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AT Congress® Berlin 2022

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How-to Sessions

How-to

How-to sessions run parallel to the CL. These are daily sessions with teachers who have deep knowledge on specific topics.

How-to is a new event type at the Congress.

In these two-hour sessions you will be able to explore
a wide range of areas where the Alexander Technique can be applied and learn how-to talk to specific audiences.

Think eyesight, marketing, working with companies, working online and many more.

How-to Sessions List

Session Count:

This is the list of all How-to sessions that have been confirmed so far.
We also asked CL teachers if they are interested in giving a single How-To session on Thursday morning.
Once we collected all info you will see a lot more sessions listed here.
The list is sorted by start date and time.

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Alexander's Principles: Improving eyesight and vision naturally – living life without glasses or contacts – discover the tools of inhibition and direction which are key to this process

Peter Grunwald

Peter Grunwald
New Zealand

Alexander's Principles: Improving eyesight and vision naturally – living life without glasses or contacts – discover the tools of inhibition and direction which are key to this process

Offering the process of Inhibition and Direction to help unwind twists and turns within the brain, eye and body integration is Peter’s speciality. This applies to myopia or near-sightedness, presbyopia, astigmatism, hypometropia, squints or lazy eyes, floaters, macular degeneration, cataracts, glaucoma and other less common dysfunctions. Each eye dysfunction is associated with a specific brain orientation and body movement patterns. By unravelling the embryological structures within the brain and eye connection, the physical and psychological responses and patterns are changing and the structures and functions are transformed effortlessly. It’s a joyous creative process to engage in fundamental change towards consciousness. Taking part in this workshop will enable you to deeper understand your personal brain’s orientation affecting your eyes and therefore understanding your pattern of eyesight dysfunction. You will learn practically and hands-on the first steps in undoing those patterns by learning actively how to apply Inhibition to the process of seeing and experiencing and observing the Directions in action. It’s absolute fun to partake in Peter’s lively engagement with the subject of seeing and being seen – and for some it may be a change of a lifetime on the road of letting go of the need for glasses or contacts forever It’s not the eyes which see, but the brain. During his research he developed specially formulated Eyebody Pinholes as a training tool in inhibition while engaging in a new practice of seeing. They will be available during the Congress.

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG (ground floor)
Room: H 0104 – Auditorium

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

ATSuccess – 12 Point Plan

Jeremy Chance
Tokyo, Japan

ATSuccess – 12 Point Plan

A Checklist of 12 Steps to Accomplish a Busy Practice Benefit: Clearer purpose and action in finding new students. Use these 12 Steps as a checklist for your current practice – or to start a new one! Jeremy’s 12-Step plan has been studied and used by hundreds of teachers and trainees – some of the most commercially successful teachers in the last 10 years have been influenced by Jeremy’s coaching. The ATSuccess plan is divided into 3 parts: A – Choosing Your Practice – who are the people you want to teach? B – Building Your Practice – how can you gather those students? C – Stabilizing Your Practice – how can you maintain those students? Each of the 3 parts involves a checklist of four steps – the 1st step is about cultivating the energy and motivation you need to accomplish the other 3 practical steps. Lots of background reading is available in Jeremy’s blog at www.atsuccess.com/blog • Use the search box to find your areas of interest. The way I develop my session plan for the Congress is by writing about these ideas in my Daily (well, not EVERY day). Read more about that and find the link to join here: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: OG
Room: MA144

CATEGORIES
AT Principles and Procedures||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Heels!

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Heels!

Learn how to walk in high heels using the Alexander technique. Wear your stilettos with pride and confidence, night and day – at work, on stage, dancing till dawn – without suffering any more foot or back pain. Learn more about the Alexander Technique. Or learn how to help other people to do it! The glamorous high heels guru with a heart of gold, Chyna Whyne’s transformative Walking in Stilettos programme blends rock star credentials with her extensive training in the Alexander Technique.      

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 6.OG (6th floor)
Room: H 6124

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to promote and teach the Alexander Technique to the dental profession (Remote over Zoom)

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession (Remote over Zoom)

Anikó will lead this class in a live Zoom session from Australia. The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching. The workshop will be delivered in an interactive discussion and slide presentation style.

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG (ground floor)
Room: H 0111

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing||Science

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Rosa Luisa Rossi
Switzerland

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work In this experimental workshop, you will learn how to develop professional projects that appeal to a wide range of clients: groups in your community, people in businesses, in the performing arts as well as people with health management issues. If you are working on a project, you will be able to present your project to a group of experienced colleagues, receive their feedback and increase the professionality of your project.  If you are not, you will be inspired to create projects of your own. Anyone who wishes to present a project or idea can write their project title on a piece of paper and put it into the bowl as you enter the workshop. The instructor will pick three projects and use them as examples during the workshop. The workshop and its three parts: Part one: – Understanding the needs of the group or business you wish to work with; – finding out more about your talents and what you need to develop Part two: –    Participants will be organized in working groups –    One after the other, the three projects will be briefly presented by the participants who are working on them –    Participants will have an opportunity to discuss the project in small groups, and then bring one idea or suggestion back to the larger group. Part three: –    During parts one and two we will gather principles and guidelines for how to begin, continue and end a successful project This HOW TO Presentation is designed to work in tandem with Priska Gauger ‘s Continuous Learning presentation. While each offering stands alone, participating in both of them would enrich and enhance your ability to create your own presentations.

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG – ground floor
Room: H 0106

CATEGORIES
Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Why don’t dogs think “let my neck be free”?

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Why don’t dogs think “let my neck be free”?

An exploration of how we are evolved to use primary control without conscious thinking. Dogs apparently stay in balance without conscious thought, but how do we do that?  Deliberate directions such as “let my neck be free” are very useful, but we can’t think in this way all the time, and we don’t need to. We have natural mechanisms in our bodies that organise our head /neck /back relationship for us. These include the “precision engineering” of our functional anatomy, and also the coordination of our vision, sense of taste and smell and other senses with our musculoskeletal system. We will explore all of these, including an exploration of how the newborn child experiences its world. For teachers, understanding these mechanisms means we can direct another person to find their free neck and primary control, both in person and online. Doubters welcome! Come prepared to let go of your assumptions and move into the unknown.  

