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Posts from the ‘Teacher Training’ Category

Perhaps the Most Important Question of All

Post-Congress Musings

In Honor of All Those Doing Their Best to Train Future Generations of Alexander Teachers

Part I

It is no secret that many teacher training programs in the Alexander Technique have closed their doors or are struggling mightily to keep them open. It seems that only a few programs are actually thriving. Why is this and what can we do about it? Having just returned from the Congress in Chicago, having had such a wonderful time, having been inspired by so many, I wish more than ever to help Alexander teacher training programs survive and thrive. But where to begin?

Perhaps we teacher trainers can learn something from Abraham Maslow, the famous humanistic psychologist and author of Toward a Psychology of Being and Motivation and Personality.

Maslow decided to study mentally healthy people instead of people suffering from serious psychological issues. He studied what he called, ‘self actualizing people.’ Basically, this is what he found.

Self actualizing people exhibit certain traits. What if our directors of training exhibited these same traits? Might we too begin to actualize ourselves and our training programs?

Here is a list of nine traits found in self-actualizing people.

One. Self actualizing people know how to enjoy the journey, not just the destination. They are flexible, they can change; they adapt. Self actualizing people embrace uncertainty and ambiguity. They do not cling to the familiar.

Questions arise. Are we teacher trainers enjoying the journey? Are we flexible, able to change and adapt? Or are we clinging to what is familiar to us?

In MSI Alexander writes:

“…That rigid routine we refer to as habit, this rigid routine being the stumbling-block to rapid adaptability, to the assimilation of new ideas, to originality.”

 And in CCC,

“…Boldly to make the necessary change, should he find that the fundamental principles concerned are defective; and to make the necessary adjustments which are essential to the acceptance and assimilation of new and approved knowledge whilst going on with his job.”

Two. Self actualizing people accept themselves with all of their flaws, and others with all of theirs. They know they are not perfect. They accept imperfection in themselves and in others.

Questions abound. Are we teacher trainers willing to admit that our teacher training structures may not be perfect, that we may not be working inside the one and only absolutely ideal model? Are we willing to admit that our teacher training structures could be improved upon? While we are at it, are we willing to admit that the Alexander Technique is not perfect, that the procedures through which we teach the principles are not perfect, nor the teachers with whom we trained perfect?

Three. While inherently unconventional, self actualizing people do not seek to shock or disturb. They are neither conformers nor rebels. They resist enculturation. They are free thinkers, able to think outside the box, self-starters. They take responsibility for their own destinies.

Are we teacher trainers taking responsibility for the success or failure of our teacher training programs, or are we coming up with excuses as to why our schools, if they are not thriving, are not thriving? Are we blaming our failure on society? If our schools are not thriving are we afraid to think outside of the box, to trust our own instincts?

Four. Self actualizing people have an endless desire for personal growth.

Are we teacher trainers still growing, or are we just doing the same old thing year after year? Have we long ago decided on the best way to train teachers? Are we still studying, still learning from others? Are we improving?

Five. Self actualizing people are passionate; they have a mission in life, a calling that, in some way, serves others.

Are we teacher trainers still truly passionate about the work? Is the work still new, still fresh? Are we still in love with the work? Is our love for the work still contagious? Is it overflowing into the world?

Six. Self actualizing people can see the forest through the trees. They don’t get hung up on petty details. They impart a sense of serenity.

Do we teacher trainers have a vision for our schools, our own vision, a unique vision that expresses who we are and what we care about? Can we give voice to this vision? Are we thinking in years, or are we thinking across generations? If the work is working in us then we will not be overcome by fear or worry, but will walk into class modeling that which we wish to impart.

Seven. Self actualizing people are full of gratitude, full of wonder. They are at once realists and optimists.

Are we teacher trainers being realistic? That is, are we meeting reality as it is now? Are we attuned to how life is for people now, within the countries, cultures and economies in which we live? Are we being realistic about what is possible for people as far as training is concerned? Are there people out there who would love to train with us but cannot because of the realities of their lives? Are we feeling hopeless about our teacher training programs, pessimistic, bitter, or are we taking the challenge and meeting it with courage and conviction, with passion and energy? Are we full of gratitude for the work and for the task of passing the work on to others?

Eight. Self actualizing people nurture deep relationships with a few people, but at the same time they feel affection toward all people.

