Teachers respond to request from Head of the TCC Community about problem with deferral rate of 12%

We certainly need to do something to get candidates better prepared for training. I, for one, am always surprised when I see candidates arrive without the basics. It seems so sad that more focus can’t be spent on what would be such a wonderful experience in TCC practice and true teacher training, if everyone came prepared. I don’t know how anyone can send someone to the Albuq. training, especially, without the basics.

– Roberta Taggart
Redondo Beach, CA

* * *

. . . Ed, you really have a situation to address that does not seem to go away. There have been many articles written by you and others concerning teacher preparation. The info on the web site concerning this topic is about as explicit as you can get….. Perhaps a self video of the candidate practicing TCC could be sent along with their application and could eliminate this sort of thing from happening in the future. Of course you are not looking for perfection or none of us would be teachers. The knowledge gained from the Teacher Training week cannot be measured…… Those candidates who do not know all of the movements or those who seem to be practicing some other discipline (other than TCC) would be evident from viewing their video…. Teachers need to realize the importance, actually the necessity, of auditing teacher trainings. It is so unfair to the candidate to be sent unprepared. They rely on their teacher’s judgment and trust that they are prepared adequately. They know no difference.

There are apparently many TCC teachers out there who need drastic correction in their practice. It will just take more time. You have helped so many of us take our practice to a deeper level and I think that you might have to consider making audits mandatory in some way — at least requiring that an audit be attended by the referring teacher within a two year time frame prior to referring a candidate for Teacher Training.

Ed, I wish you well and know that you will find the best means to address this situation. . .

. . . A possibility that has come to mind concerning teachers auditing TCC Teacher Training…… The $50 candidate referral fee could be retained in a fund designated to assist teachers who are in need of help in defraying costs (travel, etc.) in order to audit Teacher Training.

Also, I think it is fair to at least ask those teachers who have not been active within the TCC Community in the last ____ number of years to submit a video of their candidate practicing TCC. This is not a punishment at all. This type of critique would be of considerable value for that teacher in preparing her/his candidate. Actually this would be a gift for both teacher and student. Because there are already mandates (the accreditation process itself) in place this seems a reasonable and practical means in raising the level of accreditation.

– Bitsy LeBlanc
Lake Charles, LA

* * *

. . . I have two very serious Candidates but am honestly a little reluctant to send them on. I so appreciate your wanting quality but perhaps you are raising that bar a little too high…may be the reason for the 12%. Candidates are told that the week long teacher training is for them to learn. I cannot believe that so many of them are so spastic that they are beyond belief. I think we should let them grow and stroke all that want to make a commitment. After all they shell out about $500 and have to take a week of work and be away from families to become better and accredited. Asking them to make a video and pay up to $75 for a review just appears as a business, moneymaking issue. How about having You, Pam and Sandy travel around to different cities and review. Come to Phoenix once a year. This would certainly create better “Community” and you would still be getting paid. It would keep more people involved also. I think a lot of people feel they are on the outside of this Movement. I have elected to just do my thing quietly without much ruckus.

Please take these comments in good stride. I love T’ai Chi Chih practice and get so much back from my students so the rewards are Huge. I want to go on telling my students they are doing great and work with them. I am not sure I will continue to encourage Students to become Accredited Teachers if we ask so much more of them than their sincere, honest, heartfelt desire…and move really quite well. Remember they are new. I have some students (especially older), whose movements are terrible… hardly resemble TCC movements. I never hound them or tell them they are not doing it right. I can only teach and show the proper movements over and over again. The great thing is these people come and hug me after classes for their wonderful experiences…show me their warm hands.

In closing, the T’ai Chi Chih practice is wonderful and I want to see many people out there sharing the experience. I want to see a strong Community of teachers that all feel good about what they are doing. Hope this makes sense. Again Thanks for ALL you do. Respectively yours,

– Wayne Kipple
Phoenix, AZ

* * *

I wanted to send a separate email to give you my thoughts about your considerations regarding enrollment in teacher training courses.

I’m not sure I like the idea of requiring a video of each prospective candidate. I somehow think that it puts all the responsibility on you, and takes it off the teacher sponsors. I think that when a teacher mentors a prospective candidate and signs a referral, it is a great learning experience.

The video seems to me like it would be a crutch. The teacher would simply help the student make the video and then send it in. If its purpose was to help the teacher and student know what to work on (which is the purpose of preparation courses like we have here in New Jersey), that might be helpful.

Perhaps it would be required only of students who do not choose to, or cannot attend a formal preparatory course??? (That would really encourage students to prioritize attending such programs when they are available).

While I do see the possible advantages of your idea, based on discussions that you and I had about these issues this last NJ training, it would seem to defeat the purpose of teachers learning to take the responsibility for their students, and to know TCC better and more deeply themselves!

