Newsletter #129 - May 2012
- Becoming an Effective Tai Chi Teacher, Paul Lam
- My First Tai Chi for Arthritis Class, Martin Kidder
- In Memory of Ron Blankenship, Bob Casey
- Leading by Example, Caroline Demoise
- Feature Profile – Sandee Westfall, Ralph Dehner
- Humour, Laughter and Radiant Health, Bob McBrien
- My First Tai Chi for Arthritis Class, Martin Kidder
- In Memory of Ron Blankenship, Bob Casey
- Leading by Example, Caroline Demoise
- Feature Profile – Sandee Westfall, Ralph Dehner
- Humour, Laughter and Radiant Health, Bob McBrien
Click on the title above to read the articles, this link to read all previous newsletters and here to subscribe.
I would like to thank Arthritis Victoria for recognizing our work by presenting me with the Lorin Prentice Memorial
Award for making an outstanding contribution to raising public awareness for musculoskeletal disease. I accept this recognition on behalf of all who are involved in the Tai Chi for Health vision, especially the instructors, senior trainers and master trainers from Victoria. The Tai Chi for Health program tends to attract the nicest people who are always happy to help. It is like giving a fish to a hungry person, we feel good that we have fed them but inevitably they will be hungry again so teaching them to fish is more fulfilling. Teaching Tai Chi for Health we are empowering people to better manage their condition. The great thing is that by empowering people to improve their health and wellness we also gain better health and enjoyment ourselves. That is why we are so enthusiastic about Tai Chi for Health.
Award for making an outstanding contribution to raising public awareness for musculoskeletal disease. I accept this recognition on behalf of all who are involved in the Tai Chi for Health vision, especially the instructors, senior trainers and master trainers from Victoria. The Tai Chi for Health program tends to attract the nicest people who are always happy to help. It is like giving a fish to a hungry person, we feel good that we have fed them but inevitably they will be hungry again so teaching them to fish is more fulfilling. Teaching Tai Chi for Health we are empowering people to better manage their condition. The great thing is that by empowering people to improve their health and wellness we also gain better health and enjoyment ourselves. That is why we are so enthusiastic about Tai Chi for Health. Over the last 15 years Arthritis Victoria has collaborated with me and my master trainers to train over 1,000 instructors. Assuming each instructor has taught over 30 people a year you are looking at 300,000 to 400,000 people whose quality of life has improved in the State of Victoria alone! I am so proud to be part of this vision. I have posted a few photos of the award presentation on Facebook.
Last month I talked about how much I enjoy conducting my workshops. I will be starting my global workshops soon beginning in Helsinki, followed by Stockholm and Zurich. I will finish my tour in the USA with the preconference and annual one-week workshop in Memphis. I hope you can join us in one of these workshops, especially the European ones. Most are my first time workshops in these countries. I may not have much chance to meet you at these locations again.
beginning in Helsinki, followed by Stockholm and Zurich. I will finish my tour in the USA with the preconference and annual one-week workshop in Memphis. I hope you can join us in one of these workshops, especially the European ones. Most are my first time workshops in these countries. I may not have much chance to meet you at these locations again. Our theme this month is about effective teaching. This is one of the key features of the Tai Chi for Health programs. I will share with you an extract from my book Teaching Tai Chi Effectively. This part deals with the type of learners you will have in your class. An effective teacher uses a combination of teaching methods for different types of learners and this is part of our curriculum in our instructors’ training workshops. You can find out more about the subject references in my Teaching Tai Chi Effectively book. Marty Kidder’s talk at the January tai chi workshop in Sydney was a powerful illustration of how to teach effectively. You can read and see his presentation in this YouTube video.
Finally, our long established Forum will be moving to my Facebook site shortly. Please start channelling your questions and comments on Facebook rather than the Forum.
In this newsletter:
- Read Dr Lam’s extract from his book Teaching Tai Chi Effectively on becoming an effective tai chi teacher.
- For Marty Kidder the key to teaching is communicating and connecting with your students, making them feel welcome and important.
- Bob Casey writes how Ron Blankenship touched many lives both personally and as an instructor.
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Caroline Demoise shares an insight from her experience with tai chi how important it is to set a good example for students.
This Month’s Special:
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Buy one Teaching Tai Chi Effectively Book and receive the Tai Chi for Arthritis Handbook FREE.
