A Journey from Student to Teacher-Student

The transformation from dedicated student to unexpected teacher is a journey that beautifully illustrates the cyclical nature of learning and teaching. As a new T’ai Chi Chih (TCC) instructor accredited in November 2024, my path began not with a strong intention to teach, but rather to deepen my own practice through the structured framework of teacher accreditation. This approach felt aligned with TCC principles, allowing the natural flow of Chi to guide our development.

I didn’t anticipate, however, that the universe so soon would present opportunities to share this practice with others. When three friends requested classes in my home shortly after accreditation, I found myself stepping into the role of teacher, despite an initial hesitation. This organic transition showed me Justin Stone’s wisdom in encouraging new teachers to begin teaching immediately after accreditation: Teaching has become an unexpected catalyst for deeper understanding. 

As I guide students through each movement, I discover new layers of complexity and subtlety I hadn’t previously recognized in my own practice. The process of breaking down movements, answering questions, and observing students’ progress has helped me examine and articulate aspects of TCC that I once performed intuitively and without words.

Participating weekly in other teachers’ classes and practices, both in-person and on Zoom, also enriches my personal understanding and, consequently, my teaching. The combination of teaching and continued learning creates a wonderful feedback loop, each activity enhancing the other.

The old adage that to really learn something we also need to teach it is proving true. By sharing our knowledge, we not only help others learn but also deepen our own understanding. For those considering TCC accreditation and teaching, remember that readiness doesn’t mean perfection — it means being open to growing alongside our students in this beautiful journey of mutual discovery.