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: 1.OG (1st floor)
Room: MA 141

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander technique as relationship to myself and my world

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Alexander technique as relationship to myself and my world

This workshop is based on the teachings of Margaret Goldie. Exploring ourselves and our use is a living process, and Miss Goldie taught that coming to quiet is the key to this. It brings us fully present, relating to ourselves and our surroundings simultaneously. By learning this you can: find quiet aliveness in everyday life achieve a quality of use that is more free, more real, more alive allow co-ordinated action to come spontaneously from intention find your comfortable space with others be at ease with yourself and others, and meet their eyes with confidence This is crucial in a world where we increasingly communicate by cell phone or online, and it is too easy to become afraid of each other through lack of human contact. We will experiment with coming to quiet in body and consciousness in order to explore open and authentic face-to-face contact, while also remaining totally present to the room. We will also seek to understand it by looking at the autonomic nervous system and the polyvagal theory i.e. how to move from states of fear and alarm to calmer states of balance and social receptivity. This is important to know for ourselves as AT teachers, and as supportive friends and family members. This work also enables us to bring our pupil to a state of safety and presence so we can work with them effectively in person and online. I also feel that relating to ourselves and our world in this way is key to relating to all people equally without judgement or fear.

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Math Building
Floor: 1.OG (1st floor)
Room: MA 141

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Voice!

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Voice!

Connect to the power of your true voice . Speak with confidence and clarity…sing from your heart.

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: 6.OG (6th floor)
Room: H 6124

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Reading effortlessly – when the arms are getting too short to read the fine print

Peter Grunwald

Peter Grunwald
New Zealand

Reading effortlessly – when the arms are getting too short to read the fine print

Reading effortlessly – ever wondered why the arms are getting too short to read the fine print? It’s called presbyopia and it affects most people between the ages 40 to 50 or later in life. Sometime presbyopia is showing up by its own, sometimes it’s in combinations with other eye dysfunctions such as myopia, astigmatism, glaucoma, cataracts, hypometropia, squints and other uncommon visual disturbances. But luckily, it’s possible to prevent and to change the outcome (without any need in overstretching your arms!) – with the Alexander Technique and deep insights of Peter’s vast experiences and research in improving vision naturally. Since the beginning of his profound discoveries between the intrinsic/inner regions of the eyes and their fluid relationship of the body, Peter stayed with FM’s principles of Inhibition and Direction. This enabled him to apply the process in a practical and direct way to integrate the brain, eyes and the rest of the visual system and therefore affecting the ability to see, read, to understand and to make sense of what we read. This is a practical workshop full of joy of discoveries combined with a Master Class of reading without the need for glasses, solely using your brains neuroplasticity and inhibition and direction, your organs of your eyes and a little help with Peter’s hands-on guidance. During his research he developed specially formulated Eyebody Pinholes as a training tool in inhibition while engaging in a new practice of seeing. They are especially helpful while reading or during computer work to ease eyestrain, to see clearer and to learn inhibition and the direction of envisaging. They will be available during the Congress.  

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: EG (ground floor)
Room: H 0104 – Auditorium

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Rosa Luisa Rossi
Switzerland

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work In this experimental workshop, you will learn how to develop professional projects that appeal to a wide range of clients: groups in your community, people in businesses, in the performing arts as well as people with health management issues. If you are working on a project, you will be able to present your project to a group of experienced colleagues, receive their feedback and increase the professionality of your project.  If you are not, you will be inspired to create projects of your own. Anyone who wishes to present a project or idea can write their project title on a piece of paper and put it into the bowl as you enter the workshop. The instructor will pick three projects and use them as examples during the workshop. The workshop and its three parts: Part one: – Understanding the needs of the group or business you wish to work with; – finding out more about your talents and what you need to develop Part two: –    Participants will be organized in working groups –    One after the other, the three projects will be briefly presented by the participants who are working on them –    Participants will have an opportunity to discuss the project in small groups, and then bring one idea or suggestion back to the larger group. Part three: –    During parts one and two we will gather principles and guidelines for how to begin, continue and end a successful project This HOW TO Presentation is designed to work in tandem with Priska Gauger ‘s Continuous Learning presentation. While each offering stands alone, participating in both of them would enrich and enhance your ability to create your own presentations.

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: EG – ground floor
Room: H 0106

CATEGORIES
Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

The Learning-Teaching Compass

Jeremy Chance
Tokyo, Japan

The Learning-Teaching Compass

  A Compass to Navigate Your Learning & Teaching Benefit: Clarity on how to invent creative individual & group lesson plans For 10 years I was a chair-and-table teacher. When I asked students what they wanted to do there were two answers: chairwork or tablework. Of course, within those activities was the depth of Alexander’s Discovery and it was comforting to have a consistent form to lean into for that exploration. Then I met Marjorie Barstow and my teaching plan was blown to smithereens. When I ask students what they want to do – they can name anything: “My mother gives me a headache. I get scared in elevators. I don’t practice my music enough.” YEEKS. How do come up with a teaching plan for that?! Aside from the resulting identity confusion – am I a teacher, therapist or counsellor? – there is the ethical need to steer close to Alexander’s Discovery. And over time I understood it was my job to assist my trainees to understand how Alexander’s Discovery could support the unique challenges each individual faces in their physical, mental and spiritual needs. The Learning-Teaching Compass is the tool I developed over 36 years to answer this need – and I will show how it works in a practical lesson during our time together. Come with a weird request! BACKGROUND One of the strong influences in my evolution of teaching skills was Marjorie Barstow, the first teacher to qualify from FM’s training school. When I first met her in Australia in 1986, she carried around a copy of Use of the Self. It wasn’t even an original edition; it was the NEWEST version published by David Alexander, with an illustration of FM on the cover. And despite being the newest version, FM’s book was in tatters. Her copy of Use of the Self was falling apart. Marj had read, and re-read that first chapter “Evolution of A Technique” so many times that she needed a rubber band to hold it together. How many times have you read that chapter? Hidden within the exploration of FM’s story is a new tool, a tool unseen by most of the Alexander community. Today, it is only known and used by the hundreds of trainees and teachers of BodyChance in Japan. Today I call this new tool – The Learning-Teaching Compass – and I have been developing it for going on 36 years. It is based on the Enneagram – if you know it – however, this model is based upon Alexander’s story and is unique to me. After experiencing Marj’s teaching – and her intellectual commitment to understanding FM’s story – I started to study this particular writing again. The depth in this chapter of FM’s book is unfathomable and my development of the Compass is based upon this work. You can keep in touch with my ideas by reading my (not quite) Daily – find out what other teachers think and join them at this link: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Math Building
Floor: OG
Room: MA144

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Heels!

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Heels!