Click here for more information or to place your order.
May 22-23 Tai Chi for Osteoporosis Instructor Training
Petra Kauniainen, Finland
May 26-27 Exploring the Depth of Tai Chi for Arthritis
Stockholm, Sweden
Jun 02-03 Tai Chi for Energy Instructor Training
Solothurn, Switzerland
Jun 09-10 Tai Chi for Energy
Memphis, TN, United States
Jun 11-17 One-Week Tai Chi Workshop
Memphis, TN, United States
Jul 07-08 Exploring the Depth of Tai Chi for Arthritis
Sydney, NSW, Australia
Jul 21-22 Tai Chi for Energy Instructor Training
Sydney, NSW, Australia
Aug 02-03 Exploring the Depth of Tai Chi for Arthritis
Palmerston North, New Zealand
Aug 04-05 Tai Chi for Energy Instructor Training
Palmerston North, New Zealand
Aug 25-26 Exploring the Depth of Tai Chi for Arthritis
Townsville, QLD, Australia
Many other workshops conducted by my authorised master trainers are listed in Workshop Calendar.
Yours in Tai Chi,
Paul Lam, MD
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Becoming an Effective Tai Chi Teacher
Dr Paul Lam, Director, Tai Chi for Health Programs, Narwee, NSW, Australia
Dr Paul Lam, Director, Tai Chi for Health Programs, Narwee, NSW, Australia
This extract was taken from Chapter 5 “Becoming an Effective Teacher” of the revised “Teaching Tai Chi Effectively” book, pages 45-47.
"We think too much about effective methods of teaching and not enough about effective methods of learning." - John Carolus S. J.
In Chapter 2, I spoke of teaching being both a science and an art. Also, I mentioned the wealth of knowledge that exists about methods and methodologies that can help one to become a more effective teacher. Briefly I discussed the teaching skills necessary to become an effective teacher and promised to give you greater depth and details. However, I have found that when I put the emphasis on learning and trying to understand how my participants learn, that is when I truly become a more effective teacher. So, before looking at teaching, let’s first look at learning how people learn because teaching in the way that learners learn best is the key to effective teaching. It is also the theory behind my teaching system.
exists about methods and methodologies that can help one to become a more effective teacher. Briefly I discussed the teaching skills necessary to become an effective teacher and promised to give you greater depth and details. However, I have found that when I put the emphasis on learning and trying to understand how my participants learn, that is when I truly become a more effective teacher. So, before looking at teaching, let’s first look at learning how people learn because teaching in the way that learners learn best is the key to effective teaching. It is also the theory behind my teaching system. Teaching on all frequencies
Just as there are different types or styles of tai chi, there are also different types of learners and learning styles. Some people will respond better to one way of teaching, and others to another way of teaching. So when teaching tai chi you will need to use the method that works for as many different types of learners as possible. While there are no right or wrong styles of learning, your participants will learn better when you are tuned into their frequency or learning style. In Chapter 2, I mentioned that the most commonly and widely used category of the different learning styles is the VAK model: Visual learners, Auditory learners, and Kinaesthetic learners. Let’s look at these more closely.
Just as there are different types or styles of tai chi, there are also different types of learners and learning styles. Some people will respond better to one way of teaching, and others to another way of teaching. So when teaching tai chi you will need to use the method that works for as many different types of learners as possible. While there are no right or wrong styles of learning, your participants will learn better when you are tuned into their frequency or learning style. In Chapter 2, I mentioned that the most commonly and widely used category of the different learning styles is the VAK model: Visual learners, Auditory learners, and Kinaesthetic learners. Let’s look at these more closely.
Visual Learners
Visual learners are individuals who think in pictures rather than in words. They will often remember what they see but forget what they hear. Many times, they need to see the big picture first before they learn the details. Therefore, demonstrating and showing pictures, or drawing diagrams can be very useful for learners on this frequency.
Auditory Learners
Auditory learners learn best by listening and talking aloud. In contrast to visual learners, auditory learners are good at remembering what they hear. They may often deduce the true meaning of what you are saying by listening to the audible signals, lfor example a change in tone. To teach at this type of learner’s frequency, speak instructions aloud as you demonstrate the moves. It is important to make your instructions simple, clear and to the point. Remember that people can get confused if you use too many complicated words or give too many instructions at once. Encourage your auditory learners to talk the movements out to themselves as they learn them.
