Preparing New Teachers

In the November teacher’s Zoom gathering, we discussed preparing candidates (students who are preparing to become teachers) for Teacher Accreditation. Candidates need to take an Intensive course with one of the teacher trainers and work with two referring teachers. However, how those referring T’ai Chi Chih (TCC) teachers prepare students can be very different. There are guidelines () for what must be learned, but the program is left to the discretion of the referring teachers, hence our discussion.

Here are some core things a referring teacher should work on with candidates (based on a discussion with a teacher trainer), though this list is not exhaustive.

• Foremost is helping them to refine their movements so they move well and to the best of their ability at this point in time, knowing they will continue to learn.

• Help them understand and feel the principles and how they apply to movements, especially flowing from the center, staying grounded, and proper shifting of the weight.

• Give them specific feedback and opportunities to gain experience in being in front of a class, leading and talking as they move. The Teacher Accreditation course is rigorous, and requires both openness to constructive feedback, and respect for the TCC practice with a commitment to keep it pure. 

The guidelines suggest that at least one of the referring teachers has recently attended an Intensive or audited a Teacher Accreditation. Marie Dotts pointed out that “preparing candidates is a very different skill from teaching classes.” Candidates need to be flowing “well enough,” but mentoring teachers might not know what to look for. She suggests candidates begin working with their first referring teacher several months before the Intensive; they need to be grounded in their weight shifts to really benefit. Then they can work with the second teacher and attend more classes after the Intensive.

Sandy’s 2024 Accreditation of 15 new teachers had been completed the week before this discussion, and two of the new teachers attended. Greg Berg (see page 10) suggests serious students be encouraged to take other classes, in person and/or on Zoom.  Working one-on-one was helpful, as were chances to practice leading. Steven Huskey (see page 8) added that the auditing teachers at his accreditation were critical (). (There is no course fee at an accreditation for auditing teachers; scholarships may be available to help with travel and room costs).

Marie Dotts feels that it’s important to work with candidates one-on-one. Other teachers, like Caroline Guilott, prefer small group classes so students can learn from each other. Caroline shared that she looks for moving from the tan t’ien, understanding the concept of effortless movement, and a loose waist/pelvis. Her teacher prep class includes talking about what might change in their life when they become teachers.

A trainer occasionally offers a general teacher prep class open to all candidates and students considering the process. These classes continue to refine movements, but also give practice in talking about, leading, and mirroring TCC. Jan Walker shared that when she was a candidate, April’s teacher prep class was very helpful. She learned a lot about the principles and gained comfort in leading. Paula Haraldson agreed, saying community was an important part of the process, too. Regina Otero suggested teaching candidates how to approach students, how to get them engaged, and how to respect them, knowing they all have something to offer. 

Some referring teachers teach students Seijaku before they embark on the process of accreditation, as it will deepen their TCC. Others prefer to have them focus solely on TCC until after becoming a teacher. Most agree that candidates should not start learning Seijaku during the teacher preparation process, but before or after. 

Patty Stupca noted that our movements change when we are nervous, especially one-on-one. I suggest referring teachers regard this is a normal phase of the process, and continue to give gentle, constructive feedback to acclimate candidates to being observed and adjusted. Nelia Beaman shared that sometimes we have to unlearn what we’ve known and learn a new way. Mentoring teachers sometimes even have different answers to candidates’ questions. Lisa Otero reminded us (later on Facebook) that we should go back to the source: Justin’s teachings.

Sometimes we have to accredit people when they are “ready enough,” even at different levels of preparedness, or we will lose them. Candidates need to have a humble attitude and be ready for the intense, transformational nature of the course, but they don’t need to have everything down perfectly. It’s not uncommon for my candidates to get to the end of preparation and need reassurance of their readiness. I remind them that teacher accreditation is just the beginning of their teaching journey. They will continue to learn and deepen their practice.

I’ve heard it said that TCC is an inch wide and a mile deep. As mentoring teachers, we must be open to suggestions ourselves as part of our own ongoing learning process. Teh (inner sincerity) calls us to regularly revisit Justin’s teachings and how we embody the principles. Thinking we know the exact right answer can get us “stuck.”  We aren’t just trying to prepare candidates for the inch but also share a path of continuous exploration of the mile.