 19 visit columns plus optional Studios, Instructors, Planned_Trainings, Teaching_Log and Summary sheets; see `config/schema.json`. Preserve unrelated sheets and formulas. Keep credentials, tokens, raw exports, evidence sidecars, workbook versions, practitioner config and generated outputs outside this public repository.

## Completion checks

Reconcile counts before/after, inspect suspected duplicate groups and cancellation cases, and verify that re-import does not inflate visits. Keep multiple same-day sessions, unknown-date records and uncertainty visible. Confirm source coverage and chart denominators. A successful script exit is not proof that the historical interpretation is correct.


--- Supporting file: references/booking-sources.md ---
# Booking-source field guide

Use this when gathering practice history. These are search leads learned from real collection work, not guarantees of current vendor behavior or claims that an API integration ships here. Verify the actual sender and template in the user's mailbox. Search domains first, then subjects, then studio names. Group OR terms so an unrelated “confirmation” search does not escape the sender filter. Use the connected tool's documented query syntax; examples below are Gmail search expressions.

| Source | Discovery query / material | Extract and reconcile |
| --- | --- | --- |
| **Momence** | `from:momence.com {booking confirmation receipt "You're in" "what did you think" cancel}`; inspect `momence@mail.momence.com` when present | Class occurrence, venue, teacher, attendee, reservation ID, status and timezone. A receipt can purchase a pack. Pair cancellations with that booking/attendee, and treat feedback requests as corroboration, not attendance proof. Use a user-provided attendance export when available. |
| Arketa, current and older | `{from:notifications.arketa.co from:reservations@arketa.co}` | Confirmation plus 24-hour and 45-minute reminders may be three records of one class. Preserve address and class start time; do not use the email arrival date as class date. Search both sender generations. |
| Mindbody | `from:mindbodyonline.com {receipt reservation confirmation reminder "Thank You for Visiting"}` | Purchases, bookings, completed visits and welcome emails have different meanings. Studio business-number senders may reveal old history. Consumer completed-visit history or a studio export can fill missing email records. |
| Walla | `from:hellowalla.com {booked reminder cancel}` | Separate automation from newsletters. Extract class, teacher, date, time and location. |
| WellnessLiving | `from:wellnessliving.com {booked reminder cancel}` | Personalized subject lines can include the user's first name; inspect the body rather than assuming every message is a visit. |
| union.fit | `from:union.fit {receipt registration canceled cancelled}` | An order may contain several registrations. Reconcile each occurrence and cancellation. |
| FitGrid | `{from:fitgrid.com from:followup.fitgrid.com}` | Follow-ups can supply teacher and studio names absent from a booking; automation is supporting evidence, not guaranteed check-in. |
| LoyalSnap | `from:loyalsnap.com {first welcome class}` | Separate post-visit language from sales campaigns. |
| Gymdesk | `from:gymdesk.com {booking reminder cancel}` | Sender subdomains may identify the studio. Verify location and local start time. |
| retreat.guru | `from:retreat.guru` plus the organizer's domain | Program dates, registration, schedules, orientation, cancellation, and thank-you messages. Registration is not a row for every possible session. |
| Stripe, PayPal, Square, Shopify | Sender/domain plus a known studio or yoga-related line item | Distinguish drop-in, deposit, balance, membership, retail and class-pack purchases. Payment supports a transaction, not a count of attended classes. |
| Eventbrite, Wix Events, Book4Time | Event confirmation/history plus the actual organizer | Separate ticket, attendance, cancellation, spa treatment and yoga component. |
| Direct studio correspondence | Studio domains, organizer threads, attached or photographed schedules | Historical teacher rosters and program changes. A printed schedule shows what was offered, not what the user attended. |
| Calendar | Search authorized calendars by year; paginate and expand recurrence correctly | Accepted plans, declined/optional events, classes taught, personal practice, reminders, travel conflicts. An event title containing “yoga” is not enough. |
| Legacy mailbox / export | User-provided archives, studio exports, booking-history files | Older accounts can contain whole eras absent from the current inbox. Record coverage dates rather than treating a missing era as no practice. |
| Manual memory, notebooks, check-ins | Specific dates and recollections, photos, optional location/check-in exports | Keep provenance and uncertainty. A venue check-in may support a visit but not identify a particular class. |

