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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.
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.
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.
Tai chi 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 tai chi exist.
Without your body, the system cannot become manifest - the tai chi can only be as good as you personally make it.
Do not look outside yourself for answers. The solution lies in this very moment, in the very process of doing. Your tai chi will improve relative to your ability to produce it.
When you give to charity, strive to give to those who cannot repay.
Our syllabus was developed as the result of our own tai chi practice and teaching experience. The teaching skills/qualification have proven invaluable in creating a syllabus.
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 tai chi for themselves.
A professional syllabus is not the norm in tai chi; 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.
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.
Learning can be improved by adopting good mental practices:
Controlling your impulses
Better listening skills
Metacognition - being aware of your thinking processes/thinking about how you think
Questioning and problem posing
The relevance of past knowledge
The application of new insights/experiences
Thinking and communicating with clarity and precision
Gathering data through all the senses
Creating, imagining and innovating
Responding with wonderment and awe
Working with others
Adopt a positive mental attitude
See learning as a process not a destination
18 April 1995
Last updated 17 September 2019