Kinaesthetic Learners
Kinaesthetic learners learn best by doing. So they will often move their bodies as they listen and appear restless when you are talking too much. These are the hands-on learners or the doers. They concentrate better—and learn more easily—when movement is involved. Therefore, having participants follow you and then asking them to demonstrate the movement back, will be most helpful for this type of learner.
There are other ways of classifying learners that overlap the three categories above but have a different emphasis. These classifications may include very contrasting types such as active and reflective learners or global and sequential learners.
Active vs reflective Learners
Active learners tend to retain and understand new information best by doing something active, like discussing or applying it. Reflective learners prefer to think quietly about new information. Tai chi is an art that involves activity; and, as there are more active learners than reflective learners, it is best—when you teach a movement—to encourage your participants to try it with you several times. However, you will also encounter reflective learners; those who just want to sit there and think about what you’ve told them or go to a corner and work it out themselves. Be aware of this and structure your teaching to allow time for reflection.
During a workshop in Sweden, I was having problems teaching a particular movement. Even though I taught the best I could, some people still couldn’t seem to get it. So I stopped instructing, asked the class to work by themselves for a while, and went outside to get a drink. I was pleasantly surprised, when I came back a few minutes later, to find that everyone now knew the movement well. I believe there must have been quite a few reflective learners in that group!
A good way to allow both active and reflective learners to maximise their learning is to structure learning pauses. For example, at conclusion of one segment, give everyone three to five minutes to work by themselves.
Sequential vs global Learners
Sequential learners gain understanding in linear steps, with each step following logically from the previous one. Tai chi is designed as a progression of forms, each following logically from the previous one; thus, teaching the tai chi set in the right order is most effective for sequential learners.
Global learners, on the other hand, tend to learn in large jumps, absorbing material almost randomly without seeing the connections, then suddenly “getting it”. Global learners often need to see the full picture before they can learn something well, and, sometimes; they don’t even need to have things taught to them in a sequence. At first, your global learners may not appear to understand what you are explaining; then, suddenly, a critical piece of information arrives, and everything falls into place. Demonstrating the entire movement—before teaching a new movement—is helpful for global learners. The beauty of the Stepwise Progressive Teaching Method—which I’ll explain fully in the next chapter—is that it allows you, the teacher, to teach to all learning styles. Thus, if you follow this method, you will be teaching on the universal tai chi frequency.
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This is Marty Kidder’s morning talk at the recent Sydney January 2012 one-week workshop.
My first Tai Chi for Health class as an instructor did not go quite as planned. I would not recommend duplicating this experience. In fact, the title for this talk should be ‘how not to begin your Tai Chi for Health teaching journey'!
It is Sep 2003. In a year I will be retiring from 30-years of service in the United States Navy. I am currently serving as an advisor to a fleet Admiral on all matters concerning over 100,000 Sailors.
On the afternoon of my first class I was meeting with the Admiral. Normally our meeting are short informal exchanges of information, concerns and priorities usually lasting less than 15 minutes. On this particular afternoon I took my seat in his office at 2:30 and we began talking. He asked me what preparations I had made for my transition to civilian life. He was preparing for his to a new command in two weeks. We were both transitioning to new and exciting roles in our lives, so we talked.
I left the Admirals office at 5:15 that afternoon. My first Tai Chi class was to begin in 15 min and I was a good 20 min away from the class. Should I go straight to class? I’m in my uniform, I don’t have my paperwork, and I don’t have keys to the parish hall. My wife, Becky left two messages and William, an assistant instructor has been waiting at the parish hall since 4:00, wondering where I was?
This class was important. It was not only my initial Tai Chi for Arthritis class it was my Tai Chi schools first TCA class. The school owner was not particularly supportive of the TCH programs. It was her belief that one cannot certify instructors to teach tai chi after years of training never mind a one week workshop in CT (Pauls first in the United States). She was worried, so she made three of her senior students Pat, William and Julie attend to give me support and report back on how the initial class went.
I’M NOT PREPARED!
I get into the car, and before I turn on the ignition, I sit still, take a deep breath, and let it out “veeeerrrrrry “ slowly. “Relax, breath, focus, sink…”
At 5:40 I am entering the parish hall. My uniform shoes announce my arrival on the wood floor of an otherwise very quiet room. Pat is ‘swinging gently’ with William and 5 potential students. “Hi, I’m Marty, your instructor for this class and you are all out of uniform!” Some laughed and others had an expression that said, “Is this boot camp or tai chi??’