## Collection procedure

1. Agree on account scope, time range, practice categories, and private output location. Use available authorized access; never invent a connector or ask for a password in chat.
2. Inventory sources and date coverage before searching. Work in bounded year/provider batches. Follow all page tokens. Record query, coverage, result count, and unresolved parsing cases.
3. Read class details, not just subject lines. Keep source record ID, provider booking ID when available, attendee identity, local date/time, original timezone, raw class/teacher/studio text, and observed status in private evidence records.
4. Search cancellation and reschedule messages for the same occurrence and attendee. A guest booking sent to a plus-address alias must not cancel the primary attendee's separate booking.
5. Stage candidates, parse failures, and non-class transactions separately. Do not silently discard difficult records or publish raw messages.
6. Reconcile against existing rows before import, then run the checks in [reconciliation.md](reconciliation.md).

## Retreat enrichment

Read pre-trip schedules, orientation messages, daily changes, post-trip notes, and the user's recollection together. A weekly timetable is evidence of an offered session, not attendance on every matching weekday. Keep program days, yoga sessions, non-asana training blocks, and certified training hours distinct. Default to the recalled/session-evidenced count. Expand to all offered sessions only with explicit confirmation, and retain what supports the expansion.

## What ships

The repository contains manual CSV import and legacy Gmail Arketa/Mindbody and calendar collector scripts. The latter require provider credentials and template review; they are not universal parsers. Momence and the other providers above are supported as an assisted search/export workflow, not a fabricated one-command API integration. Normalize a reviewed export into the canonical CSV schema and import it with the supplied importer.


--- Supporting file: references/reconciliation.md ---
# Reconcile a practice history

## Preserve evidence and identity

One class occurrence for one practitioner is the unit of a visit. Neither one email nor one day is that unit. Prefer a provider occurrence/booking ID plus attendee when available. Otherwise compare studio/location, local date, start time, class, and teacher. Same date and studio alone can collapse a real double-class day. A missing time is uncertainty, not a wildcard allowing automatic merge.

For each candidate keep raw labels, normalized labels, source IDs and status separately. The 19-column workbook is the human-facing ledger; private sidecar evidence may carry richer IDs and status history without forcing a destructive schema migration. Do not overwrite user annotations while enriching a row.

## Attendance is a decision with evidence

| Evidence | Treatment |
| --- | --- |
| Explicit current correction by practitioner | Apply it; preserve the replaced inference in the audit |
| Attendance/check-in export with clear per-class status | Strong occurrence evidence within the export's coverage |
| Specific, affirmative personal recollection | User-confirmed, with that provenance; do not pretend it is electronically verified |
| Booking plus reminder or generic post-class email | Provisional unless attendance is established elsewhere |
| Canceled, late-canceled, absent, no-show | Exclude from attended totals; retain the evidence and booking history |
| Unclear or conflicting status | Unresolved; do not silently count or delete |
| Membership, class pack, retail, deposit | Transaction evidence, not an attended session |
| Calendar slot, optional recurring invitation | Planned unless confirmed; declined/unanswered is not attended |
| Class taught | Separate teaching log unless the user explicitly defines another scope |

Do not assume that no reminder means absence. Do not assume that a 45-minute reminder or feedback email proves arrival. Do not infer attendance from a travel gap alone.

## Reconcile an authoritative studio export

Inspect the export's dates, studio locations, attendee, and status definitions first. Stage a row-level comparison: exact matches, new visits, contradicted inferences, unmatched prior visits, and ambiguous cases. Update only the covered interval and matched identity. Preserve older/manual evidence outside coverage. A portal export is not permission to delete every row for that studio. Save a versioned backup and report before/after counts before applying replacements.

For Momence or any other export, do not assume a universal status vocabulary. Map the actual exported statuses to confirmed/provisional/excluded and show the mapping. Keep declined bookings available for reconciliation while excluding them from attended counts.

## Names and places

Keep raw class names even when style buckets are normalized. Teacher aliases require evidence that they are the same person; a shared surname is insufficient. Co-teachers are distinct individuals and one co-taught class is still one visit. Preserve accents and legitimate name changes; do not guess gender or impose a married-name convention.

