Teaching Mixed-Level Classes

Mixed-level classes are held once a week throughout the year without a beginning or ending date. They are advertised as T’ai Chi Chih with no level of proficiency designated. The student’s TCC experience may range from 17 years to one day and everything in between.

We always begin sitting in a circle. I start by asking if anyone has “good news.” This gives students an opportunity to share a bit about themselves. This often starts a conversation that I am able to bring around to TCC – a principle, a concept of movement, how it makes us feel, the benefits. Building community and a connection between the students is important.

If there are new students I welcome them, say a few things about TCC, and then turn it over to my students. I ask them to share with the new students their experiences of when they first came to the class and began learning TCC. They are so encouraging, accepting and welcoming, and take the new students under their wings. After class I often see the regular students giving words of congratulations and encouragement to the new folks.

After the initial welcome, I start with a prepared or impromptu discussion relating to TCC or we begin with movement. The first 10 minutes of standing we review something: weight shift, grounding, a particular movement, a principle. Then we do a full practice. If there are new people in class most likely I review weight shifts. Even if I go over something very basic, long-time students tell me after class that they learned something new too.

I teach mostly facing the class. I do not teach in a circle unless all the students have been taking the class for several months and have a basic grasp of the movements. I only “mirror” on side-to-side movements. If I notice some students are finding it difficult to follow me while I “mirror,” then after a few reps facing them, I turn around and move with my back to them. For Around the Platter, Around the Platter Variation and Pulling in the Energy, I face sideways so I don’t have to “mirror,” and also for Working the Pulley so they can see the shape of the arm/hand pattern. I keep it consistent and simple. New students stand where they are comfortable, as long as they have a direct view of me.

When there are new people in the class I change a few things in the practice. For Carry the Ball, I do all nine circles staying in place (not using the three steps to the side). This is the first movement with a side-to-side weight shift. By staying in place for nine repetitions they are more likely to get the feel of the movement. For Pulling Taffy I go very slowly, having them follow me one piece at a time – sinking into the weighted leg, turning and very slowly bringing the underarm into place, then placing the heel and making sure the arms/hands are correct, then shifting the weight as the arms open, then closing. Even though it sounds like I am doing it in pieces I try to have continuity and flow throughout. We usually do six repetitions. Doing only three does not give them enough practice, especially if it is new for them. If some of the newer students are struggling with the “Taffies,” I may not do the other Taffies but gradually add one every couple of weeks. For Working the Pulley, I have students do only the left hand with the left forward weight shift, then do only the right hand with the right forward weight shift. If the class has brand new people this might be all we do. Or, we do the one hand practice for six repetitions each side then do the complete movement for six to nine repetitions. The one-hand-only practice is good awareness for students doing it for a long time.

I usually end the class one of two ways: Before Cosmic Consciousness Pose (CCP) we form a circle and do one or two front and back weight shift movements together and then close with CCP. Or we do CCP and then sit quietly for a few minutes, focusing on grounding.

After class I follow up with new students: What was their experience? How are they feeling physically? I acknowledge their efforts, reassuring them that it takes time to feel comfortable with the movements, that we each learn in our own timing and to enjoy the experience. If the student leaves feeling successful they are more likely to return.

Teaching a mixed-level class takes awareness on the teacher’s part, watching the students and gauging their progress, deciding how to adapt the movements or what movements to leave out of a practice, and giving positive reinforcement and feedback during and after class. It is an opportunity to be creative in teaching.