Do we teacher trainers love the people with whom we work, our co-directors, our co-teachers? Do we nurture these relationships? Do we feel real affection for our trainees? Do we like people? Do we truly wish to serve?

Nine. Self actualizing people are humble, with no sense of entitlement. They exude quiet confidence.

Are we teacher trainers humble? Do we harbor the need to feel that we are better than our colleagues, that our way of working is right, is best and everyone else’s way is inferior or wrong? Do we speak ill of people within our profession, do we gossip, do we hold unfounded prejudices? Or do we see ourselves as one piece in a beautiful puzzle, no more, no less? Can we get to that place within ourselves where we no longer have to defend our work, to that place where we have no enemies because we wish everyone well, want everyone to succeed, to that place where there is no side to take, but only one loving sphere in which we all live and work? Can we open ourselves to receiving help from others?

If we wish to be a healthy, vibrant, self-actualizing community, a community full of healthy trainees and teachers, a community full of healthy, vibrant and successful teacher training programs, perhaps Maslow is offering us the map.

Ultimately, the success or failure of a teacher training program rests squarely upon the shoulders of its director/directors. If our teacher training program is failing it serves no one to blame society, the economy, our trainees, our faculty, or our professional society, if we should belong to one. We must begin with ourselves.

To summarize, according to Maslow our directors of training and our training programs need to be flexible, that is, ready, able and willing to change as opportunities arise. If our training structure is not working are we willing to experiment and do what is necessary to make it work? Are we willing to accept the fact that our training structure could be improved upon? Are we taking full responsibility for how our training program is doing? Are we afraid to think outside the box if it isn’t doing well? Are we still growing personally? Are we modeling what it means to be a good student, a good teacher, a good person? Is the work still new, still fresh for us, and if not what can we do about it? Do we have a personal vision of the work? Can we give voice to that vision; get our vision out into the world in a way that is powerful and beautiful? Are we being realistic, or are we living in the past? Are we able to, as Alexander says, free ourselves from our rigid routine, the stumbling block that prevents us from adapting rapidly, assimilating new ideas, and being original? Is there enough love in our hearts for the work, for the people with whom we work, and for the people for whom we work, perhaps the most important question of all? And finally, if we are on our high horse can we get off it and stand on common ground along with all our fellow teacher trainers, no matter the lineage, no matter the political affiliation, and help one another?

Lots of questions; no, lots of problems.

Abraham Heschel, a famous rabbi, once said that questions have answers, but problems have solutions. He believed that man was a problem, a problem to be solved. It is we who are the problem.

And, it is we who are the solution.

Let’s commit to solving our problems, alone, deep within ourselves, and together, through generous acts of kindness and goodwill toward one another.

My Grandfather’s Eyes

 

Isaac Fertman

Once upon a time a rabbi told me that once upon a time, being a rabbi was not a profession. That a rabbi, technically, was not a teacher but rather a student. People in a community would select a person they felt possessed a deep understanding of the torah and the talmud to help them learn how to be good Jews. They supported this rabbi and his family so that this rabbi had time to study on his own, and also to study together with them. Judaism is basically a book club. Jews read this one book, every year, year after year, (and a few others), and delve into its ideas as deeply as possible.

When my trainees graduate from the Alexander Alliance I tell them there is no need to be nervous about being an Alexander teacher. If nervous, I suggest they continue thinking of themselves simply as Alexander students, students who happen to have completed a training program, therefore possessing a deeper understanding of Alexander’s work than most people.

When people pay you, I tell them, they are not paying you to teach them, they are paying you so that you can study Alexander’s work on your own, and with them. Your students pay you to study along with you, to join you in study.

It is not your job to teach them. It is your job to create conducive conditions in which they can study and learn. It is their job to learn. It is your job to learn along with them. It is not your job to entertain them. It is your job to entertain yourself, and their job to entertain themselves. It is everyone’s job to be kind, respectful, and to do one’s best.

My grandfather, Isaac, on my father’s side, told me now long ago, when I was a little boy, that I should be proud of being a Kohen, a member of the priesthood, a far distant descendent of Aaron, brother to Moses. I had no idea what he was talking about but it sounded cool. I also had no idea why, when I looked into his beautiful eyes, I could see him holding back tears. He told me how, because he was a Kohen, his shtetl saved money and paid for him to go to school in a nearby town where he learned Hebrew. At sixteen, alone, he got on a ship and made his way to America.

