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AT Congress® Berlin 2022

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How-to Sessions

How-to

How-to sessions run parallel to the CL. These are daily sessions with teachers who have deep knowledge on specific topics.

How-to is a new event type at the Congress.

In these two-hour sessions you will be able to explore
a wide range of areas where the Alexander Technique can be applied and learn how-to talk to specific audiences.

Think eyesight, marketing, working with companies, working online and many more.

How-to Sessions List

Session Count:

This is the list of all How-to sessions that have been confirmed so far.
We also asked CL teachers if they are interested in giving a single How-To session on Thursday morning.
Once we collected all info you will see a lot more sessions listed here.
The list is sorted by start date and time.

ATSuccess – 12 Point Plan

Jeremy Chance
Tokyo, Japan

ATSuccess – 12 Point Plan

A Checklist of 12 Steps to Accomplish a Busy Practice Benefit: Clearer purpose and action in finding new students. Use these 12 Steps as a checklist for your current practice – or to start a new one! Jeremy’s 12-Step plan has been studied and used by hundreds of teachers and trainees – some of the most commercially successful teachers in the last 10 years have been influenced by Jeremy’s coaching. The ATSuccess plan is divided into 3 parts: A – Choosing Your Practice – who are the people you want to teach? B – Building Your Practice – how can you gather those students? C – Stabilizing Your Practice – how can you maintain those students? Each of the 3 parts involves a checklist of four steps – the 1st step is about cultivating the energy and motivation you need to accomplish the other 3 practical steps. Lots of background reading is available in Jeremy’s blog at www.atsuccess.com/blog • Use the search box to find your areas of interest. The way I develop my session plan for the Congress is by writing about these ideas in my Daily (well, not EVERY day). Read more about that and find the link to join here: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Sessions

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Sessions

— How-to session details coming soon —

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

How to promote and teach the Alexander Technique to the dental profession

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession

The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching. The workshop will be delivered in an interactive discussion and slide presentation style.

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing||Science

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Peter Grunwald's How-to Sessions

Peter Grunwald portrait

Peter Grunwald
New Zealand

Peter Grunwald's How-to Sessions

— How-to session details coming soon —

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Rosa Luisa Rossi
Switzerland

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work In this experimental workshop, you will learn how to develop professional projects that appeal to a wide range of clients: groups in your community, people in businesses, in the performing arts as well as people with health management issues. If you are working on a project, you will be able to present your project to a group of experienced colleagues, receive their feedback and increase the professionality of your project.  If you are not, you will be inspired to create projects of your own. Anyone who wishes to present a project or idea can write their project title on a piece of paper and put it into the bowl as you enter the workshop. The instructor will pick three projects and use them as examples during the workshop. The workshop and its three parts: Part one: – Understanding the needs of the group or business you wish to work with; – finding out more about your talents and what you need to develop Part two: –    Participants will be organized in working groups –    One after the other, the three projects will be briefly presented by the participants who are working on them –    Participants will have an opportunity to discuss the project in small groups, and then bring one idea or suggestion back to the larger group. Part three: –    During parts one and two we will gather principles and guidelines for how to begin, continue and end a successful project This HOW TO Presentation is designed to work in tandem with Priska Gauger ‘s Continuous Learning presentation. While each offering stands alone, participating in both of them would enrich and enhance your ability to create your own presentations.

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES
Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Why don’t dogs think “let my neck be free”?

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Why don’t dogs think “let my neck be free”?

An exploration of how we are evolved to use primary control without conscious thinking. Dogs apparently stay in balance without conscious thought, but how do we do that?  Deliberate directions such as “let my neck be free” are very useful, but we can’t think in this way all the time, and we don’t need to. We have natural mechanisms in our bodies that organise our head /neck /back relationship for us. These include the “precision engineering” of our functional anatomy, and also the coordination of our vision, sense of taste and smell and other senses with our musculoskeletal system. We will explore all of these, including an exploration of how the newborn child experiences its world. For teachers, understanding these mechanisms means we can direct another person to find their free neck and primary control, both in person and online. Doubters welcome! Come prepared to let go of your assumptions and move into the unknown.  