Learn how to walk in high heels using the Alexander technique. Wear your stilettos with pride and confidence, night and day – at work, on stage, dancing till dawn – without suffering any more foot or back pain. Learn more about the Alexander Technique. Or learn how to help other people to do it! The glamorous high heels guru with a heart of gold, Chyna Whyne’s transformative Walking in Stilettos programme blends rock star credentials with her extensive training in the Alexander Technique

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3005

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Crawl For Life

Steven Shaw

Steven Shaw
United Kingdom

Crawl For Life

This work integrates Shaw Groundwork with pool based practices to develop a relaxed sustainable front crawl which promotes good use in and out of the water. We focus on how to use directions and inhibition to achieve easier breathing and flowing movements. For this How To we’ll have access to a swimming pool, please bring your swimming gear for this sessions. The fees will be waived, the club use is included. It is enough to say that you are attending Steven Shaw course. A small and large towel will be given to the participants at the reception. You’ll meet with Steven at Holmes Place Health Club Berlin Gendarmenmarkt, Friedrichstraße 68 / Eingang Mohrenstraße, 10117 Berlin We thank the Holmes Place Health club in Berlin for their hospitality https://www.holmesplace.de/

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Holmes Place Health Club Berlin-Gendarmenmarkt
Swimming Pool
Friedrichstraße 68 / Mohrenstraße
10117 Berlin

CATEGORIES
AT Principles and Procedures||Sports||Practical Teaching Skills||Communication/Verbal Skills||Anatomy

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Embodied speaking – the secret to successful online work

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Embodied speaking – the secret to successful online work

Irene Tasker[1], one of the very first AT teachers, wrote: “I don’t think too much importance can be placed on the application of the work to speaking.… the ordinary give-and-take conversation of everyday life.  It is true that we teach with our hands to convey sensory experiences, but it is speech which conveys the ideas….” Embodied speaking is crucial for real communication, especially in a therapeutic relationship such as AT teaching. It helps to calm the pupil (and ourselves) and to create a safe and caring space for the pupil to engage with learning. In particular this is essential for teaching online, when an embodied and well-modulated voice allows us to hold the pupil in safety without being physically present. It enables them to risk moving into the unknown and feel supported as you direct them. We will look briefly at the neurological reasons for this that date back into early childhood, and why this is particularly crucial when working with pupils with history of trauma. In this workshop we will explore embodied speech, natural breathing and the process of coming present within our body volumes without interfering. We will also find a new approach to the whispered Ah that allows us to connect embodied speaking with relating to ourselves, to our environment and to other people. [1] Irene Tasker “Connecting Links.” The Sheldrake Press, London 1978. P. 22.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: 1.OG (1st floor)
Room: MA 141

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to exchange work in a constructive way

How to exchange work in a constructive way

Leaving aside the times when we work in silence or talk about something else, we can possibly talk about what happens: we can give instructions, receive suggestions, ask for feedback, express feelings. Which elements work best and how can we combine them to make our work exchanges truly constructive? Starting from the personal experience of the participants, we will explore various ways of interacting, trying to understand their spirit, motivations and effectiveness.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3002

CATEGORIES
Practical Teaching Skills||Communication/Verbal Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How to Feel

Portrait Nadia Kevan

Nadia Alexandra Kevan
NRW, Germany

How to Feel

In this session I would like to explore with the participants one of the the greatest human abilities we call “feeling”. We shall also look at the brilliant but widely misunderstood, even misused discoveries of F. M. Alexander “Faulty Sensory Appreciation”. Sensing, feeling and awareness are essential aspects of becoming conscious, but we must understand the differences and where our all too habitual interpretations can go wrong. Our focus will be a positive one, discovering how much we actually CAN trust! The vital process of learning what and how to feel and learning to trust our feelings is central to our healthy sense of self. This is an enormous area of study and experience so we will keep it simple and direct and in connection to our work as Alexander Technique practitioners. There will be time for questions and answers.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3004

CATEGORIES
AT Principles and Procedures||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Help People with Scoliosis

How To Help People with Scoliosis

In this workshop you will get a deeper understanding of scoliosis; the causes, the myths, and the effects on their daily life while doing everyday activities. You will learn simple ways of help them to deal with working, standing, sitting, and a wide range of necessary movements. Many people do not realize scoliosis is a condition effect 2-3% of the population, and the most common age of the onset is between 10-15 (school years). The principles of the Alexander Technique are a most important tool in helping children to adults with their physical discomforts. Please note that although this session, we are also happy to discuss any other questions that you may have about other back problems that affect 49% of the population in developed countries. After this workshop, you will feel more confident in working with those who have scoliosis or anyone suffering with back pain.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: 8.OG (8th floor)
Room: MA 841

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to promote and teach the Alexander Technique to the dental profession (Remote over Zoom)

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession (Remote over Zoom)

Anikó will lead this class in a live Zoom session from Australia. The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG (ground floor)
Room: H 0111

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Anatomy||Connections to other Modalities/Techniques||Business / Marketing||Science

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How to teach 'a quickened conscious mind'.

Peter Nobes

Peter Nobes
United Kingdom

How to teach 'a quickened conscious mind'.

I love FM’s books. Every time I reread them, or even just dip into them, I find riches: new ideas; fresh ways of looking at things that I thought I understood. As Dewey said, ‘new meanings constantly open up.’ Why do so many of us have difficulty with them? I wonder whether those of us who don’t understand the books are not teaching what’s in the books. For instance, FM wrote ‘The centre and backbone of my theory and practice … is that the conscious mind must be quickened’ and ‘My Technique is based on … the inhibition of unwanted reactions to stimuli, and is therefore primarily a technique for the development of control of human reaction’. Are we putting inhibition, control of our reactions and an enlivened conscious mind at the core of our teaching? The emphasis seems to be on bodies and movement – and that’s not what’s in the books. Dewey says in CCCI that we observe the world, and ourselves, through ‘perverted consciousness’, and that affects all our actions. Our self-awareness, observations and actions will therefore all work better with ‘wholesome’ consciousness, but are we going to bring that about by asking our necks to free and our heads to go forward and up? Is it possible to bring about, not just the physical benefits that we all know and love, but also the mental and spiritual benefits that FM wrote about in his books, not by freeing our necks, but by freeing our consciousness? Spoiler alert – yes, it is! By freeing our consciousness, we free everything else. Working in pairs or small groups, we’ll have fun experimenting with this. I’ll show you how I teach ‘a quickened conscious mind’, and how that leads to A free neck (although you won’t care whether it’s free) The poise, effortless movement, etc, that we are all familiar with A matching ‘mental poise’, clarity of thinking etc Control of our reactions – it’s difficult to do things habitually when we’re fully conscious. Accurate sensory appreciation – faithful interpretation of what all our senses are telling us is simple when we are fully conscious. Please bring an open mind and a sense of humour. And, if possible, a bean bag or small ball.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3012

