Building Resilience in Staff and Children in Schools using Alexander Technique
Specific benefits can be gained for teachers, other staff members and children in schools, who learn the Alexander Technique.
For teachers, this may be improving their resilience in a frenetic environment whilst coping with a demanding workload.
For children and young people, it could be improving their resilience against difficulties encountered at school, including lack of confidence and bullying.
A resilient nature can open up their potential to a whole host of learning including sport, playing musical instruments, singing and drama. Learning the Technique develops self awareness, self belief and confidence. It can also reduce mind wandering, improving the ability to apply the children’s thoughts to their work.
Jackson CA et al (2012) quoted in a Health equity briefing (2014) considers that:
‘Prevention and early intervention are also important, as resilience built in the early years could help people if they are exposed to adversity later on in life’. *
I like to work with teachers and children in a classroom whilst they are teaching and learning. This entails working with the teacher initially, ideally on a one to one basis, to enable the teacher to learn how to be more resilient, and to develop strength in the face of adversity.
The teacher also learns to gain a better understanding of what the Technique entails, how it works and what I wish to achieve by working with the children. The parents of the children need to give permission as it involves ‘hands on’. Sometimes parents are interested in one to one sessions for their children, or themselves, especially where they have specific issues.
There are a number of initial options that I offer, including:
Two or three 2-hour sessions for small groups of teachers to provide them with an initial understanding of how learning the Alexander Technique benefits staff, pupils and school (preferably max 10 teachers). This session is information giving.
One 5-hour professional development day (max 6). This is information giving and some experience of ‘hands on’.
The same choices could be offered to groups of parents who are interested.
Teachers (or parents) who are keen to learn are offered lessons on a prearranged day.
When the teacher is ready for me to work with them in their classroom it is best to set aside some time for group ‘lessons’ for the children, so they can focus on the Technique rather than be distracted in their work.
If you would like to discuss the above proposals, please send me a message, using the form below, or telephone: 01803 813894. This process is open to change, as I realise that I would have to fit in with a busy school schedule.
Recent testimonials can be found on my testimonial page.
*Jackson, CA, Henderson M, Frank JW, Haw SJ. An overview of prevention of multiple risk behaviour in adolescence and young adulthood. J Public Health (Oxf). 2012/3 2012;34 Suppll:i31-40 in ‘ Building children and young people’s resilience in schools‘ Health equity briefing 2: September 2104 Public Health England.