IMPLICATIONS FOR TEACHERS OF THE ALEXANDER TECHNIQUE

The Leeds Metropolitan University project provided evidence that some knowledge of the principles of the Alexander Technique can assist primary school teachers in their understanding of ways to support children's postural development, particularly in respect of the kind of physical environment and daily routines they create in their classrooms. Yet the expertise Alexander Technique teachers can bring to this task is rarely tapped into by state schools in England, despite a number of initiatives during the past twenty five years or so, to do so. This is possibly because it has been as much a low priority for Alexander Technique teachers as it has been for primary schools themselves.

However, the climate is changing currently. The Society for Teachers of the Alexander Technique (STAT) ran a two day conference for its members in July 2000 during which a number of developments were considered and discussion took place about the way forward. It was clear that the Alexander Technique teachers present would welcome the opportunity to be invited into state schools as consultants and to work with children and teachers in their classrooms, if possible.

The primary school teachers most likely to be the strongest advocates of such consultancy work are those who have experienced instruction in the Alexander Technique themselves, and it may be this group of people that should be targetted. Strategies such as running one day workshops that relate the principles to pupils in school, designed for teachers who already have some understanding of the Technique, could be developed and publicised directly through the STAT network.

Certainly, it is more likely that real advances will take place as a result of individual projects rather than because of any 'national' incentive to move forward in this area. Yet the need for innovative development work to occur, for the benefit of children in school, will remain a significant issue for those who can appreciate how important it is.

 

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