Borrowing, Stealing & Professional Integrity…What’s your take?

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The Teaching Craft

Your Wednesday Weekly Dose

Borrowing, Stealing & Professional Integrity…What’s your take?

Giving credit where credit is due. Feeding your curiosity. Learning and staying inspired. Seeking mentorship. Intention and professionalism. Where do you stand when it comes to sharing and borrowing repertoire?

Not too long ago I was reading a blog created by a teaching colleague of mine and came across a topic that sparked a heated discussion. Much like the title of this week’s dose, the blog post: “Is it Stealing? Yes or No?” made me raise my eyebrows.

I was perplexed at first when I began to read only because I have never considered the use of someone else’s adaptation, cue or modification as stealing. I fortunately have matriculated from a learning and teaching atmosphere of generosity and non-combativeness when it comes to the Pilates method.

Reading further into the blog, and then talking to the blog’s owner recently, I began to better understand the situation: When does it feel like someone else is “poaching” or using your knowledge against you or is ill-intended? How proprietary are you with the particular version of Pilates that you teach? When is it a high compliment and when does it feel like disregard?

This week I would like to ask you what you think. What colors your stance on this issue? Do you come from a supportive or unsupportive teaching environment? What are you willing to share or not? When do you need credit or believe giving credit is due?

I find this topic pretty fascinating as I think of myself as being in the profession of disseminating information generously to my students and to my student teachers. And I am not afraid to say that I have no attachment to the work I teach. I honor my mentors and other master teachers in and out of the field of Pilates and credit them for the knowledge they’ve given me. It is how I stay true to my personal ethics and uphold a level of integrity. At home in my studio I often tell my students “this is what Kristen says …” or “I got this variation from ….”

On the other side of the coin, however, lives a person who would be bothered if someone intentionally tried to take credit for something I created. There is a difference I think.

And so, to me, it comes down to professional and personal integrity, ethics, courtesy, intention and open and honest communication.

I am so curious to know what you think about this topic.

Food for thought:

Q: How does it feel if another teacher takes a class or session without introduction and later you find out that they are mimicking your style, repertoire etc? What if they do introduce themselves and disclose their desire to learn from you? What’s the difference for you?

Q: Is Pilates proprietary to you? Do you own and want to control your particular brand of Pilates?

Q: If a fellow teacher asks you for insights, advice or repertoire do you charge them?

Q: Is it ever stealing? When?

Q: As a community how do we expect our novice and student teachers to learn if not through mimicry, informal mentorship, sharing/borrowing from us and other teachers?

Q: Are we teaching the professionalism that coincides with this?

Q: Has the modular education had an impact on how we learn throughout our training and beyond?

Q: Does the environment or teaching community you are surrounded by geographically or philosophically (one of lack or one of abundance) dictate your position on this subject?

There are many directions we could take this, but I’d love your input on whatever floats your boat around this topic. I am preparing another article for Pilates-Pro.com and your feedback would be a wonderful asset. Make your voice heard. Be kind and be thoughtful, and bring your voice to the community.

Share your comments below.

“When you give yourself permission to communicate what matters to you in every situation you will have peace despite rejection or disapproval. Putting a voice to your soul helps you to let go of the negative energy of fear and regret.” ― Shannon L. Alder

Until next time,
Chantill

Notes & Updates

Don’t miss out on the audio version of our latest Teleclass: “How to Make Your Teaching More Powerful: Using stories, themes, and personal experience.”

LISTEN NOW!

CALL FOR SUBMISSIONS – I am collecting stories, insights, tid bits and inspirations about teaching Pilates, yoga or other forms of movement for the upcoming book: “The Art of Skillful Teaching” and for the Skillful Teaching blog.

If there is a topic, situation, challenge or success you’d like to bring to light and share, I’d love to hear it. You can submit in writing or schedule an interview.

Please email me at: chantill@skillfulteaching.com.

The Toughest Thing For Teachers To Do

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From Skillful Teaching”s “The Teaching Craft: Your Wednesday Weekly Dose”

Mastery takes a lifetime. Can you teach from where you are at any given moment without needing to be somewhere else, somehow better? Can you teach from where you are no matter where that is?

Last week we had an amazing teleclass with Cori Martinez. And I am thrilled to be ableto share the recording and notes with you today. But that”s not really what I wanted to write about.

Something came up during the call that I”ve heard (and felt) over and over again in teacher trainings, in coaching sessions, and in workshops and classes. It sounds something like this:

“This is all fantastic information, but I just feel too overwhelmed to even consider how I might incorporate it. I”m not ready to add this in…I wouldn”t even know where to start.”

Familiar?

