Intermediate class formats vary

At this year’s annual Teachers’ Conference, I hosted a “roundtable” discussion on “Intermediate Classes.” I had a full table of teachers, some experienced in teaching intermediate formats and others inexperienced and wondering what should be included.

First of all, I stated right up front: There is NO set way to teach intermediate classes — it’s whatever each teacher decides.

Some teachers shared that they go over all of the TCC movements more carefully in their intermediate classes — that the students don’t fully learn the movements in the beginning course and therefore need the extra help to become proficient at the practice.

I think it is important in discussing intermediate formats to also discuss the beginning formats that are feeding into those courses — in other words, “How and what have students been taught prior to entering an intermediate course?”

At the “roundtable,” I shared that Ed and I used to teach our intermediate classes in the way described above (when we first began co-teaching in 1988). In those days, we were teaching all of the movements in 12 hours of instruction in our beginning class (as is most commonly done by the TCC Teaching Community), and found, as “roundtable” participants noted, that the students needed more work on putting together the details of the movements — and that work was accomplished in the intermediate classes.

Eventually, though, due to our own frustration at watching students go away from beginning classes with only a fragmentary understanding of the movements (since many students never go on to intermediate), we decided to change our beginning level instruction.

In 1992, when we began teaching courses in a new setting, in a new state, (due to a recent move), we decided to literally DOUBLE our instruction time to 24 hours — taught in two 12-hour courses. Over time, we found that this was too many hours, so we eventually streamlined down to 16 hours total — taught in two eight-hour courses, half the form in each course. This way, we felt, even if they never went on to the second beginning course (and only knew half the form), at least they would be able to practice it fairly well.

At that time, we also offered an “Ongoing Practice” format, which was the successor to our beginning courses. In that one-hour format, Ed and I led a full practice of nine repetitions of all of the TCC movements, and then spent the remaining time working on a specific aspect of one of the more difficult movements or engaging the group in discussion, sometimes after reading a passage from the TCC text or another of Justin’s books. With this format, we did allow students to enroll who had only learned the first half of the form, but we told them they would have to sit down and observe during the second half of the practice (since they had not been taught those movements). In this course, Ed and I focused completely on performing our practice to the best of our abilities, and students were encouraged to watch us closely as they moved with us to see what more they could begin to pick up on their own.

Other teachers at the “roundtable” mentioned that including a full practice in an intermediate format was very important in their minds because it gives the students a chance to put all of the individual pieces (movements) they’ve learned together into a whole.

In my current teaching at Kaiser Permanente Hospital in San Francisco, I have continued the two-part (16 hours total) beginning class format. However, when I designed my teaching curricula for the program in July, 1998, I rethought the intermediate class format.

Before I describe how I now teach the intermediate level, I should first say that I highly encourage my students to repeat the “Beginning Level B” course (second half of the form) since the movements are more difficult than in “A.” Most do (which of course helps the students taking it for the first time — they seem to pick up the movements more easily when a class has many repeating students). I also tell students that it is highly preferred that they have taken “A” at least once and “B” at least twice before they enter the intermediate course, which is offered only once or twice a year.

I teach the intermediate course in four sessions, two hours each class, eight hours total. I break down the movements into ones that have a vertical shift of weight, a forward-and-back shift of weight and a side-to-side shift of weight. I hand out worksheets with principles that should be followed in these three categories of movements. While the students are seated, I go over the list verbally by having each student read aloud one of the principles. They are phrases that they have heard over and over, but may not have incorporated as of yet — some examples: Heel, (not toe) steps out with no weight on it; No leaning to either side with the upper body; SOFT; FLOWING, moving with continuity; Keeping the attention in the soles of the feet or the T’an T’ien. Once the student reads the principle aloud, I demonstrate what I am talking about, and often what would be a violation of the principle, as well, so they are very clear on what I mean. We then choose about two or three movements that fit in that category and I write those on the board.

The students then break into pairs. One student begins by performing a movement listed on the board, and the other student watches carefully and notes any principles that need work. Once the movement is finished, the observing student gives verbal feedback to the other one and hands back the worksheet. Then they switch roles. After that, they begin again with another movement on the board.

I don’t care which order they do the movements in, or even if they finish all of them. I am most concerned with the careful watching each one is learning as well as the direct and individual feedback he/she receives regarding his/her practice. While the students are performing this task, I circulate around the room and facilitate the exercise, as well as give individual feedback on the practice of the form. I try to give feedback on at least one movement per person during the entire course (although per class would be preferred and ideal, but would take a team-teaching effort or a restructuring of the course). Of course, since the feedback is on principles, not particulars, it often applies to many, sometimes all of the movements, depending on the problem (for instance, “leaning” or “tucking the bottom under”).

In the last class, after performing a full practice of all of the movements, we focus solely on the Six Healing Sounds. After reviewing the sounds (and making any necessary corrections) and answering any other particular questions, we practice the movement in a circle with one person taking a turn sitting in a chair (and resting, eyes closed, if desired) in the center of the circle. The group aims the sounds into the circle. I also take a turn. This is a wonderful exercise which my teacher (Pam Towne) taught when I took her Intermediate class 13 years ago. It gives everyone plenty of chances to practice the movement and also gives them a chance to (possibly) feel the effect of healing group chi.

There does seem to be a great deal of interest in the topic of intermediate classes. If teachers who offer classes which go beyond the basic instruction in the TCC movements will write up what it is that they do and send the articles in for publication in The Vital Force, then we may all benefit from their experience.