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Teach a Situational Lesson

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

How To Teach a Situational Lesson

There are many ways to teach an Alexander Lesson. Sometimes you might teach through Classical Procedures, offering the student time to focus only on the quality of themselves in the moment in a deep and educative way.  Other times you might work through an activity – using your hands while a person is doing whatever they do, and thus meeting the student while they are also focusing on a task in real time.   Activity Work helps embed the Principles in a student’s relationship with the activity, outside of the special arena of the traditional Alexander Lesson. But this is still one step removed from a student’s actual experience in daily life – because in real life situations, there is more happening than simply noticing the quality of self in an activity. There is the reality of the particular moment in which the activity is happening.  For example, noticing yourself while playing a violin is a very different experience if you are alone in a practice room or standing center stage at an audition.  Yes, you can still focus on the activity itself, but it is likely that the conditions of the audition will effect your ability to access whatever you learned in your activity lesson on playing violin. In this How-To Session, you will learn how to teach a Situational Lesson, offering the student an opportunity to apply the Principles of the Work in their most challenging real-life moments.  You will learn very basic guidelines to help you create the situational stress, and how and when to add verbal cues and hands-on information.  From this one class, you will have enough information to begin practicing this essential 3rd style of teaching in your lessons or group classes, supporting your students in actually applying the Principles of the Work in the moments they need it the most. We will use real-life scenarios from participants, so think about some challenging situations in your life to bring to class for practice teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3006

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to use your back

Portrait John Nicholls

John Nicholls
Isle of Man, United Kingdom

How to use your back

Anyone familiar with the diary accounts of lessons with FM, or who had contact with people who had lessons with him, will know he put a lot of emphasis on the back. There was much talk of “using your back” and developing a “strong back”, but in many Alexander circles this no longer gets much attention. I think this is regrettable as an understanding of what using your back means in an Alexander context is vital for understanding how to improve your own use in all activities. This How-to class will demonstrate how the seemingly arcane procedures of hands on the back of the chair and semiflexion (monkey) combine together to be the blueprint or template for using your back well in countless everyday situations, and also, of course, in hands-on Alexander teaching. The key lies in not letting the use of the limbs overwhelm the support musculature of your neck and back (or what we might call your spinal support musculature) so that the arms and legs become more like elastic connectors from the hands and feet to the back. This does not require much at all in the way of anatomical knowledge: what it requires is kinaesthetic experience to give a practical understanding of how to go about this yourself. So this will be an experiential class in which I will aim to guide you through practices designed to give you a better kinaesthetic understanding of how to use your back.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3008

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How To Work with Animals

Jeremy Chance
Tokyo, Japan

How To Work with Animals

How To Work with Animals – Alexander Touch Communication Benefit: Develop your ability to communicate effectively through touch by discovering how various vertebrates communicate back their experience of your touch. This class is about communicating wordlessly with Alescovery touch. At her presentation in Oxford in 2004 – “Brain Basics of Touch and Direction” – neuroscientist Lucy Brown proposed a model for Alexandrian touch based upon the emerging scientific consensus that “emotional contagion” is a measurable phenomenon. For example: when you go into a room where there’s just been a fight, you pick on the “atmosphere” of the room. This is “emotional contagion” at work. Brown proposed a model of “motor-sensory contagion” for Alexscovery touch. Animals – including humans – know the difference between many different kinds of touch. Horses – in my limited anecdotal experience – can be patted, slapped or massaged on a tender spot without much reaction. However, try to touch them while attempting “sensory-motor” contagion, and their response is swift and definite – QUIT THAT! This session is less about me presenting ideas, more about all of us sharing experiences. I will open with a short presentation and then propose various practical experiments along the way. It will be playful and fun – be ready to play-act as a dog or a horse or any animal you choose. It is open to anyone who has worked with animals of some kind – even if only one of your pets – or wants learn more about how to do that. And bring a photo of your pet! (Or favourite animal) Animals of the world – UNITE! BACKGROUND I recently wrote about a series of sessions I had with Mason, a smart ageing Labradoodle who came to love his sessions with me. https://atsuccess.com/blog/2022/03/lessons-mason.html Come back to this summary, as I will add more reading material and preparatory tools so you can make the most of your attendance. Feel free to share with me any of your experiences that I can incorporate into the opening presentation by emailing to me at: bodychance@me.com Bookmark this page and come back as I will be posting more details and references for you to better prepare…

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: OG
Room: MA144

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Remember Psycho-Physical Unity

Portrait Ulli Pawlas

Ulli Pawlas
Germany

Remember Psycho-Physical Unity

How to… Remember Psycho-Physical Unity… How to apply the Alexander Principles when working with patients with Alzheimer’s disease. A field report. Using film clips from the film : F.M.Alexander-Technik bei Alzheimer-Demenz, by Mechthild Rickheit and Ulli Pawlas 2004/2008, I illustrate the support approach and explain my way of working with the A.T. principles. To introduce you to the approach of my work, how I worked with the Alzheimer patients, I want to give a short practical introduction, where we bring Directions from the Support Approach into our own experience. Then I will show excerpts from the film that illustrate this work and I will talk about my experience. It seems as if through this work, access to the psycho-physical unity is regained. Afterwards there would be time for exchange and discussion.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 2.OG (2nd floor)
Room: H 2037

CATEGORIES
AT Principles and Procedures

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Rosa Luisa Rossi
Switzerland

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work In this experimental workshop, you will learn how to develop professional projects that appeal to a wide range of clients: groups in your community, people in businesses, in the performing arts as well as people with health management issues. If you are working on a project, you will be able to present your project to a group of experienced colleagues, receive their feedback and increase the professionality of your project.  If you are not, you will be inspired to create projects of your own. Anyone who wishes to present a project or idea can write their project title on a piece of paper and put it into the bowl as you enter the workshop. The instructor will pick three projects and use them as examples during the workshop. The workshop and its three parts: Part one: – Understanding the needs of the group or business you wish to work with; – finding out more about your talents and what you need to develop Part two: –    Participants will be organized in working groups –    One after the other, the three projects will be briefly presented by the participants who are working on them –    Participants will have an opportunity to discuss the project in small groups, and then bring one idea or suggestion back to the larger group. Part three: –    During parts one and two we will gather principles and guidelines for how to begin, continue and end a successful project This HOW TO Presentation is designed to work in tandem with Priska Gauger ‘s Continuous Learning presentation. While each offering stands alone, participating in both of them would enrich and enhance your ability to create your own presentations.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG – ground floor
Room: H 0112

