Testimonials |
 Graduates tell their own Stories of Training
Caroline Dale - Alexander Teacher After my 2nd Alexander lesson with Anthony Kingsley, I knew I wanted to become a teacher. Two years later I joined the North London Teacher Training Course. It was an exciting, challenging and somewhat frightening step. During the next 3 years I developed not just skills for teaching The Alexander Technique, but valuable skills for personal development, to use in my future life. I questioned many of my held beliefs and convictions during these three challenging years. I understand now what a great opportunity that was. Training as an Alexander teacher has given me the opportunity of turning a dream into a vocational and professional reality. Anthony Kingsley is a challenging and inspiring teacher, and I have been privileged to have been trained by him. “….. what’s keeping you….?” FM Alexander (to a racehorse he had placed a bet on) London, October 2004 Jude Tisdall - Alexander Teacher From October 1997 until December 2000, I trained with Misha Magidov at the North London Teacher Training Course. Prior to my training, I was Deputy Principal at a major Drama School, and had taken Alexander lessons over a period of five years. I loved my work, but increasingly realised that I wanted to complete a teacher training course in the Alexander Technique. Initially, I wanted to train in order to have time to work on myself, and had no thought or desire to become a teacher. In Spring of 1997, 1 applied to, and was accepted onto Misha's training course. Once accepted, I then had to negotiate with my employers a way of continuing to work whilst training for twenty hours a week. Thankfully my employers were supportive, and so I began training in Autumn l997. Incredibly, shortly after completing my training, I resigned my post. Since then, I have sometimes wondered how, and indeed why, I continued to work almost full time whilst training. Old habits die hard I think! When I was asked to write about my training, I looked back at some of my notes: September 30th “Today is the first day. Many feelings. Excitement, nervousness, shyness. I had planned and worked towards this, and now as I sit in a church hall in Golders Green (the old location) with aching bones, I think why? By the end of that first session, I did not know where anything was - legs, arms, heels, back – let alone the primary control." October 15th “I am exhausted, tired and confused, but also thankful to have this opportunity. My overriding feeling is of being so fortunate to be part of this school, and privileged at having found this work. I have a sense that everything is available to me and possible." Spring 1998 "Today I feel like a lump, and not just a lump but a resistant lump. I am hanging on to my habits for dear life. However, I do think more clearly and rationally, and know that nothing stays the same. Tomorrow I will not be a lump. Well at least not the same lump." During my second term I write of walking down stairs and having a full awareness of my back staying back as I descend the stairs. An amazing undoing of holding in my lower back, and a sense of freedom impossible to describe. I notice from my writing that my immediate response was the need to pin down this feeling and recreate it! When I look back at these notes, many memories flood in. Happy, frustrating, difficult times. Times when I was unable to get of my own way by being unable to let go of my habitual reactions. In fact, I was totally unaware of the need to do so. However my notes also show that the most constant learning, was the growing realisation of the possibilities of this work; that at those times when I was able to get out of my own way, when I was able to recognise my habits and my need to be right (my need to fee1 right), the possibilities were absolutely amazing. I can truly say that these years, in terms of my own development, growth and realisations, were the most important years of my life. That is not to say that they are the sum total of my learning, but rather a starting point. I continue to learn and to be inspired. I continue to be frustrated. But more and more l am present in this wonderful life, and am increasingly clear and responsible for my choices. I was extremely fortunate with the variety of teachers I had when training, as well as before and since my training. All have contributed, supported and inspired me. Misha and Judith Magidov, Don Burton, Anthony Kingsley, Maya Galai, Joan Diamond, Jamie McDowell, Patricia Lassalle, and Ted McNamara. I continue to take lessons. I have my own private practice, and I also teach drama and music students. I have worked in London, and also in Denmark, Dublin and Kathmandu. My wish is that I continue to be inspired, directed and lead by this work. The Alexander Technique. What is it? I think it could be called a technique for living! The Alexander Technique has enabled me to live at the centre of who I am - sometimes! And for me, one of the excitements is that this is an ongoing