Differentiation
   
     

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Access for all?

The aim with differentiation is for all students to access the curriculum relative to each individual's ability.
This means that those who struggle are assisted, those who do fine are developed and those who do well are challenged further.


Parity


Flattering the skilled and patronising the awkward is not the Way.
Each student must be treated with
respect and courtesy.
Everyone comes from a different mental and physical background, and brings with them a unique set of quirks and habits.
Shedding these takes time.


Equal opportunity

Someone may struggle to begin with and then blossom later.
Others may always struggle. This is simply the way things are.
We treat all students equally.


Your part

Taijiquan is easy in principle, yet difficult in execution.
The problem lies with your own body and
mind. After all, it is you that make the taijiquan exist.
Without your body, the system cannot become manifest - the taijiquan can only be as good as you personally make it.


Focus

Do not look outside yourself for answers. The solution lies in this very moment, in the very process of doing.
Your taijiquan will improve relative to your ability to produce it.


When you give to charity, strive to give to those who cannot repay.


(Huanchu Daoren)


Syllabus

Our syllabus was developed as the result of our own taijiquan practice and teaching experience.
The teaching skills/qualification have proven invaluable in creating a syllabus.


Interlocking

Every exercise has been systematically broken-down, explained and re-built.
This is a very thorough process.
All aspects of the syllabus interlock.
The material is self-reinforcing and challenges each student to understand taijiquan for themselves.


Professional

A professional syllabus is not the norm in taijiquan; most schools do not have a formal syllabus.
At best they have qigong, forms and drills - and these are taught in a habitual manner.
A curriculum needs to be very carefully thought through in order to build layer upon layer of understanding, body growth and internal development.


Patience

How well you do is entirely down to you.
Your capacity to coordinate the body, memorise, observe, comprehend and adapt will all be put to the test.
Yet, this is no competition. You do what you can, as you can. The class is for you. We are here to assist you.
The process of learning takes as long as it needs to.


Continuous learning

Learning can be improved by adopting good mental practices:

  1. Persistence

  2. Controlling your impulses

  3. Avoid distraction

  4. Better listening skills

  5. Think flexibility

  6. Metacognition - being aware of your thinking processes/thinking about how you think

  7. Seeking accuracy

  8. Questioning and problem posing

  9. The relevance of past knowledge

  10. The application of new insights/experiences

  11. Thinking and communicating with clarity and precision

  12. Gathering data through all the senses

  13. Creating, imagining and innovating

  14. Responding with wonderment and awe

  15. Taking responsibility

  16. Risk assessment

  17. Humour

  18. Working with others

  19. Adopt a positive mental attitude

  20. See learning as a process not a destination


Page created 18 April 1995
Last updated 14 December 2016