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International Guidelines for Trainer Candidate and Trainer Certification

Revised and Approved Internationally, November 2004

Written Activity 1: Personal statement reflecting on your time as a Trainer Candidate.
(Suggested length 3-5 pages)
Covers Competencies: Part of this activity demonstrates Competency 7.6; otherwise, focus on the information asked for below without emphasis on specific competencies.
Describe your mentoring process, including how goals for your candidacy were formed, the competencies on which you and your committee focused. What did you learn from feedback received from your Guidance Committee?
Describe and reflect on your time as a Trainer Candidate. Focus on what you have learned, and what aspects of your teaching you plan to improve in the near future, where you find your limits (7.6), your challenges and your greatest satisfaction in teaching.
Written Activity 2. Curriculum Design
(Suggested length 4-7 pages)
Covers Competencies: 4, 1.3, 2.3, 2.4 (optional), 3.5, 3.6 (optional), 3.7, 6.1, 6.2, 6.3
  1. Describe the plan and teaching for at least three consecutive days which you have actually planned and taught in years three or four in a Feldenkrais Professional Training Program. Include:
    1. Subject/theme, and speak to the logic of the development of the themes.
    2. Teaching strategies.
    3. Sequential development.
    4. Student learning activities.
    5. A series of ATM lessons from various sources pertaining to a particular functional pattern and its relationship to FI in this curriculum.
    6. Essential and complex issues in ATM and FI teaching.
  2. Report on any adjustments you made during your teaching and why you made them.
  3. Reflect on:
    1. What you found to be more effective and less effective in your teaching strategies.
    2. How your teaching helped trainees move towards the capacity to be practitioners.
    3. What you might do differently, were you to teach this material again.
Written Activity 3. Self-organization and Functional Integration®
Covers Competencies: 3.5, 3.8.
(Suggested length 2-3 pages)
Discuss the importance of the relationship between a Feldenkrais Teacher-Practitioner’s self-organization and the teaching of Functional Integration. Give an example of how you might teach about one or more aspect of this relationship.
Written Activity 4. Using ATM to teach a functional theme
Covers Competencies: 1.3, 2.3, 2.4
 (Suggested length 2-3 pages)
Discuss a functional theme and ATMs from several sources (see Competency 1.3) that you could use to teach it.
Written Activity 5. Teaching trainees how to teach ATM
Covers Competencies: 2.1, 2.2, 2.3
(Suggested length 2-3 pages)
Discuss a number of different processes for teaching trainees how to teach ATM.
Revised and internationally approved 11/04
Written Activity 6. Processes for teaching FI
  1. (Suggested length 3-5 pages)
    Covers Competencies: 3.3, 3.5, 3.7
    Discuss a number of different FI teaching/learning processes in depth, e.g., guided explorations, FI demonstration – with and without verbal description, exploratory exercises, etc. Discuss how you would relate these processes to teaching about a particular functional theme or pattern.
  2. (Suggested length 2-3 pages)
    Covers Competency 3.6
    Choose a video of Moshe Feldenkrais giving an FI, describe what the FI is about and discuss how you could use it for teaching FI.
Written Activity 7. How to create a learning environment
(Suggested length 2-3 pages)
Covers Competencies: 5.2, 7.5
Moshe Feldenkrais said repeatedly that he didn’t teach, but created conditions for learning. Observable skills that are useful in creating a learning environment have already been assessed by your Guidance Committee.
Please reflect on your experience and your personal style in answering the following:
  1. What additional elements, beyond the observed competencies, are important/essential in creating a learning environment?
  2. Drawing from your experience as a Trainer Candidate, reflect on some of the situations you’ve encountered that were potentially advantageous or detrimental to the learning environment for all students. What did you learn from this? What are the strategies you have developed to manage these situations? (Please address competency 5.2).
  3. Students in trainings come from many different backgrounds, cultures, orientations and life experiences; they have different ways of expressing their feelings, their abilities and their needs. Describe a situation in which such differences have caused you to change your behavior in the training, in order to create an optimal learning environment for all students. (Please address competency 7.5).
Written Activity 8. Tracking trainees’ progress
(Suggested length 2-3 pages)
Addresses Competencies: 5.6, 5.8
Discuss how could you, or would you, track a trainee’s progress, how you identify trainees that are having difficulty with the group or training process and what you do in those situations. Draw on your own examples and experience.
Written Activity 9. Key Concepts
  1. From the Feldenkrais Method
    (Suggested length 2-3 pages)
    Covers Competencies: 6.1, 6.2
    Reflect on a key concept from the Feldenkrais Method or from Moshe Feldenkrais’ writings including the historical and cultural context, how this idea has inspired you and how it could be conveyed in a training program. (This activity may be done in combination with written activity 9.B)
  2. From another field
    (Suggested length 1-3 pages)
    Covers Competency 6
    Discuss your learning in other fields or from your life experience that you think is relevant in a Feldenkrais training program and give an example of how you could bring it into your teaching.
    Revised and internationally approved 11/04
Written Activity 10. Ethical Conduct
(Suggested length 2-3 pages)
Covers Competencies: 7.7, 7.8
As a trainer, you will be in an influential position within the training environment. With that position goes the responsibility for demonstrating, maintaining, and teaching about appropriate boundaries, as well as professional and ethical conduct.
Please discuss:
  1. Your understanding of ethical conduct in relationships between (7.8):
    1. Teachers and clients/students.
    2. Trainers and other training staff.
    3. Trainers and trainees.
  2. Your ability to communicate professional and ethical standards to trainees through:
    1. Your behavior.
    2. Your verbal teaching (7.7).
  3. How you would present ethical issues that students may face during their professional practice.
Written Activity 11. Professional Relationships
(Suggested length 1-2 pages)
Covers Competencies: 5.6, 7.6, 7.7
Give an example when an outside consultation and/or referral to others might be indicated in private practice or the training process. Give an example of teaching your students when outside consultation or referral is indicated.