Antonia and I can certainly play a more discriminating role in the future for the trainings here, if that is what is needed.

As usual, I am giving you my honest input in the hope that it will be helpful. I know that as Head of the TCC Community, you will hear that and then do what you believe is the best thing regardless of how I or others feel about it.

In any event, teacher candidate preparation definitely needs more attention.

Are you still considering lowering the max number of candidates in a course?

Thanks for all you do!

– Dan Pienciak
Ocean Grove, NJ

* * *

On the topic of deferred accreditations, discussed by you in the latest Vital Force, I have a thought or two, having been through the process. The first is this. In order to cut down on under qualified people showing up at teacher accreditations, why not institute a process whereby every candidate would be recommended not only by a primary instructor, but also by a consulting instructor? This second instructor, not being connected to the student in the same way as the primary teacher, is in a good position, both emotionally and technically, to pick up on areas in need of improvement. This second scrutiny should not pose much of a problem for anyone’s ego if the process were routine and across the board. Teachers themselves are usually aware of their own need for improvement and would want to encourage students to benefit from this second point of view. It seems to me that this process would be an effective screening-teaching-learning mechanism.

If, nevertheless, an under qualified student did show up, my suggestion would be to give the candidate the negative decision early in the week, in fact right away, along with the invitation either to leave, or to stay and benefit from the training (if the student was close enough to proficient not to create an obstacle for others.) Afterward, rather than go through the soulless process of taping oneself (soulless both for the student and the accreditor), I would suggest that the candidate work with another designated instructor who would be part of a small, specially designated group of teachers who would finally get the student up to speed. These sessions of private instruction could be fixed at a price that would adequately compensate the instructor on the one hand, and give an indication of the student’s resolve on the other.

As mentioned, I see several clear advantages from this arrangement. The student benefits from the double scrutiny, the accreditor benefits from seeing fewer under qualified students showing up at accreditations, and the special teachers and the few deferred students benefit from the final refining process. Finally, it draws on the resources of the T’ai Chi Chih community in a way that I would imagine you, Ed, would appreciate.

– Bill Mishler
St. Paul, MN

* * *

I know we’ve heard from Ed and others about proper preparation for teacher training, but I thought I’d offer another perspective, from that of a well-prepared candidate. Because I had the opportunity to work with a very conscientious mentor (Sharon Sirkis), when I went to teacher training I was ready. I was able to not only benefit from, but also enjoy my teacher-training week, without all the stress and turmoil that I know is common among some teacher candidates. It was an opportunity for me to truly deepen my practice, not relearn the basics. This is not to say I didn’t have concerns (or emotional upheaval), but I never felt my getting my accreditation was in question.

I was a bit surprised by some of the teacher candidates’ lack of preparation. I was aware of candidates who were struggling with some of the basic movements. How unfortunate that they were not able to really enjoy the wonders and depths of teacher training week without the incredible stress of “hoping” for accreditation. I certainly don’t think attending teacher training unprepared was doing them any favors. Sadly enough I was also surprised by some of the teachers who got their accreditation. The entire T’ai Chi Chih community only benefits when the level of teacher proficiency is kept high. I believe the teacher accreditation certificate is not a prize to be won, but an honor to be earned.

I felt for Ed being put in the position of having to enforce a high standard when many of the candidates are not prepared. I’m sure no one wants to be hard nosed about it. It should never even come to that. The mentoring teachers are supposed to be the first line of the screening process, approving only those who can move proficiently (among other things). I felt bad for Ed being put in the position to rectify what some mentoring instructors let pass by. It didn’t seem fair to leave him with the “dirty” work. I’m sure it was a very difficult position to be in. I certainly would not enjoy that position, but if I were mentoring a teacher candidate, I would feel it was my duty to the entire TCC community.

As teachers, we must have the strength of our own inner sincerity to keep TCC pure, to have a real respect for this discipline and those who will be approved to teach it. I would hope that it would become much more common for teacher training to be more of an opportunity to focus on really improving our practices while learning and experiencing new ways to share that knowledge with others; an opportunity for the crystal clear waters to settle and for us to truly see what lies deep within each one of us. What a gift that focusing can be and an opportunity for our personal growth as well as that of the entire TCC community.

– Debbie Cole
Severn, MD

* * *

I’m writing in response to your request in the VFJ about our comments and ideas on deferred accreditations. Besides, if anyone asks me to make my voice heard, do you think I’m going to pass on that opportunity? No way!!

Here’s an idea that was inspired by reading about the T’ai Chi Chih Teacher Candidate Movement Review Checklist. How about a Teacher Checklist?