I think I”ve had that thought at nearly half of the trainings I”ve ever attended whether they were Pilates related or not. New information, new ideas, theories, repertoire can all be hard to digest. It sparks in us both the burning desire to be that teacher who can do all of those things with grace and ease and a total panic that we might not ever be that teacher because we are so aflood with information we can”t even see where to begin.

How do we balance these feelings? How do we hold strong to our dream of being the best we can be, achieving spectacular things and take it slowly enough to honor where we are right now, content and confident in the skills we already have?

It”s not easy. And at the same time it”s the easiest thing in the world.

All it takes is staying present.

I say that being present and teaching from where we are right now is one of the hardest things for us to do as teachers. The truth is it”s the harest thing for everyone to do.

If you are reading this right now it”s because there is some part of you that wants to be more than you are today, to improve your skills as a teacher and be able to make a bigger impact. This desire alone often takes us into the future where we are better than we are now, know more than we do now and have all the right skills dialed in so that our teaching and career are perfect.

When we live out “there” where we are “better” we can easily become discouraged, overwhelmed, full of self-doubt, and cut ourselves off from the gifts we have already cultivated, selling ourselves short in the moment in order to strive toward something else.

 

I know this feeling well and I always think of this sentiment:

If I am sitting in a chair on one side of the room and I need to get to the door on the opposite side, I have to first stand up and take one step, then another, then another. That”s just the way it happens. That”s the journey.

When I remember this simple and mundane idea it settles me back into where I am. I can enjoy the chair I am sitting in, its smooth wood, familiar contours, beautiful color a reflection of my hard work and talents.

It”s from that place that I can mindfully move forward with kindness to myself and enough energy to tackle the new stuff without needing to be across the room.

 

As for the actual effort of incorporating new information here are some simple ways to start.

1. Start Small: Breakdown the material into digestible pieces. Start with the stuff that makes sense, that which is based on understanding that you already have.

2. Acknowledge What You Already Do/Know: In some instances it”s helpful to brainstorm the ways in which you might already be using said new technique. Find out how you can comfortably make the connection between what you do now and want to do.

*This can also be helpful in terms of addressing any self-doubt or lack of confidence that might have arisen. Giving yourself acknowledgements for where you are currently helps buoy you as you swim into uncharted territory.

3. Observe, Listen, Study: Before you dive in and try to change your entire approach or add a complex idea to your teaching, take your time to study others who are doing what you hope to do. Watch videos, observe in-person, read more about the idea, philosophy or technique.

This takes patience, which I personally have very little of, so I know it can be tough. Trust me, though, you”ll be so grateful for the time it takes because when you do arrive where you want to go, you”ll be ready to be there. Things get very sketchy when we rush our progress.

4. Safe, Anonymous Practice: Sometimes we need to just practice the technique, or idea. We need to get used to saying the words and trying it on. I always encourage my student teachers to practice teaching to an empty room or record themselves. What low-risk way can you begin to add new skills? Teach other teachers, friends or family and get feedback before you put yourself in a more high-pressure situation.

 

Recent Success:

One of the teachers who was on the call last week was struggling with these feelings with regard to using story. After some discussion about how she might begin — although I knew she wasn”t convinced — she decided to go for it.

Well, about four days later she sent me a note excitedly sharing the fact that “she really can and does use story,” and how helpful it was to use this tool consciously to connect with her student in a deeper and more effective way. She just needed a place to start.

So exciting! I know you can do it too.

 

One last thing:

Just today one of my teachers shared this with me, which I thought was pretty damn perfect for what we are talking about. It already made me feel better about something I am working on.

“Enough is as good as a feast.” P.L. Travers — Novelist, journalist, activist.

Now, here”s your chance to investigate how you can teach from where you are and investigate how to use story in your teaching. Ready, set, go…

Get the “Using Story” Audio Class and Outline.

Until next time,
Chantill

 

Ep 17: How To Use Story For More Powerful Teaching

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With author of “Plus One – Finding God on the Yoga Mat” Cori Martinez

In this podcast, we’re brining back an awesome interview with author and master yoga teacher trainer, Cori Martinez. Enjoy this unique take on framing and focusing your classes.

It was such an amazing pleasure to have my dear friend, teacher, peer and cohort Cori Martinez as our guest teacher for last week’s teleclass. I knew she would be the perfect person to discuss the use of story in teaching because she has a gift for it, and it was true. We had a wonderful discussion and came to many, many fabulous insights.

Example of using story in teaching – written form.

Tools

Three Things To Always Consider When Using Story

1. What is the point of telling the story.

Be sure that it isn’t an opportunity to vent, make your self look good, get advice or gather support. The point of the story should be about teaching, supporting, or comforting your student.

2. What is the lesson or message?

Make it obvious that your story has a purpose. -That you are willing to be open and connect in order to be a more effective teacher. Make sure your story supports a message and isn’t just “small talk”.