As I’m apologizing for being late, I discover that 3 of the students arrived at 5:00 because that was the time published in the church bulletin. They can only stay till 6:00 and other three potential students arrive after me, they can get there only at 5:30. This is going from bad to disastrous. “Relax, breath, focus, sink…”
My intro speech is also my ‘closing.’ The 6 PM ladies are leaving before the ‘demo’ I need to get the potential students on the floor and let them experience something. We do an abbreviated warm up session and begin. I demonstrate Commencement without the footwork and we practice it a couple of times, it is 6:05 the ladies have to leave. I make a conscious decision not to do the closing and as Pat walks them to the door, she asks them to and reflect on the short class and to cool down as they return to their cars and hopefully we’ll see them next week at 5:00. I ask them to bring a friend.
this experience. In fact, the title for this talk should be ‘how not to begin your Tai Chi for Health teaching journey'!It is Sep 2003. In a year I will be retiring from 30-years of service in the United States Navy. I am currently serving as an advisor to a fleet Admiral on all matters concerning over 100,000 Sailors.
On the afternoon of my first class I was meeting with the Admiral. Normally our meeting are short informal exchanges of information, concerns and priorities usually lasting less than 15 minutes. On this particular afternoon I took my seat in his office at 2:30 and we began talking. He asked me what preparations I had made for my transition to civilian life. He was preparing for his to a new command in two weeks. We were both transitioning to new and exciting roles in our lives, so we talked.
I left the Admirals office at 5:15 that afternoon. My first Tai Chi class was to begin in 15 min and I was a good 20 min away from the class. Should I go straight to class? I’m in my uniform, I don’t have my paperwork, and I don’t have keys to the parish hall. My wife, Becky left two messages and William, an assistant instructor has been waiting at the parish hall since 4:00, wondering where I was?
This class was important. It was not only my initial Tai Chi for Arthritis class it was my Tai Chi schools first TCA class. The school owner was not particularly supportive of the TCH programs. It was her belief that one cannot certify instructors to teach tai chi after years of training never mind a one week workshop in CT (Pauls first in the United States). She was worried, so she made three of her senior students Pat, William and Julie attend to give me support and report back on how the initial class went.
I’M NOT PREPARED!
I get into the car, and before I turn on the ignition, I sit still, take a deep breath, and let it out “veeeerrrrrry “ slowly. “Relax, breath, focus, sink…”
At 5:40 I am entering the parish hall. My uniform shoes announce my arrival on the wood floor of an otherwise very quiet room. Pat is ‘swinging gently’ with William and 5 potential students. “Hi, I’m Marty, your instructor for this class and you are all out of uniform!” Some laughed and others had an expression that said, “Is this boot camp or tai chi??’
As I’m apologizing for being late, I discover that 3 of the students arrived at 5:00 because that was the time published in the church bulletin. They can only stay till 6:00 and other three potential students arrive after me, they can get there only at 5:30. This is going from bad to disastrous. “Relax, breath, focus, sink…”
My intro speech is also my ‘closing.’ The 6 PM ladies are leaving before the ‘demo’ I need to get the potential students on the floor and let them experience something. We do an abbreviated warm up session and begin. I demonstrate Commencement without the footwork and we practice it a couple of times, it is 6:05 the ladies have to leave. I make a conscious decision not to do the closing and as Pat walks them to the door, she asks them to and reflect on the short class and to cool down as they return to their cars and hopefully we’ll see them next week at 5:00. I ask them to bring a friend.
The next 25 minutes proceed quickly, we talk a little more about the program, how the class is structured and we add the footwork do the commencement form. We do the cool down. I have their phone numbers. I will call them. I feel good that they will all return. I tell them to invite a friend to the next class there is no obligation, and they will have a ‘tai chi practice buddy’.
At 7 PM nine potential students show up for our 2nd Tai Chi for Health class, this one follows the script, I introduce Pat and Julie, I tell them my story, and I demonstrate what not to wear to class as I’m still in my uniform. The energy is good. I can feel it. As we proceed through the warm-ups and a meditative moment they are focusing on my movement and words. We do the commencement form. ‘Watch me, follow me, and show me.’ They are doing well and before I know it Pat is looking up at the clock, I catch her silent signal. The class is over, where did the time go? Time to do the closing. I have them all sit quietly, take a moment to reflect on how it felt to relax, and spend some time on their own personal wellness. “Listen to your inner wellness voice.”