process. London, October 2004 Margaret Mary FitzGerald - Alexander Teacher Training as an Alexander Technique teacher, I believed, could enhance the benefits to my health and general well-being that I had already gained from my initial Alexander Technique course of private lessons. Training at The North London Alexander Teachers Training School took place on four mornings a week, from 9 am until 1 pm. My boss, a Member of Parliament, agreed to keep me on as his secretary, with release for training, provided all his work was completed as usual. This bargain was kept, but not without difficulty, especially during the first year. I felt incredibly tired as I absorbed all the new training, and worked through until 7 or 8 pm, (sometimes later as well as some weekends), then commuted back to the suburbs. Training was a thrilling experience as one slowly grew to understand more and more what it was that Alexander had unravelled in the previous century. I shall never forget the absolute kick I got from "putting hands" on a fellow pupil's back, and being able, for the first time, to feel muscles soften and release. Working with a wide range of personalities, teachers and pupils alike, was great fun and sometimes challenging, as the Alexander Technique work is both close and personal. Supervision by STAT, with assessment at the end of the second year, sees trainee teachers on the home straight until that glorious moment at the end of the third year - Graduation Day - when the certificate is received and one's Alexander Technique life begins another most exciting stage, as an Alexander Technique teacher. London, November 2004 Peter Ball - Alexander Teacher After 55 years of breathing and postural problems, the Alexander Technique has presented me with some very simple truths about my habits and my use. I began my Alexander journey with Anthony Kingsley, and after a number of lessons was amazed at the improvement in my breathing. I am now free from my asthma medication and so much more able to manage my stresses. Without the skill and dedication of the teaching staff and the support of my fellow students at The Alexander Teacher Training School, these elements wouldn't have joined together. I'm still the same human being but with a coherent sense of mental and physical health, and ever expanding horizons. Learning to teach and teaching the Alexander Technique is an education in life, for life. London, August 2008 Maria Luszczkiewicz - Alexander Teacher My Alexander Technique journey started with my usual a bit sceptical-practical approach in one to one lessons in order to 'sort out' my chronic lower back pain. Despite all my initial reservations, after a few lessons, even I did not have a clue what it was or how it worked, I was intrigued and very excited by it! I did not understand it, but it was really working for me. I started to wonder what..? if..? how..? In my head a battle of thoughts began. Could I maybe learn to teach the Technique to others? However, as English is not my first language, plus lack of confidence in general, it took me some time and a number of lessons in the Technique to pluck up my courage to see Anthony Kingsley the head of ATTS for a consultation to find out what is required to join the training course. I had some more lessons with Anthony, and then I visited the school. I really liked the atmosphere in the school. And then, to my surprise, I was accepted for the training. My first days went in a blur, with my insecurities I felt paralysed with fear. Soon though I discover that the class was a safe and no judgemental place where could be possible to explore who I am, what I can do... I have not worked that one out yet but it was very interesting 3 years. Definitely not with out all kinds of dramas and troubles ( the first time I lift a head, some personal pains or simply money worries ) which somehow seemed manageable, made me stronger. It is amazing what we can face once we give ourselves a chance, a little space. Finished my training in December 2008, last few months have been very confusing but exiting too -a bit like leaving home again. All this would not be possible with out the support and understanding of the teachers and peers who are a brilliant "mixture" providing a wide range of style with the same principle behind it. It showed me a different way of learning and living. A quality I can't describe. London, June 2009 |
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Working with a wide range of personalities, teachers and pupils alike, was great fun and sometimes challenging, as the Alexander Technique work is both close and personal. Supervision by STAT, with assessment at the end of the second year, sees trainee teachers on the home straight until that glorious moment at the end of the third year - Graduation Day - when the certificate is received and one's Alexander Technique life begins another most exciting stage, as an Alexander Technique teacher. - Margaret Mary FitzGerald
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