Student – Serious Student – Teacher Candidate – Teacher Accreditation

A natural or not so natural progression

by Sr. Antonia Cooper, OSF

North Plainfield, NJ

In his article in the November 2006 issue of The New Mexico T’ai Chi Chih News, Justin mused about why only two or three teacher accreditation courses have been held in recent years. He and I spoke about this when I visited Albuquerque, NM for his 90th birthday.

Certainly, students are coming to teacher trainings much better prepared since the double signature went into effect five years ago. Much has to be said for the three-and-a-half-day “intensive” experience that is essential for students to learn how they are moving and what they need to change and refine to get the most out of their training. Just ask anyone who has experienced an intensive.

I believe teachers in beginners and ongoing classes play a key role in identifying students who would make great teachers. Teachers naturally form a unique bond with some students and can invite individuals to think about the possibility of teaching TCC. Some students experience so many benefits from learning and practicing that they approach the teacher requesting information on how to become accredited. There are others who would make excellent teachers, but need some encouragement.

Teachers, what motivated you to want to become an accredited TCC teacher? Was it something you “knew” from your first class, or was it something that developed over time and perhaps over you? Were you approached by your teacher with an invitation to consider becoming a TCC teacher?

To move more students toward teacher accreditation, I invite teachers to consider the following steps.

Identify and invite: Every teacher can identify and invite those special students who would make potential teacher candidates, and to consider:

1. Is the student open and receptive to ongoing learning and refining?

2. Is the student sincere, and does he or she practice, participate in discussions, and offer input, and ask questions?

3. Is the student joyous?

Support: We can support students who wish to begin the accreditation process by working with them in individual sessions to further deepen refinements based on the principles of how to move.

Organize: The next step is to organize other teachers in your area who have similar students. Plan a one-day workshop that includes a full practice, refinements, discussion, etc. Review the requirements for teacher candidates found on the Web site. As serious students continue to express their desire to teach, you may want to encourage them to visit classes of other local teachers to experience a variety of teaching styles.

Ongoing support: This will evolve into community building. If you have a group of about 16 serious students, teacher candidates and teachers in your area, they may be interested in experiencing an intensive. Sandy and Pam are always willing to talk with you about hosting one. They are willing to work with you every step of the way. Who knows, several months later, there may be an area training – and it all began by starting small. That is the way all great things begin.