Reflections On A Five-Year Plan

Standing at the mid-point of a grand expedition, it’s best to take in the view, assess the journey, and make adjustments before proceeding. Three years ago, I decided to make teaching T’ai Chi Chih my life’s work.

Some background: I never took a formal TCC class. In the 1980’s, there were no teachers in Boston. I learned from instructional videotapes by Justin Stone and my aunt, Carmen Brocklehurst. For 15 years, I practiced at home, in fits and starts, and made trips to New Mexico for corrections. While in Albuquerque, I also participated with those who gathered to practice with Justin in his home, at the TCC Center, and at meditation retreats.

I underwent accreditation in 2000 to deepen my personal practice and out of respect for Justin and Carmen. I was a busy lawyer, and thought this would continue for decades. At most, I thought, maybe I’d teach a class here and there – at a legal conference or when I retired from the law.

Fast-forward ten years: Now living in California and no longer practicing law, my life had changed completely, but with one constant: TCC. Approaching age 50, I was a blank slate, personally and professionally, and at a crossroads. TCC had been a harbor during several stormy years and I was profoundly grateful. After much soul-searching, I decided to devote myself to teaching TCC. Could I actually make a living sharing what I loved? I had doubts, but decided to give it my all.

What would it take to grow a community? I was inspired to rekindle the energy felt at those long-ago group practices in New Mexico. It was lovely to walk into a room full of people I barely knew and silently groove together through TCC. I wanted that again and to offer that opportunity to others.

My mother, Corine Reeber, was the only teacher offering a class in Oxnard or Ventura. When she asked me to take over her beginner class at the city parks and recreation program, I soon realized I needed to do more than teach a weekly class to a few people.

So I set two goals: to lay a foundation for the organic, self-sustainable growth of a thriving, local TCC community; and to make a stable, modest living. I would teach two classes a day, six days a week, in various locations to attract diverse groups. At the end of three years, I hoped to have several serious students ready for Seijaku and hoped they would want to become accredited to teach TCC. If even a handful of serious students became teachers by year five, and started teaching immediately, we’d have a self-sustaining community.

Friends questioned why I would work to put myself “out of business” by training others. Why let go of a monopoly? But I knew I couldn’t do this alone. I yearned for colleagues who shared my commitment to sharing TCC. I needed help as soon as possible.

Years One and Two: Since I did not learn TCC in a class, I had no curriculum upon which to draw. So I drew inspiration in how I’d been taught yoga – in mixed-level, ongoing, weekly classes, held in fitness centers.

I approached the fitness facility where I was a member. The management questioned whether TCC could be taught to mixed-level groups on an ongoing basis. I wasn’t sure, but had a feeling it could be and wanted to try. There would be challenges. Initially, everyone would be a beginner, but if they continued to attend classes, they wouldn’t be beginners for long. Participants would expect to learn the full practice fairly quickly and would want to do a full practice (without a lot of talking) each time the class met. New people, with varying fitness levels, would join the class on any given day. I wasn’t sure how that would work.

To my relief and delight, classes were well attended and folks learned the movements more quickly than I had imagined possible. Newcomers went with the flow and seemed inspired to jump into the practice alongside others who made it look easy.

Encouraged, I started a weekly, ongoing class at a community arts center located in a low-income neighborhood, where people paid whatever they could. Many who took these classes followed me to other locations as classes expanded.

I made contact with the head of adult programs at the local Unitarian Universalist Church. In a happy “coincidence,” I learned that the minister had taken my classes at the arts center and that the President of the Board was a charter member of my fitness center class. Also, one of the beloved church members, Phyllis Luyken, had taught several of the congregants years earlier. Thanks to Phyllis, there was a general awareness of and respect for TCC, and my proposal for demonstration classes was warmly received.

The demos garnered enough interest for three weekly classes at the church, which would also be open to the general public. This differed from usual church practice, which limited classes to congregants and their guests for free. The administrator allowed me to charge and the church charged me a nominal fee to rent the Sanctuary.

Although things were going well and I was teaching as much as I possibly could, I wasn’t covering my basic living expenses, which was discouraging. It remains a question (which I would love to discuss with others): Is it possible for an energetic, committed teacher to make even a subsistence living with TCC as their sole source of income?

A series of events then made it possible to obtain my credential to teach yoga, which had been a long-time, dearly beloved practice. Not only did it supplement my income, it expanded my TCC outreach to many people open to both practices.

I was invited to teach yoga at the two local naval bases and added, “How about adding TCC to the schedule as well?” The administrator had never heard of TCC, but when I described the practice and its benefits, and spoke confidently about my ability to teach ongoing, mixed-level classes, she invited me to do a demo class. As a result, I began teaching three weekly TCC classes (and two yoga classes).

By the end of year two, I was teaching twelve weekly TCC classes and had introduced TCC to several hundred people – about one third of whom had learned TCC well enough to practice with ease on their own. About sixty were clearly devoted to TCC and kept coming to weekly classes to enjoy group practice.

By the middle of year three, I identified thirty students who would appreciate learning more about Justin Stone and his many gifts to us beyond TCC. Last fall, I started offering Seijaku instruction to six students. In the ten-week session, I taught Seijaku, the Nei Kung, Pyramid Poetry, and introduced Justin’s writings, art and music. The response to this class has been very enthusiastic. I just started my third session.

Year Four: After completing the Seijaku course, several students have expressed their desire for TCC accreditation. I am developing a Teacher Prep curriculum and have held an informational meeting about the accreditation process. I will offer small-group instruction and discussion on various topics of interest to aspiring TCC teachers, and many opportunities for practice teaching under my supervision. If several candidates are ready simultaneously, I will host an accreditation course.

Year Five and Beyond? My vision is to have several accredited teachers providing quality TCC instruction in after-school programs, community centers, assisted living facilities, parks, churches, hospitals, corporate wellness programs, etc. During my lifetime, I yearn to see people practicing TCC, solo and in groups, in parks and open spaces. Perhaps a local TCC Center is in our future. I plan to continue to teach and mentor teachers and future teachers, but I won’t have to hold up the tent all by myself. Stay tuned. In the meantime, come practice with us in Oxnard/Ventura, California!