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander technique as relationship to myself and my world

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Alexander technique as relationship to myself and my world

This workshop is based on the teachings of Margaret Goldie. Exploring ourselves and our use is a living process, and Miss Goldie taught that coming to quiet is the key to this. It brings us fully present, relating to ourselves and our surroundings simultaneously. By learning this you can: find quiet aliveness in everyday life achieve a quality of use that is more free, more real, more alive allow co-ordinated action to come spontaneously from intention find your comfortable space with others be at ease with yourself and others, and meet their eyes with confidence This is crucial in a world where we increasingly communicate by cell phone or online, and it is too easy to become afraid of each other through lack of human contact. We will experiment with coming to quiet in body and consciousness in order to explore open and authentic face-to-face contact, while also remaining totally present to the room. We will also seek to understand it by looking at the autonomic nervous system and the polyvagal theory i.e. how to move from states of fear and alarm to calmer states of balance and social receptivity. This is important to know for ourselves as AT teachers, and as supportive friends and family members. This work also enables us to bring our pupil to a state of safety and presence so we can work with them effectively in person and online. I also feel that relating to ourselves and our world in this way is key to relating to all people equally without judgement or fear.

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Learning-Teaching Compass

Jeremy Chance
Tokyo, Japan

The Learning-Teaching Compass

  A Compass to Navigate Your Learning & Teaching Benefit: Clarity on how to invent creative individual & group lesson plans For 10 years I was a chair-and-table teacher. When I asked students what they wanted to do there were two answers: chairwork or tablework. Of course, within those activities was the depth of Alexander’s Discovery and it was comforting to have a consistent form to lean into for that exploration. Then I met Marjorie Barstow and my teaching plan was blown to smithereens. When I ask students what they want to do – they can name anything: “My mother gives me a headache. I get scared in elevators. I don’t practice my music enough.” YEEKS. How do come up with a teaching plan for that?! Aside from the resulting identity confusion – am I a teacher, therapist or counsellor? – there is the ethical need to steer close to Alexander’s Discovery. And over time I understood it was my job to assist my trainees to understand how Alexander’s Discovery could support the unique challenges each individual faces in their physical, mental and spiritual needs. The Learning-Teaching Compass is the tool I developed over 36 years to answer this need – and I will show how it works in a practical lesson during our time together. Come with a weird request! BACKGROUND One of the strong influences in my evolution of teaching skills was Marjorie Barstow, the first teacher to qualify from FM’s training school. When I first met her in Australia in 1986, she carried around a copy of Use of the Self. It wasn’t even an original edition; it was the NEWEST version published by David Alexander, with an illustration of FM on the cover. And despite being the newest version, FM’s book was in tatters. Her copy of Use of the Self was falling apart. Marj had read, and re-read that first chapter “Evolution of A Technique” so many times that she needed a rubber band to hold it together. How many times have you read that chapter? Hidden within the exploration of FM’s story is a new tool, a tool unseen by most of the Alexander community. Today, it is only known and used by the hundreds of trainees and teachers of BodyChance in Japan. Today I call this new tool – The Learning-Teaching Compass – and I have been developing it for going on 36 years. It is based on the Enneagram – if you know it – however, this model is based upon Alexander’s story and is unique to me. After experiencing Marj’s teaching – and her intellectual commitment to understanding FM’s story – I started to study this particular writing again. The depth in this chapter of FM’s book is unfathomable and my development of the Compass is based upon this work. You can keep in touch with my ideas by reading my (not quite) Daily – find out what other teachers think and join them at this link: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Embodied speaking – the secret to successful online work

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Embodied speaking – the secret to successful online work