We close the class and I invite them back telling them to “Bring a friend and try to practice.”
Three hours earlier, I had thought to myself, ‘I AM NOT PREPARED’ and my first ‘solo’ evening had certainly not gone according to the script, but I was prepared. The training and practice did prepare me ‘to relax, to breath, and to focus.’ My teachers Stephanie, Nancy and Jay taught me the Tai Chi for Arthritis form. I practiced it every day from Jun to Sept so mechanically it was comfortable with me. But those teachers taught me so much more, they taught me that everything can go wrong and you can still succeed. The key to teaching is not the paperwork, the script, the uniform, or the location. The key to teaching is communicating and connecting with your students. Making them feel welcome and important. I had connected with them if only for this brief intro lesson. The task, and it’s not easy, is to keep that connection, nurture it, cherish it, and enjoy it.
Today the Tai Chi for Health Program is the largest program in the school.
In closing, I would not recommend starting your class as I did mine. Tai chi is not about the paperwork, the lesson plan, the uniform or the location but they all help make the class smooth, and orderly. That gives our potential students a comfort level that we are professionals and that they are not wasting their hard earned money and more precious time. Once we overcome those objections the ‘wellness chi’ can take over.
I am a good teacher because I worked at it, and I have had great role models. Thanks to Paul, Pat, Fiona, Ian, and Janet and so many more, my tai chi family. Thanks to them I have the tools to share the ‘wellness benefits’ that tai chi for health has brought into my life. My words to you…practice, prepare and then spread the word and oh by the way. Have fun.
Thank you
At 7 PM nine potential students show up for our 2nd Tai Chi for Health class, this one follows the script, I introduce Pat and Julie, I tell them my story, and I demonstrate what not to wear to class as I’m still in my uniform. The energy is good. I can feel it. As we proceed through the warm-ups and a meditative moment they are focusing on my movement and words. We do the commencement form. ‘Watch me, follow me, and show me.’ They are doing well and before I know it Pat is looking up at the clock, I catch her silent signal. The class is over, where did the time go? Time to do the closing. I have them all sit quietly, take a moment to reflect on how it felt to relax, and spend some time on their own personal wellness. “Listen to your inner wellness voice.”
We close the class and I invite them back telling them to “Bring a friend and try to practice.”
Three hours earlier, I had thought to myself, ‘I AM NOT PREPARED’ and my first ‘solo’ evening had certainly not gone according to the script, but I was prepared. The training and practice did prepare me ‘to relax, to breath, and to focus.’ My teachers Stephanie, Nancy and Jay taught me the Tai Chi for Arthritis form. I practiced it every day from Jun to Sept so mechanically it was comfortable with me. But those teachers taught me so much more, they taught me that everything can go wrong and you can still succeed. The key to teaching is not the paperwork, the script, the uniform, or the location. The key to teaching is communicating and connecting with your students. Making them feel welcome and important. I had connected with them if only for this brief intro lesson. The task, and it’s not easy, is to keep that connection, nurture it, cherish it, and enjoy it.
Today the Tai Chi for Health Program is the largest program in the school.
In closing, I would not recommend starting your class as I did mine. Tai chi is not about the paperwork, the lesson plan, the uniform or the location but they all help make the class smooth, and orderly. That gives our potential students a comfort level that we are professionals and that they are not wasting their hard earned money and more precious time. Once we overcome those objections the ‘wellness chi’ can take over.
I am a good teacher because I worked at it, and I have had great role models. Thanks to Paul, Pat, Fiona, Ian, and Janet and so many more, my tai chi family. Thanks to them I have the tools to share the ‘wellness benefits’ that tai chi for health has brought into my life. My words to you…practice, prepare and then spread the word and oh by the way. Have fun.
