Teaching Strategies
Often teachers, tutors or group leaders believe that once their students have learned the form, there is nothing else to teach! However, if an instructor has a varied method of challenging students, then the understanding and execution of the form becomes deeper. And remember, learning and practising Tai Chi is not about how many Forms you know, it’s about our understanding of the principles of movement and interpretation of the of different energies at play.
Once the group has a good understanding of a Form, the following are ways you can make your classes interesting, challenging and fun:
Visualisation Part 1: have students stand comfortably in wuji stance (or they can be seated), with eyes closed. Talk them through the Form (or part of the Form) while they visualize the postures.
Visualisation Part 2: have students stand comfortably (or they can be seated), with eyes closed. Have them visualize the form or part of the form) themselves, picturing (and feeling) the transitions, the shifting of weight, the intent. This takes focus and is an excellent way to practice away from class. Visualising the form is an excellent way to relieve stress, especially in those who find it difficult to sleep, or who become anxious in different situations.
Change where the ‘front’ of the room is. Turn to what is normally the back of the room and start from there or begin at what is normally the side of the room. This is quite difficult, as points of references have changed. It requires focus and concentration.
Begin from a different posture in the Form, rather than at the start. Begin from ‘first brush knee’, or the last ‘repulse monkey’. This is like learning to play the piano and trying to play the piece from mid-way.
Students follow the sifu, who is repeating one move (Repulse Monkey, Cloud Hands, White Crane Spreads its Wings, for example) over and over, altering the speed, stopping at certain points. Students evaluate their own posture. This encourages awareness of one’s one technique.
Have two groups, facing each other, completing the form (this requires enough space, or, if space is limited, complete just two or three postures). This requires concentration and focus, as the two groups will be moving in different directions.
Have individuals start the form at different times (perhaps 15 seconds apart), meaning students are working on their own, focused on their own form, not following anyone else and not becoming distracted with those working around them.
Choose a stepping pattern (eg. Cloud Hands stepping to side). Have students look forward (rather than at their feet) and complete the stepping pattern. At the completion, have them look at their feet to see if they were stepping correctly. This is an excellent strategy to focus on body awareness and whether the feet (the basis of the stance) are moving correctly.
Students work in pairs or small groups, working through one or two postures, identifying their own and each other's ‘weaknesses’ and ‘strengths’. Discussions with peers regarding transitions, hand positions, posture and stance strengthen the student’s own knowledge and consolidate their understanding of the finer points of tai chi.
Working in a straight line can be an effective teaching tool. Tai Chi stepping (with Brush Knee Arms, for example) with students standing behind the leader. Students are encouraged to look forward. One straight line, with students standing next to each other is also a useful way of building confidence in all students, as postures are completed together, and everyone is moving in the same direction.
Deconstruct a posture: choose from Brush knee, Part wild horse’s mane, Repulse monkey or Cloud hands (for example) and practice R arm only, L arm only, footwork only, footwork with R arm, footwork with L arm
Do the complete form, but with arms only.
Do the complete form, but with legs only.
An effective teacher slowly builds rapport with students by being aware of the individual within the group, and by being aware of the group dynamics. Effective teachers become experts in including everyone in the session, diffusing difficult situations, understanding each person’s limitations and drawing upon each person’s strengths. Classes should be well structured, varied and interesting. Having several different tools of the trade will guarantee the student’s enjoyment of, and progress in, each and every session.