CATEGORIES
Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Seeing, hearing, playing – the musician’s struggle in integrating all

Peter Grunwald

Peter Grunwald
New Zealand

Seeing, hearing, playing – the musician’s struggle in integrating all

Musicians’ face a vast array of complexity. At the core, this means to have stewardship for Self, and at the same time mastering your singing voice or instrument with creative perfection, handling your own sound in midst of the sounds of your fellow musicians, reading the sheet music, tuning into the beat and rhythms, uniting with the attentiveness for the conductors intentions and impulses. At the same time, connecting with the audience – while simultaneously continuing the whole lot – staying with it on an always changing landscape. Dealing with rising feelings of imperfection when you didn’t quite hit the note, with uncertainty, confusion, fears, anxieties, frustrations, lack of self-esteem, over controlling, end-gaining to one extreme and mind-wandering on the other when you feel overwhelmed or cut off. At the same time-sharing the depth of your feelings and soul with a lot of vulnerability in public, in front of the audience, and then leaving the concert to go home exuberant, exhilarated, or lethargic – or anything in between. Puhhh, quite a lot to juggle! Developing the intent for presence as an inhibition tool is a key element versus habitually over focusing or under focusing. Let’s hear the difference when we play with presence from a different region of our brain, creatively envisaging the content of the music from Soul. Let the music be powered by Consciousness, let consciousness affect the entirety of the brain, eyes, ears, the body’s ability to move effortlessly, to become able to connect with our music, the conductor, the fellow musicians and the audience – all this simultaneously, effortlessly, three-dimensionally with joy and soulfulness. Participating in this combined workshop and Master Class of a different kind, Peter will give you practical steps in the right direction to playing music as well as to listening and teaching in a way that includes the delicate visual system and the brain. Attending can also give you an experience of the extraordinary – and some of you will even be able to let go of the need for glasses or contacts. In Peter’s Master Class he will guide students hands-on to undo some of these habitual patterns through the integration of the entire visual system. If you want to explore this practically with him supporting you, bring your instrument – you may be one of the chosen few.    

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3007

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

T'ai Chi Ch'uan offers a fresh context in which to use AT principles.

Portrait Robin Simmons

Robin John Simmons
Wallis, Switzerland

T'ai Chi Ch'uan offers a fresh context in which to use AT principles.

I have been working with T’ai Chi since 1969 and have had a number of teachers including two Chinese teachers. I still teach T’ai Chi in Zurich. In this workshop we will explore how the principles of the Alexander Technique are replicated in T’ai Chi and apply them to some T’ai Chi sequences. You will learn useful practices you can take away and employ for your own life-long benefit.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3003A

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Online Experience of an In Person Reality

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

The Online Experience of an In Person Reality

‘The How To’ in Translating the In Person Experience to an Online Experience’ Since the beginnings of the Pandemic, from March 2020, I have offered online Zoom classes which have been based loosely on my recently published book Touching Presence. In each class a theme relevant to Alexander’s teachings would be introduced, then explored online through guided practical application both individually or on screen collectively so everyone on screen could observe.  During the ensuing week before the next class, each participant incorporated when possible the fruits of our exploration in their daily life. This would often include practicing teaching online and what eventually might translate to teaching in-person. My principal reason for offering online sessions is because only through the full expression of who we are, will we have the experience of who we are. Conversely, when denied the full expression of who we are, we will be denied the experience of who we are. Consequently, as teachers and those who are training to teach, only through the full expression of what we teach will we experience what we teach. When denied this we will have less of who we are as a teacher available to teach what we need to learn. Basically, when teaching we give to others the Gift of our Understanding. You have only to think of any artist, any dancer, physician, scientist, athlete, anyone who has chosen some way of life as an expression of who they are, and who, when denied that expression by external circumstance beyond one’s control they will be denied the experience of who they are. This is to live a life not chosen. And this is what has been presented to us by the Pandemic: denial through circumstance. By all reasonable accounts, this Pandemic and presumably the resulting Endemic, as well as the invasion of Ukraine will be affecting our lives personally and  professionally for an indeterminate length of time. Primarily for this reason, I will continue to offer Zoom classes hoping that all teachers who wish to explore their teaching in a manner in which they are allowed, can do so successfully; with confidence and good feeling about what they have to offer. In addition, we will have increased opportunity to interact globally, teaching a way of making peace with one’s self so one can be at peace with one’s self so you can be at peace with others; no exception. In this course I will ask each participant to bring their computer. I will introduce a series of teaching exercises with you in person, and then demonstrate how in-person exploration might translate to teaching online on zoom. We will cover a reasonable amount of commonly encountered scenarios that distinguish the difficulty in translating what we might experience in-person as opposed to during an online lesson. Sample topics Introducing the concept of use to a new person for their first lesson (‘Self’ Portrait exercise) Using the given person’s habituation to introduce them to their support (water exercise, Ocean and wave exercise) Inhibition and Withholding Definition (visual exercise) Kinesthetic Perception  (Sit-to-stand or activity work illustrating Frank Jones’ postural set that precedes and accompanies your movement, juxtaposed online with facial set and attention which precedes and accompanies movement, which can be clearly viewed online) On Compassionate teaching (holding hands exercise) On the personal narrative On the moment of change is a movement and the present is one’s choice to belong to that moment. ( Transitions–Observation online of change takes place in the ongoing present and its movement wherever the road takes you) Activity work (playing a musical instrument online)

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 6.OG (6th floor)
Room: H 6124

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Universe in One Note, One Word, One Movement

Portrait Catherine Madden

Cathy Madden
WA, USA

The Universe in One Note, One Word, One Movement

Integrating the Alexander Technique directly into an artist’s, a teacher’s, a seeker’s dreams reveals the potent practical use of this work.  “The Universe in….”  practice is one way to invite them to discover the depth and creativity that a simple integrative moment unleashes. For many artists, this practice becomes part of their everyday practice. For Alexander Technique teachers, this exercise is a means to develop your omniservation and integrative practice skills. Participants are invited to come with a note, a song, or a movement – ready to play!