Irene Tasker[1], one of the very first AT teachers, wrote: “I don’t think too much importance can be placed on the application of the work to speaking.… the ordinary give-and-take conversation of everyday life.  It is true that we teach with our hands to convey sensory experiences, but it is speech which conveys the ideas….” Embodied speaking is crucial for real communication, especially in a therapeutic relationship such as AT teaching. It helps to calm the pupil (and ourselves) and to create a safe and caring space for the pupil to engage with learning. In particular this is essential for teaching online, when an embodied and well-modulated voice allows us to hold the pupil in safety without being physically present. It enables them to risk moving into the unknown and feel supported as you direct them. We will look briefly at the neurological reasons for this that date back into early childhood, and why this is particularly crucial when working with pupils with history of trauma. In this workshop we will explore embodied speech, natural breathing and the process of coming present within our body volumes without interfering. We will also find a new approach to the whispered Ah that allows us to connect embodied speaking with relating to ourselves, to our environment and to other people. [1] Irene Tasker “Connecting Links.” The Sheldrake Press, London 1978. P. 22.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to exchange work in a constructive way

How to exchange work in a constructive way

Leaving aside the times when we work in silence or talking about something else, we can possibly talk about what happens: we can give instructions, receive suggestions, ask for feedback, express feelings. Which elements work best and how can we combine them to make our work exchanges truly constructive? Starting from the personal experience of each, we will explore various ways of interacting, trying to understand their spirit, motivations and effectiveness.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Communication/Verbal Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

How to Feel

Portrait Nadia Kevan

Nadia Alexandra Kevan
NRW, Germany

How to Feel

In this session I would like to explore with the participants one of the the greatest human abilities we call “feeling”. We shall also look at the brilliant but widely misunderstood, even misused discoveries of F. M. Alexander “Faulty Sensory Appreciation”. Sensing, feeling and awareness are essential aspects of becoming conscious, but we must understand the differences and where our all too habitual interpretations can go wrong. Our focus will be a positive one, discovering how much we actually CAN trust! The vital process of learning what and how to feel and learning to trust our feelings is central to our healthy sense of self. This is an enormous area of study and experience so we will keep it simple and direct and in connection to our work as Alexander Technique practitioners. There will be time for questions and answers.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Help People with Scoliosis

How To Help People with Scoliosis

In this workshop you will get a deeper understanding of scoliosis; the causes, the myths, and the effects on their daily life while doing everyday activities. You will learn simple ways of help them to deal with working, standing, sitting, and a wide range of necessary movements. Many people do not realize scoliosis is a condition effect 2-3% of the population, and the most common age of the onset is between 10-15 (school years). The principles of the Alexander Technique are a most important tool in helping children to adults with their physical discomforts. Please note that although this session, we are also happy to discuss any other questions that you may have about other back problems that affect 49% of the population in developed countries. After this workshop, you will feel more confident in working with those who have scoliosis or anyone suffering with back pain.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to promote and teach the Alexander Technique to the dental profession

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession

The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Anatomy||Connections to other Modalities/Techniques||Business / Marketing||Science

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How to teach 'a quickened conscious mind'.

Peter Nobes

Peter Nobes
United Kingdom

How to teach 'a quickened conscious mind'.

I love FM’s books. Every time I reread them, or even just dip into them, I find riches: new ideas; fresh ways of looking at things that I thought I understood. As Dewey said, ‘new meanings constantly open up.’ Why do so many of us have difficulty with them? I wonder whether those of us who don’t understand the books are not teaching what’s in the books. For instance, FM wrote ‘The centre and backbone of my theory and practice … is that the conscious mind must be quickened’ and ‘My Technique is based on … the inhibition of unwanted reactions to stimuli, and is therefore primarily a technique for the development of control of human reaction’. Are we putting inhibition, control of our reactions and an enlivened conscious mind at the core of our teaching? The emphasis seems to be on bodies and movement – and that’s not what’s in the books. Dewey says in CCCI that we observe the world, and ourselves, through ‘perverted consciousness’, and that affects all our actions. Our self-awareness, observations and actions will therefore all work better with ‘wholesome’ consciousness, but are we going to bring that about by asking our necks to free and our heads to go forward and up? Is it possible to bring about, not just the physical benefits that we all know and love, but also the mental and spiritual benefits that FM wrote about in his books, not by freeing our necks, but by freeing our consciousness? Spoiler alert – yes, it is! By freeing our consciousness, we free everything else. Working in pairs or small groups, we’ll have fun experimenting with this. I’ll show you how I teach ‘a quickened conscious mind’, and how that leads to A free neck (although you won’t care whether it’s free) The poise, effortless movement, etc, that we are all familiar with A matching ‘mental poise’, clarity of thinking etc Control of our reactions – it’s difficult to do things habitually when we’re fully conscious. Accurate sensory appreciation – faithful interpretation of what all our senses are telling us is simple when we are fully conscious. Please bring an open mind and a sense of humour. And, if possible, a bean bag or small ball.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