A studio brand is not a venue: same-name locations in different cities remain distinct. Rebrands may share a stable venue identity if evidence supports continuity; relocations need distinct location history. Keep historical names searchable, and do not erase a closed studio from past practice. Use the existing country/style schema consistently rather than mixing full names and abbreviations halfway through a workbook.

## Time and scope

Use studio-local class date/time and record timezone provenance. Email sent time is not class start time. Treat DST, overnight travel, and calendar conversions explicitly. Preserve all-day retreats as program blocks until actual sessions are established; do not invent an 08:00 class.

Separate: visits (events), distinct practice days, yoga sessions within retreats, formal completed training hours, in-progress training, workshops, and classes taught. Never infer a 200-hour credential from one row tagged YTT or multiply program hours by session count. Avoid converting all workshops to a standard guessed duration. Mark estimates as estimates, with a visible denominator.

## Output and audit

Maintain confirmed, provisional, excluded and unresolved counts. Chart titles must state the included population. A teacher list counts individuals rather than “Teacher A + Teacher B” as one person. A streak uses distinct local practice days, not number of sessions. Show source coverage gaps rather than explaining them as a lapse in commitment.

Checks before saving:

- Row count change reconciles to added/merged/reclassified records.
- Re-import of the same reviewed data does not add visits.
- Same-day sessions survive when their times/classes differ.
- Unknown-date records remain in a review queue, not assigned today's date.
- Cancellations match the correct attendee and occurrence.
- Raw evidence, user notes, and records outside an export's coverage survive.
- Figures and narrative agree with the chosen attendance filter.
- Display-only anonymization affects exports, never source identities.

A public dashboard gets only the user-approved aggregate subset. Private names, source IDs, emails, credentials, and exact movement history do not belong in the skill repository or a sample dataset.

Includes the full skill and 2 supporting guides. You can also ask your assistant to save it for next time.

Source guides

references/booking sources ↗references/reconciliation ↗

Field guide 05 / Contemplation & continuitySource ↗

A little more depth in the morning.

Let a verified sutra meet the texture of an actual day. A thoughtful reading, a lived image, and an original mantra, with enough continuity to become a practice.

Original mantra · illustrative example

·Steady enough

·to soften.

·A line to try, not a state to achieve.

You bring

Nothing required; share personal context only if you want to

You leave with

One sutra, a reflection, a mantra, and a closing invitation

Inside the method

Verified verse, distinct from interpretation
Personal context without invented intimacy
Verse-led reflection, not a recycled briefing
History-aware selection & varied daily form

Includes contemplative craft, local-day and duplicate checks, the last 20 verse exclusions, persistent history, and variation in imagery and form.

Copy the complete prompt.

Paste it into your AI assistant and add your material where indicated. The full method and supporting guides are included.

Complete prompt: Sutra & mantra

Use the complete method below to help me with sutra & mantra in this conversation. Do the work with me now; saving or installing a skill is optional. If I ask you to save it, use the features actually available in this assistant, preserve existing skills, and ask before overwriting. If saving is unavailable, say so and continue here. Follow every relevant section of SKILL.md and the included supporting guides, including evidence rules, output structure, quality checks, and continuity. Treat examples as examples, never as facts about me. Use only information I share or sources I authorize. If essential material is missing, ask focused questions before drafting; do not invent personal history, credentials, attendance, quotations, or prior reflections.

MY REQUEST
Write a morning sutra contemplation and a short mantra for today. Use only context I have actually shared; if you know little about me, keep it simple rather than inventing personal details.

MY MATERIAL AND PREFERENCES
[Add your notes, source material, preferred format, and any constraints here. If left blank, help me identify what you need.]

The complete written method is included below. Supporting scripts and sample files are at https://github.com/TaylorONeal/ai-yoga/tree/035ac44860344b168152c4844ae7b7b51668d8c1/skills/morning-sutra-mantra. If code or external files are needed, explain what is missing and ask me to provide or authorize access. Do not claim to run scripts, connect accounts, schedule tasks, publish, or send messages without the necessary tools and my request.

