College Students & One Teacher: Together

I ask my college students to keep a weekly journal about experiences they have while learning/doing T’ai Chi Chih and collect it twice a semester. It helps me get a sense of where the students are since there is little time to share in the 50-minute class. It also encourages the students to go within.

Many times I am thrilled to read how much the students are gaining from practicing TCC in class and on their own because, quite frankly, it is sometimes very challenging to read some of their blank faces. Below are excerpts from some journals:

“Going into this class I was already excited to see what we would be doing: was it going to be martial arts style or more like yoga/meditation. After the first day and upon meeting April, I realized that the focus is mainly on energy and stress levels. I could not have been more excited to pick such a significant Physical Education class for my freshman year. Most students really dread having to take a P.E. class but I would honestly suggest all students to give TCC a try. After just one day I can already tell April is a genuine and positive instructor.

The transition from high school to college can be difficult, and I’m still working on adjusting to everything. TCC was my last class on Thursday and afterwards I felt so calm and at ease. Usually I feel rushed to the point where I’m power walking everywhere (which was the P.E. I almost took), but after the class with April I sort of slowed down my pace and enjoyed the walk back to my room through campus. I have great results and peaceful energy already after day one. This is exactly what I need to keep me sane through my first semester.” – Quinia Benbow

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During the beginning of the semester, I tell the class about Justin as well as the history of TCC. As the semester goes on, I usually ask the class, “What’s the name of the Originator of TCC?” And I’ve heard many variations of “J” names (e.g. Joshua, Joseph, Jeremy) over the years. As the weeks go by, I eventually say, “Okay, what’s the Dude’s name?”

The following excerpt reflects this: “Today during class I thought, ‘I’m glad I took this class. Justin Stone was probably a really cool dude and a lot of people probably still thank him today.’ April sometimes talks about TCC retreats she’s been on and I think it would be cool to attend one. I’ll add it to my bucket list.”

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Sometimes students write about sharing the movements they’ve learned in class with their friends or family:

“Today instead of facing the mirrors or getting in the circle, we tried something different and all looked out the window. Change is good because you never know if it could make for a better class mood. I could feel everyone more focused in a way; maybe looking at the trees and into the distance helps the Chi. It helped me and I felt a lot smoother doing the movements. I’m sad that our class is coming to an end soon. Sometimes after class I go back to my dorm and instead of taking a nap I’ll show some friends the new movements we learned. They laugh because they think I look funny, but they also know that it relaxes me and I enjoy class.” – Quinia Benbow

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At times it’s obvious that the class is feeling it and moving accordingly:

“I thought doing the TCC movements as a group was calming and refreshing. It was motivating to see the whole class move as one, almost fluid motion because it made me feel less awkward about engaging in TCC around my classmates. When I looked around and saw all my classmates entering their own Zen zone, I felt at peace because I realized they were not watching how I was doing TCC; they were focusing on how they do it.” – F.F.

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Other times it’s nice to read it:

“In this class, I felt vibrations in between my hands when I practiced the “Big Wheel” [Carry the Ball] movement. In addition, I felt heaviness between my palms, which took me by surprise. I felt that I was carrying something heavy between the palms of my hand as I slowly shifted my weight while moving my arms in continuous, large circles.” – F.F.

“I enjoyed listening to Ms. Leffler’s advice about not ‘letting outside influences affect you.’ That really inspired me because I was so stressed out with college tests and exams and about my future. Sometimes thinking about the future can cause more mental distress and harm than positive reflection. I am implementing TCC movements into my weekly routines. When I am feeling really stressed I may do Around the Platter or Daughter in the Valley. I truly believe that focusing on the present and not worrying about the future has helped me manage my emotional state in college. I am really happy I choose to take TCC during my freshmen year because it has helped me with the adjustment process.” – F.F.

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If a student seems bored or unfocused, repeatedly scattered or distracted during class, I do my best to detach and realize that there is only so much I can do as a teacher. I can lead a horse to water, as it were.

Below is a humbling account from a social media assignment of what TCC can do, in spite of how the student is in class:

“To learn more about TCC I went to a couple of different social media websites to see what other people were getting out of TCC. So far in class it has been hard for me to “leave my mind at the door.” There is always so much to think about – from my English major homework and my resident assistant work to thinking about my family back home. I thought the class would help relieve some of the stresses cluttering my mind. But so far the class (50 minutes of complete silence) just pushes the thoughts to the forefront – allowing me to process everything I have to do that day or week.

First I went to Pinterest.com. The first image was titled “10 to Zen.” The description stated that ‘T’ai Chi Chih is also called Joy Through Movement. Joy is our true nature.’ I wondered how one could reach a place of joy through TCC, and the picture laid out the rules to reach it. (Let go of comparing. Let go of competing. Let go of judgments. Let go of anger. Let go of regrets. Let go of worrying. Let go of blame. Let go of guilt. Let go of fear. Have a proper deep-rooted laugh at least once a day.)

I quickly realized the things listed were what clouded my thoughts. Comparing myself to my peers. Competing with my peers to be the best at whatever we are doing. Judging those to whom I am not even truly known. Angry about things I have no control over. Regretting past actions and choices. Worrying about how I will stay in school for all four years. Blaming others and myself for the conditions I find myself in. Guilty for making my mother pay for college. Fearful of not graduating on time (or at all). And then realizing that with those, I have no time for a good laugh.

So with this newfound information I practiced the movements we had learned so far by myself. I turned the lights off in my room, chose a time when it’s quieter in my resident hall and attempted the movements. Thoughts were still at the forefront of my mind when I began. Worrying about things I could be doing that could be more “productive” than this. Someone walked by to use the washing machine and that pulled me even more out of focus. But then I returned to focus on the Pinterest list. Starting with the first point and moving my way down the list I decided to move through my problems with the different movements of TCC.

By the end of my solo practice, my head was a lot clearer. I lost track of time and at the end, it was almost time to go to work. I had spent at least two hours practicing TCC without distraction by my thoughts. I was completely in the moment of what I was doing. I had a feeling of complete quiet. There was nothing going on in my head. I was surrounded my stillness and quiet; it was very different than what I was use to. Hopefully when I get to class on Thursday I will be able to take what I learned and apply it in class. It may be different with others in the room and trying to stay with the pace of the class, but I have a tool now. A tool that allows me to “leave my mind at the door” even though it is a gradual process. – Tyler G.