Our philosophy of teacher education is to allow students who are independent and self-directed learners to develop a program that fits their individual needs, within a basic structure of teacher education.
At the Performance School our Teacher Education program is based on our criteria for graduation. When students have fulfilled those criteria, they are deemed qualified to teach.
We invite students who have had experience with the Alexander Technique and who are interested in teaching it to contact us to design a program that will qualify them to become teachers.
Courses in the Teacher Education Program
- Principles in Practice
- Teaching Principles
- Human Structure and Functioning (taken concurrently with Principles in Practice)
- Voice and Presentation Skills (taken concurrently with Principles in Practice)
- Professional Development: Ethics (taken concurrently with Teaching Principles)
- Professional Development: Marketing (taken concurrently with Teaching Principles)
- Supervised Teaching
(Both Principles in Practice and Teaching Principles may be taken remotely via Skype).
Principles in Practice
Alexander is famous for telling people that they can do what he does if they will do what he did. What did Alexander do to discover and develop his Technique? Principles in Practice uses the first chapter of The Use of the Self, “Evolution of a Technique,” to answer that question. We will go through Alexander’s process, doing the experiments he did, seeing where he failed and why, and how he finally found success. Examining what Alexander actually did deepens our own understanding of the work; lets us make choices about learning and teaching the work; and know how our choices fit or do not fit with Alexander’s choices.
Teaching Principles explores how our clarity of intention when teaching determines the effectiveness of our teaching. We will look at how what Alexander wrote about teaching reflects the principles of the Technique; and whether his ideas about teaching changed over time and the nature and significance of those changes. We will also examine models of teaching other than Alexander’s to understand the principles and belief structures underlying them. We will experiment with how working from a particular model affects what we say and do to teach, and, most importantly, how we transform our own understanding of the principles of the Technique into our personal model of teaching.
Voice and Presentation Skills
Voice and Presentation Skills applies the principles of the Technique to the development of effective verbal communication and presentation skills, for both one on one and group settings.
Human Structure and Functioning
In Human Structure and Functioning we explore the anatomical basis of human movement, and how misconceptions about our basic structure can interfere with our moving well.
Professional Development: Ethics
With Professional Development: Ethics, students will begin formally discussing the ethics of teaching. We will compare and contrast teaching the Alexander Technique with other techniques for improving human use and functioning that involve touch; discuss boundary issues and how to recognize and deal with possible concerns; and explore through challenging ethical situations.
Professional Development: Marketing
Professional Development: Marketing focuses on helping students develop ways to market and promote themselves as teacher. Students will be expected to know the business requirements of their locale (e.g. city and state business licenses, reporting, etc.) as well as federal requirements; and will develop a least one type of promotional material (e.g. flyer, web site, business card).
Supervised Teaching is an opportunity for students to develop in a safe and supportive environment the skills and tools they will need to teach the Technique. Students, in conjunction with the faculty, will develop supervised teaching opportunities; they will meet with the faculty to plan their teaching and afterward to analyze and discuss what they did.