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Located in Albuquerque, New Mexico, U.S.A. (MOVEMENT THERAPY)

Remembering yourself is the foundation of the Alexander Technique. It means that I never sacrifice myself in giving an effective lesson. It becomes impossible to wear myself out when I give a lesson, because I am aware of my existence and my physical organization.

Working in balance became more and more habitual during my training period. I came to realize I usually work with good postural use, but I need to remember myself in a lesson. It is very easy to get caught up in trying to give the student what they need at your own expense. In trying to do something, you are not doing so with the minimum necessary tone level in the body. When you give the student what they need in a place of self-remembering, you don’t try-you just do it.

I acknowledge in self- remembering I am as important in the process of assisting the student to heal as he is. We both then get the “high” from the raised energy level between us. In acknowledging myself in a lesson, I also model for the student that it is not selfish or exclusionary to take care of yourself. Self-remembering is a demonstration of the teacher taking care of himself and the student.

Pace of a Lesson
The pace of a lesson is decided upon by both of you-mainly by the teacher-to suit needs and goals of the student. If I work at a pace that suits myself, then I can give the student what they need, because I am giving myself what I need. I can only give fully if I give to myself fully. This is a remarkable place to be; if the student senses your joy in taking care of yourself, then there is no way they can’t share that joy. This shared joy creates a wonderful place for improvisation, troubleshooting, learning and helping. Reciprocal learning can only take place when both of you feel safe and not obligated to each other.

Not Taking the Lesson Seriously
Anything taken seriously ties you powerfully to the outcome. Anything taken seriously puts you in a position of trying to do your best-totally caught up in your concern for and intention to “fix” the student.
Do what you do and allow what occurs to be good enough. Trust you will offer what is needed and that it will be received. If it isn’t accepted, it will be the next time. You can never be totally sure what a student gets in a lesson. They may not see the value of a lesson until days later. You have the right to feel good about each lesson by letting the student take responsibility for what they get. This frees you to do your best in an atmosphere of reasonable expectations and acceptance you create.