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3013

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Trauma-informed Alexander Technique

Anthony Kingsley

Anthony Kingsley
United Kingdom

Trauma-informed Alexander Technique

Do habitual postural problems, pains and distortions reveal a psychological narrative? Does psychophysical Unity explain the impact of overwhelming distress, adverse childhood experiences, (ACE) and trauma in the body? And can a trauma-informed Alexander Technique enable the processing and integration of these emotional conflicts? How can we work in a way that supports our pupils in Emotional ripening as well as postural ease?

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 3.OG (3rd floor)
Room: H 3025

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Voice!

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Voice!

Connect to the power of your true voice . Speak with confidence and clarity…sing from your heart.

How-to
Friday, 26 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: 6.OG (6th floor)
Room: H 6124

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Get Work in Businesses

Jeremy Chance
Tokyo, Japan

How To Get Work in Businesses

How To Get Work in Businesses – It Is Easier Than You Think Benefit: Work towards financial security by stacking up a few B2B Contracts The Holy Grail of commercial teaching success is securing a long-term contractual relationship with a for-profit corporate entity. Also known as B2B work (Business to Business), this is an area I have actively sought within Japan since 2018. I spent a lot of money, time and effort attempting to open up a B2B market for BodyChance in Japan. You can look at the simple website we prepared, using Chrome to translate the site: https://shiseikakumei.jp/ I also created a new course in ATSuccess, which explores how teachers can go about getting this kind of work. There are many benefits when compared to Business-to-Consumer or B2C work (i.e. what 98% of Alexscovery teachers do today): • no need to hire a venue: supplied by the company • no need to market to individuals: workshops filled by the company • exponential benefits: close deal with one person, get many students as a result • no need to deal with individual fees, refunds, cancellations etc.: managed by the company • not necessary to have a niche speciality, although that can still help • becomes a form of free B2C marketing: some people will want individual lessons My guess is that the image you have of this kind of work is one of your obstacles to getting it. If you imagine yourself in a business suit, going to endless meetings – that is one image. However, another image is visiting your local hairdressing salon and having a conversation with the owner. As a result, you could get a contract to offer an exploratory workshop, leading to a regular gig at the Salon. Stack up a few of those locally, and now you have a secure income stream for the year… Not only would it be fun, some of them may decide to take individual lessons with you. This session will explore the myriad ways that you could secure a better income flow – and interesting teaching challenges – by seeking relationships with business owners. I will also explore the different teaching methods necessary to communicate with individuals who come by the Owner/Company bequest. Rather than “lecturing”, I will focus on doing “hot seats” with volunteers – creatively looking for ways you could evolve your current situation as a teacher into this lucrative area. I will also introduce some simple ways to kick off a workshop with a corporate audience. BACKGROUND Bookmark this page and return later – I will post some links to free materials and videos that I have prepared to help you prepare for the session. If you have any requests, write to me directly: mailto:bodychance@me.com

How-to
Friday, 26 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Math Building
Floor: OG
Room: MA144

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To give a talk

Portrait Rossella Buono

Rossella Buono
Kent, United Kingdom

How To give a talk

Some people are just amazing. They can transform the driest of subject in a fun learning experience, or engage you so deeply you loose track of the time. Think of your favourite teacher from high school, a TED talk you love, or a presentation you still remember years after. How did they do it? How do we do it with the Alexander Technique? How do we adapt to different audiences, numbers, lengths and environments? How do we stay clear and adaptable? Based on a Degree in Literature and Philosophy with dissertation, lots of attending and giving talks, a university professor husband happy to share his knowledge and an intense wish to get the Alexander technique out there, this How To will bring examples, share physical activities to attract attention, make sense and to keep people involved and exploring. Some embarrassing disasters will be shared too. Here to follow an example of a talk for a Health Clinic specialising in pain management. I had 40 minutes. Those were my notes. Let’s find all it’s wrong with it. Hi, thanks for coming and thanks to X&Y for having /inviting me here. Today I’m going to introduce myself (A) what I do (B) and what is in it for each of you (C). A)  My story, Alexander’s story and my qualification (not everyone knows we study 3 years full time) The AT is very popular for people with X and very effective in Y, I have worked with …. Let’s see how many of you are in pain right now? How many have had pain in the last 10 years? So what happened? B) what I do There are 3 key points in that first sentence and you’ll soon know everything about it. (picture 2) We will look at what I mean when I talk about the use of the self, will see what habits are, how to see them and how the AT goes on getting rid of unnecessary stuff and developing new habits, while dropping the ones that are not helping. 1)Picture 3 – How do we go from this to that? Is it inevitable? My back is killing me! Pain and how we “use ourself”. I like this idea because I find it very empowering: Many of the pain, injuries and discomfort we experience as happening to as are actually caused by things we do to (or with) ourself. There is not one way to perform a common action. Do you know how heavy the head is? 5 kg BAG –Collateral injuries. We accumulate and collect all sort of habits in the years New York spine surgeon Jack Stern in the Lugano conference in 2011 was saying that 4 out of 6 of his patients’ back pain is postural, not structural or disease related. 2008 British Medical Journal Study  – Paul Little- Southmpton. Randomized controlled trial of AT, exercise and massage for chronic and recurrent pain proved on a 500 people sample 6 to 24 AT lesson were still very effective over a year later. 2) Identifying habits Picture 4 The AT identifies and makes visible the habits we have developed that may be causing stress/pain For the AT to be a way of being comfortable in your own body we need to be able to see those habits. Why is this necessary? Normal and Habitual – arms crossed. Wrong/right            stimulus – response 3) Make new habits (Picture 5) The AT changes the habits to ones that won’t result in pain and allows you to move freely and easily – Standing or chair work Take home the semi-supine, you learned it, it’s a present. Summary: so we talked about (picture 2) C) and what is in it for each of you. Picture 6 & 7

How-to
Friday, 26 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: 2.OG (2nd floor)
Room: H 2037

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Eyes, the Windows of the Soul – transforming long-held emotional stories into deeply embodied spiritual attributes

Peter Grunwald

Peter Grunwald
New Zealand

The Eyes, the Windows of the Soul – transforming long-held emotional stories into deeply embodied spiritual attributes