How To Teach a Situational Lesson

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

How To Teach a Situational Lesson

There are many ways to teach an Alexander Lesson. Sometimes you might teach through Classical Procedures, offering the student time to focus only on the quality of themselves in the moment in a deep and educative way.  Other times you might work through an activity – using your hands while a person is doing whatever they do, and thus meeting the student while they are also focusing on a task in real time.   Activity Work helps embed the Principles in a student’s relationship with the activity, outside of the special arena of the traditional Alexander Lesson. But this is still one step removed from a student’s actual experience in daily life – because in real life situations, there is more happening than simply noticing the quality of self in an activity. There is the reality of the particular moment in which the activity is happening.  For example, noticing yourself while playing a violin is a very different experience if you are alone in a practice room or standing center stage at an audition.  Yes, you can still focus on the activity itself, but it is likely that the conditions of the audition will effect your ability to access whatever you learned in your activity lesson on playing violin. In this How-To Session, you will learn how to teach a Situational Lesson, offering the student an opportunity to apply the Principles of the Work in their most challenging real-life moments.  You will learn very basic guidelines to help you create the situational stress, and how and when to add verbal cues and hands-on information.  From this one class, you will have enough information to begin practicing this essential 3rd style of teaching in your lessons or group classes, supporting your students in actually applying the Principles of the Work in the moments they need it the most. We will use real-life scenarios from participants, so think about some challenging situations in your life to bring to class for practice teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to use your back

Portrait John Nicholls

John Nicholls
Isle of Man, United Kingdom

How to use your back

Anyone familiar with the diary accounts of lessons with FM, or who had contact with people who had lessons with him, will know he put a lot of emphasis on the back. There was much talk of “using your back” and developing a “strong back”, but in many Alexander circles this no longer gets much attention. I think this is regrettable as an understanding of what using your back means in an Alexander context is vital for understanding how to improve your own use in all activities. This How-to class will demonstrate how the seemingly arcane procedures of hands on the back of the chair and semiflexion (monkey) combine together to be the blueprint or template for using your back well in countless everyday situations, and also, of course, in hands-on Alexander teaching. The key lies in not letting the use of the limbs overwhelm the support musculature of your neck and back (or what we might call your spinal support musculature) so that the arms and legs become more like elastic connectors from the hands and feet to the back. This does not require much at all in the way of anatomical knowledge: what it requires is kinaesthetic experience to give a practical understanding of how to go about this yourself. So this will be an experiential class in which I will aim to guide you through practices designed to give you a better kinaesthetic understanding of how to use your back.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How To Work with Animals

Jeremy Chance
Tokyo, Japan

How To Work with Animals

How To Work with Animals – Alexander Touch Communication Benefit: Develop your ability to communicate effectively through touch by discovering how various vertebrates communicate back their experience of your touch. This class is about communicating wordlessly with Alescovery touch. At her presentation in Oxford in 2004 – “Brain Basics of Touch and Direction” – neuroscientist Lucy Brown proposed a model for Alexandrian touch based upon the emerging scientific consensus that “emotional contagion” is a measurable phenomenon. For example: when you go into a room where there’s just been a fight, you pick on the “atmosphere” of the room. This is “emotional contagion” at work. Brown proposed a model of “motor-sensory contagion” for Alexscovery touch. Animals – including humans – know the difference between many different kinds of touch. Horses – in my limited anecdotal experience – can be patted, slapped or massaged on a tender spot without much reaction. However, try to touch them while attempting “sensory-motor” contagion, and their response is swift and definite – QUIT THAT! This session is less about me presenting ideas, more about all of us sharing experiences. I will open with a short presentation and then propose various practical experiments along the way. It will be playful and fun – be ready to play-act as a dog or a horse or any animal you choose. It is open to anyone who has worked with animals of some kind – even if only one of your pets – or wants learn more about how to do that. And bring a photo of your pet! (Or favourite animal) Animals of the world – UNITE! BACKGROUND I recently wrote about a series of sessions I had with Mason, a smart ageing Labradoodle who came to love his sessions with me. https://atsuccess.com/blog/2022/03/lessons-mason.html Come back to this summary, as I will add more reading material and preparatory tools so you can make the most of your attendance. Feel free to share with me any of your experiences that I can incorporate into the opening presentation by emailing to me at: bodychance@me.com Bookmark this page and come back as I will be posting more details and references for you to better prepare…