3. What is the invitation to the students.

Offer a way for the student to use your experience to make a difference in their own life.

Why Would You Use Story?

  • Building trust through story: People are skeptical, they are constantly being marketed to andmanipulated by people and businesses with an ulterior motive. Sharing something personal that others will relate to helps people get to know you as a fellow human being. Once this connection is made, it’s much easier for them to trust you.
  • There is practically no such thing as privacy anymore, in the current social media craze people are sharing everything with the world, there’s almost a perception that anyone who is not willing to share personal information might have something to hide.
  • Making Connections: Making connections can simply be about connecting to others through story…but for me it’s also about making sure that your stories have a connection to what you are teaching.
  • The power of transparency: Who are you more loyal and committed to- total strangers or the people you’re closest to? Opening up and allowing people to know you and connect with you means that they will feel more loyalty and commitment to you and your business.
  • I also love that it makes me human, just like them, and that they will not expect me to have super-human powers and perfection, which is common in the student-teacher relationship.
  • When price shopping a screen printer the other day…one guy told me a story about himself growing up and by the time we hung up I didn’t really feel like price mattered- I wanted to support him, because I like him.

The Questions

What does using story do?

  • Makes an emotional connection, develops trust.
  • Makes the lesson or teaching more relatable and personal.

Why would you use it?

  • As a foundation for teaching or sharing a message, to make the message more relatable.
  • To connect and open the door for a trusting relationship.

How do you use it?

  • To support a theme or message in a class.
  • To connect in cyber-space: like in newsletters or published articles.

When? Timing in a class?

  • As part of a message that I touch on in the beginning, middle and end. (The story may come in the beginning or the middle.)

 

Dosing: how much, how often?

  • Beginning, a touch in the middle, wrap it up with a closing in the end.
  • Keep in mind that while the experience you are sharing was yours, the sharing of it is NOT about you, it’s about the student.
  • If you’re getting wrapped up in your story, it’s too much. You should be clear with every word that this story isn’t actually about you.
  • You don’t need to have a story every day or every time you communicate with someone. Sprinkle them in.

Clear Examples of How It’s Been Extremely Powerful

When teaching a class I wanted to offer:

  • Message: Challenging situations help us grow in a positive way.

Because…

We may hear this message, and even “get it” to a certain degree, yet in the midst of a challenge it can still feel very hollow and provide little comfort. I wanted to make a connection through story.

It helps me to connect with how this has been true in my life. For example in 5th grade all my friends decided one day they didn’t like me. They threw my schoolbooks in the garbage, made fun of me and refused to talk to me. I was humiliated. For weeks I called my mom every day, crying, begging her to pick me up from school early.

This is the most painful memory of my childhood. The experience was absolute torture at the time and to this day I know that I still carry heartbreak, and self-doubt as a result. I dread the possibility that the same thing could happen to my own daughter. And yet, I am simultaneously aware of the positive effect that experience has had on every aspect of my life and the person I am today.

I credit this experience for the deeply engrained desire I have to be kind, thoughtful and compassionate toward others.

  • When I recognize that about this situation, the message that challenging situations help us to grow in appositive way feels more authentically true. We may not be able to see it in the moment, but my experience of the past helps me to trust that it’s true in the present.
  • In teaching I have used this story as an invitation for the students to embrace the challenges that come up right here on the mat; physically, emotionally or mentally.
  • Somewhere in the middle or nearing the end of class, usually at point of rest, I extend the invitation into the rest of their day or week and ask them to imagine a life of fully trusting that each challenge would ultimately bring something good. I propose that by trusting in the experience, it would actually be less painful, that they would feel more free and less burdened, even in the midst of the challenge.
  • Then, as we close our practice, I ask students to find an experience in their own lives that seemedterrible at the time, but now they are grateful for it, or are able to see how they have benefited from it. I invite them to let the idea really sink in- that challenging experiences help us grow in a positive way and I invite them to remember this the next time they are having a challenging experience.

Sometimes people cry, sometimes they smile, but pretty much always THEY GET IT. Using my story as an example, helping them find their own story as proof, and getting them to imagine a life of embracing the message- is a powerful way of teaching that message.

The Dangers

What happens when you divulge too much?

  • Transparency doesn’t mean not having boundaries or not being very intentional about what you share.
  • Divulging too much can be very inappropriate and turn people off. Our role as teachers is often aboutbeing inspiring…so if our stories become an opportunity to either vent or say how great we are, we are no longer inspiring we are annoying and unsupportive.

What happens when your class becomes all about you?

