The Debate Continues: Pre-Conference Responses

Read The Vital Force discussion re: teacher training. My thoughts:

One of the qualities of T’ai Chi Chih Joy Thru Movement is its “simplicity”. And I too like to keep a perspective re: more institution.

The process for teacher cert should be kept simple, yet achieve the desired results: reduction in deferrals.

The process begins at the grass roots. If students are coming thru only to be deferred, then the referring teacher is lacking in understanding. Can this be corrected? I believe so. Consider the following.

1. Teacher & student use the certification check list from the web site. When the teacher is satisfied, he/she signs off on it (yes, date and signature). Student presents it at a 2-3 day precert screening workshop. A maximum number of students should be set. Eight?

2. Precert teacher uses this check list to evaluate the student. Use a highlighter to mark the areas that need improvement. I am sure that this can be determined in one session. Review this with student. Proceed with corrections as necessary. Use a different highlighter to mark areas that have showed improvement.

3. Lead teacher and student together evaluate the work with a final decision to advance or defer.

4. Either way the student has an evaluation product to take back to the referring teacher. The wise teacher will use this to improve/correct his/her teacher prep.

5. A deferred student uses the check list, preferably with a different teacher, as the student might not have related to a teacher’s style of teaching. That teacher, when he/she feels student has corrected weaknesses, can sign off and the student reapply for precert.

6. The advancing student hones his/her TCC practice, perhaps for a period of months? The referring teacher again signs off and student applies for certification.

Video tape is not the best idea. It may show technique but it will not convey attitude, inner discipline, etc.

– Neena Mitchell
Syracuse, NY

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Dear Ed:

. . . In the current “Vital Force”, I was impressed with the discussion of the training issue. I appreciate the honest and open way you have engaged the TCC community on this important matter. The type of leadership demonstrated by you on this bodes well for the health of the organization.

I agree with the solution taking shape: the 2-tiered process. It would have been great for me. As you well know from my training last year, I had good spirit, teh, attitude etc., but my technique left a lot to be desired. A pre-training course would have brought this to light, and given me time to work on it.

Thanks for your dedicated work on behalf of the TCC world . . . and I look forward to being with you at the New Jersey training in October.

With fond regards,

– Freddy Solomon
Colchester, VT

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Hi, just a quickie, to let you know that we appreciate your efforts in keeping the far-flung TCC community together. Having just completed a trans-continental move, I sympathize with you and feel that you have nothing to apologize for.

I just got the new issue and must confess that I have not stayed current on the difficulty of adequately preparing TCC candidates. It was a great issue and I look forward to finishing it later.

Without a great deal of deep thought or meditation, I must say that a TWO-step process seems to be a great way to go. I learned where there were plenty of teachers. Then, I lived and taught subsequent to my certification where there was no-one, until Ed came and taught in Orlando.

I witnessed the struggle of inadequately prepared candidates, as well as, candidates that were trained by instructors certified under Ed’s predecessor. The solution may be as simple as an intermediate step in the training. It would serve a secondary purpose in deepening the practice of anyone who attended and might help those of us who are isolated. It could be part of a continuing education program (which I think is a great idea every three years or so).

Yes, money is an issue. I am, after seven years in Orlando, starting over, again. Unfortunately, that is why I am unable to attend the convention this year. Once I get back on my feet, I hope to audit a teachers training sooner rather than later, to deepen my practice.

When I finish this issue and find the previous one and read that one, I will revisit this subject with you. . .

– Elissa Maguire
Kennewick, WA

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Dear Noel,

First I want to thank you for your article starting on page 24 [of the July 2002 issue]. It helps fill in some of the history on the issue under discussion for those of us who are newer to the TCC practice.

I understand this discussion will continue at the Teacher’s Conference. However, as a committed student I am very interested in what will happen and feel it important to share where I am. I would like to apply an analogy from my Profession of Nursing to TCC Teacher Training. In both it seems to me that there is a need for levels of practice. In Nursing, the first level of practice is to be a good nurse. The next level is to specialize and teaching is a specialty. Continuing education is essential to maintain quality of both practice and teaching or any other specialty.

I strongly support the suggestion to separate the Teacher Training into two courses with the first having a focus on practice and the second having a focus on teaching. (This does not [correspond] to mandatory continuing education for teachers — that could come later.) This approach would have the additional advantage of providing intensive practice training for those who may not feel called to teach — or may help a candidate discern whether or not they are. The first level would come after the referring teacher has done what they can to prepare the candidate. It could be an advanced “intermediate” training where learning rather than teaching is the principal focus. In either case, I would see it not only as an opportunity to improve the student’s practice but to also improve the quality of the entire TCC Community. I would personally be interested in the first level with an openness to eventually working toward teaching.

I am very grateful to have had good teachers in Kathy Albers and Susan Kissinger. However, I could not help but observe some other teachers in various situations and wonder about the variations.

Sincerely,

– Ann Marie Wyrsch
Student of K. Albers and S. Kissinger
St. Louis, MO