Teaching What Is Needed

When I introduce Alexander’s three discoveries to a new audience at Zen Place - now the owner of my BodyChance training school - I declare this to all and sundry:

“Alexander is upside-down learning.”

On hearing this, Japanese often tilt their heads to the side; I guess wondering, ‘What the hell is this guy talking about?!’

I continue:

“Usually when you learn the teacher leads the class. They introduce ideas, give you drills, explain different concepts and get you to apply them. Right?”

Now a few nods - everyone relaxes a little bit.

“In Alexander lessons - not so.”

The confusion level increases again. I carry on…

“When you come to a lesson with me - YOU decide the subject of the lesson.”

***

Of course, not every teacher works this way and neither did I for the first 10 years of my teaching life. Back then, when a student arrived, I would ask:

“What would you like to do today?”

There were only two answers: tablework or chairwork. 

Now when I ask this opening question, I have no idea what will pop out of their mouth. Some of my most unexpected and challenging requests:

“How do I pick up a girl in the park?”
“I get headaches when I talk with my mother”
“I feel scared in elevators”
“I worry about wearing red clothes”

***

I resume my current Zen Place Introduction to some astonished faces:

“Usually you think it is the teacher’s job to decide the subject of the lesson, right?”

A few nods.

“In Alexander lessons, you have that job.”

No heads nodding. Stoic silence. Confusion.

“Why do you have that job? Alexander’s discoveries help you deal with the challenges of coordinating your Self. But how can teachers know what your challenges are if they don’t ask? How can they help you if they don’t know what is happening?”

A bit of nodding starts up again.

“Therefore, students get the responsibility of deciding how they want to be helped.”

Something like that.

How do you teach?