With almost two decades in International Education, I’ve worked as an Educator, Trainer, and Leader, with a deep passion for differentiation in classrooms. Inspired by global experts like Carol Ann Tomlinson, Diane Heacox, and Susan Allan, I, like many educators, am always looking for ways to make differentiation a natural part of what we do rather than just another task. Recently, in an unexpected setting far from the classroom, I experienced one of my clearest insights into what differentiation can look like at its best.

A few weeks ago, I had the opportunity to attend a restorative yoga class for the first time at Dr Omprakash Gaur's centre in Goa. Led by his wife, Prapti, this experience revealed insights into the art of differentiation in any classroom.

Arriving late, thanks to a taxi driver who seemingly had other plans (oh so Goa), I felt an immediate wave of uncertainty wash over me. As I entered, the room was already filled with students, each comfortably settled and ready to begin. Just as I began to feel lost, a kind fellow participant approached me with smile, sensing my unease. “Are you coming for the first time?” she asked softly.

After I nodded, she quickly provided a checklist of essential props: “First, grab a mat, then a chair, and the blocks, a blanket, a bolster…” She must have realized I was struggling to keep up with the list and said, “Okay, get a chair and mat with a bolster, and I will get the rest for you.” I soon found my lace, and she brought me the props.

The session began with a beautiful Hindu prayer—a ritual that always feels like a warm embrace in yoga classes, no matter where you are in the world. Prapti then positioned herself not just on the small stage designed for her, but among us, ensuring visibility for all (learners).

What struck me most was the inclusive environment Prapti cultivated. She delivered instructions in both Hindi and English, ensuring that all (learners) could follow along without feeling left out.

She made statements such as:

“Those who have been coming often know what to do next, please start. For others, I will demonstrate and explain in a few minutes.”
“Try your best to see how far you can go, but don’t push too much it’s okay!”

Each asana was introduced with props*(1), which I had previously thought made the practice too “easy”. I quickly learned that this was far from the truth; very pose presented challenges that deepened my understanding of my own capabilities, supported by the thoughtfully selected tools around me.

Prapti led by example, utilizing the props herself, I just know she could perform a wider range of deeper asanas, but her aim was not to overwhelm the students. Thirty minutes into the class, I had a powerful epiphany: this was a microcosm of an ideal school classroom!

Carol Ann Tomlinson the International Differentiation Guru in her book The Differentiated Classroom: Responding to the Needs of All Learners goes on to say: In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide. And that’s where Prapti was! Prapti was also demonstrating a crucial lesson: it is not about reaching the pinnacle of ability but rather about making progress—no matter how small.

The studio was earthly, organised and to the point with zero overstimulation. In that space, I witnessed independence and respect. Each individual knew their role, and the expectations set before them, even someone like me who had entered for the first time. When someone required assistance, it was offered in a fraction of a second, reflecting the spirit of collaboration. There was no competition or singular level to achieve. Instead, the focus was on personal journeys and capabilities, with each person aiming to improve on their previous efforts, mirroring the concept of psychological safety and growth. The learning environment in an organically differentiation classroom is based on safety and the way the classroom feels and functions. Tomlinson & Eidson, 2003,

After the class, I took a moment to study this simple yet meaningful setup. Props were thoughtfully organized around the room and accessible to all, much like how a well-designed classroom provides resources tailored to diverse learning needs. Prapti's gentle humour created an atmosphere of comfort and safety, allowing us to push ourselves just a little further with each pose, while also encouraging us to laugh along the way. It was a journey with a well-established goal: to do better than you did before!

We began together with a prayer and a briefing about the class, and we also concluded together— engaging in light chatter and fostering a sense of community. This collective experience reminded me of the importance of connection in a classroom setting, where learners feel seen and heard. This is also where the majority of the learning occurs. This unplanned curriculum—this peer learning—is invaluable.

The parallels between restorative yoga and differentiation in the classroom became clearthat day. Just as Prapti embraced each student’s unique journey with compassion and support, we, too, must strive to recognize the individual needs of our learners. A holistic education is not about a standardized path; it is about creating an inclusive space where every child can explore, grow, and find their voice—and provided agency to use it responsibly.

As I left that yoga class, I carried with me a renewed sense of awakening and an “aha” moment. The lessons I learned on the mat resonated in my work as an educator, reminding me that differentiation, much like yoga, is about nurturing the whole person. It’s about creating an environment where every student can thrive, supported by the tools and community around them.

Prapti was well-planned but ready to modify her approach instantly*(2) to cater to the class’s needs. She was present, but not hovering. She would check in, ensure everyone was doing okay give a bit of feedback, and then move on to the next.

And now just as I write this, I realize that the principles I witnessed in that yoga studio or some exemplary classrooms aren't just valuable in those contexts—they’re essential for the world that we live in. This approach, when embraced on a broader scale, empowers us to nurture the unique potential within each individual.

Differentiation, inclusivity, and psychological safety for individual journeys are at the heart of creating spaces where everyone becomes the best version of themselves. Whether in education, workplaces, communities, or families, the goal is the same: to build an environment where each person can thrive.

Are the students thriving in our classrooms?