Teaching Tips from the TCC Survey 2005

Teaching Tips for general health considerations and physical challenges:

I have had students with various challenges such as lupus, bad back and leg issues in my classes. I made adjustments such as providing a chair, and suggested they do only what was comfortable for them. (Sharon, Potts, CA)

1. Have a sense of humour

2. Remember birthdays

3. Encourage to stay the 8 weeks

4. No competition in these classes

5. Do not show favor of any students

6. Identify any health concerns in the first class and remember them

7. Remind them that it is a moving meditation. This helps them slow down (Georgann M. Wright. CO)

I have several with hearing problems; many go to the back of class. Encourage them to come up front, or make sure you address them personally. (Georgann M. Wright, CO)

Any specialized population- if given opportunity and time patience to learn moves within their physical ability can and do learn TCC. (Donna McElhose, IL)

From usual impaired-paraplegic-age-serious illness with limitations, everyone can learn something to help them. (Donna McElhose, IL)

Teaching tips for people with arthritis

Attend an Arthritis Support Group and/or educational meeting/classes regarding arthritis. I am a member of the Canadian Arthritis Society here in SK, and I attend the monthly support group to learn ongoing information and to show my support. I have also taken specialized training through the Arthritis Society in Canada, and the Arthritis Society in U.S.A. to lead P.A.C.E. classes (People with Arthritis Can Exercise), which are gentle ROM exercises, balance, also education and support weekly to my participants. Many of my PACE clients now attend a Seated TCC class. These ladies utilize canes or walkers, so the seated version is best for them. I also have several arthritis clients in my “regular” standing TCC classes. Make yourself familiar with their arthritis and its effects (there are over 100 different types of arthritis). Also be willing to learn about their modifications and side effects; i.e. weakness, tiredness and to treat your students holistically. (T.Rita Beth, SK, Canada)

Teaching tips for Parkinson’s:

It varies according to degree of Parkinson’s symptoms, but very slow-paced, with lots of repetition. Focus on what’s going “right” with the student’s lives, not what’s going “wrong”. (Sher Dano, AZ)

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Teachers, if you have other “Teaching Tips” for specialized populations, please send them to me for future publication.

– Lorraine Lepine
T’ai Chi Chih Community Outreach Coordinator