How we use ourselves when we move varies considerably and the impact on muscles and joints varies too. Certain patterns of over-tension are fairly commonplace; others less so. I demonstrate with skeletons and diagrams and photos and sometimes by pointing out little realised facts about the body. Slightly re-adjusting body maps can have very beneficial effects. I like to use movement in lessons so that it is easier to practise in everyday life, and also to link what is happening to individual work and leisure activities. The value of stopping, waiting, not knowing, and awareness of self in space is also woven through lessons.
My pleasure teaching comes mainly from seeing my pupils empowered; having more choice over their lives, their feelings and their bodies and generally looking happier.They influence how they move indirectly through changing their awareness, of relationships among different parts of the body and of their selves in space. The effectiveness of the teacher’s manual contact is the result of the teacher applying the Technique to themselves during the lesson. This allows a kind of meditative equality between the teacher and the student.
Between lessons the student practises what they have learnt, whether walking to the tube, going to sleep, waiting at the checkout, filling the kettle, cleaning their teeth, opening their instrumrnt case, using their computer, eating, drinking, and talking. I like to give “homework” related to daily living.