UKATA: Workshops

Special Discount for trainees, students and the financially challenged available - please apply.

Venue: The National Council for Voluntary Organisations building near King’s Cross station.
NCVO, Regent's Wharf, 8 All Saints Street, London, N1 9RL

To book a place, or for further information, please contact:
Mark Wildsmith: Tel 44 (0)1223 528671 • Email: mark@ukata.co.uk

Please send a cheque for £30 as a non-refundable deposit payable to Jeremy Chance,
including your contact details, name, address, tel or mobile, and email, to
UKATA, 111 Chesterton Road, Cambridge, CB4 3AR

SATURDAY WORKSHOP - What Kind of Teacher Am I?

In teaching others, what do you aim for first? Cognitive clarity or sensory reliability? An educational process that guides a student towards autonomy necessitates them gaining a cognitive clarity relating to their new experiences. Alexander’s story, his first approach to the process of re-education, is one of gradually developing his cognitive clarity so that he could generate experiences of improving co-ordination. Ironically, he did not ask his students to follow his initial approach, but instead evolved a second approach that basically turned everything upside down: experience came first, with cognitive clarity following in its wake.

In this first day we explore the questions: What would my teaching look like if I followed Alexander’s first approach, rather than his second? and How am I already doing that?

The alternative pedagogical approach introduced in the first day becomes the centre piece of this workshop. Using Alexander’s story “Evolution of a Technique” as our basis, a 9 step learning plan evolves for the alternative pedagogy introduced in the first workshop: 1-Intention(s), 2-Researching, 3-Interpreting, 4-Supporting, 5-Testing, 6-Formulating, 7-Applying, 8-Assessing & 9-Integrating.

With its primary emphasis on developing cognitive clarity, this pedagogy shines in a group teaching situation. However, contrary to expectations, the use of touch, and the development of these skills, continues to be an essential and central tool in the application of this teaching pedagogy.

Workshops 2008