Alexander_Teaching

Curriculum

The core curriculum is based on Alexander’s basic principles, and therefore will cover the essential concepts of inhibition and directions, the unity of mind and body, doing and non-doing, false sensory awareness and the force of habit.

At least 80% of the teacher training will be practical work, in keeping with the fundamentally practical nature of the Alexander Technique. A minimum of 1600 training hours over a period of at least three years is required by STAT for certification.

Students are encouraged to undertake a certain amount of home study. This may entail the preparation of written assignments, keeping a personal journal, the reading of appropriate literature including an exploration of Alexander’s four books and the application of self-observation and practice.

Students at the ATTS benefit from one of the highest teacher to student ratios, supporting every stage of their Alexander progress.

The course runs from Tuesday to Friday, 9.00am to 1.00pm. The first half of the day is devoted to the experience and practice of hands-on work. There is a coffee break half way through the day. During the second half of the day, more time is devoted to developing and refining these delicate hands-on skills. The seminars, modules, discussions, and demonstrations also occur in the second half of the day.

Each week there is a group discussion on Alexander’s writings, other relevant material and feedback on the ongoing aspects of a student’s process.

A unique aspect of Training at the ATTS is the offering of professional modules. Students benefit from exploring throughout their training a total of five modules which will help prepare them for their future professional lives. Experts in their respective fields will offer seminars and workshops in each of the following topics:

a. Anatomy, Physiology and Pathology.
b. Alexander, Music and the Performing Arts.
c. Basic Counselling Skills.

and 5 seminars in the folllowing:

d. Professionalism & Ethics.
e. Psychophysical Unity.
f. The Holistic Model and Integrated Health.

Students may be inspired to deepen their understanding of a particular area during their training. The Trainers are on hand to support and enable the students to engage with their particular interests.

The program is organised so that all the students work together during the training. There is a growing responsibility on the students as they develop their hands-on skills and verbal aptitudes. The more senior students work progressively on the new students, and also on selected visitors. Training is largely based on the apprentice model.

In the final year, all students are encouraged to work with members of the public under appropriate supervision, as a preparation for their graduation to full teaching status. This apprenticeship model has proved highly successful for the growing confidence and skills of the soon-to-be graduates.

As part of the school CPD program, our graduate teachers are welcomed back to the class at least once a week, to assist, share their knowledge with the group and gain vital teaching experience.

Enrolment

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