The Eyes, the Windows of the Soul – transforming long-held emotional stories into deeply embodied spiritual attributes Discover your psycho-physical and spiritual pattern behind your brain, eye, body dysfunction – and have fun with it. Letting go of the need for glasses may be at the core of your being. For some its re-education, for some its trauma work – all in one. Even years past our training in the Alexander Technique many of us are holding reoccurring emotions such as confusion, fears, anxieties, sadness, uncertainty, known or unknown anger, frustrations, restlessness, conflicts, loneliness, hopelessness – just to name a few. Peter discovered key elements within the cells of the eyes and the rest of the visual system and the brain which are so often forgotten or blurred out in our life. Discover the faulty sensory awareness in action and trans-generational undoing behind the blur on the journey to clear-sightedness, clarity, certainty, love, happiness and core freedom. Peter’s strength lies in the depth of experiences discovering patterns affecting brain, eye, body, and psychological and spiritual responses in dysfunctions. He uses his hands-on guiding skills to support the transformational process of moving a student from their dysfunctional seeing to a higher region in the brain. There the seeing happens out of consciousness and therefore connects again to what Peter calls the blueprint of the Soul, affecting deeply and naturally the brain, eye, body integration. Enjoy a practical workshop and a Master Class on the profound emotional and spiritual attributes. Experience Peter in his element of deep research and practical applications, transforming attachments of the past, present and future into a journey of physical, emotional and spiritual embodiment. For previous students of Peter’s, this event will be the latest update and may be a touching journey for those who worked with Peter years ago. He will share his latest discoveries with you. During the Congress Peter will be introducing his latest book ‘The Art of Embodying Soul’ based on the Alexander Principles and his experiences of the psychological responses and spiritual attributes in the process of seeing and living consciously.

How-to
Friday, 26 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Main Building
Floor: EG (ground floor)
Room: H 0104 – Auditorium

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The thoracolumbar fascia: the key to integration and strength in the lower body through chair work

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

The thoracolumbar fascia: the key to integration and strength in the lower body through chair work

Although the senses and the head lead the body into movement, our movement is powered by the lower body and legs. This means that, for a full understanding of chair-work, we need to know how to engage the dynamic strength and stability of the lower body and its connection to the legs. In this workshop I will explain the functional anatomy of this crucial, yet poorly understood area of the body. You will explore one of Alexander’s core procedures – leaning back in a chair – and learn how to maintain control without giving over your weight to the chair or a teacher’s hands. It is now thought that many back problems of tension and pain originate here in the thoracolumbar fascia, so this workshop will enable you to provide fast and invaluable help to your pupils with back problems. For teachers, understanding these functional anatomy mechanisms gives us a hands-off way of directing another person to perform a co-ordinated sit to stand, whether in person or online.

How-to
Friday, 26 August 2022
15:00 h - 17:00 h (3.00pm-5.00pm)
Math Building
Floor: 1.OG (1st floor)
Room: MA 141

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Chyna Whyne's How-to Heels!

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Heels!

Learn how to walk in high heels using the Alexander technique. Wear your stilettos with pride and confidence, night and day – at work, on stage, dancing till dawn – without suffering any more foot or back pain. Learn more about the Alexander Technique. Or learn how to help other people to do it! The glamorous high heels guru with a heart of gold, Chyna Whyne’s transformative Walking in Stilettos programme blends rock star credentials with her extensive training in the Alexander Technique

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 6.OG (6th floor)
Room: H 6124

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To run a class

Portrait Rossella Buono

Rossella Buono
Kent, United Kingdom

How To run a class

What’s a class? How do you run it? Why? For how long? Who is coming? Who is paying for coming? How do you keep inventing things? Do you repeat the same class over and over? Plan or improvise? After nearly 5 years of running a Tuesday class in Canterbury, Jenny, a lovely attendee of 4 years, commented on how there were never 2 classes the same. I can’t even cook the same thing twice, so it could be me. But how do you create new content, activities and interactions for over 8 years? The profound individual work bought in from the Alexander technique prospective is the largest part of the answer, plus a sprinkle of visiting obsessively training courses, reading books and exchanging with other teachers. Many of my private clients come out of the class, many of them went back to it and started to come to the class after a course of lessons. Anyone who happened to be in a very small class, with lots of hands on, booked a private lesson. When in lock down, the class run online for 2 years with an hardcore small group of 5 to 8 people. This is a practical session, we’ll get some examples, structures and suggestions and then we’ll plan together for a single class and a 6 classes course. We’ll talk about advertising the classes and where to run them. Example of a class: https://youtu.be/nusQhYCRWDc  

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: 2.OG (2nd floor)
Room: H 2037

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to Train Teachers

Jeremy Chance
Tokyo, Japan

How to Train Teachers

The Digital Era Changes Everything Benefit: The joy of passing on the gift of teaching Alexander’s Discovery to others “It always seems impossible until it is done.” NELSON MANDELA Most teachers I’ve talked with did not train because they wanted a new Professional career; they trained because of a deep, personal need that Alexander’s Discovery satisfied. Training as a teacher simply gave them better access to a process that fascinated them. Is that true of you? Then it may also be true for some of your students who have been coming to lessons for years. They may never imagine that they could become teachers, but they may harbour a secret wish to do so. Today, perhaps they can. Today, perhaps you can guide them? Your chief obstacle is your own mind – which won’t allow the possibility of the impossible. Training your regular students to become teachers brings two significant benefits: • it challenges and accelerates your development as a teacher; • it motivates your students to deepen their own practice. There is nothing inherently immoral or illegal in training teachers – however, you may consider it unethical. However, before you decide that, please consider this: • training by individual lessons/apprenticeship was how FM initially did it; • an ethical framework – supported by many of today’s “Master Teachers” – exists. If you can resolve your “ethical” dilemma, then you face the “I-don’t-know-how” dilemma. Before the digital age, this was a valid concern. But today, unbelievably rich resources are available the world over to support your ability to give the gift of teaching to others. You do not have to be the originator of all your student’s learning – that is too heavy a burden to bear alone. However, you can function as the “home teacher” for your student’s international adventure: you can guide their process and advise them along the way. And if the issue of quality concerns you – well, you are the one who manages that! In this session, I will encourage thinking that goes “from the known to the unknown” – one of FM’s favourite definitions of the work. The impossible is always becoming possible. BACKGROUND Bookmark this page and return to see links to articles, videos and material that can support you taking personal responsibility for passing on the work to a future generation of teachers. Appendix A After founding and running a training school with up to 140 individuals at the same time, I put together a list of ideas that guided my training practice and philosophy. Here they are, followed by more documents (eventually) that support and supplement the business of training teachers. 18 Essential Teacher Training Concepts 18 Essential Concepts of BodyChance Method 1. People live perfectly with the information they have. 2. Pain is friendly and supportive to the person who has it. 3. Pain results from confused thinking – the truth sets you free. 4. Accurate information is the engine of conscious evolution. 5. Cognitive recognition of experiences is paramount in changing behaviour. 6. Head movements govern vertebral co-ordination, limb movements and coordinated activities. 7. Sensory-motor contagion through physical touch is an essential communication tool. 8. Behaviour is most effectively understood by analysing a real situation in a person’s life. 9. Constructive thinking is living a turnaround “yes” plan that dissolves painful behaviour. 10. Behavioural change is a universal process that is illuminated by Alexander’s story . 11. The most important person in any interactive teaching situation is you. 12. The student’s recognition of their need drives the learning process. 13. The student retains responsibility for their learning process 14. Diversity of teaching flourishes amidst respect and patience. 15. Effective teachers gather students in a financially healthy way. 16. Alexander’s discoveries are best seeded in focused activity-based communities. 17. Niching accelerates the efficacy and impact of Alexander’s discoveries. 18. Market penetration relies on online and group teaching skills. Marjorie Barstow: “You always move better with a smile.” (19?) Jeremy Chance, July 13th, 2022  

