The Balanced Body® Newsletter
From the Studio
Skillful Teaching: How to Be the Kind of
Teacher You Really Are
By Chantill Lopez
Chantill Lopez has been
writing and teaching since
1994. She has written for
several weekly papers and
magazines, both fiction and
non-fiction, and is excited to
merge her love of teaching
Pilates with her love for the
written word. Chantill is coowner of Pilates Collective in
Sebastopol, California and a
BBU faculty member.
“Analogous to when I learn a new exercise in Pilates, I was thinking and trying so hard to be absolutely “correct” that my teaching seemed unnatural
and mannered. As I have gained experience and been exposed to different
students I feel as though I have become more relaxed and ‘real’ with my students.” Geoff Lusk, Pilates Teacher
How do you become the kind of teacher you really are? Is it a destination at
which you simply arrive? Do you even know what kind of teacher you really
are? These are the questions we all begin to ask ourselves at some point in our
careers; some of us sooner, some of us later.
There is not much in my experience as gratifying or challenging as teaching,
which, in retrospect, makes me smile, because as a teenager I remember
running as far from it as I could. I thought at least I found something I knew I
didn’t want to do – ever! Old memories notwithstanding, teaching eventually
found me. Since then, nothing has driven me so consistently toward mastery,
self reflection or humility. It has shaped me and kept me always facing who I
really am.
As Pilates teachers it can be easy to go through the motions, clinging to the
precision of the method. The method becomes our persona, our safety net.
Yet, it is also possible to be rooted in the precision without losing ourselves to
it. Taking time to step back and look objectively at what kind of teacher you
are, and want to be, can help you navigate the never-ending evolution of your
teaching path. It is to this end that we explore specifically what we can do as
teachers to stay true to ourselves, stay in command of our material and be
effective and creative as we grow.
Teach from where you are.
Recently I found myself giving this spontaneous piece of advice to a friend who
asked about teaching: “They will know if you’re faking it. If you don’t know, just
say you don’t know. You give them what you’ve got honestly and just as you
are.” Until that moment, I had no idea how true this seemingly simple fact was.
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SPRING 2010
If we can teach from what we know and where we are, our authenticity comes through and fear slips away. This allows
us to have a greater command of the material and session, because we are confident about what we are teaching,
instead of feeling preoccupied by being “found out.” Even when we are frightened or feel uncertain, being at ease with
where we are can give us a solid place to start.
What you can do:
»» Choose a daily or weekly focus or intention to work with in your teaching – preferably something you feel challenged
by right now. For instance, you may choose to practice being aware of saying things you hear other teachers say
that you don’t understand or that don’t entirely make sense to you. Notice what you might say instead, that comes
from your own experience. Allow yourself to be creative and honest in those moments. As you keep bringing your
focus back to your intention, your understanding and genuine wisdom will deepen and give you your own authentic
experiences to teach from.
Investigate your intentions and motivations.
It is easy to be overwhelmed by the sheer volume of the Pilates Method, especially in the beginning. Even after years
of teaching we can quickly get lost in the adventures of learning new techniques and modalities, which can muddy
our effectiveness as teachers and begin to pull us away from our true teaching nature. It is crucial that we distill our
knowledge into effective tools and skills for our students or else we begin to drift. In those moments, knowing a lot can
mean very little.
No matter where you are in your career, you can reflect on what motivates you to teach. If you spend a few minutes,
every few months or even weeks, to jot down some of your thoughts, it can help you get clarity when you feel lost or
untethered.
What you can do:
»» Ask yourself: Why did you start teaching? What is your greatest hope for your teaching? What is your greatest hope
for your students?
»» Ask yourself: Who are your mentors, gurus, inspirations? What qualities do they have that you would like to cultivate
in yourself? What qualities would you like to cultivate in your students?
When in doubt, look to what keeps you grounded and you’ll gain perspective on moving ahead... look back to why you
started.
Hone your strengths; honor your weaknesses.
“My biggest challenge as a new-ish teacher is that I have to remember that it’s OK that I don’t know everything. I just
have to represent myself honestly, keep my clients happy and safe, and continue to learn!” Jo Braden, Pilates Teacher
I don’t remember exactly when I realized how valuable saying “I don’t know” could be, but I find I keep coming back to it.
It allows me to practice starting over and offers me a chance to recognize that I have so much still to learn.
Recognizing our weaknesses can be one of our greatest strengths. It gives us the opportunity to be curious, creative and
compassionate, which in turn maintains our ability to empathize with our students and guide them.
Balanced Body | From the Studio
PILATES.COM | PILATES CORETERLY
|
SPRING 2010
What you can do:
»» Make a list of your strengths and weaknesses. Be honest, but not overly critical.
»» Choose one of each and generate some ideas as to how you can work with them.
»» Ask a colleague to make a list of all the things he or she appreciates about your teaching.
»» Ask a fellow teacher or someone whose opinion you value to observe you teaching and give you feedback both
positive and constructive.
»» Make a point of working with that feedback for a week or month and invite them back to observe your progress.
Listen
Skillful teaching is not just about serving up a neat plate of well-executed moves or disseminating the bullet points –
principles, contraindications and variations. When we teach, we have to allow ourselves to really hear what’s going on
with a student or a class in order to choose wisely and make decisions that will produce meaningful results.
When we focus on listening, we are no longer distracted by the impression we are making or how smart we sound. We
step outside of our insecurities and attend to what is happening right in front of us. When we truly listen we are able to
teach from the same kind of authentic place as when we teach from where we are.
What you can do:
»» Be aware of, and receptive to, students’ responses. Do not let your own goal override the students’ needs or
reactions.
»» Know why you’re doing what you’re doing, and do so in response to the current moment, rather than out of habit.
»» Within a class or session, notice how often you are talking and directing and when the urge to say more arises. Are
you are talking to make yourself comfortable? Or is what you say pertinent and relevant?
In the beginning, embarking on the teaching path means looking closely at just what kind of teachers we want to be.
But it doesn’t stop there. We must continue to investigate our motivations, core values and intentions especially in times
of change or challenge. If we look deeply and often, being the teachers we really are can be an exciting and ongoing
journey.
Balanced Body | From the Studio
PILATES.COM | PILATES CORETERLY
|
SPRING 2010