--- SKILL.md ---
---
name: morning-sutra-mantra
description: Write a grounded daily Yoga Sutra contemplation with a verified verse, personal reflection, and original mantra. Maintains local-day continuity, verse exclusions, and varied imagery without inventing personal context. Use for a morning contemplation, today's sutra, or a recurring contemplative practice.
---

# Morning Sutra Mantra

Write something worth sitting with. Let a particular sutra meet an actual human day, a moment of practice, and the way we relate to others. Depth comes from a precise tension and a lived image, not length, mystical adjectives, or a productivity lesson dressed as poetry.

The user need not fill in a profile. Use what they have actually shared and what this session is authorized to read. With little context, write a simpler contemplation. Never invent a relationship, emotional state, hardship, location, or teaching role to make it seem intimate.

## Read before writing

- [Contemplative craft](references/contemplative-craft.md): verse interpretation, embodied application, voice, and form. Read on every writing run.
- [Continuity and delivery](references/continuity.md): local date, prior entries, exclusion history, duplicate prevention, and recovery. Read when saving or continuing a daily practice.

## Establish this morning

Use a live clock in the user's current, evidenced timezone. A home timezone, stale trip plan, session date, and file modification time are not substitutes for today's local date. Current explicit location beats old travel records. When timezone is unknown, ask only if dated output is needed; an undated reflection can proceed.

Before choosing a verse, locate the user's existing contemplation folder and read its canonical exclusion list and last 20 valid entries. Look for an entry already saved for today and its delivery state. Return a saved, undelivered entry instead of regenerating it. An explicit request to revise today's reflection authorizes a versioned revision; preserve the original and its history. A scheduled repeat with nothing new stays quiet. Do not create a parallel state store just because the original is inconvenient.

For a first use, choose an agreed private folder outside the installed skill and public checkout, for example `~/Documents/Yoga Practice/morning-sutra/`. Start history there, not in an ephemeral downloaded skill bundle. If files cannot be saved, deliver in chat and state briefly that rotation history was not saved. Never claim a durable update that did not occur.

## Choose the seed

1. Read the exclusion list **before** selecting a verse. Exclude the last 20 valid entries and any explicit longer-term bans. Preserve migrated exclusions and retractions.
2. Explore all four chapters; do not repeatedly return to the few familiar posture verses. Do not reset history when a small seed pool runs out. Expand the verified pool or ask before relaxing an explicit permanent ban.
3. Verify the citation, transliteration, and meaning with a reliable edition when uncertain. Numbering can vary by edition. Record the edition/reference privately. Never invent Sanskrit, silently blend two verses, or mislabel an original line as ancient text.
4. Distinguish a translation or close paraphrase from your contemporary application. If interpreting, label it a “reading” or “reflection.” Use original wording for the English rendering; respect copyright in modern translations.
5. Let the sutra choose the theme. Do not first read the user's latest coaching report, daily brief, or other reflection and recast its conclusion in poetic language. Shared current facts can supply texture; the contemplation needs its own center.

## Ground the reflection

Use recent explicit statements over old summaries. If calendar access is already available and appropriate, bound reading to the actual local day. Accepted or organized events may be plans; they are not proof of attendance, energy, motives, or emotional response. Declined and unanswered invitations are not commitments. Multi-day stays are background, not new arrivals every morning. Distinguish an event earlier today from one that has not happened yet.

Keep that scaffolding out of the poem. Do not list events, name private third parties unnecessarily, or narrate memory searches. Be transparent if asked what informed the piece. If optional context cannot be reached, proceed with less specificity; disclose a material limitation briefly outside the contemplation when it affects what was requested.

## Write the four movements

1. **Seed:** citation, verified Sanskrit transliteration (Devanagari only if verified), then a plain English reading. Let one difficult word retain some texture rather than smoothing everything into “be present.”
2. **Reflection:** usually 4–8 sentences. Stay with one concrete tension: effort and grasping, attention and interruption, steadiness and tenderness, a reaction and the space before acting. Move through life, mat practice, and relationship without producing three labelled mini-essays. Not every unfamiliar reader needs all three arenas forced into the same piece.
3. **Original mantra:** one or two lines that can be remembered without opening the file again. First person or direct address. A line one can try rather than a claim of perfection. Identify this as original contemplative language, not a traditional Sanskrit mantra.
4. **Invitation:** a small actual thing to feel or notice. A question, image, or spare closing line can work. Sometimes the mantra is the ending. Do not turn the close into homework.

