Teaching > Approach

The ‘application approach’ is a way of teaching the Alexander Technique by applying the Technique to an everyday activity, or an activity which is relevant to or common for the pupil. It is frequently used in group teaching. It was predominantly developed by Irene Tasker as an adjunct to private lessons, but only became firmly […]

The issue of communication here is chiefly divided into 1. the use of words, 2. the use of hands (see Hands-on work), 3. the use of observation, i.e. demonstration, illustrations, or video (see Observation work). This entry deals with the use of words in general.   F. M. Alexander on the use of words Alexander’s […]

Diagnosis in Alexander’s writings refers both to medical diagnosis, and to people’s own diagnosis of their own problems. Alexander also uses it to refer to the assessment of a person’s use and functioning.   In UoS, in the chapter ‘Diagnosis and medical training’, Alexander argues that no diagnosis can be complete without considering the influence […]

Distance learning includes correspondence courses and online (internet) teaching.   In recent years people have offered lessons or courses via the internet, also called ‘distance learning’.   Correspondence courses There was a correspondence course available in the late 1990s, but details are not available.   Online courses On-demand video introductory courses,[1] [2] and written material […]

This entry only covers teaching the Alexander Technique in groups. On the pros and cons of group teaching, F. M. Alexander teaching in groups, and a discussion, see Individual vs. group classes.   Books The Alexander Technique in Conversation by John Nicholls and Seán Carey contains a section on how John Nicholls see the role […]

‘Hands-on work’ here refers to that part of teaching the Alexander Technique which involves the teacher using hands touching the pupil for the purpose of feedback and guidance.   History F. M. Alexander made several references to the use of hands by the teacher in his writings. The first reference appears in 1908:   I […]

The issue of whether group classes, as opposed to individual lessons, is a better or an equally valid way of teaching the Alexander Technique, has been discussed since the 1970s. This entry only considers the debate on the pros and cons of teaching the Technique in groups. For teaching in groups in general, see Group […]

Observation here refers to visually observing one’s own use or other people’s use, for the purpose of learning and teaching.   ‘Observation work’ is the training towards developing observation skill.   Observation work can be used for at least two purposes. 1. Learning about oneself; watching other people’s use can provide clues to general habits […]

Play or a playful attitude is used in the Alexander Technique by some teachers. However, there are scant records; only a few teachers have described this approach in writing. F. M. Alexander preferred an easy atmosphere while teaching on his training course. Erika Whittaker reports: ‘It was all great fun and was never allowed to […]

This entry covers methods which involve some kind of equipment and other aids used in teaching and learning the Technique. This entry excludes table and chair which are listed under ‘Classical procedures’. The use of a wall, a staircase, books and other readily available aids are not included.   Anatomical aids See Use of Anatomy […]

F. M. Alexander discouraged stereotyped, imitative approaches to the teaching of the Technique. It is generally realised that teachers can only teach from their own experience and so any teaching is highly influenced by the individual’s understanding and experiences. Having said that, there are still some approaches to the teaching of the Technique which are […]

This entry covers the use of anatomy and physiology both for understanding the workings of the Alexander Technique and for the purpose of teaching the Technique.   History – F. M. Alexander F. M. Alexander did not refer to anatomy in his writings, except for two very simplified explanations (on how ‘the thoracic and abdominal […]

The use of mirrors as a teaching aid or for self-study; it is sometimes referred to as ‘mirror work’.   History F. M. Alexander reported how he used a mirror – and later mirrors[1] – to study the cause of his vocal trouble and for the development of the solution. The use of mirrors was […]

Visualisation here refers to generating mental images that simulate or re-create sensory perception without any immediate input of the senses. Imagery refers to using visually descriptive or figurative language, for the purpose of changing people’s ideas, beliefs and perceptions about themselves. As there is considerable overlap between the two terms (and they are frequently used […]

At least one teacher training course requires students to write essays on the Alexander Technique (for example, on Alexander’s books) as a mandatory part of the course. Other training courses have writing as an optional extra.   Training courses can be accredited by The Open College Network (in the UK), where writing is part of […]