Now I am the age of my grandfather when he told me I was a Kohen. Here I am, supported by others to study on my own, everyday, to write, to think out loud, to create opportunities where others can study along with me. I don’t think of myself as a professional, as having a career. I just have a life. I am paid to live my life as a student, to do research and to share my findings. Baruch Hashem.

Bruce Fertman

Teaching By Hand/Learning By Heart

Recognition Of The Obvious

 

The Alexander Alliance Europe

 

David Mills, a fellow apprentice of Marjorie Barstow once said to me, “Humility is the recognition of the obvious.” I didn’t get it. And then later, I got it.

Learning languages does not come easily to me. Honestly, that is an understatement. I’m hopeless. When a person learns I live in Japan for five months a year he or she inevitably declares, “So you speak Japanese?”, to which I reply, “No, I don’t, not at all.” They find this hard to believe. But it is true. I humbly accept my profoundly limited linguistic capacities when it comes to learning foreign languages. Often I add, “However, I am still working on my English and am happy to report I am making progress.”

I can also humbly say, because it has become obvious to me and everyone else who knows me and knows what I do, that I have a knack for promoting Alexander’s work. As a little kid I was able to teach other kids, through words and touch, how to ride a bike, or hit a ball, or climb a tree, or do a back handspring. It just came naturally to me. So I can humbly say, I am good at talking and writing about Alexander’s work, and also at photographing it.

Of course not everyone likes my writing or what I have to say about Alexander’s work, and not everyone likes my photography, but a lot of people do, and for one reason or another it has worked. For over forty years I have drawn people to Alexander’s work, inspiring them to study.

And so, humbly and happily, I share with anyone who may be interested my new website for The Alexander Alliance Europe. I enjoyed working on the project. Countless times I heard myself say out loud, ‘thank you’ to whomever programmed Wix.

If you are an Alexander teacher, meandering through this website may help you better to verbalize what you do. It may give you ideas about how you want, imagistically, to portray Alexander’s work.

There are some beautiful photographs of my mentors. It saddens me sometimes that most Alexander teachers have only seen photos of Marjorie Barstow after her osteoporosis set in. I loved how Marj looked and moved when she was young, that is, in her seventies! Here are a few photos of Marj when she was spry and powerful.

I wish more Alexander teachers had had the privilege to learn from Buzz Gummere, but at least here you can see the sparkle in his eyes. I cherish the photos I have of my learning from Elisabeth Walker. All of these first generation teachers aged so beautifully, with such grace, and lived for so long! I hope you, like me, find these photos inspiring.

The video page on this website makes it easy to find and watch videos that I’ve made, or have been made about me or the Alexander Alliance. I invite you to take twenty minutes and watch Quintessence, a documentary on Alexander’s work and on the Alexander Alliance. This documentary was made by Renea Roberts, award winning videographer and director of the film Gifting It: A Burning Embrace of Gift Economy, and of Rooted Lands – Tierras Arraigadas.

And of course, there is a lot of information about our school in Germany, as well as information about what we do in and around Europe, Asia, and America.

Feel free to give me feedback, positive or negative; either way it is all positive for me. And if you like, visit us in Germany, or join me sometime, somewhere.

Humbly yours,

Bruce

The Alexander Alliance Europe

Why Not?

 

Gate House at Gaunts House, Dorset, England

Why not? Why not allow Alexander Alliance Post Graduate teachers in England to study for free inside of our Alexander Alliance Post Graduate Program in Switzerland? Why not? And why not allow Alexander Alliance Post Graduate teachers in Switzerland to study for free inside of our program in England?

After all, all of them are Alexander teachers sincerely interested in expanding and honing their teaching skills. It’s fun to travel. It’s enriching to meet, work, and make friends with Alexander teachers from other countries.

The Alexander Alliance International is founded upon a vision of an intergenerational, multicultural community/school centered around the work of F.M. Alexander, a vision I had 45 years ago. That vision has become a reality.

Home of the Alexander Alliance Germany

Some Alexander Alliance Post Graduates have also begun participating in retreat trainings at the Alexander Alliance Germany. They get to do that at half the cost because having the post graduates contributes to the training of our trainees. So everyone wins. That’s what we want.

So, if you are considering joining either our Post Graduate Program in England or Switzerland, know that all of this is also available to you.

Email me at bf@brucefertman is you have any questions.