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: OG
Room: MA144

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Improving eyesight and vision naturally – Soulful seeing and integrating brain, eye, body function

Peter Grunwald

Peter Grunwald
New Zealand

Improving eyesight and vision naturally – Soulful seeing and integrating brain, eye, body function

Improving eyesight and vision naturally – (presented bilingual in English/German) Soulful seeing and integrating brain, eye, body function – and letting go of the need for glasses along the way – or supporting you before, or long after an eye operation If you, your partner, family member or your students are affected by near-sightedness, astigmatism, long-sidedness from birth or early childhood, developing cataracts, glaucoma, macular degeneration, squints, floaters, detached retinas or shrunk vitreous humour fluid – this workshop is for you. Or, if you or your students had an eye operation previously, Peter’s Eyebody processes based on FM discoveries supports you to undo the original pattern before the op. Discover distinctions between awareness and consciousness which affect positively the entire structural and physical fluid body, as well as the subtle auric field, long held emotional responses and Soul’s spiritual attributes. Peter discovered only recently fascia membranes attached around the ‘forward and up’ orientation within the thalamus of the brain. With this newly discovered pathways from the brain to the eyes he notices a profound effect of the sheer physical shape of the eyes, the extrinsic eye muscles and the corneas. Participating in this combined practical workshop and Master Class asks us to dare surrendering to our personal embryology. Curiosity, readiness and a willingness for adventure are needed to undo the embryological pattern which govern your visual dysfunction. It’s not the eyes which see, but the brain. During his research, he developed specially formulated Eyebody Pinholes as a training tool in inhibition while engaging in a new practice of soulful seeing. They will be available during the Congress.   Sehen und Vision auf natürliche Weise verbessern – (zweisprachig präsentiert auf Englisch/Deutsch) Es geht um beseeltes Sehen und die Integration von Gehirn, Auge und Körperfunktion – und dabei die Notwendigkeit der Brille gehen lassen – oder Sie vor oder lange nach einer Augenoperation zu unterstützen.   Wenn du, dein Partner, Familienmitglied oder dein Schüler/innen von Kurzsichtigkeit, Astigmatismus, Weitsichtigkeit betroffen sind, egal ob angeboren oder aus der frühen Kindheit, oder wenn ihr Katarakte, Glaukom, Makulardegeneration, Schielen, Fliegende Mücken oder Netzhautablösung entwickelt habt – dann ist dieser Workshop für dich. Oder, wenn du oder deine Schüler/innen zuvor eine Augenoperation hatten, kann Peter’s Eyebody Prozess basierend auf den FM Entdeckungen euch unterstützen das ursprüngliche Muster vor der Operation aufzulösen. Entdecke die Unterscheidung zwischen Aufmerksamkeit und Bewusstsein, welche sowohl den gesamten strukturellen und physischen Flüssigkeitenkörper positiv beeinflussen, als auch die feinen aurischen Lagen, lang angestaute emotionale Reaktionen und die spirituellen Qualitäten der Seele. Entdecke mit Peter die Faszienmembranen welche mit der ‚vorwärts und nach oben‘ Orientierung des Thalamus im Gehirn verbunden sind. Mit Hilfe dieser neu entdeckten Pfade vom Gehirn zu den Augen hat er einen tiefgreifenden Effekt der physischen Augenform, der extrinsischen Augenmuskeln und den Hornhäuten wahrgenommen. Die Teilnahme an diesem kombinierten Workshop und Master Class Format erlaubt uns es zu wagen uns unserer persönlichen Embryologie hinzugeben. Neugier, Bereitschaft und der Wille für ein Abenteuer werden benötigt um die embryologischen Muster, welche unsere visuellen Dysfunktionen bestimmen, aufzulösen.   Es sind nicht die Augen, die sehen, sondern das Gehirn. -> (Bildunterschrift) Im Verlauf seiner Recherche hat Peter speziell entwickelte Eyebody Lochbrillen entwickelt, welche als Trainingstool das Innehalten üben und gleichzeitig die neue Praxis des beseelten Sehens fördern. Sie werden während des Kongresses verfügbar sein.      

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Main Building
Floor: EG (ground floor)
Room: H 0104 – Auditorium

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

What is Core Strength? And how does it bring profound calm?

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

What is Core Strength? And how does it bring profound calm?

The psoas is the deepest muscle in the body, and it is so dense that it is the only muscle to show up on X-rays! It is a key part of standing upright on two legs, but its healthy functioning is impeded by too much sitting and slouching on chairs. In the first half of this workshop we will work initially in semi supine, to explore the core muscles of the belly, psoas and iliacus through breathing.  We will discover their relationship to the legs and the upper body, tracing connections along the deepest myofascial line of the body from the toes to the temples. This work is deeply calming and is especially of benefit when working with people with trauma. In the seond half we will then explore the function and direction of the core muscles in walking, bending and in sit-to-stand. For us as teachers, understanding these connections and mechanisms allows us to work more effectively with pupils in hands-on chair-work, or to direct them to find their own coordination in sit to stand, whether in the same room or online. It also allows us to re-educate pupils from their “erroneous beliefs” (FM Alexander MSI) about what and where core strength really is and how to improve it.

How-to
Saturday, 27 August 2022
09:00 h - 11:00 h (9.00am-11.00am)
Math Building
Floor: 1.OG (1st floor)
Room: MA 141

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone