The training course at LCATT offers a thorough Alexander Technique teacher training over a three-year period based on the requirements of, and accredited by, The Society of Teachers of the Alexander Technique (STAT).
Our vibrant school welcomes students to our course which gives a professional training in an encouraging and lively atmosphere. We are experienced at supporting people through their process of change and development and are very committed to teaching the Alexander Technique in a way which allows each person to make the work truly their own. In a practical context students will gain a strong foundation for making the Technique a lifelong process. By teaching its principles it is our intention to inspire personal and professional resourcefulness, creativity, maturity and independence, and to create good Alexander teachers.
We have, at LCATT, a core of three co-heads of training. They are all very experienced and have worked together for many years. They come from very different training backgrounds but have a deep respect for each other’s ways of working and so enhance each other’s skills. In addition, there is a team of other teachers who come into the school from time to time. This gives students a wide experience with both continuity and variety. We also have visiting teachers who bring ideas and skills of their own, sometimes in specialist areas. (Click here for a list of past visiting teachers) We also meet with other training courses to keep the connection with the bigger Alexander community.
Course Outline
The major part of the course is practical and its core content is the development of the student’s own use and self-awareness according to Alexander’s principles of ‘inhibition and direction’. The timetable includes lessons, ‘turns’ and directed activities with teachers and other students. A fundamental aspect of the training is that the students are taught to work on themselves so that they can take this experience into their teaching lives afterwards.
Each term is loosely based on a theme of either something related to the Alexander Technique philosophy or some aspect of the practical work.
There is a gradual introduction of ‘hands-on’ skills taught in a variety of ways. Working through a range of ‘hands-on’ procedures students are taught to develop sensitivity in their touch and intuitive knowledge in their hands. They are encouraged to experiment, and with the support of the teachers they can learn to explore and trust their intuition so that they can find their own way through their personal Alexander development.
Added to this there is specific training in improving observation plus coaching in verbal and presentation skills. Time is also given to doing voice work in relation to the Alexander Technique. Other specialist topics that have been offered by visiting teachers include work on eyes, feet, running, saddle work and more. Our moderator Lucia Walker also visits the school several times a term. Students are given an opportunity to learn to develop their own ideas for running groups and doing individual work within a group situation. Towards the latter part of the course students learn to work, under supervision, on members of the public to smooth the transition to becoming independent teachers. This includes teaching in a low cost ‘clinic’ at LCATT (see Postgraduate/ Supervised Lessons) and to assist Hilary King and other teachers with small introductory groups. After graduation there is the valuable opportunity to work with Judith Kleinman or Peter Buckoke at the Royal College of Music.
The theoretical part of the training includes the study of Alexander’s books and other texts, anatomy, discussions, videos/DVDs, presentations by students, writing of diaries and reports. There is often a lot of lively discussion, including at tea break, which we all take together.
Once a week we have a practical anatomy session showing how the Alexander Technique makes sense of the intrinsic design of the body. The resource of ‘body mapping’ is an integral part of the teaching on the course. Students leave with a good sense of their own anatomical structure and how to use this knowledge in their own teaching practices.
Students are expected to do a postgraduate teaching term after qualification, attending the school at least once a week, to help their transition to becoming working Alexander teachers (see postgraduate).They are always welcome to visit any time thereafter and many of them do. By the end of the training it is expected that students will have developed a knowledge and understanding of Alexander’s principles through their own use and their work with others so that they can continue their personal development and communicate the technique to others by the use of their hands, as well as verbally, in an independent and professional manner.
Take a look at the Alumni page to see what our graduates have been doing since qualifying.
Accreditation
The course is accredited by STAT (The Society of Teachers of the Alexander Technique). The requirements for training are 1600 hours, usually, but not always, over a period of three years (nine terms). The course may be joined at the beginning of any term. The course is monitored, and students have the benefit of working with a moderator appointed by STAT, in their sixth and ninth terms. On successful completion of the course students are awarded a STAT certificate and may become teaching members of the Society.
Hours and Fees
The course is usually full time over a period of three years with three terms a year. Other options are available to complete the STAT required 1600 hours. It runs for four days a week (Monday to Thursday) for four hours each day.
