Teaching Effectively
Teaching tai chi to a varied and diverse group is a challenging but rewarding experience. An instructor’s role is to guide, educate, encourage and support each student as they embark on their own tai chi journey. There is no one correct method of teaching effectively, as each of us learn in different ways. Some people need to process a concept before doing it physically, others need to see written instructions so they can analyze them, others need to see it done so they can copy the move, others need to repeat it over and over before they understand it. No matter how a person learns, it is recognized that there are 4 stages within the learning process:
the 4 Stages of Learning
Always be aware of the stages of learning and the different personality types and learning styles within your class. There are 4 stages of learning:
As novices, we are happy in our ignorance, as we don’t know what we don’t know (unconscious incompetence).
As we begin learning a new skill, we become aware of what we need to learn (conscious incompetence).
As we continue with practice (which may take months or years), we become more able to execute the new skill, but we are still thinking about how to perform the skill (conscious competence).
After many months or years, we are able to perform the skill without thinking about its mechanics (unconscious competence). We have now ‘mastered’ the skill.
It is important that the tai chi instructor understands these stages of learning. To keep saying to students to ‘relax’ will mean nothing, if they are still at the ‘conscious incompetence’ stage. It is better to draw focus to awareness: feel the tension leave your shoulders/exhale fully as you open/inhale as you close.
Tai chi is a constant lesson in humility, and we become aware that the more we learn, the more we don’t know! Because there is so much to learn and practice in tai chi, the learning curve is endless. Encouraging students on their journey and ensuring that they have success along the way is important for their continued enjoyment and fulfilment.
Styles of Learning
As well as different stages in learning there are several different styles of learning:
Visual: the learner must see it being done
Auditory: the learner must hear the instructions
Kinesthetic: the learner needs to do it to understand it
Logical/Mathematical: the learner uses reason, systems and sequence to help remember new information.
Verbal: some learners need to repeat instructions or verbalise their actions when a new concept has been presented
Social: some learners prefer to work with a group, discussing new concepts and processing data
Solitary: some learners prefer to work on their own, quietly processing information
The instructor needs to be aware of these differences in the learning process, as it will impinge on the structure and activities of the class.
Not only do people learn differently, individuals have certain personality styles which influence how they interact with the group.
Personality Types
There are five main personality types - one is no ‘better’ than the other:
Open – these people are curious, original, intellectual, creative and open to new ideas
Conscientious – these people are well organized, systematic, punctual, achievement oriented and dependable
Extravert – these people are outgoing, talkative and social
Agreeable – these people are affable, tolerant, sensitive, trusting, kind and warm
Neurotic – these people are anxious, temperamental and moody
Knowing that personality and learning styles differ from person to person will allow the instructor to understand why a student responds in a particular way and what is the best way to organize the class. It would be unwise, for example, to put a ‘solitary’ learner in a group of ‘social’ learners, or a ‘logical’ thinker partnered with an ‘open’ personality who may enjoy exploring off-task tangents.
Engaging Each Student
Understanding that a group of adults will have a variety of personalities and learning styles is important to effective teaching. The way a student responds to the leader, or to other students in the group, may not necessarily reflect their attitude towards the leader or student, but rather, a reflection on that person’s personality and the way they process information.
Although it seems unlikely to successfully embrace all these personalities and learning styles, it is possible to create a positive and accepting learning environment for all students.
How to engage students:
Mix up your own teaching style, so it is sometimes leader based, other times group based, other times it embraces discussions or demonstrations
If a new concept is being introduced, provide notes for students
Make eye contact with students and smile
Acknowledge each student and use their names when speaking with them
Identify which students enjoy leading a group and identify those students who do not want to be singled out
Encourage by word and by action
Ensure each student leaves the class feeling that he/she has achieved something
Each class should include familiar exercises for consolidation and reinforcement, as well as new exercises for interest and challenge.
Learn to gauge the effectiveness of the content of the session and be intuitive as to whether it is suitable for the group. Just because a session has been planned, does not mean it must be delivered. Always have a Plan B just in case!
Be mindful of the reasons why a student attends class. It may be to learn the form, it may be for exercise, it may be a form of relaxation, or a student may attend class for the social interaction. A student might attend class because he/she has been advised by a medical practitioner that it could be beneficial as part of a rehabilitation programme.