2026 ATI Annual Conference Schedule

• Exchange
• Certification Sponsoring Sessions

• Alexander Technique for Musicians, Michael Clausnizer
  25 years of experience with all types of instruments and singing. For everyone who wants to get to know the Alexander Technique on the instrument/singing.
  First, I work on preparatory postures and movements for each instrument and singing.Then, on this basis, the instrument/singing is used to try out how making music in balance is possible. It is usually about simple sequences of notes, more rarely about elaborated works. Please bring your instrument with you!
• Alexander in Education: Teaching Young People, Corinne Cassini & Gabrielle Czaja
  FM Alexander said: "Give a child conscious control and you give him poise, the essential starting point for education." FMA was deeply committed to teaching children, and his vision for empowering youth is no less essential and relevant in today's complex world.
  Are you interested in teaching young people? Join certified Developing Self teachers Gabrielle Czaja and Corinne Cassini and explore playful, simple ways to introduce Alexander Technique principles to children, adolescents, and education professionals. The Developing Self is a teacher training program, pioneered by Sue Merry and Judith Kleinman, that seeks to integrate the Alexander Technique into schools and promote emotional intelligence and embodied awareness as part of every child's education.
  While AT is well established in tertiary and graduate performing arts colleges and programs, it is minimally known in primary and secondary schools. AT helps not only developing performing artists; all children can benefit from learning basic skills of embodied self-awareness. Neurodivergent children especially struggle to navigate the enormous sensory-motor challenges of our noisy, distracting world. AT can empower these students to quiet and organize their minds and bodies to best manage themselves in academic and social situations.
  Additionally, LGBTQIA kids are reminded daily that there is something wrong with them. Alexander offers these kids a means for discovering their own self-worth. Join us to explore how to introduce the Alexander Technique to young people, so as to promote agency, self-compassion, and overall health, thus helping a young person define success on their own terms.

• Movement Imaging, Proprioception and Conscious Control, Sarah Barker
  This workshop takes participants through Sarah Barker's series of integrating movement explorations that provide the fundamental building blocks of an Alexander Technique warm-up to train a new way of being in the world. There is a shift into mental, physical and psychological unity leading to greater ease and sense of whole self. That new state in turn leads to greater choice in the way we respond to what is around us and what we wish to accomplish. In a spirit of discovery and experimentation the warm-up develops conscious physical awareness and improves sensory appreciation with detailed observation of each part of the body and how we can expand our observations to include a sense of integration and wholeness. You can practice guiding your movement to include awareness and calibration throughout your whole body no matter what the specific movement is. Each time you move through the integrating sequence you can experiment and discover how thoughtful direction with your neck, head and body, replaces unwanted habits with ease and fluidity. A second feature of the whole-body sequence is anatomical imagery that gradually corrects proprioceptive mistakes. Each major joint in the body gets its own movement, in order to explore more accurate movement imagery which is then integrated with Mr. Alexander's directions (primary control). The power of your own thinking strengthens gradually and accurately.
  Participants will experience what makes for a successful daily preparation and leave with helpful materials for developing your own approach to training and conditioning.
• Regulation Through Balance: Alexander Technique and Autism Spectrum Disorder, Géraldine Marmier
  This workshop explores how the Alexander Technique can support autistic individuals through sensory regulation, embodied awareness, and respectful, neurodiversity-informed teaching practices. Drawing on recent autism research, practical studio experience, and the principles presented in Regulation through Balance by Géraldine Marmier, participants will gain a deeper understanding of the motor, sensory, and communication profiles commonly encountered in Autism Spectrum Disorder (ASD).

• ATI Membership Committee, Rosa Luisa Rossi & the Membership Committee
  ATI Membership Committee is playfully offering an insight of how ATI is taking care of its international members and community.
  Committee purpose: The Membership Committee works on supporting and engaging with ATI members. It works to ensure that ATI members of all nationalities and languages can participate fully in all ATI activities and business. It collaborates with the ATI Office on annual membership renewal, along with maintaining and growing the membership of ATI. The Membership Committee also works on expanding and communicating member benefits, as well as creating social connections among the members.
• Embodied Breathing: Allowing the Breath to Move Freely, Dr. Maria Weiss
  Breathing is something we do continuously, yet many of us develop patterns of tension that can interfere with the natural ease and adaptability of the breath. This workshop invites participants to explore breathing through awareness, movement, and conscious attention to the body's organization. Along the way, we will discuss relevant anatomical principles to deepen our understanding of how breathing works. Rather than learning a breathing technique or trying to improve the breath directly, we will investigate how habitual patterns of tension and coordination influence the quality and freedom of our breathing. Through guided explorations and gentle movement, participants will discover how greater ease and balance in the body can support a more natural, spacious, and responsive breath. We will also explore the relationship between breathing, presence, voice, movement, and overall well-being. The focus is not on controlling the breath, but on creating the conditions in which breathing can unfold more freely and efficiently. By cultivating awareness and reducing unnecessary effort, participants may experience greater comfort, vitality, and connection in both movement and daily life.