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Remember Psycho-Physical Unity

Portrait Ulli Pawlas

Ulli Pawlas
Germany

Remember Psycho-Physical Unity

How to… Remember Psycho-Physical Unity… How to apply the Alexander Principles when working with patients with Alzheimer’s disease. A field report. Using film clips from the film : F.M.Alexander -Technik bei Alzheimer-Demenz, by Mechthild Rickheit and Ulli Pawlas 2004/2008, I illustrate the support approach and explain my way of working with the A.T. principles. To introduce you to the approach of my work, how I worked with the Alzheimer patients, I want to give a short practical introduction, where we bring Directions from the Support Approach into our own experience. Then I will show excerpts from the film that illustrate this work and I will talk about my experience. It seems as if through this work, access to the psycho-physical unity is regained. Afterwards there would be time for exchange and discussion.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Online Experience of an In Person Reality

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

The Online Experience of an In Person Reality

‘The How To’ in Translating the In Person Experience to an Online Experience’ Since the beginnings of the Pandemic, from March 2020, I have offered online Zoom classes which have been based loosely on my recently published book Touching Presence. In each class a theme relevant to Alexander’s teachings would be introduced, then explored online through guided practical application both individually or on screen collectively so everyone on screen could observe.  During the ensuing week before the next class, each participant incorporated when possible the fruits of our exploration in their daily life. This would often include practicing teaching online and what eventually might translate to teaching in-person. My principal reason for offering online sessions is because only through the full expression of who we are, will we have the experience of who we are. Conversely, when denied the full expression of who we are, we will be denied the experience of who we are. Consequently, as teachers and those who are training to teach, only through the full expression of what we teach will we experience what we teach. When denied this we will have less of who we are as a teacher available to teach what we need to learn. Basically, when teaching we give to others the Gift of our Understanding. You have only to think of any artist, any dancer, physician, scientist, athlete, anyone who has chosen some way of life as an expression of who they are, and who, when denied that expression by external circumstance beyond one’s control they will be denied the experience of who they are. This is to live a life not chosen. And this is what has been presented to us by the Pandemic: denial through circumstance. By all reasonable accounts, this Pandemic and presumably the resulting Endemic, as well as the invasion of Ukraine will be affecting our lives personally and  professionally for an indeterminate length of time. Primarily for this reason, I will continue to offer Zoom classes hoping that all teachers who wish to explore their teaching in a manner in which they are allowed, can do so successfully; with confidence and good feeling about what they have to offer. In addition, we will have increased opportunity to interact globally, teaching a way of making peace with one’s self so one can be at peace with one’s self so you can be at peace with others; no exception. In this course I will ask each participant to bring their computer. I will introduce a series of teaching exercises with you in person, and then demonstrate how in-person exploration might translate to teaching online on zoom. We will cover a reasonable amount of commonly encountered scenarios that distinguish the difficulty in translating what we might experience in-person as opposed to during an online lesson. Sample topics Introducing the concept of use to a new person for their first lesson (‘Self’ Portrait exercise) Using the given person’s habituation to introduce them to their support (water exercise, Ocean and wave exercise) Inhibition and Withholding Definition (visual exercise) Kinesthetic Perception  (Sit-to-stand or activity work illustrating Frank Jones’ postural set that precedes and accompanies your movement, juxtaposed online with facial set and attention which precedes and accompanies movement, which can be clearly viewed online) On Compassionate teaching (holding hands exercise) On the personal narrative On the moment of change is a movement and the present is one’s choice to belong to that moment. ( Transitions–Observation online of change takes place in the ongoing present and its movement wherever the road takes you) Activity work (playing a musical instrument online)