If you are interested in our England program email Ruth Davis at  ruth.a.davis@me.com.

If you are interested in our Swiss program email Magdalena Gassner at alexander.technik@gmx.ch

 

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Downtown, Zurich.

Hopefully I will see you in October in Dorset, or in November in Zurich.

Yours,

Bruce Fertman, for the Alexander Alliance International

 

SWITZERLAND – First Satellite Teacher Training Program in Zurich Begins 2018/2019

 

 

The Alexander Alliance Teacher Training Program in Zurich, Switzerland

 

 

 

 

 

Calming Down/Waking Up – An AT Retreat in the Philippines – February 21-25, 2018

We’ve got the dates. We’ve got Alexander teachers from the Philippines, Japan, Korea, Singapore, and Taiwan planning to join us. We’ve got Filipinos, many whom are educators, excited to learn about the Alexander Technique. On Wednesday we will know about a beautiful place we are considering to use for the retreat if we can get a good price. It’s called The Farm. If it proves to be too expensive we have other good options.

We, Joy Romualdez Kawpeng and I, wanted to let you know right away so you’ve got time to plan if you decide this is something you’d like to do.

We have a couple of goals. Joy wants to introduce Alexander’s work to the Philippines. That’s exciting.

I want to begin an Alexander Fellowship whose purpose is to bring together AT trainees and teachers from neighboring Asian countries to learn and study together. My hope is that AT students, trainees, and teachers from Australia and New Zealand will also want to join us. I also want to create an environment where elder AT teachers can pass on their acquired wisdom to younger AT teachers. 

Often AT teachers from Asia have to travel to Europe and America to attend special events. I’d like Europeans and Americans to visit us as well.

Contact me at bf@brucefertman.com if you have any questions.

Think Asia.

 

 

Calming Down/Waking Up – A Workshop In The Alexander Technique With Bruce Fertman, Dorset, England, Sunday, October 15, 2017

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Navajo Woman – photo: B. Fertman

 The way up and the way down are one and the same.

Heraclitus

Forty-five years ago, when I first began studying both Tai Chi Chu’an and the Alexander Technique, my Tai Chi teachers would tell me how I needed to let my chi sink down. They revered the ground and spoke of the importance of the tant’ien, the belly. My Alexander teachers emphasized the importance of the neck and head, and of lengthening up through the spine. “Gravity just keeps your feet from floating off the ground.” one of my Alexander teachers declared. “Up but not held up. Down but not pulled down,” Tai Chi teacher Ben Lo instructed me. “Above but not raised up; below but not depressed,” wrote Hildegard von Bingen.

Needless to say, I was utterly confused. But now I am not. Slowly, I found the solution to this problem, the answer to this somatic riddle.

Join me for a day of study and self-discovery. Experience the interplay between upward and downward forces. As these forces become ‘one and the same,’ we experience what it is like to be calm and clear, soft and strong, light and substantial.

This workshop is for those brand new to the Alexander Technique and for current students of the Alexander Technique. The workshop is also for Alexander trainees and teachers who want to become effective in teaching the Alexander Technique in groups.

And when the slope feels gentle to the point that climbing up sheer rock is effortless as though you were gliding downstream in a boat, then you will have arrived where this path ends.

Dante

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Bruce Fertman and Sooyeon Kim

He is the embodiment of his work. His touch is like a butterfly settling down on the very turning point of your soul. And then you know, “That’s who I am, that is who I could be.”

Tueshaus, Alexander Teacher / Tango Teacher/ Equestrian

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in Dorset and Zurich. Author of the forthcoming book, Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander,  soon be published by Mouritz Press.

Workshop Details:

When: Sunday, October 15, 2017, 10:00-17:00.

Fee: £120

Where: Gaunts House, Dorset

http://www.gauntshouse.com/

To register for the workshop contact Ruth Davis at: ruth.a.davis@me.com

Phone: +44 (0) 7590 406267

To Make Payment: 

BACS

(Please reference your payment with your full name.) Sort Code: 40-47-59

Account No: 12037351

Acc Name R Davis

International Transfers via:

IBAN: GB24MIDL40475912037351 BIC:MIDLGB2172

If you have any questions, please do not hesitate to write to me, bf@brucefertman.com or to Ruth Davis, ruth.a.davis@me.com.

Hope to see you at Gaunts House!

Bruce Fertman