• Allowing Support: A physical, metaphysical, embryological, energetic, psycho-emotional exploration of Support, Delia Rosenboom
  How does the concept of being supported, of finding our length, our grounding and our core ‘Alexandrian strength’, interact with and be influenced by our belief systems, our ‘ancestral baggage’, our unconscious sense of self, and our inherent embryological blueprint of development? And how can we refine and harmonise these different aspects of ourselves to bring about the greatest level of length, strength and support within our Musculo-skeletal structures? How can we free ourselves from the interference of internal conflict or chaos and instead align our unconscious/ inherited beliefs connected with our sense of inner support, with the very structures designed to support us? We will explore these exciting territories with embryological stories, practical work on the floor, in the upright and with Thetahealing-based visualisation-meditation.
  
• How to Teach What FM Alexander Was Teaching, Peter Nobes
  ChatGPT says that the Alexander Technique is a method of '…improving posture, movement, and overall body mechanics. It focuses on increasing awareness of how one uses their body in everyday activities...' That is an algorithm's distillation of what it found online, on our websites. It would have distilled something very different from FM's writings. Something like 'The Alexander Technique is a powerful method for bringing about profound physical and psychological change. By teaching how to be more conscious, and how to pause and think before acting, it allows people to take charge of their lives; to drop mental and physical habits and become their authentic selves'.
  We're short-changing our clients by only offering them the physical benefits that ChatGPT outlined. In this workshop we'll experiment with ways to teach the mental and spiritual benefits that FM wrote about. Whether you are an 'everyday activities' teacher or use 'traditional procedures', you'll leave with new ideas about the work, and new, possibly controversial, definitions for concepts like 'directions', 'primary control', and 'inhibition'.
  For example, freeing his neck didn't solve FM's voice problem; we'll find out what did. What did FM mean when he said that the Primary Control enables man to change and improve his behaviour? Why did he say that, in his experience, music and dance appeal to the less evolved. Intrigued? All will be explained!

• Using NLP & Positive Reinforcement to Teach the Alexander Technique, David Owen
  I use NLP and positive reinforcement to teach the Alexander Technique. There will be a short introduction to both NLP and positive reinforcement and how they are used in my teaching. This will be followed by the five main differences between how I was taught the Technique and how I now teach it. There will be time for discussion and questions and I will be interested at this stage, to know how much my work resembles that of the teachers present. There will then be a demonstration of some of the principles in practice and then time for participants to practise the principles themselves. I believe my methods enable people to both understand and align with their full, natural, psycho-physical design, more quickly and easily. It will be helpful, though not essential to have read my article Using NLP and Positive Reinforcement to Teach the Alexander Technique in ATI's ExChange - May 2024, p34. (Also available on loosenup.org)
• Walking and Belonging in the Expanded Field of Attention, Corinne Cassini & Clara Sandler
  We invite an exploration into walking with an expanded field of attention, while being supported, present, and sensing ourselves as belonging.
  Most times we walk to get somewhere, often in a hurry… In this experiential workshop, we will pause and ask ourselves questions to enter more deeply into relationship with ourselves and our environment as we walk:

• Am I present?
• Am I supported?
• How do different moods affect my walking?
• Do I feel expanded/contracted when walking?
• Am I allowing my natural design to guide my walk?
• Have I tried using the Whispered Ah while walking?
• Am I aware of my breathing when walking? How does it impact my walking?

Hands-on support and verbal exchanges about our experiences will punctuate our explorations. Please wear comfortable and weather-appropriate clothes and shoes to walk outdoors. We will begin and end indoors and then ideally go outside for our walking explorations in beautiful weather.

• AT: Bodywork, Consciousness Work? Both?, Bill Conable & Peter Nobes
  The Alexander Technique is widely perceived and promoted as a physical modality to improve posture, balance, and movement. Yet, F.M. Alexander stated that the core of his work was an enlivened conscious mind. His books focus far more on personal transformation and societal change than on bodies. Why such an enormous mismatch?
  Bill is known for developing Body Mapping, whilst Peter bases his work on enlivening the conscious mind and rarely addresses the body directly, and yet they consider themselves Alexander soulmates. They share the same favourite quote from F.M.: "I use the term 'conscious guidance and control' to indicate primarily a plane to be reached rather than a method of reaching it."
  How do we square the circle? A clue lies in Evolution of a Technique, where F.M. clearly states he is laying out the steps he took to discover, not the head/neck/back relationship, but unity of mind and body. If the work is about unity, surely it should have mental and physical benefits equally?
  In this workshop we'll explore, if F.M.'s work is about reaching a higher plane of conscious control, how does Body Mapping help? Conversely, if it is about posture, balance, and movement, how does an enlivened conscious mind help?We will experiment with these ideas practically, working hands-on in pairs or small groups. You will leave with new, tangible ways of getting these core principles across to your students, as well as applying them to your own life.
• Voice-On!  Can your voice be as powerful as your hands-on?, Celia Jurdant
  Your voice/your words are a powerful teaching tool. The voice touches many in one sweep, hands can only touch one at a time. Nowadays AT needs to spread less it wanes away. Group & online teaching can make it more accessible and more popular. Your voice and your words thus become invaluable as much for your own practice as for the AT community at large. Practical and interactive workshop
  

• Breath as Postural Process: Renewal in Our Work, Ron Dennis
  I uncovered the principles underlying the practice of BPP as a specific muscular coordination in 1985-87 while independently researching my doctoral dissertation on respiratory function in wind players. Later, in reviewing FMA's respiratory writings, I found strong alignment between his observations and my own, particularly regarding the movement of the thorax as the primary act of efficient breathing. Since physiologically the thorax can be moved as FMA stipulated only by the coordination that I had found, I concluded that the coordination of BPP, or something very like it, is essentially what FMA was alluding to in all of his respiratory writings. Is BPP then FMA's mysterious "new method of respiratory re-education"? Whether you're just curious, likely skeptical, or really would like to know, you can begin to answer that question for yourself by attending this session. Ask yourself whether it mightn't be worthwhile not only to have but also to share—in our founder's voice as well as in his name—this understanding and practice of breath.
  "a game changer" — Mara Sokolsky

• A Brief Introduction to, and Demonstration of, Neuro-Linguistic Programming, David Owen
  I believe that Neuro-Linguistic Programming (NLP) reveals the natural design of our thinking. There will be a short explanation and then demonstrations and exercises to give participants some useful techniques. NLP started around 1970 when a maths and physics graduate, logician and computer programmer, Richard Bandler studied effective therapists, to work out how they knew how to intervene with their clients. He soon deduced that we think according to our five senses and in language, and that differences in how we process in each of these channels, dramatically affect us, our moods and our responses. Later, along with linguist, Professor John Grinder, they formalised a model of how differences in language also have similar effects. The work broadened to model how people have emotional problems, how to resolve them, and how some people can be very successful in their lives. There will be a few examples of language patterns in my Using NLP and Positive reinforcement to teach the Alexander Technique presentation. The exercises in this workshop will be based on the five sensory channels and focussed on optimising our emotional states and creating rapport with others. It will have been useful, though not essential, to have read my two articles in ATI's ExChange magazine: An Introduction to NLP For Alexander Teachers Part 1 – Language Patterns in the December 2025 edition, and An Introduction to NLP for Alexander Teachers Part 2 – The Structure of Thinking in the May 2026 edition. (Both articles are also available on loosenup.org)

• Free Afternoon / Exchange
• Certification Sponsoring Sessions

• Choosing Not to Brace with Breath, Body, Being, Penelope Easten
  An exploration into the interplay of breath, raising or bracing the chest, and our response to the challenges especially of modern technology. We'll explore FM's own discovery path with breathing and the body, especially using inhibition and awareness, to understand more about how they are inseparably interwoven. We'll play with the effect of these on the voice, and why FM emphasised finding the 'middle voice' in his early work. We'll reflect on the importance of breath and voice for maintaining our own calm presence, and for our teaching, and not exciting the fear reflexes of our students. Miss Goldie felt the technique was all about choice – the ability to make a fresh choice. We'll then explore how we might respond to unpleasant thoughts about technology differently.
• Time with Irma Hersz

• Seaweed Spine, Jennifer Mizenko
  Gaga is a Movement Language developed by the choreographer Ohad Naharin. Practicing Gaga requires movement research of every joint of your body, especially all of the joints of the spine. During this session, we will move our bodies in ways that will release all of our joints, emphasizing and applying AT principles along the way. Note - this is a practical workshop, including movement throughout the session.
• Safety in the Classroom, Joseph Weissenberg
  Safety in the Classroom – The Foundation for True Growth
  Touch Requires Safety – Action Begins in Stillness
  The most important task in teaching is to create a sense of safety. Without safety, students often remain tense, guarded, or overwhelmed, and learning stays superficial. Even the best methods can only have limited impact when a student does not feel secure.
  As an AT teacher, it is essential to understand: true development begins in stillness. Before action can happen, there must first be space for awareness, trust, and inner organization. In a safe environment, students can relax, perceive themselves more clearly, and begin to reorganize physically and mentally.
  Teaching is not always about doing more. Often, meaningful change happens when we create the right conditions and avoid interfering too quickly. A calm, safe atmosphere allows students to connect with themselves and discover new possibilities for movement, learning, and expression.
  In this course, you will learn the essential foundations for creating safety in the classroom. Step by step, we explore how to build an environment where students feel supported, open, and ready to grow.
  For teachers who want to bring greater depth, clarity, and lasting success to their teaching.

• Freedom in the Age of AI: Moving Beyond End-Gaining Through Purpose, Presence, and Creative Spirit, J. Roig-Francoli
  As AI becomes an inevitable part of our everyday lives, many of us find ourselves responding in familiar end-gaining ways: rushing to keep up, feeling overwhelmed by technology, resisting change, or becoming increasingly reactive. For Alexander teachers, these patterns often show up when we sit down to work on our businesses. We need to attract students, earn a living, create content, respond to emails, learn new technologies, and build sustainable practices. Without realizing it, we can bring end-gaining into our professional lives: striving, pushing, worrying about outcomes, and losing touch with the very processes that would support us most.In this experiential 90-minute workshop, we will explore how technology, business, and professional growth can become opportunities for greater awareness rather than sources of stress. Through guided self-observation, reflection, and practical experiments (no hands-on work), we will work with five essential dimensions of human experience—Purpose, Wonder, Shadow, Light, and Integration—a simple framework for transforming pressure and uncertainty into greater freedom, creativity, and possibility.Together, we will explore what uniquely human capacities become more valuable as technology becomes increasingly capable, and how reconnecting with our creative spirit can help us meet change with greater clarity, meaning, and choice.My wish is for you to leave feeling more grounded, inspired, and at ease—approaching technology and the business side of your work with greater presence, trust, joy, and possibility rather than fear.
  
• Currents: Working with Flow, Rachel Prabhakar
  What are all the flowing things you can think of that flow over the course of a human life? For example, there is a flow of thoughts and emotions, of blood and air, of action potentials along neurons, all unfolding within the continual flow of ongoing present time. Recognizing the importance of flow in our work is a powerful starting point — but developing a precise, embodied understanding of how things flow takes us even further. Mental models form the foundation upon which a lesson develops; cultivating a dynamic mental model, one based on flow, can be transformative. In this workshop, we will explore flow through a case study: the movement of blood, lymph, and interstitial fluid through the body. Looking through this lens, we will investigate how a vivid, accurate visualization of these fluid systems can meaningfully deepen and refine our Alexander Technique practice. We’ll exchange work with a partner to explore firsthand how an awareness of internal flow can transform both the quality of our attention and the subtlety of our touch.
  

• Un-Perform Your Life: Embracing Ourselves and Each Other, Antoinette Kranenburg
  This workshop draws on my long involvement with Argentine Tango, my experience volunteering with the Adapted Tango Program in Washington, DC, and over forty years of fascination with the Alexander Technique. These disciplines enrich each other in meaningful ways.Qualities essential to Argentine tango are also central to teaching Alexander Technique: being in the moment, improvisation, inclusion, and genuine relationship. My Alexander awareness brings effortless balance and spontaneity to dancing tango, in either role, and enhances enjoyment, regardless of skill level or condition.Argentine tango today is taught very differently than when I started in 1999. Unhelpful ideas about posture, embrace, axis, and roles are becoming a thing of the past, while the passion for the music, dance, and expression continues. My own approach to teaching Alexander is becoming simpler, clearer, and more effective.In the workshop we will experiment with elements essential to tango, including the embrace, walking, and connecting. As a group and in pairs, we will explore effortlessness and what happens when we let go of our agendas, and allow ourselves and each other time and space.Participants will leave with practical experiences and ideas to bring to their teaching, their daily life, and possibly social dance. No tango or dance experience is needed. The focus will be on “letting the right thing do itself,” not on learning Argentine tango
• My Space, Your Space, Shared Space, Jana Tift (4:00 – 5:00 PM)
  Practicing Alexander Technique opens a wealth of spaciousness to us. Internally, muscles that were gripping soften and expand, offering more internal space. Our awareness of the space around our body expands as well, and with that awareness comes physical -and mental - expansion into it. Our broadening awareness can include fellow performers, our musical instruments – and an audience. Through our sense of space, we offer an invitation to all to experience whole self within the whole space. This class is helpful for us as teachers, as we approach our students, one-on-one or in a group, and to all performers and teachers of performers. When we embrace the space, we can recognize the extraordinary experience of collaboration and community that is always available to us. We are designed to expand, to include, to share. And when we embody our natural design, we are offering an invitation to others to join us.
  If you wish, please bring your instrument or a song, poem, monologue or teaching topic to "play with" as we explore these principles in the workshop.

• Living our Heart's Song while Boosting our Brain-Body Bond. Das eigene Herzenslied leben – Geist und Körper in Einklang bringen, Judith Saxton
  Living our 'Heart's Song' means offering our unique gifts to the world. Boosting our brain/body bond enables our thoughts, speech and actions to be heart-led, spirit-fueled, and wisdom-filled. Living our Heart's Song while boosting our brain-body bond encourages our integrity – an undivided state of wholeness, completeness, and consistency - where we choose to live in harmony with all parts of ourselves in every situation.We know the body takes language to heart. We will explore simple, effective ways to boost the brain-body bond - a process that aligns the mind and the heart, the cognitive and somatic worlds - for increased energy, balance, conviction, and confidence. Real-life examples of ‘Boosting’ our body, speech, and mind will be shared, and we’ll cultivate the needed courage to share our heart’s song through deep listening and support.Warning: Freedom, Ease, and JOY will be in abundance during this experience, if you find these embolden your heart’s song, you are encouraged to attend!
• Games and Body Puzzles with Contact Improvisation and Alexander Technique, Patrick Johnson
  Contact improvisation (CI) is a dance form developed in 1970’s by dancer/choreographer Steve Paxton as a way of exploring spontaneous movements and playful body mechanics with a partner. It has since grown into both an important component of contemporary dance training as well as a recreational dance form world wide.In this workshop we will have a taste of how CI and AT can work together. We will start by exploring some simple games and body puzzles. For example, can you walk with a partner through the room while slightly leaning on each other? Can you then change the leaning point smoothly without losing contact and without tightening or collapsing? How does this change your AT experience of walking? We’ll apply these kinds of games to semi squats and squats, lunges, and other familiar movements.After playing with some simple exercises, we will open things up a bit for some more free form improvised movement. This will allow for some deeper exploration of the roles inhibition and direction can play in improvisation. The movements will be lightweight and easy for anyone with or without CI experience. It should be fine for any body type or fitness level and useful for anyone looking for a new experience, or for new ideas for games that could be used in any group AT setting. You should wear fairly soft and flexible clothing if possible, though we can also adapt to your needs. I hope you will join us for a little fun!
  