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Universe in One Note, One Word, One Movement

Portrait Catherine Madden

Cathy Madden
WA, USA

The Universe in One Note, One Word, One Movement

Integrating the Alexander Technique directly into an artist’s, a teacher’s, a seeker’s dreams reveals the potent practical use of this work.  “The Universe in….”  practice is one way to invite them to discover the depth and creativity that a simple integrative moment unleashes. For many artists, this practice becomes part of their everyday practice. For Alexander Technique teachers, this exercise is a means to develop your omniservation and integrative practice skills. Participants are invited to come with a note, a song, or a movement – ready to play!

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Trauma-informed Alexander Technique

Anthony Kingsley

Anthony Kingsley
United Kingdom

Trauma-informed Alexander Technique

Do habitual postural problems, pains and distortions reveal a psychological narrative? Does psychophysical Unity explain the impact of overwhelming distress, adverse childhood experiences, (ACE) and trauma in the body? And can a trauma-informed Alexander Technique enable the processing and integration of these emotional conflicts? How can we work in a way that supports our pupils in Emotional ripening as well as postural ease?

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Vicarious movement is an essential hands-on skill for teaching

Portrait Robin Simmons

Robin John Simmons
Wallis, Switzerland

Vicarious movement is an essential hands-on skill for teaching

In MSI Alexander writes “It is often necessary to break down …. preconceptions of mind by performing muscular acts for the subject vicariously.” When I mention to AT people Alexander’s method of using “vicarious movement” I am often met with a blank look. It seems that some vital teaching process may be somewhat under exposed. In this presentation we will examine what Alexander has to say about this way of working and we will go into practical ways, some rather novel, of implementing this approach. You are almost certain to gain something of practical value you can at once apply to your teaching. You will also realize that it is impossible to fully transmit the Technique Alexander created without some definite personal one-to-one hands-on experience.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Get Work in Businesses

Jeremy Chance
Tokyo, Japan

How To Get Work in Businesses

How To Get Work in Businesses – It Is Easier Than You Think Benefit: Work towards financial security by stacking up a few B2B Contracts The Holy Grail of commercial teaching success is securing a long-term contractual relationship with a for-profit corporate entity. Also known as B2B work (Business to Business), this is an area I have actively sought within Japan since 2018. I spent a lot of money, time and effort attempting to open up a B2B market for BodyChance in Japan. You can look at the simple website we prepared, using Chrome to translate the site: https://shiseikakumei.jp/ I also created a new course in ATSuccess, which explores how teachers can go about getting this kind of work. There are many benefits when compared to Business-to-Consumer or B2C work (i.e. what 98% of Alexscovery teachers do today): • no need to hire a venue: supplied by the company • no need to market to individuals: workshops filled by the company • exponential benefits: close deal with one person, get many students as a result • no need to deal with individual fees, refunds, cancellations etc.: managed by the company • not necessary to have a niche speciality, although that can still help • becomes a form of free B2C marketing: some people will want individual lessons My guess is that the image you have of this kind of work is one of your obstacles to getting it. If you imagine yourself in a business suit, going to endless meetings – that is one image. However, another image is visiting your local hairdressing salon and having a conversation with the owner. As a result, you could get a contract to offer an exploratory workshop, leading to a regular gig at the Salon. Stack up a few of those locally, and now you have a secure income stream for the year… Not only would it be fun, some of them may decide to take individual lessons with you. This session will explore the myriad ways that you could secure a better income flow – and interesting teaching challenges – by seeking relationships with business owners. I will also explore the different teaching methods necessary to communicate with individuals who come by the Owner/Company bequest. Rather than “lecturing”, I will focus on doing “hot seats” with volunteers – creatively looking for ways you could evolve your current situation as a teacher into this lucrative area. I will also introduce some simple ways to kick off a workshop with a corporate audience. BACKGROUND Bookmark this page and return later – I will post some links to free materials and videos that I have prepared to help you prepare for the session. If you have any requests, write to me directly: mailto:bodychance@me.com