For example, if you are a referring teacher, ask yourself:

1. Have I gone over the TCC Teacher Candidate Movement Review Checklist as outlined on the TCC website?

2. Do I have the most recently revised edition of the teachers’ manual? (2001) If not, how do I get one?

a. Have I read the section on Teachers’ Preparation as outlined in the manual? (pages 33-35) Have I put these principles into practice?

b. Have I instructed my student in the important points that should be included in their presentation as outlined by the manual? (pages 6-12) For example, picking a specific group and targeting the benefits to that group. Also, have I listened to my student’s presentation? Have I timed my student’s presentation?

3. Have I reviewed my notes from my own teachers’ training and/or subsequent trainings? (i.e. conferences, workshops, renewals, audits)

4. Have I reviewed past VFJ articles with tips on sending qualified students to a teachers’ training? (i.e. articles by Noel Altman and Sharon Sirkis, Dec. 2000 VFJ)

Sorry, I realize this is a shameless plug, but I just couldn’t resist! Hmmm… another idea here, all the articles could be listed on the website or in a packet for purchase.

This packet could include helpful articles by you, such as “Softness and Continuity”, and “Patience,” (VFJ June 1999 & Sept. 1999). And other teachers as well.

5. Does my student have a copy of Justin’s book and video?

6. Have I listened to my student recite the names of the TCC moves in order, as written in Justin’s book?

7. Have I examined my students’ moves outside of class if needed? (Personally, I have worked on moves with a student before class, after class, at their house, basically whatever it took! I also like to walk around all four sides of the student on occasion to see the weight shift and other principles from all these perspectives. I guess my motto is: Leave no stone unturned!)

– Sharon Sirkis
Columbia, MD

* * *

Recommendations

• Put together a training video for teacher prep. (Charge teachers for it)

Include your talk on importance of being prepared for training & the consequences of not being prepared.

• With each of your points show examples, e.g. connecting arms to T’an T’ien
– Student with no connection
– Student with beginnings of connection
– Teacher candidate level correction
– Seasoned teacher level correction

• State clearly on video what happens at teacher training.

At the Teacher Training:

If the candidate has less than teacher candidate skills, give them a written assessment and send them to work with one of the auditors.

If after three days they still are not at candidate level they understand that they get deferred teacher status but can still stay for rest of Training

• No teacher training time is spent discussing how bad people’s skills are. Focus is on expanding the potential of what is already present in students: demonstration of next level growth (from here….to here)

• Embody & sunshine: joyful, gentle, serene and warm.

Provide all the opportunities you do presently without the stated time pressure on the students. Invite them to attend [optional] morning & evening sessions because they’re joyous and an opportunity to spend time with a variety of experienced teachers and pick up teaching tips.

Please forgive me if I’ve overstepped my bounds. The teacher’s training is so important and you put so much effort into it. These suggestions are given to polish what is already a great jewel.

– Darlene Karasik
Saratoga, CA

* * *

. . . As a teacher I like the idea of having the potential candidate send a video to you for feedback. It would be helpful information for me, as well as the student. I am sure it would also eliminate the number of deferrals you have to give which would make it easier on everyone concerned. I don’t know how it would be for the student. It might be a bit intimidating, but at the same time I think they would probably do it if they were serious about becoming a teacher. It certainly is worth a try.

– Sr. Wanda Wetli
Tipton, IN

* * *

. . . I was thinking about the accreditation process and have some thoughts to share with you. I’m certain you have considered most of them, if not all of them, but wanted to weigh in at this point.

I believe we are facing a crossroads here of a group (I was tempted to say organization) beginning to grow to the point where we will (1) have to implement some organizational structure that we have been reluctant to do in the past, or (2) be resigned to the fact that we are not functioning at the most efficient level. The accreditation process is evidence of that dilemma.

By requiring a tape of candidates, you will step up the requirements. There is no doubt that the training process will run much more efficiently and all of the candidates will gain the maximum from it. I think back to mine and realize what we missed as you were having to work with [one of the candidates]. What we did not discuss was what we gained from that process as future teachers. I saw you being compassionate, the consumate teacher, and exhibiting the strength and commitment to the form that said we wouldn’t take less than enough.

I have thought of that attitude as I almost gave up on students who were not quite where I knew they could be. It would be easy to say it didn’t matter. These are just students and I’m not getting paid that much to put forth a lot of individual effort with them in a large class. However if we are loyal to our students and committed to their progress and achievement, we will put that extra effort forth. Those of us in the Edmonton training saw and felt that in action. No, we didn’t get to do some of the things that we would have liked. All trainings are not perfect….or aren’t they? Were there other lessons we learned that those in classes that “run more smoothly” didn’t?

I would suggest that we could ratchet up the requirements by requiring two teachers recommend each student. One teacher must be one who has sent successful students within the past five years (or three or whatever you want). The other could be any teacher. What this allows is the other teacher to have a check in place for her or his teacher preparation process. It also requires that the successful teacher continue to work to place teachers for accreditation and, thus, the check on these teachers occurs also.

