Free Public Workshop – Introduction to the Alexander Technique
A free introductory workshop for members of the public to attend and get an in person experience of the Alexander Technique. It is suitable for anyone new to the technique so if you have met anyone during this week or know anyone in Dublin please bring them along. It will be hosted and led by […]
Art of Breathing: Workshop for Alexander Teachers
“An easy and effortless exhalation prompts an easy and effortless inhalation.” – Jessica Wolf. Jessica Wolf’s Art of Breathing investigates the awakening of our attention by way of the breath. Breathing is movement and the respiratory system is the balance wheel of the body. We can restore mobility to overworked muscles, replace habits of holding […]
Meet the ATI Sponsors
Alexander Technique International (ATI) is a worldwide professional organization with members in six continents and twenty-seven countries. ATI has a unique process for certification that evaluates each candidate individually by three independent ATI Teaching Sponsors. Candidates are evaluated on their Conduct, Knowledge and Teaching Skills. This certification is available to every Alexander Technique teacher, whether a recent graduate […]
How Alexander Technique can help people with Autism Spectrum disorder?
We will explore the unique ways the Alexander Technique can support individuals on the autism spectrum. We’ll examine how principles such as inhibition, awareness, and sensory regulation can help ease sensory sensitivities, support emotional balance, and improve coordination. Drawing on examples and practical experience, we’ll discuss how Alexander teachers can adapt their work to meet […]
Working with People Living With Parkinson’s
Bill will share his sixteen years of experience working with People Living With Parkinson’s. He will demonstrate how he works, as well as discussing how Alexander teachers can be of great help to PLWP in daily activities and functioning.
Embodied Cognition: Principles and Practices to Support the Whole Person
Embodied cognition is the well-founded theory that explains how bodily sensations and experiences are essential to forming our understanding of the world, the construction of conceptual knowledge, and meaning-formation. It accounts for the role of sensation and movement in perception, social and emotional judgements, language comprehension, emotions, abstraction and metaphor. It asserts that even our higher-level […]
Pause, Observe, Intend: A Qualitative Analysis of How Mindfulness and Alexander Technique Work Synergistically to Address Stress
In line with the theme of the congress, Embodied Mind in Action, this workshop invites participants to experience the synergistic ways in which mindfulness meditation and Alexander Technique approach stress. We will share insights from our recent research project that explored how dual-discipline experts self-regulate when under stress. Seventeen practitioners who were trained and deeply […]
Teaching Conversationally, Teaching Interpersonally
This paper will explore the possibilities of teaching conversationally, outlining how conversational teaching might be done in person and online. The aim of conversational teaching, as with all teaching, is to help a pupil transition from relying on subconscious guidance and control to a plane of ongoing constructive conscious control. Where constructive conscious control includes […]
The stomatognathic system
We all breathe, speak, eat, drink, chew, swallow and have facial expressions. These are basic human functions performed by the stomatognathic system. Stomatognathic originates from the Greek language where ‘stoma’ refers to the mouth and ‘gnathos’ refers to the jaw. In this workshop I will take you through the anatomy of this system in which […]
The Power of Creating Room for Error: Build confidence in group teaching by expecting to make mistakes
Could building your own confidence as a teacher be the key to helping students feel more assured in their journey with the Alexander Technique? In group work, a deep connection to ourselves and to our students forms when we’re not distracted by fear of making mistakes. What happens if we’re willing to be wrong?And what […]