  • People are always subconsciously asking: What’s in it for me? In particular when they take the time and spend the money to do something, they are asking this question. In your students mind, you are there to fulfill a need of theirs. If your story becomes about you, they can see that you are not focused on fulfillingthis need.
  • As you get wrapped up in you, you also become less available and present for the student. In this state, our teaching is much less effective.
  • When your story is too contrived- it’s not as powerful, it’s not as honest and there is not real connection happening.
    • One time on a valentines day I sat down to teach and suddenly had this idea that I really should have some sort of theme about love. I honesly can’t recall what I said exactly, I think I blocked it out, because I do remember that it wasn’t genuine, I felt no passion for what I said, and I just felt kind of sleezy because it wasn’t coming from an authentic place.
    • When it’s too raw, and you haven’t seen the lesson yet. Remember that the stories are a method for teaching, and if you haven’t found the lesson yet, it’s too soon to share for this purpose.

Learn more about Cori Martinez

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Effective Language Tools For Pilates and Yoga Teachers Part 2

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Anatomy Dosing

Welcome back…
We can look at anatomy dosing in two different ways:
1. How you use anatomical terms (during classes and sessions) and
2. When to offer anatomical insights or teaching moments/lessons

How & When To Use Anatomy Terms

This is actually the easiest part. The general rule is to keep our fancy anatomy terms out of our teaching unless:

1. You’ve had another teaching moment with these particular students and are reinforcing something you’ve already explained.

2. Your student happens to share your knowledge of anatomy: doctor, chiropractor, massage therapist etc.
*And I would say that they must also have expressed an interest in anatomy or more deeply understanding the body.

The thing about this is that sometimes even the right “type” of person doesn’t want you to talk to them in anatomical terms. They just want you to give it to them straight. Don’t make it too fancy and DON’T TRY TO IMPRESS THEM. This is generally never going to work in your favor.

Listen for the signal from them that they want to shift the conversation. Do they use anatomical terms? Are they getting excited when you start talking about the hip flexors and reply by referencing the psoas? Look for clues that they want to go there before you do.

3. They are another Pilates or movement teacher and they are seeing you for your expertise in anatomy.

Things to be careful of:

1. Be mindful to be consistent in the terms you use: If it’s external rotation usually don’t start using lateral rotation just for kicks or because that’s what some other teacher used in a recent workshop you’ve attended.

2. Say what you mean. If you want them to lift their arm out to the side, don’t say abduct your arm. If you want them to bend forward, try not to say flex the spine. For most students it takes some time getting used to the Pilates vocabulary as it is and if they have to wade through our anatomy terms too they are going to be that much more fuzzy and that’s no bueno.

3. Reinforce your anatomy lessons. If you do decide to have a little teaching moment where you are sharing how the psoas functions and why it might be causing them pain, be sure to keeping bringing them back to it so what they learned makes sense.

*It’s like building a house: first you lay the foundation, then erect the walls, do all the finish work and then start decorating. Using and adding anatomical understanding for your client should always be RELAVENT and come in kind and digestible doses.

The In-class or In-session Anatomy Lesson

If there is time, it doesn’t disrupt the flow of your class or session, and it’s relevant, teaching a little bit of anatomical understanding to your client can be SO USEFUL!

1. It gives them a deeper understanding, and therefore motivation, for knowing their body and making it the best it can be.

2. It helps them to make real connections to what they are experiencing.

3. It also helps to solidify or reinforce the “why” of what you are asking them to do, the exercises they are learning.

Tips

1. ALWAYS make sure it is relevant! It has to be a way of helping your student be more successful.

I would recommend examining your motivations for wanting to share:
Is it because you LOVE anatomy? (this is my problem — the blank stares are a pretty good sign that your student may not share that particular passion).
Is it because you just learned something new?
Is it because you NEED them to understand? You are trying to prove a point (never a good idea to use this tactic).
Is it that just a little bit of understanding would really make a difference in their body and their practice?

Really, the last one is the only motivation that has any merit (in my humble and limited opinion).

2. Keep it short. It would only be one thing. It should link a concept, explain a sensation, help improve a movement, or clarify a cue whether it’s verbal or tactile.

3. If you’re in a class, it should be global. It should have relevance to all the students in the class or at least be applicable to the whole class. If you teaching an anatomical piece in a class, reinforce it with a movement experience or the re-exploration of the exercise or issue that spurred the lesson.

4. If you’re in a session, it should be local and specific to that client. All the same rules apply as above.

5. Don’t just drop it. Continue to bring the lesson back in when it’s appropriate so you are actually educating your student not just making their butt look better or low back more flexible. The more invested they are in “knowing” their body the more likely they will be able to prevent injury or poor movement patterns. We teach movement and we EDUCATE BODIES.

Well, that’s it in a nutshell. If you have thoughts, comments or questions, please feel free to ask. I’d love to hear from you.

I am literally an anatomy geek so your anatomy questions would totally light me up. Bring them on!