The Alexander Technique is taught individually, in one-on-one lessons. My lessons last approximately 40 minutes and usually take place once or twice a week.

Just as people learn martial arts, a musical instrument or a new language, so they can explore the Technique in a few lessons or learn it over a period of months or years without pre-defined commitment. However, like any life process, the more we take advantage of the simple and natural power of perseverance, so we naturally enjoy results.

The Technique is suitable for people of all ages who are curious, who enjoy learning and developing. It requires no previous experience, knowledge or special coordination and involves no physical effort (on the contrary, the Technique teaches us how to let go of unnecessary effort).

People wear casual comfortable clothing for Alexander lessons.

the lesson

Present in the here and now, the teacher gently guides the student towards a more directed use of himself or herself. He does so through light touch, accompanied by verbal directions and conversation, paying full attention both to himself and the student.

The first part of the lesson is conducted with the student resting his or her back on a padded table that provides clear support (table-work). In this position, the student is in a state known as a position of mechanical advantage. This is an ideal position for students to learn the mental tools of the technique: slowing down, observation, inhibition and non-doing, and sending directions, and to gradually understand the way in which the Technique constantly combines tools on the mental plane with mechanical advantages on the physical plane.
Teacher and student later work together in other ways: chair-work – the simple act of sitting down and getting up from a chair (the main mental “exercise” of the Technique), uncritical observation in a mirror (the way in which Alexander developed the Technique) and more.

the main goal

In the learning process, the teacher’s main goal is to teach the student how to learn and practice the Technique on his or her own, whenever he or she wishes, and in all areas of life. The student takes the necessary degree of responsibility for his or her learning process while the teacher is content to gently and carefully guide him or her through the process in the lessons.

My job is to teach people how to work on themselves.

Marjory Barlow, a teacher of the Technique