Thank you
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Tai Chi for Arthritis Instructor Ron Blankenship died in January following a heroic battle with pancreatic cancer. Ron was a dear friend and assisted me with many of my classes. He fell in love with TCA four years ago. Last summer in Terre Haute he was certified in TCA 1 and 2. He was able to attend due to a TCHC partial scholarship for which he was extremely grateful. He later had an article published in the newsletter regarding the gracious community he felt while attending the conference. He never stopped offering accolades to his master instructors Marty and Dr Bob who trained him.
was a dear friend and assisted me with many of my classes. He fell in love with TCA four years ago. Last summer in Terre Haute he was certified in TCA 1 and 2. He was able to attend due to a TCHC partial scholarship for which he was extremely grateful. He later had an article published in the newsletter regarding the gracious community he felt while attending the conference. He never stopped offering accolades to his master instructors Marty and Dr Bob who trained him.Ron's passion for tai chi was evident through his dedication and his missionary zeal in spreading information regarding its benefits. His face lit up when discussing the topic. Here are some of the accolades offered to him upon his passing, "He was so patient.” "Such a gentle soul."; "So calm and caring."; "He loved tai chi."; "He helped us understand."; and "He was a fine human being."
Ron was diagnosed with the disease on October 2, his 65th birthday. Despite that fact, he chose to attend Dr Lam's in-depth workshop in Knoxville. Though he was experiencing pain, he did not want to miss a session and tried to keep a positive attitude. While there, he and his wife Tharon met with Master Instructor Jeff who he later said offered him comfort and suggestions.
Ron continued to assist me in my TCA classes until early December. After that the pain became too great.
In his honour and because of her own love for tai chi, Tharon will attend the Memphis workshop this summer in honor of her husband's memory. Ron had hoped to live long enough to be there. Tharon has been a student of TCA for four years and a student of mine for three.
Tai chi touched Ron's life so strongly that until close to the end, when he became totally incapacitated, he continued limited practice with Tharon. Though in pain, often seated with minimal movement, he exemplified the true spirit of tai chi.
When I stand before my classes, I like to believe that Ron's spirit is still with me offering a helping hand.
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My experience teaching a Sun 73 community class a few days after running a fever and spending some time recuperating reminded me that we have an important role in setting a good example for our students with our response to life’s circumstances by always staying within our own comfort zone.
recuperating reminded me that we have an important role in setting a good example for our students with our response to life’s circumstances by always staying within our own comfort zone. I love teaching this form because it allows me to cultivate leg strength and joint flexibility. My usual behaviour is to sometimes bend my knees quite deeply in Golden Rooster while maintaining an upright back and to mentally delight in executing the form in a noticeably “seated” position, with knees bent enough to feel the muscle strength required and the great flexibility benefits that bending your knees bring, although my instructions to the group are always to do the movements within their comfort zone and use modifications to movements to keep their knees and backs safe. So while I vary my stance height, I always take advantage of doing the form to my fitness ability to reinforce muscle memory.
Before we began the form that day, I commented to the students that today I was going to do the form from a higher stance than usual to allow my body an easy re-entry to taiji after feeling under the weather. My focus was more on the internal than external strength. This is of course, one of the beautiful features of Sun style that movements are designed to perform in a higher stance, which accommodates the aging population and people with chronic conditions. Today I needed those benefits of Sun style myself.
Later one of the students commented to me on their experience of being in the class. Practicing together that day was noticeably different. The student’s response to my change to a much higher stance was to notice that he was actually bending his knees and found it to be an empowering experience. Increased awareness is an important skill to develop in taiji. Feeling empowered by what you are able to do is an outcome we want to experience in practice. Having your instructor respond to their physical condition validates that as an option for you to use when they need it. So much learning and modelling of behaviour beyond form movements takes place in every class.
As I flowed through the movements using less physical strength than usual, I noticed how that did not effect the beautiful feeling that the healing flow of qi creates in my body and the noticeable decrease in mental stress that doing tai chi usually produces. The wave of peacefulness and relaxation that accompanies tai chi practice was still there, despite less exertion of energy. What a relief to reaffirm that one doesn’t need to put anywhere near maximum effort into movements to extract tangible healing benefits of practice.
Once again I felt better after class than before it started. Doing tai chi in my comfort zone that day after a bout with a little virus was just as rewarding as it is every other day. I was once again reminded just how flexible practicing the art of tai chi can be and how beneficial tai chi is to our overall physical, mental and spiritual health.