This might place a burden on candidates who live in remote places, but they are traveling to an accreditation site anyway, and could easily spend a weekend with a teacher in another town if they need to. I know those of us in the St. Louis community would house those needing financial assistance for a situation such as this.

If you have to commit more hours to examining videos you are going to have fewer hours to devote elsewhere. If you decide to go the video route, you will be taking a step toward the institutionalizing or formal organization of the group. This may well be where Justin/you/we want to go or need to go, but let’s take that step with the vision of exactly where it will lead us and the ramifications it will mean for the other parts of the organization. Thanks for listening. I look forward to seeing you in May.

– Marty Henry, Ed. D.
St. Louis, MO

* * *

Ed, . . . I have been giving some thought to your questions and know that you are willing to listen to my open, honest and direct feedback. I have reflected, meditated and generally contemplated the situation since reading your email and also since hearing about the deferrals from Margo. Here are my thoughts and questions:

It seems that having applicants send in videos is addressing the symptom rather than the real problem…The real problem being teachers who are not knowledgeable about the meaning of the criteria for preparation of candidates, teachers who do not realize/recognize the implications of recommending a candidate who is not adequately prepared, and/or teachers who are knowledgeable about the criteria but have difficulty applying the criteria, that is, saying NO YOU ARE NOT YET READY FOR TEACHER TRAINING.

Do you personally want to take on the responsibility of reviewing all the videos of candidates prior to a training? It seems like a monumental task! In addition, where does that leave the role of the teachers? Why would a teacher need to bother putting much effort into the preparation of an applicant when he/she knows that there is another level of screening that takes place and that will be the final decision. I think this would create a ‘bottleneck’ effect.

I would suggest that the place to start is with the teachers, ensuring that teachers know the criteria for recommendation, how to apply them and develop skills in being assertive (not aggressive) in applying these criteria. How does one ensure this? I would suggest a continuing education requirement for all teachers. This takes me back to the grid that I shared with you two years ago, a grid that identifies levels from practitioner, teacher, advanced teacher. This grid was in its mere infancy stages when I showed it to you, but I think that it could be resurrected and worked on to address the needs that have arisen.

If teachers were required to attend a teacher’s conference and/or assist at a training at least once every three years (this would be a minimum), this would be a way to ensure that teachers are kept up to date regarding the requirements for recommendation. This topic could be an annual session at the teacher’s conference with a focus on educating teachers about the criteria and how they are applied. Telling teachers that the standards have been raised does not let them know specifically what this means. There could be some fun and interesting ways to conduct such a session that would include actual scenarios that teachers have encountered when recommending a student and how they did/could handle this (effective communication and observation skills), discussion of the criteria and what they mean (you do a wonderful job of clarifying this at the teacher’s training when you review the movements), sharing of scenarios that have occurred when a student arrives at teacher training and is not prepared— maybe even have some students write about their experience of receiving a deferral so teachers can feel the impact that their decision has on the candidate.

Additional ways that the teacher could receive feedback include:

1. give specific written feedback to the student regarding the areas he/she needs to improve with a copy to the recommending teacher who then would work with the student

2. have the deferred student go back to the recommending teacher for further assistance.

3. ask the teacher to send in a video of her/his own practice and use this as an opportunity to teach the teacher through the eyes of the criteria — when the teacher has referred a deferred student.

4. have the deferred student videotape self and have recommending teacher critique student according to the recommending criteria; Ed review the tape and critique and give feedback to student; have the teacher review her/his feedback, based on the feedback given re: the tape; then review the teacher’s critique and comparison — provide written and verbal (teacher pay for the phone call) feedback to the teacher re: her/his critique and what could be done to improve the teacher’s application of the criteria. This places the main responsibility on the teacher and student, which is where I think the responsibility needs to be, and places you (OR some designated teacher tutors) the role of mentors.

I think that focusing on improving the education, understanding and experience of the teachers would place the responsibility where I believe it was originally intended to be and would allow your position as Head of the TCC Community and teacher trainer to stay focused on its primary role — preparing qualified teachers.

I think that having videotapes sent to you prior to teaching training is taking the responsibility of preparing candidates adequately for the training and moving it from a broad base to a narrow, top heavy position — you know what happens in industry when one person has all the responsibility pushed up to her/him…I don’t think it would be a healthy approach for the TCC community or for you.

You might consider this approach (using the videotape), as an interim approach, if there seems to be a teacher with whom referral of an unprepared student is a repeated concern — then maybe the “tutoring the teacher” approach could be used as a specific response.

I will stop now & if you would like to discuss this further, I would be happy to do so. I don’t want to be overwhelming. So here are some of my thoughts and ideas.

– Chery Ann Hoffmeyer
Sherwood Park, AB
CANADA