Monday 9am – 1pm
Tuesday 1pm – 5pm
Wednesday 9am – 1pm
Thursday 9am – 1pm
Students can start the training at the beginning of any term – September, January or April.
Prospective students are encouraged to visit the course. Ours is a very welcoming atmosphere and we hope you will feel free to message or email to arrange a visit.
Fees are £1,750 per term for a minimum of nine terms. A deposit is payable on accepting a place and this is offset against the final term of training.
TERM DATES – 2024
Summer ’24
24th April – 18th July
Half term week of 3rd June
Autumn ’24
9th September – 28th November
Half term week of 28th October
Application
Prerequisites for application are – previous Alexander experience, a lesson with the three directors and a visit to the school plus an application form. Please email for the form and further information.
Sample Timetable
THEME Inhibition
MONDAY
9.00-9.10 Inhibition together
9.10-10.20 Work on self /with each other / turns
10.20-10.55 Hands on – groups
10.50-11.10 Individual hands-on session
11.00-11.20 Break
11.20-12.00 Work on self/wash up/lesson (11.20-11.50) and/or mini hands on session (11.30-11.45)
12.00 -12.20/30 Directed activity / procedure / saddle group
12.20/30-1.00 Talks / videos
TUESDAY
1.00-1.10 Inhibition together
1.10-2.20 Work on self / with each other / turns
2.20-2.55 Hands on – groups
2.55 -3.10 Individual hands-on session
3.00-3.20 Break
3.20-3.50 Work on self/washing up/lesson (3.20-3.50) and/or mini hands-on session (3.30-3.45)
3.50-4.05 Group talk through – student
4.05-5.00 Voice work
WEDNESDAY
9.00-9.10 Inhibition together
9.10-10.20 Work on self/ with each other / turns
10.20-10.55 Hands on – groups
10.50-11.10 Individual hands-on session
11.00-11.20 Break
11.20-12.00 Work on self/wash up/lesson (11.20-11.50) and/or mini hands-on session (11.30-11.45)
12.00 -12.30 Directed activity / student activity
12.30 -1.00 Books
THURSDAY
9.00-9.10 Inhibition together
9.10-10.20 Work on self/ with each other / turns
10.20-10.55 Hands on – groups
10.50-11.10 Individual hands-on session
11.00-11.20 Break
11.20-12.00 Work on self/wash up/lesson (11.20-11.50) and/or mini hands-on session (11.30-11.45)
12.00-12.40 Anatomy
12.40-1.00 Movement
The LCATT school and community of teachers wish to make the following equality statement.
We are a respectful caring community of learning. Our work is about creating safe spaces for positive change for all, and takes place through the practice of listening, connection and kindness, free of discrimination of any kind. We celebrate diversity and inclusivity. We at LCATT work on and teach an embodied practice of emotional intelligence and awareness passed from teacher to student. We strive to continually further develop, expand and critique Alexander’s ideas and the way they are taught today.
As such, any discriminatory or racist attitudes or language have never had a place within our institution, our practice or our culture. We wish to express our fundamental disagreement with any offensive and discriminatory passages in the body of Frederick Matthias Alexander’s writings. Whilst reflecting views that were commonly held at the time, they are unacceptable. These particular passages neither expound nor define the body of practice and theory that has become known as the Alexander Technique. At LCATT, since its opening in 2003, we made a conscious choice not to issue certificates based entirely on the material of Alexander’s four books, precisely for the reason that the technique that we practice teach and learn, is at odds with these offensive passages.
We would like to acknowledge the extent of unconscious bias, in the wider world and in our community. We are committed to enquiring, listening, learning and taking action to make our community a truly safe and equal space and removing any barriers that might get in the way of people engaging with our work.
HEALTH AND SAFETY PRACTICES FOR VISITORS
At Lcatt we will continue to take our health and safety protocols seriously.
We are a close contact discipline and are aware that even “mild” infections may have long-term consequences.
We will always look after you to the best of our ability.
We request that you be aware of others and keep spacious except when putting hands on.
Always have a mask with you and wear it when doing close work with people who request it or are vulnerable or immune compromised.
Keep washing your hands.
Leave your possessions either on the shelves on the landing outside the toilet or hanging up on pegs in the waiting area. (Do not leave on the bench in the waiting area or on the floor in front of it).
Leave your shoes at the bottom of the stairs.
Thank you.