There are varying perspectives on the extent to which observation can influence our interactions with our students. Effective teachers must constantly focus on their observational skills. Proficient observation requires an understanding of how to intuitively assess what is happening with your students, either physically, emotionally or mentally. Successfully responding to your observations can take time, trial and error. Seasoned trainers develop this skill over time and this is one of the main reasons that their expertise is so sought after.
Most observations are directed externally, in the sense that we make an observation and then work to correct what appears improper. However, there is another kind of observation, or awareness you might say, that is manifested internally and can take things to a more personal level. This alternative perspective on observation involves considering your clients’ struggles, issues and successes as a means for you to internalize your own personal development. To become an expert observer, it is essential that you focus not only on observing your students, but also consider your own personal practice and cognitively build that into your teaching skill set. Here are some interesting examples that illustrate how observation can be a valuable tool:
Example # 1
Years ago I developed a highly concentrated therapeutic Pilates practice, not because I focused on it, but because orthopedic surgeons and doctors regularly presented me with patient referrals. This happened due to word of mouth from clients who had successful experiences. Before I knew it, referrals defined my business base. Not anticipating this posed a challenge. I needed to refer these clients to my instructors, but my instructors weren’t trained to handle these special cases. This challenged me to analyze what I was doing and why it was working so I could transfer this information in a practical manner to my staff. To meet this challenge, I had to observe myself while teaching and look at my own intuitive responses to my clients’ issues. Why was I effective? Was it the cueing? Was it how I touched and spotted my clients? Was it the exercise sequencing, choice of equipment or both? Was it the modifications I developed? If so, why did the exercise sequencing work? Why did modifications only work for specific clients? To adequately address these questions and formulate answers I was required to conduct exercise and medical research and network with licensed professionals. This helped me understand why I was successful, which led me to develop a protocol for training my staff. In my case, using cognitive study to enhance my knowledge base was required to back up my intuitive processes. I was able to then successfully pass it on in a practical manner to my staff and also develop myself further.
Example #2
Recently, a new teacher, who was interested in incorporating the classical Pilates method into her group reformer classes came to me for lessons. She had experienced difficulty with tightness in her thoracic spine and worked primarily from a “neutral pelvis” position. Her rib cage mechanics were inhibited and subsequently, lifting and holding her cervical spine and head position was difficult. She was also very tight in her sacrum and gripped the muscles surrounding it. I began working with her and after several sessions she mentioned some things she had noticed with her group class participants, particularly with their head positions. She noticed that they had difficulty with lifting and holding their heads up in the right position. We went over ideas to incorporate into her next class. At this point, she fully realized that this was her challenge as well. She didn’t get that awareness in our lessons but she did when she began to teach it. The next week she reported a bit more success with her class but had observed that now she noticed lower back tightness in the group. I think you can guess where I’m going here. For this teacher, her classes mirrored her own technical and body position issues and physical difficulties. More importantly she realized she was teaching to her weaknesses! This humbling experience opened the eye of opportunity and growth for her and in turn taught her an invaluable lesson.
Teaching requires a keen observation and awareness of not only our students’ abilities, but also our own. Because teaching is a two-way street, we can use our clients’ issues, challenges and successes as opportunities for our own growth physically and cognitively. So starting right now, look at your students with a new eye for inner observation. Ask yourself the question: What is being mirrored back to me and what do I need to learn from it? You might be surprised where the answer leads you.
- Colleen Glenn, Peak Pilates Master Trainer