## Keep the voice alive

Read the previous two entries for their opening image, sentence rhythm, mantra form, and closing device. Change the shape, not just the verse number. Do not use breath-staged mantras more than twice in seven days; natural breathing is sufficient, with no compulsory holds or counts. Avoid repeating the same doorway, cup, tide, or unclenching image because it worked once.

Use concrete language, emotional honesty, and enough silence. No em dashes, motivational-poster certainty, ornamental Sanskrit, forced triads, “not X but Y” constructions, wellness filler, or a punchline manufactured for every paragraph. Avoid command-heavy coaching. Do not make equanimity mean passivity, detachment mean indifference, or acceptance mean staying in a harmful situation. Yoga, Advaita, and Buddhist traditions can inform a reader's context without being collapsed into the same philosophy.

## Save and deliver

Keep file metadata stable when saving:

```yaml
type: morning-sutra
date: YYYY-MM-DD
sutra: chapter.verse
image: a short description of the central image
```

Store the entry first, then update verse history and any configured mirror log. Reconcile partial writes on retry rather than appending twice. Track saved and delivered separately; creating a file is not proof the user received it. Read back what was written. Do not put actual run history, exclusions, reader profiles, delivery addresses, or calendar details in the public skill.

The contemplation is the delivery: no preamble about source searches or state management. For scheduled use, follow the already-authorized runtime delivery path; do not set up another schedule or send a second notification. Scheduling and external sharing require their own explicit request.

## Final pass

- Is the verse real, correctly cited, outside exclusions, and distinct from recent themes?
- Does each personal detail come from current evidence, and belong to this local day?
- Does the reflection stay with the verse rather than echo the morning's practical advice?
- Is there a felt image and an honest tension, instead of a slogan?
- Have the last two forms changed? Does the mantra work without a breathing protocol?
- Are history, saved output, and delivery state consistent? If not, repair before claiming completion.


--- Supporting file: references/contemplative-craft.md ---
# Contemplative craft

## Work with the verse, not around it

Before composing, privately write a one-sentence account of what the verse says in its context. Then identify what your application adds. If the modern lesson could remain unchanged under any other verse, it is too generic.

For a term with several readings, preserve the useful ambiguity. “Practice” might refer to a sustained discipline, not merely today's posture class. A claim about stillness is not automatically a claim that thoughts must disappear. Let context and a reliable commentary constrain interpretation. Do not use a metaphor about the nervous system as an established physiological mechanism.

When the verse concerns metaphysics or extraordinary capacities, explain that context rather than turning it into a promise of health, control, or supernatural ability. An assistant can invite contemplation without presenting a tradition's metaphysical claim as an empirical fact.

## One image must do real work

Choose a concrete sensation or ordinary action that changes meaning as the paragraph unfolds. The image should open attention, not illustrate a prewritten self-help rule. Possible fictional starting points: keeping a foot steady while reaching; noticing an urge to fill a pause in conversation; returning to a difficult task without clenching the jaw. These are invented examples, not assumptions about the reader.

Bring the body into the sentence through observable action. “Feel the ground through the standing foot” is different from “raise your vibration.” Avoid assigning emotions to body parts or telling a reader that an uncomfortable sensation proves stored trauma is being released.

## Relationship without mind-reading

Write about the reader's possible response, not another person's presumed motives. “Leave room to hear the end of the sentence” can be an invitation; “they are withdrawing because they are afraid” is an invented explanation. Do not use spiritual language to erase a boundary, justify mistreatment, or make reconciliation obligatory.

## Depth without bloat

A useful reflection contains a small turn: the effort is still there, but its quality changes; a reaction is noticed before it becomes action; a pause remains unfilled. Do not spell out the moral after the image has already carried it. Remove any sentence that merely paraphrases the previous one.

A mantra is a portable practice, not an assertion the user must believe. Original examples, for form only:

- “I can return without beginning again.”
- “Let the next word have room.”
- “Steady enough to soften.”

Do not reuse these as a default bank. Do not imply they are translations of a cited sutra.

## Form variation

Alternate between spare prose, short lines, a sustained image, or a quieter question. Keep the verse identifiable and the meaning readable. Do not introduce novelty for its own sake. Track the opening image, whether the mantra uses breath, and the closing form so variation can be checked rather than assumed.