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A Feature Profile – Sandee Westfall, Senior Trainer, Indianapolis, IN, USA
Ralph Dehner, Master Trainer, Fairfield, OH, USA
Ralph Dehner, Master Trainer, Fairfield, OH, USA
The Delta Mu Chapter of Sigma Phi Omega - National Academic Honours and Professional Society for Gerontology
in Higher Education, recently honoured Sandee Westfall, MS, with the Alumni of the Year Award. Sandee is a Senior Trainer with Ralph Dehner, MT, and a member of the Tai Chi for Health Community since 2008.
The University of Indianapolis Centre for Aging & Community (CAC), which houses the Sigma Phi Omega group, is one of Indiana’s leading centres for Aging Studies.
This year the CAC is celebrating its 10-year Anniversary. Sandee was a member of the first class in the initial establishment of the Centre. She has exhibited leadership among the community, within academia, and through her career in the Healthcare industry. She epitomizes positive aging within her own life and with those she serves.|
“As the Coordinator of Optimal Aging here at St. Vincent Women’s Hospital, I draw upon the knowledge and experience gained from my graduate work in Gerontology every day.”
During her career, Sandee has served as Vice President of the Sigma Phi Omega Honorary; served on various committees within the Indiana Geriatrics Society; participated in the Center for Healthy Aging Annual Conferences; presented at the American Heart Association Go Red for Women event; been involved with the Speaking of Women’s Health program; and spoken for the Arthritis Foundation educational settings promoting the Tai Chi for Arthritis program through word and demonstrations at the various events.
Sandee continues her connection with UIndy and the CAC, by serving as a resource for prospective students who are interested in discussing the potential and rewards of pursuing graduate studies in Gerontology. This semester, she is delighted to have an intern from the UIndy Kinesiology Department working with her. Through this experience, the young lady is now also exploring the opportunities and rewards of graduate studies with the CAC. She is studying Tai Chi for Arthritis with Sandee, and will be a participant in the upcoming TCA Workshop. This strategy of mentoring is used by Dr Lam to multiply the benefits of Tai Chi by adding instructors and trainers using evidence-based material. The process is tantamount to the success of TCHC and the members who in turn go out to serve.
Sandee is on campus semi-annually as a guest lecturer at the University of Indianapolis in the Honors Wellness Classes. She enjoys teaching Tai Chi to the students.
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This month I want to call attention to an interesting book by Barbara Fredrickson a leader in the Positive Psychology movement. Written for a general audience Positivity takes advantage of the many years of research Dr Fredrickson and her graduate students have published. She broadens and builds theory of positive emotions (joy, amusement, gratitude and love are included on her list) shows that while we experience positive emotions many good events take place. Key events are the broadening of attention and creative thinking, the elimination of lingering negative emotions and the building of resiliency. Although this essay is focused on healthy humour as source of the psychological benefits Fredrickson I am thinking that regular practice of tai chi for health will produce similar positive events. What do you think?
Here are some one-liners to brighten your day:
Psychology movement. Written for a general audience Positivity takes advantage of the many years of research Dr Fredrickson and her graduate students have published. She broadens and builds theory of positive emotions (joy, amusement, gratitude and love are included on her list) shows that while we experience positive emotions many good events take place. Key events are the broadening of attention and creative thinking, the elimination of lingering negative emotions and the building of resiliency. Although this essay is focused on healthy humour as source of the psychological benefits Fredrickson I am thinking that regular practice of tai chi for health will produce similar positive events. What do you think? Here are some one-liners to brighten your day:
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Teamwork is essential - it allows you to blame someone else.
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Lottery: A tax on people who are bad at math.
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Knowledge is knowing a tomato is a fruit; Wisdom is not putting it in a fruit salad.
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When everything's coming your way, you're on the wrong side of the freeway.
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Air travel: Breakfast in London, dinner in New York, and luggage in Brazil.
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A clear conscience is usually the sign of a bad memory.
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If money could talk, it would say goodbye.
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END OF NEWSLETTER
Warning: Dr. Lam does not necessarily endorse the opinion of other authors. Before practicing any program featured in this newsletter, please check with your physician or therapist. The authors and anyone involved in the production of this newsletter will not be held responsible in any way whatsoever for any injury which may arise as a result of following the instructions given in this newsletter.
END OF NEWSLETTER
Warning: Dr. Lam does not necessarily endorse the opinion of other authors. Before practicing any program featured in this newsletter, please check with your physician or therapist. The authors and anyone involved in the production of this newsletter will not be held responsible in any way whatsoever for any injury which may arise as a result of following the instructions given in this newsletter.
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