Demystifying Feldenkrais

AIFTT Learning Strategies

The Amsterdam International Feldenkrais^® Teacher Training uses many different teaching/learning approaches that benefit the trainees. This includes experiential movement lessons, individual hands-on lessons, small group exercises, class discussions, lectures, community projects, supervision, and between-segment assignments:

Awareness Through Movement^® classes

On most days, the faculty teaches two Awareness Through Movement^® (ATM) classes. The majority of these lessons will be drawn from the training programs that Dr. Feldenkrais conducted and from the public classes he taught. Occasionally we will play audio or video recordings of Feldenkrais’ original lessons.

The training begins with the trainees developing their abilities to be students and benefit personally from doing ATM. After an initial period of asking the trainees to simply experience lessons, the faculty instigates a process of reflecting on how and why ATM works. This is the beginning of an interactive, lively investigation into the structure and strategy that underlie the lessons that unfold during the course of the program. One core assumption of the AIFTT is that to teach ATM well, a future Feldenkrais teacher must understand the why and how of each lesson.

Because it is important for trainees to experience the full spectrum of ATM, the faculty teaches lessons that run the gamut from simple, introductory ones to intricate, interwoven series that unfold over days or weeks. Because it is not enough to just teach lessons, we prepare future teachers to talk about and promote the Method. Trainees also learn to teach short ATMs—as would be appropriate in an introductory talk—and “three-minute miracles” to illustrate briefly the efficacy of the Method.

As noted above, we do not make a strong distinction between ATM and Functional Integration^® (FI) lessons. When we practice the Method, we know that they are the same—simply two sides of the same coin. We use each to illuminate the other.

Functional Integration® lessons

The AIFTT teaches Functional Integration (FI) by first developing basic abilities of touch—“making skeletal contact,” “seeing with the hands,” and “conversing about direction.” Trainees learn anatomy experientially while doing ATM, by palpating other students, and by the tactile tracking of others as they practice ATM. Trainees refine tactile, as well as kinesthetic, acuity in ATM lessons and in small group work. To understand the teacher’s perspective, trainees coach each other in practicing hands on skills and, eventually, giving FIs. Peer supervision provides the basis for giving lessons to the public and prepares trainees to give lessons while under faculty supervision.

All along, trainees will receive the feedback necessary for refining “the touch that teaches.” As part of the training, each trainee receives at least three individual Functional Integration (FI) lessons each year. Receiving these lessons—given by members of the faculty and by invited, experienced practitioners—is a central aspect in becoming a good teacher. Beyond that, trainees will be given opportunities to observe FI lessons given during class, FI lessons given to other trainees during non-class hours, and videos of Dr. Feldenkrais and others practitioners giving FI lessons.

Class Discussion

We hold regular discussions, both in small groups and with the entire class. These discussions will vary in style from question-and-answer periods, dialogues, open-ended talks, and conversations oriented around specific topics. These discussions ask the trainees to grapple with difficult questions—those without pre-determined answers—and actively investigate them. To encourage autonomy and develop competence in in-depth inquiry there are opportunities for trainee-led discussions.

Small Group Exercises

Small group activities allow the trainees to learn from, and with, each other. Small groups are used to develop the understanding and skills needed to teach FI and ATM. Group work is based on assigned activities, such as observing a particular movement, practicing a specific technique or analyzing a lesson. For example, in preparation for teaching an ATM lesson, between class segments trainees plan, at home, how to present the lesson and then practice teaching sections to each other.

At the AIFTT we are committed to creating a constructive atmosphere for small groups. Our intention is to create a place where each trainee can speak and be heard. In small groups, trainees discuss the training process by reflecting on class events, identifying difficulties, and developing solutions. By drawing on the different skills and background that each trainee brings, the group becomes a place for collaborative interaction and cooperative learning. We expand beyond the idea of being in a group and learning individually to create a process of learning with a group.

Lecture

Faculty and guest lecturers will give presentations about the background of the Method, related areas of current knowledge, and developing and running a practice. Trainees learn about Moshe Feldenkrais to gain insight into how the historic, philosophical, and scientific bases of his experience and education led to the development of the Method. To understand how the Feldenkrais approach differs from prevailing ideas about movement and instruction, trainees are introduced to relevant topics in the movement arts and sciences, contemporary education and philosophy.

Community Project

During the third year, or early fourth year, trainees participate in a community-based ATM teaching project. This could be a presentation, a class, or optimally, a series of classes for some group or institution in your home or professional community. In this way, while still developing skills, trainees are given a legitimate reason for offering their services for free. This project gives the opportunity to apply what the trainee has learned for the benefit of a specific group, serves as a stepping stone to asking to be paid, and offers an important first step in becoming known as a Feldenkrais teacher.

Trainees work on the plans, curriculum and presentation both in study groups and with the faculty, thereby giving us another means for keeping alive the topic of learning how to better teach ATM beyond the second year of the program.

Support and Supervision

So that we can track your progress through the program, the Educational Director and faculty get to know each trainee. Observing each trainee learn, interact, and practice gives us the information and overview needed to assess your progress and nurture your development. This means that supervision, in the sense of watching and guiding, is an ongoing aspect of the program.

Each trainee can invite one practitioner they know, and work with, to be their Big Sister or Big Brother. In exchange for promising to work with them regularly, answer their questions and support their learning, this practitioner will be given access to selected recorded materials from the training so as to be able to follow the progress of the program.

To facilitate learning, Larry Goldfarb, the AIFTT Educational Director, stays in regular contact with the individual trainees both during classes and between segments (via e-mail, phone and video-calling). Larry discusses each trainee’s learning processes individually so that he or she can identify subject areas and/or skills that need work and map a personalized strategy for further study, including individual assignments for learning between segments.

Between Segment Assignments

The AIFTT training is designed to facilitate continuous, incremental learning. That means that we are committed to making sure that the intervals between training segments are well utilized.

To that end, we encourage trainees to take ATM classes or workshops offered by your local practitioners during the interim periods. In this way, trainees can learn about many styles of teaching and begin to interact with future colleagues. For the same reason, we also suggest that you receive at least a few series of FI lessons between segments.

To keep in touch with other trainees, and with the learning process, we ask each trainee to participate in regular study group meetings between class segments. Study groups are a place to do ATM, practice teaching and touching, discuss questions, prepare lessons, and keep learning outside of class. Online support via the Mind in Motion website, which is for the exclusive use of participants in this training, provides another opportunity for keeping learning alive between segments.

To create a deep understanding of the Method and to strengthen the ability to express that understanding, we offer both individual and group homework at the end of each training module. These assignments include asking trainees to read articles and books, write about their experiences, practice teaching ATM and hands-on work, do certain movement observation techniques, etc. For example, during the second year, we ask trainees to write an outline for a talk to the public; these outlines are then discussed and improved upon in study group meetings.

Trainees have access to an exclusive section of the Mind in Motion website where they can download MP3 recordings of class lessons (for which there is no supplemental charge) and so on. Unlike Feldenkrais training programs that charge their trainees anywhere from €150 - €300 per year, for CDs of audio recordings, these materials are included in the training tuition.

Please note: each trainee should consider the additional expenses above and beyond the AIFTT course tuition. Please realize that becoming a Feldenkrais teacher means purchasing several hundred Euro worth of books and other educational materials. Trainees might also want to budget for classes and individual lessons outside of the training. Future practitioners also need to purchase a Feldenkrais table along with rollers, pads and a stool, which can cost anywhere to €500 to €1,200.