Preparing Teacher Candidates

“It isn’t necessarily “time” that readies candidates, but quality of commitment and willingness to apply one’s self whole-heartedly”

I want to thank those teachers who have been contributing well prepared candidates for teacher accreditation courses. Your conscientious work is very much appreciated.

In my recent experience, while conducting teacher accreditation courses, I have encountered some unexpected challenge. Rather than giving a detailed account of these situations, I feel it would be more useful for me to make general statements regarding what I expect from teacher candidates. Please be mindful of these points so that future accreditation courses can be experienced to greatest advantage by those involved.

1. Teacher candidates must perform the movements in an expert manner. This means that candidates are confident in their execution of each T’ai Chi Chih movement, without hesitation. They know how to begin each movement and how to conclude each movement, effortlessly.

During the first two evenings of class, we devote time to refining each movement and correcting minor flaws. However, an accreditation course is supposed to focus primarily on how to teach the movements, and if candidates who are uncertain of their movements are recommended, the potential opportunity for learning is diminished and the true purpose of the course is missed.

Through Justin’s TCC text, the two TCC videos and TCC Guidelines pamphlet, contributing teachers and candidates can be certain that each movement is being performed as it should be. Also, with the advent of the “Teacher Renewal” classes now being offered, there is really no excuse for not being well informed and confident about how to perform each TCC movement well.

2. Teacher candidates must be of the appropriate temperament to represent T’ai Chi Chih. A teacher of T’ai Chi Chih must be a sincere, caring individual who is clear minded and emotionally stable. Teachers have to possess the capacity to effectively assist others. If one is psychologically unstable or problem centered, it is doubtful that any useful interaction can occur within the context of teaching TCC.

The ideal kind of teacher candidate is conscientious, sensitive to others, patient, well integrated and willing to learn. Most who are naturally attracted to teaching TCC are likely to have these qualities, but we must be sure of this before contributing candidates.

3. Teacher candidates must have an attitude of respect for T’ai Chi Chih and the accreditation process. When candidates enter the training process with trust and openness (“empty cup”), much useful learning and development takes place. The ideal attitude to bring to an accreditation course is: “I am here to absorb everything I can from the instructor, assisting teachers and fellow candidates, that will contribute to my evolvement as a TCC practitioner and teacher.” If candidates resist being corrected, are disrespectful of the process and attempt to modify the program to suit themselves, little good can be accomplished. Candidates must be willing to rise beyond their ego-limitations in order to embrace and accommodate new information. This is a primary consideration/requirement for each candidate.

Because a teacher accreditation course consists of only 24-hours, it is imperative that each candidate be well prepared, so that we can take full advantage of our time together in quality sharing.

Ideally, I’d like to have each candidate apprentice with me until they have had adequate time to integrate what I have to impart. This isn’t practical in today’s world, and many would be denied the opportunity of learning T’ai Chi Chih. Instead, our teachers are expected to continue to qualify themselves as they teach – to continually aim for mastery.

Thank you for your sympathetic attention on this matter of preparing teacher candidates.

JOY in all,

– Steve