If writing for an unfamiliar reader, avoid faux intimacy. A clear short piece is better than a detailed invented life. If the user asks for greater depth, develop the verse's conceptual tension and embodied application; do not simply double the adjective count.


--- Supporting file: references/continuity.md ---
# Continuity and delivery

A daily practice can fail even when the prose is good: the wrong date, an already-used verse, a repeated template, or a second copy of today's entry breaks trust.

## Locate state once

Use an existing user-selected folder or verified storage identifier. Folder titles and modified timestamps cannot distinguish the live collection from a newer backup. Keep backup trees out of rotation searches. On migration, compare entries and exclusions before choosing the new canonical location. Do not copy private state into this skill package.

Recommended private layout, only when starting fresh:

```text
morning-sutra/
  YYYY-MM-DD.md
  _verse-history.json
  _exclusions.md
```

A history record can contain local date, timezone, citation, image, mantra form, closing form, saved path, and delivery status. Existing formats win over this suggestion. Retractions remain in history with their status; exclude them from canonical daily-entry counts, and preserve any explicit instruction never to repeat their verses.

## Retry semantics

| What exists | Next action |
| --- | --- |
| No entry for today's verified local date | Choose a permitted verse and draft |
| Entry saved, history missing | Read the entry and repair history; do not regenerate |
| Entry and history saved, delivery unconfirmed | Inspect the runtime record; report unknown rather than mark delivered by assumption |
| Saved but demonstrably undelivered | Deliver the saved text through the existing authorized path |
| Delivered with no material change | Stay quiet on automatic repeat |
| Explicit correction or rewrite request | Preserve prior version, apply correction, update the canonical reference |
| Multiple same-day copies | Compare content and delivery records; preserve originals and mark the selected canonical copy |

For local writes, use temporary files and atomic rename where available. Update history idempotently by date plus entry identity. If a remote write times out, check whether it succeeded before retrying. If two copies disagree, do not silently merge verse history or overwrite the user's edits.

## Local date

Read a live clock and use an IANA timezone established from current user context. Calculate local midnight to next local midnight in that zone, including daylight-saving transitions. A trip spanning days is not a fresh travel event every day. An optional recurring invitation is not evidence of attendance. If timezone remains unknown, request it before date-sensitive persistence or keep the reflection undated.

## Rotation

Read explicit exclusions and the last 20 canonical entries before choosing. Scan the previous two pieces for image and form as well. A small reference pool is a starting point, never permission to reuse blocked verses. Use a reliable larger edition when the pool runs out. Do not claim that every edition has identical verse counts or numbering.

## Delivery boundary

Do not create schedules, change notification settings, upload the collection, or send messages as a side effect of writing. The runtime's existing authorized route owns delivery. Normal chat output may serve as the delivery; a separate push is usually duplication. Keep logs private and concise.

Includes the full skill and 2 supporting guides. You can also ask your assistant to save it for next time.

Source guides

references/contemplative craft ↗references/continuity ↗

A few things worth keeping

The attention is yours.
So is the judgment.

These are open instructions, not an AI service. Use them with an assistant that accepts long prompts. Saving skills, working with files, and connecting accounts depend on the tools your assistant actually supports.

Keep student names and sensitive details out of shared prompts. This website does not collect what you copy. Your AI provider’s data policies apply when you paste it there.

The skills are free and MIT licensed. Your assistant may have its own fees. Code-assisted tasks need the complete skill folder from the repository; your assistant can explain that when it is relevant.

Keep the craft.Make roomfor the practice.

A skill is a way of working.Give it to your AI.

Choose what you need.

Copy the complete prompt.

Make it part of your practice.

What are you working on?

Your teaching. In your words.

Inside the method

Copy the complete prompt.

Source guides

Keep the architecture of a class.

Inside the method

Copy the complete prompt.

Source guides

Turn reflection into better teaching.

Inside the method

Copy the complete prompt.

Source guides

See the practice behind the numbers.

Inside the method

Copy the complete prompt.

Source guides

A little more depth in the morning.

Inside the method

Copy the complete prompt.

Source guides

The attention is yours.So is the judgment.

Keep the craft.
Make room
for the practice.

A skill is a way of working.
Give it to your AI.

The attention is yours.
So is the judgment.