Saying Yes to What is No
Jun 01, 2018A lot of my teaching these days is about how to think.
For example, a student complained to me this morning that she was having trouble filling out her CV because of "pressure" in her hand.
I asked her to show me and - to any seasoned observer - it was immediately apparent why she was having problems. Downward pressure through head and spine as her preliminary act to writing. Obvious to me.
However - not apparent to her. Otherwise, why ask?
In the past, I would have suggested a "no" plan. i.e. stop pushing your head and spine down as you start to write. Put my hands on, led her through the activity again.
However, over time I have found that way of teaching to be counter-productive.
Often it has the effect of the person saying "No, I mustn't move my head down," - while trying to write - and they end up feeling stiff and unnatural. As I wrote - in the past, that WAS my way of teaching.
These days, I prefer a "yes" plan which won't allow the unnecessary movements to start.
For that to work, you engage in an analysis of "necessary movements".
I asked her what the first thing she understood about moving efficiently was? After a few answers like "being aware" and "not trying too hard," she finally remarked: "I move my head so that I can lengthen along my spine." This is the coordination plan.
NEXT, I asked her what was necessary to write. This is the activity plan.
This is where the study of BodyThinking becomes so important - being able to articulate movements at joints. You are involved in a real-time analysis of how joints and muscles are engaged for the pen:
- to reach to the CV form; and
- to make marks on it.
She described that clearly.
"OK," I said, "go ahead and try out your new movement plan."
She started by coming forward from her hips - as we had rehearsed (oh yes my hands are busy confirming what we are talking about) - then she started bringing her pen to paper…
She uttered a loud sound! The group watching all laughed, and finally gave her a clap.
Why?
We all knew she had recognised what she had been doing. Her moment of insight arrived, all from her mind. Nothing I am "telling" her.
This lesson is a simple example of how accurate analysis of movements is an essential item in every teacher's toolkit. Use it to encourage independent thinking of your students, and engage the whole group in one person's lesson.
BodyThinking is the course I developed to add this mastery to your teaching. It distils 40 years of learning into a comprehensive curriculum designed for Alexscovery teachers. More about that available here:
https://bodychance.mykajabi.com/p/bodythinking-online-en
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