Alexander Technique Institute and Teacher Training School

ATI Teacher Training: A Brief Course Outline

Roger Savage with pupil

Roger Savage with pupil
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Students learning anatomy

Students learning anatomy
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Sylvie Collins (Assistant Director) guiding hands-on work

Sylvie Collins (Assistant Director)
guiding hands-on work
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Shelia Hale (Tasmania) graduates

Diana teaching
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Introduction

Trainees receive extensive practical (hands-on) work from the Head of Training and her assistant teachers each day in order to bridge theory with practice. F.M. Alexander's teaching methodology and the terms used in his books are clarified. Trainees are instructed verbally and in demonstration how to apply the Alexander technique's 'core' principles of inhibition and 'the means-whereby' process, (mental directions) that prevent harmful habits of use and reaction and allow balance throughout the whole self. The ability to apply the principles of inhibition and direction is the focus throughout the three year training. Trainees are introduced to hands-on application work once their general manner of use has been raised.

The ATI training course therefore abides by the recommendations from first generation teachers that the teaching:

"... is not submerged in or confused with other methods or disciplines but is derived from Alexander's clearly reasoned-out principles - which all teachers and trainees must do their utmost to safeguard."

Alexander Journal, No. 2, Summer 1962 (London).

Diana and her main teaching assistant Sylvie Collins recognise that each trainee will develop at his/her on pace in time during training therefore, there are not time constraints or 'expected out comes' in the first two years. There are no written examinations however, at the end of each Term the Head of Training conducts the school's own Assessment and Review procedure in order to assist the learning and development needs of each trainee in following Terms. Trainees who choose to become student members of AUSTAT will be required to under go the AUSTAT Moderation program.

The training school does not offer student visas. It does provide trainees with student Rail/Bus passes.

Professional Requirements

The AUSTAT Constitution, training course requirements are:

  1. The course will run for a minimum of 1600 hours over a minimum of three years, each working week to consist of between 12-20 hours and at least four days.
  2. 80% of course content will consist of practical instruction, practice in personal application and hands-on procedures. 20% theoretical study related to the course.
  3. The teacher / trainee ratio will not exceed 1:5 during practical work.

The course is conducted 35 weeks per year. Each week consists of 15 class hours, 9am to 1pm. There are four terms per year and each term includes a mid-term break. Where possible the terms will coincide with Government school terms. Public Holiday time will be made up.

The Course Curriculum also involves:

Before Acceptance

Before applying to join the Alexander Technique teacher training course it is necessary to meet with the Director/Head of Training and the main teaching assistant and have a series of lessons with them. It is also advised that you visit the school during class hours. Alexander lessons and teacher training can differ from school to school and teacher to teacher, therefore it is important that you are fully aware of how the Alexander Technique is taught at the school.

Course Outline

FIRST YEAR: Trainees receive extensive hands-on work from the Head of Training and her assistant teachers. F.M. Alexander's teaching methodology is clarified and trainees are instructed in how to self-work, applying the principles of inhibition and direction that bring about mind/body integration and balance. The ability to self-work is an on-going study throughout the three years. Once a basic understanding is grasped trainees are introduced to hands-on application work.

SECOND YEAR: Trainees continue to receive hands-on work from teachers. They also receive individual instruction, from the Head of Training, in hands-on application work that involve how to balance the head, neck and back relationship of a pupil while teaching. This is highly specialised instruction and must be given by the Head of Training and her main teaching assistant. Trainees then begin working in pairs to develop hands-on and verbal skills that will enable them to teach and demonstrate, with clarity and simplicity, the 'core principles' of the Alexander Technique.

THIRD YEAR: Trainees continue to receive daily hands-on work from the Head of Training and her assistants. The main focus in the last year of training involves, continuing to self-work and refining hands-on and verbal skills that bridge theory with practice. In so doing, trainees will become competent teachers able to present, teach and demonstrate the F.M. Alexander Technique accurately, while giving presentations, introductory talks and when teaching in private practice. The psycho-physical, emotional and behavioural benefits associated with a course of individual Alexander lessons are also studied. Third year trainees are invited to bring friends, musicians or young children into class in order to teach under supervision, prior to graduation.

In Preparation for Graduation

Trainees are given advice on; setting up a practice, writing letters to G.P or insurance company letters, how to conduct an initial consultation and lesson and how to present the AT to G.P's or other health professional in order to explain the benefits of lessons for their patients. Trainees have the opportunity to demonstrate a first lesson, give an introductory talk and group demonstration. Support, guidance and encouragement is given to each trainee.

AUSTAT Moderation

A TRAINEE MODERATION PROGRAM
was commenced in 2010 by the professional society AUSTAT.
Please contact the Director/Head of Training or AUSTAT for more information.

For a Full Course Prospectus, including timetable and fees Contact Us.

Competency-Based
TRADITIONAL TRAINING
Specializing in
HANDS-ON SKILLS

"Mr. Alexander has done a service to the subject by insistently treating each act as involving the whole integrated individual, the whole psycho-physical man. To take a step is an affair not of this limb or that limb solely, but of the total neuro-muscular activity of the moment not least of the head and neck."

Sir Charles Sherrington, O.M., F.R.S
'Will & Reflex Action',
Cambridge University Press.