• Jenseits der Übersetzung – Stimme, Präsenz und gemeinsames Verstehen (Beyond Translation – Voice, Presence, and Shared Understanding), Kirika Rotermund-Nakamura
  German -In internationalen Gemeinschaften richtet sich die Aufmerksamkeit oft auf Sprache, Übersetzung und Verständlichkeit. Doch was geschieht mit unserer Präsenz, unserem Ausdruck und unserem Gefühl von Zugehörigkeit, wenn wir nicht in unserer Muttersprache sprechen?Dieser erfahrungsorientierte Workshop lädt dazu ein, die Beziehung zwischen Sprache, Körper und Kommunikation zu erforschen. Dabei geht es nicht um Perfektion oder um die Frage, welche Sprache „richtig“ ist. Vielmehr untersuchen wir, wie Sicherheit, Aufmerksamkeit und gegenseitige Verantwortung zu einem tieferen Verstehen beitragen können.Durch einfache Wahrnehmungsübungen, Reflexion und Austausch in Kleingruppen erkunden wir, wie Mehrsprachigkeit nicht als Hindernis, sondern als Ressource erlebt werden kann.Wie verändert sich unser Körper, wenn wir in verschiedenen Sprachen sprechen? Was bedeutet es, nicht immer diejenige Person zu sein, die sich anpassen muss? Und wie können wir Räume schaffen, in denen jede Stimme willkommen ist?Der Workshop wird überwiegend auf Deutsch durchgeführt, bei Bedarf mit Englisch, und lädt ausdrücklich dazu ein, auch die eigene Muttersprache einzubringen.Vorkenntnisse sind nicht erforderlich. Ein wenig Neugier reicht aus.- English -In international communities, much attention is often given to language, translation, and mutual intelligibility. But what happens to our presence, our expression, and our sense of belonging when we are not speaking in our mother tongue?This experiential workshop invites participants to explore the relationship between language, body, and communication. It is not about perfection or about deciding which language is “right.” Rather, we will investigate how safety, attention, and shared responsibility can contribute to deeper understanding.Through simple awareness exercises, reflection, and small-group exchanges, we will explore how multilingualism can be experienced not as an obstacle, but as a resource.How does our body change when we speak in different languages? What does it mean not always to be the person who has to adapt? And how can we create spaces in which every voice is welcome?The workshop will be held primarily in German, with English when needed, and participants are warmly invited to bring their own mother tongue into the space.No prior experience is required. Just a little curiosity is enough to begin.- Japanese -翻訳を超えて ― 声とプレゼンス、そして共に理解すること国際的なコミュニティでは、言語や翻訳、そして「理解できること」に意識が向けられることが少なくありません。しかし、母語ではない言葉で話すとき、私たちのプレゼンスや表現、そして「ここに属している」という感覚には、どのような変化が起こるのでしょうか。この体験型ワークショップでは、言語・身体・コミュニケーションの関係を探究します。完璧さや「どの言語が正しいか」を目指すものではありません。むしろ、安心感や注意深さ、そして互いに責任を分かち合う姿勢が、より深い理解を育む可能性について、ともに探っていきます。シンプルな気づきのエクササイズや振り返り、小グループでの対話を通して、多言語であることを障害ではなく豊かな資源として体験していきます。異なる言語を話すとき、私たちの身体にはどのような変化が起こるのでしょうか。いつも自分だけが適応する側でなくなるとは、どういうことなのでしょうか。そして、すべての声が歓迎される場を、私たちはどのようにつくることができるのでしょうか。ワークショップは主にドイツ語で進行し、必要に応じて英語も用います。また、参加者の皆さんがそれぞれの母語を持ち込むことを歓迎します。特別な経験や知識は必要ありません。必要なのは、少しの好奇心だけです。
• Sicherheit im Unterricht – Grundlage für echtes Wachstum (Weissenberg in German), Joseph Weissenberg (9:30 – 10:30 AM)
  Berührung erfordert Sicherheit – Handeln beginnt in der Stille
  Die wichtigste Aufgabe beim Unterrichten ist es, ein Gefühl der Sicherheit zu schaffen. Ohne Sicherheit bleiben die Schüler oft angespannt, zurückhaltend oder überfordert, und das Lernen bleibt oberflächlich. Selbst die besten Methoden können nur begrenzte Wirkung zeigen, wenn sich ein Schüler nicht sicher fühlt.
  Als AT-Lehrer ist es unerlässlich zu verstehen: wahre Entwicklung beginnt in der Stille. Bevor Aktion stattfinden kann, muss zunächst Raum für Achtsamkeit, Vertrauen und innere Organisation geschaffen werden. In einer sicheren Umgebung können sich die Schüler entspannen, sich selbst klarer wahrnehmen und beginnen, sich körperlich und geistig neu zu organisieren.
  Beim Unterrichten geht es nicht immer darum, mehr zu tun. Oftmals geschieht bedeutende Veränderung, wenn wir die richtigen Bedingungen schaffen und es vermeiden, zu schnell einzugreifen. Eine ruhige, sichere Atmosphäre ermöglicht es den Schülern, mit sich selbst in Verbindung zu treten und neue Möglichkeiten für Bewegung, Lernen und Ausdruck zu entdecken.
  In diesem Kurs lernst du die wesentlichen Grundlagen für die Schaffung von Sicherheit im Unterricht kennen. Schritt für Schritt erkunden wir, wie man ein Umfeld aufbaut, in dem sich die Schüler unterstützt, offen und bereit für Wachstum fühlen.
  Für Lehrer, die ihrem Unterricht mehr Tiefe, Klarheit und nachhaltigen Erfolg verleihen möchten.