How-to
Friday, 26 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The thoracolumbar fascia: the key to integration and strength in the lower body through chair work

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

The thoracolumbar fascia: the key to integration and strength in the lower body through chair work

Although the senses and the head lead the body into movement, our movement is powered by the lower body and legs. This means that, for a full understanding of chair-work, we need to know how to engage the dynamic strength and stability of the lower body and its connection to the legs. In this workshop I will explain the functional anatomy of this crucial, yet poorly understood area of the body. You will explore one of Alexander’s core procedures – leaning back in a chair – and learn how to maintain control without giving over your weight to the chair or a teacher’s hands. It is now thought that many back problems of tension and pain originate here in the thoracolumbar fascia, so this workshop will enable you to provide fast and invaluable help to your pupils with back problems. For teachers, understanding these functional anatomy mechanisms gives us a hands-off way of directing another person to perform a co-ordinated sit to stand, whether in person or online.

How-to
Friday, 26 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to Train Teachers

Jeremy Chance
Tokyo, Japan

How to Train Teachers

The Digital Era Changes Everything Benefit: The joy of passing on the gift of teaching Alexander’s Discovery to others “It always seems impossible until it is done.” NELSON MANDELA Most teachers I’ve talked with did not train because they wanted a new Professional career; they trained because of a deep, personal need that Alexander’s Discovery satisfied. Training as a teacher simply gave them better access to a process that fascinated them. Is that true of you? Then it may also be true for some of your students who have been coming to lessons for years. They may never imagine that they could become teachers, but they may harbour a secret wish to do so. Today, perhaps they can. Today, perhaps you can guide them? Your chief obstacle is your own mind – which won’t allow the possibility of the impossible. Training your regular students to become teachers brings two significant benefits: • it challenges and accelerates your development as a teacher; • it motivates your students to deepen their own practice. There is nothing inherently immoral or illegal in training teachers – however, you may consider it unethical. However, before you decide that, please consider this: • training by individual lessons/apprenticeship was how FM initially did it; • an ethical framework – supported by many of today’s “Master Teachers” – exists. If you can resolve your “ethical” dilemma, then you face the “I-don’t-know-how” dilemma. Before the digital age, this was a valid concern. But today, unbelievably rich resources are available the world over to support your ability to give the gift of teaching to others. You do not have to be the originator of all your student’s learning – that is too heavy a burden to bear alone. However, you can function as the “home teacher” for your student’s international adventure: you can guide their process and advise them along the way. And if the issue of quality concerns you – well, you are the one who manages that! In this session, I will encourage thinking that goes “from the known to the unknown” – one of FM’s favourite definitions of the work. The impossible is always becoming possible. BACKGROUND Bookmark this page and return to see links to articles, videos and material that can support you taking personal responsibility for passing on the work to a future generation of teachers.

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers

What is Core Strength? And how does it bring profound calm?

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

What is Core Strength? And how does it bring profound calm?

The psoas is the deepest muscle in the body, and it is so dense that it is the only muscle to show up on X-rays! It is a key part of standing upright on two legs, but its healthy functioning is impeded by too much sitting and slouching on chairs. In the first half of this workshop we will work initially in semi supine, to explore the core muscles of the belly, psoas and iliacus through breathing.  We will discover their relationship to the legs and the upper body, tracing connections along the deepest myofascial line of the body from the toes to the temples. This work is deeply calming and is especially of benefit when working with people with trauma. In the seond half we will then explore the function and direction of the core muscles in walking, bending and in sit-to-stand. For us as teachers, understanding these connections and mechanisms allows us to work more effectively with pupils in hands-on chair-work, or to direct them to find their own coordination in sit to stand, whether in the same room or online. It also allows us to re-educate pupils from their “erroneous beliefs” (FM Alexander MSI) about what and where core strength really is and how to improve it.

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone