Newsletter #118 - June 2011

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Introducing an Excellent Book with Elements on Effective Teaching
Dr Paul Lam, Director of Tai Chi for Health Programs, Narwee, NSW, Australia

 

I have been reading an excellent book about a Chinese factory worker during the time of the Cultural Revolution who succeeded to become a world famous opera singer. I like to recommend this memoir to you and I used an incident in the book to illustrate the significance of effective teaching. The purpose of the Tai Chi for Health programs is to make tai chi accessible to everyone and effective teaching is an essential part.

 

In “Along the Roaring River, My Wild Ride from Mao to the Met”, Hao Jiang Tian tells the story of his childhood during those years of turmoil. How he grew up with a prestigious military background and how he and his family were affected by the Cultural Revolution. He had to be a factory worker for eight years, later studied voice in Denver and became a world famous opera singer, with regular appearances in the New York Metropolitan Opera alongside the likes of Placido Domingo.

 

This book is of special interest to me as I am in the process of writing my memoir. Tian is six years younger than me; I left China just before the Cultural Revolution. However my situation was very different to his in the sense that I was classified as a “bad element” in the Chinese Communist system. My family was identified as “landlords”, reason being my grandfather who worked hard overseas, decided to save and send money home to build a sizeable house. “Landlords” were harshly persecuted. My family and I went through severe discrimination and torture while Tian, coming from a military family, was considered the elite “class” in China. Everyone was categorized into different classes. Wherever you went, and whatever you were allowed to do was determined by the class you belonged, and subjected to vastly different treatment. For example, I was denied a chance to study in high school because of my “bad element” background.

 

Tian’s father was the musical director of the military ensemble and his mother composed patriotic songs sung throughout the country. Coming from a prestigious family, he was able to have piano lessons as a child. He described how much he hated the lessons. His teacher was skilled but too outspoken for his own good which later got him into serious trouble with the Red Guards. Nonetheless, he was a nice man who utilised the “traditional” strict Chinese method of teaching. Tian developed intense hatred towards the piano. As we now know, Tian obviously had great musical talent. At age 11, his teacher was “imprisoned” by the Red Guards and his lessons terminated. He was overjoyed, although he was too young to understand the predicament of his teacher.

 

Years later, Tian met up with his teacher. While reminiscing the old days he told his teacher the happiest day of his life was when the piano lessons stopped. He said he was too young to comprehend his teacher’s sufferings and asked for his forgiveness. With tears in his eyes his teacher replied, “I understand, but you were not a good student and I was so tired of you, you cried so much, I tried everything short of hitting you!” At this point I was reminded of so many tai chi teachers with great skill and good intentions who taught with the “traditional” strict method.

 

Why would a well intended and skilful teacher make a student hate something he had the potential of being a talent? It has much to do with the teaching method. Current studies show effective teaching can help students learn quickly, gain a sense of achievement, enjoy the art, and be motivated to practice… I’m sure Tian’s teacher would have loved to know some of these methods! Judging from the many positive feedbacks from my book “Teaching Tai Chi Effectively”, I am glad to know more and more teachers are seeking effective means to teach tai chi. 

 

Traditionally tai chi is focused on martial art and in recent years the focus is diverted to competitions as well. Traditional methods have served martial artists and competitors well. By ‘traditional’ I mean the strict disciplinary, no pain no gain, teacher orientated methods that are often used by Chinese traditional teachers. Now the vast majority are learning tai chi for health improvement.  With this change in perspective, different approaches are necessary. Learner orientated teaching methods along with suitable contents are essential. The world is progressing fast. When I graduated from medical school 36 years ago, HIV was yet to be discovered. Methods we use regularly nowadays if we had known back then would have saved many lives. It would then make sense when we use tai chi for health improvement, we need to be constantly updated to take advantage of new developments. Today most exercise leaders, trainers, and health professionals require regular updates to ensure our clients receive maximum benefit.
  
There is a wealth of knowledge and research to support that learners’ orientated teaching methods are much more effective. Over the last 12 years, I have worked with medical and tai chi experts to create simple, safe and effective tai chi programs for various populations and people with chronic conditions, based on traditional tai chi forms. We selected and simplified the movements which are beneficial for health and deleted the ones which are high risk to ensure its safety element. Together with many of my colleagues, we have refined our teaching and training methods, incorporating modern learning theories and research in our training. Learners are more likely to be motivated to practice, find enjoyment in tai chi, and quickly receiving its many health benefits.

 

That is why the Tai Chi for Health programs has reached over two million people worldwide in a span of just 12 years. It is my hope that different interest groups like martial arts practitioners, or teachers focusing on competitions, or teachers for health improvement will continue to work side by side to deliver more effective ways to help people learn tai chi for their desired purpose. Most of all I am dedicated to make the Tai Chi for Health program accessible to everyone who chooses to learn.

Related articles:

 

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Teaching Tai Chi the Learners’ Way
Jim Starshak, Master Trainer, Shawnee, KS, USA

 

 

As a tai chi instructor, one of the most frustrating aspects that you may encounter is when people just stop attending your class.  A typical—yet naïve—response is that tai chi was just not what they were expecting. However, if you are honest with yourself, you will realize that some students stop attending because you have inadvertently imbedded learning barriers into your class.  By consciously addressing three easy steps, you can break down these learning barriers and increase the number of students in your tai chi and other classes.  Specifically, teaching to your students’ learning styles, using an effective teaching method, and offering judicious, positive corrections will distinguish your successful tai chi classes from all the others. 

 

Learning Styles:
Over the years I have found that when my learning style and the instructor’s teaching style do not mesh, my learning is impeded and the tai chi class is not fun. On the other hand, when our styles synchronize I am excited about learning and have fun in every class.  Most tai chi instructors are used to teaching multi-level sessions where one person may step further or descend lower in a tai chi movement.  Your challenge, however, is to go beyond these simple multi-level modifications and explore how to reach out and effectively teach to the varying learning styles in your classes.

 

In her book, The Tao of Teaching Tai Chi, Cyndy Fells describes a student’s learning style as their preference on how they want to receive information, which significantly impacts their ability to learn.  For instance, Global learners prefer to initially see an overview of what they are about to learn while Analytical learners prefer to see the new material presented in a logical step-wise manner. Active learners may immediately start mimicking your movements, while Reflective learners contemplate each movement and may even watch the group try the movement once before they join in.

 

Other learning preferences you will have in your class include Auditory, Visual, and Kinesthetic(or Tactile)learners.  Auditory learners need to hear you explain each movement part, are cognizant of your voice changes, and may quietly talk themselves through each step.  Visual learners respond to seeing you demonstrate the parts of each form and through your visual aids such as posters or charts. Kinesthetic learners are hands-on and they learn best by actually doing something.  Kinesthetics may even start moving while you are discussing the tai chi form, but they will become bored quickly if you talk too much.

 

On the surface, it does not seem very difficult to address a student’s particular learning style.  Your real challenge comes from including each learning style, plus some combination styles, in every class.  To become a highly effective teacher, you must consciously teach to each learning style. In his ground-breaking book, Teaching Tai Chi Effectively, Dr. Paul Lam details a simple method that will automatically address the various learning styles in all your classes.

 

Stepwise Progressive Teaching Method:

Using more than 20 years of teaching experience and research, Dr. Lam developed and refined his highly effective stepwise, progressive system for teaching tai chi. The beauty of his system is that it is inherently safe and it works equally well for teaching any other mind-body, movement, or complex skill set.  You will be amazed how quickly your students learn and retain knowledge as you guide them through its three distinct, yet simple, phases: Watch Me, Follow Me, and Show Me.

 

In the Watch Me phase, tell the students what movement they will learn and then demonstrate that entire form while facing them.  This will appeal to your Global learners as they can see the entire picture, including your arms and hands.  Your Visual learners will watch intently, the Reflective and Analytical learners will start to break down the overall tai chi form into individual movement components, and the Kinesthetic and Active learners may start following your movements.  This simple demonstration sets the stage for all effective learning.

 

Next, in the Follow Me phase, begin by breaking the whole movement into small, manageable segments.  For me, either breaking the entire movement into sequential segments or separating the upper body from the lower body movements is most effective.  To preclude issues that some people have with following mirror-image instruction, face away from your students to improve their ability to learn while following you.  Ask everyone to follow as you slowly lead Part 1 of the movement and simultaneously describe their expected actions in simple terms.  This will appeal to your Auditory, Visual, and Kinesthetic learners alike. Repeat this Follow Me segment at least three times as you gradually increase to a normal speed and reduce your talking each time.  This empowers your students to become responsible for their own learning, promotes self-corrections, and encourages participants to “listen” to their own body to foster their internal awareness.

 

Finally, in the Show Me phase, ask your students to demonstrate what they just learned.  I prefer to ask students to try it at their own pace to see how it feels as this will complement their particular learning style and portrays the Show Me phase as individual practice rather than an evaluation. Remember, at this stage of learning it is unrealistic to expect much more than just the general form. 

 

If some students do not seem to get it, offer a helpful suggestion and have everyone follow you a couple more times before they show you again.  When they are “good enough”, add Part 2 to the movement and have them follow you through both Parts 1 and 2 at least three times before having them show you how well they learned these first two parts. Sequentially add new material to build on what they already know until the entire tai chi form is learned well enough for this session.  Then, to help with their retention and refinement, do the entire movement together several times alternating between following you and showing you. 

 

Judicious Corrections:
Some instructors may have a difficult time with the Follow Me phase because they are not looking at the students and therefore cannot make corrections.  Remember, you are now teaching the “Learners’ Way” and these initial repetitions are critical to allow your participants to actually learn rather than merely follow. You will have ample time for corrections later, but how you present those corrections is just as important as the corrections themself. 

 

After the Show Me phase, determine the most important area for improvement – even if it seems basic for you – and then offer just one judicious corrective comment. It is frustrating to students if you provide more than one correction at a time or have them all hold their positions as you go around making individual corrections.  Although most participants respond better to positives, many instructors will initially find it difficult to provide only positive feedback.  With a little effort, you soon will be replacing the negative, “Don’t raise your shoulders so high!” with the more positive, “Let’s all allow our shoulders to sink slightly and see how we feel.” Try it a few times and note your students’ positive response to this simple concept. To effectively retain participants in your tai chi classes, you need to be authentic and caring in every aspect of your teaching; including your feedback.

 

As you can see, we all learn in different ways. By adopting these three easy teaching tools, you will facilitate multiple learning styles, teach the learner’s way, and enable your students’ learning through positive feedback. When you increase your instructional effectiveness, you find more fulfilment with teaching, your classes are safer, and your students’ learning becomes enhanced, accelerated, and more fun.  Try it and see how quickly your tai chi—as well as all your other classes—grow in popularity with participants and management alike. 

References:

Fells, Cynthia. The Tao of Teaching Tai Chi.  Park Place Publications, Pacific Grove, California, 2008.

Lam, Paul, MD.  Teaching Tai Chi Effectively.  Tai Chi Productions, Narwee, NSW, Australia, 2006.

 

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Tai Chi gives me a Second Chance of a Full Life
Myung Ja Park, Master Trainer of Tai Chi for Health, Seoul, Korea

 

Looking back at my life, I realize I have a very long list in my resume. I will be 80 years old in a couple of month, but there are still so many things I still want to do for the rest of my life.

 

I am a retired nurse, a retired principal in a high school, and a retired researcher at the Korean National Open University. I was leading a full life when I was unexpectedly diagnosed with brain cancer in 1997. I didn’t have a real symptom at that time, only a little of dizziness. But I fell into a coma after brain surgery and became bed ridden for a long time. I realized I suddenly became a useless person. Since the surgery, both my left eye and ear was not functioning properly, and I felt dizzy, tending to fall down all the time.

 

In 2002, my dear friend, Professor Lee from Seoul National University, asked me to come to the tai chi workshop. She said it would be good for me. But I didn’t believe I could go no matter how beneficial it would be. Thanks to my friend’s persistent plea, however, I ended up at the workshop in a wheelchair. This was the first workshop Dr. Lam held in Korea. I was one of the 50 participants at the workshop, and that was the beginning for my second life.

I was very impressed by the workshop and Dr. Lam who convinced me that I could do these strange movements.

 

The following day after I managed to complete the workshop, I began to practice the forms using the video. After a month, I was able to stand on my feet for a short time and practice the forms. It was fun in a way and I was excited to see myself doing movements standing alone. I decided to share my experience with others, so I went to a nursing home where elderly homeless were living. I volunteered to teach tai chi to them for one year. That was the beginning of my second career as a tai chi instructor.

 

In 2005, I was assisting one of TCA instructors’ workshops in Seoul, and Haeryun, a nurse from the primary health centre in Yangju City, asked if I could start a tai chi class in her centre. I was still using crutches at that time, and when I met the chief doctor (Dr. Soon-Nam Lee) in the centre, I could see she was suspicious of my ability to lead the class. I was an old lady with crutches, and I kept making her to talk only to my right ear. Surprisingly even to myself, the class was successful. I had a full class with older people who liked to do tai chi, and they liked me for their instructor. Dr. Lee was very impressed, and she suggested that I continue teaching the class as long as she is the chief doctor at the centre. I am always grateful to Dr. Lee for her inspiration and willingness to give me a chance to share tai chi to more people.

 

I am still teaching tai chi at the health centre in Yangju City, and I no longer need to use crutches. Those who don’t know me before have no idea I had brain surgery and became bed-ridden for a long time. At the centre, I have trained about 12 tai chi instructors from the series of tai chi classes, and they are working at the various elderly centres all over the city. Since 2007, Yangju City has held an annual “Silver Exercise” contest. In Korea, the concept of silver refers to the elderly because of their silvery hair. Our tai chi group with the mean age of 70 won the grand prize this year with standing ovation. I was sitting in front watching my long-term class members, now almost a family to me, moving gracefully with full of confidence, looking very much younger and healthier than their age. I was crying, but I don’t feel ashamed. No one, not even myself, believe I can stand up and live a full life again like this. I am always thankful to tai chi, and to those who introduced tai chi to me 10 years ago. I will be a tai chi missionary, as long as I manage to stand, for the rest of my life.

 

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Teaching Tai Chi to Individuals Living with Alzheimer’s Disease using Dr. Lam’s Stepwise Method
Denise Murray, TCH instructor, Lake Orion, MI, USA

 

The fog of dementia puts individuals living with Alzheimer’s disease, AD, at high risk of falling and injury caused by distraction and disorientation. Balance and functional stability are very important for individuals living with AD for fall and injury prevention, as well as for reducing the cost of health care. There is a real merit in teaching tai chi to individuals living with AD, but the focus of teaching tai chi to them needs to be on the principles that promote functional stability and fall prevention. This requires some understanding of why tai chi helps prevent falls.

 

Muscles improve the same way our tai chi practice improves, that is, with practice and repetition.   The major and supporting muscles used for the activities of daily living become stronger with practicing tai chi, and muscles groups learn to work more efficiently together, improving balance and stability. 

 

It is also important to know how to teach tai chi to individuals living with AD. When I first began teaching tai chi at the Alzheimer’s Association in Michigan day care, it was obvious that the participants did not find tai chi engaging. However, when I broke down tai chi movements into small easy-to-learn segments using Dr. Lam’s Stepwise Method, I was able to gain their attention. Understanding how practicing a single movement segment can improve muscle strength and efficiency, I began practicing each segment with repetition in a qigong fashion. The response was immediate. Repetition allowed the participants to retain movement patterns and repeat them with minimal prompting. However AD restricts their ability to learn an entire tai chi form.  As a result, Dr. Lam’s TCA warm-up and the Stepwise Method has become the foundation of my AD classes. Classes are taught seated, but standing movements may be included, with additional supervision, if participants do not have mobility limitations from injury or disease. 

 

Using the Stepwise Method and practicing with repetition, individuals with AD are able to engage in a challenging tai chi activity that is good for fall and injury prevention. Most importantly it is an activity that does not remind them of their short comings or leave them feeling defeated by AD and that is the best gift we can give someone living with Alzheimer’s disease.

 

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Tai Chi in the Land of Oz
Mae Lovell, Registered Nurse, TCH Instructor, Topeka, KS, USA

 

For ten recent years, I divided my time between living in Asia and in Kansas. When people I met overseas learned Iwas from Kansas, they often surprised me by linking me to the Kansas girl in The Wizard of Oz. Much like Dorothy and her dog, Toto, I too was on an adventure. And, like Dorothy, I’ve acquired new footwear. But rather than wearing ruby red slippers, I click the heels of my tai chi shoes which have become “magical” for me.

 

When I moved to China, I was told that to really get to know the culture I needed to rise early and go to a park where large crowds of local people gathered to exercise. After several months of joining in qigong and learning a few tai chi forms, I was amazed that the aches and pains I had experienced for decades began to subside. And, when I removed my shoes before entering a Chinese home, I no longer had to find a wall to lean against to keep my balance. Even the stress I felt in crowded foreign airports was lessened when I focused on the breathing techniques I had learned. I had begun to experience the “magic” of tai chi.

 

This prompted me to dig into the medical literature on tai chi. I learned that studies at prestigious universities had documented tai chi’s many health benefits. As I researched it more, I was thrilled to learn that Paul Lam, MD, had developed a Tai Chi for Health Program that makes it possible for persons of all fitness levels to experience the benefits of this enjoyable exercise. 

 

I became a certified Tai Chi for Health Instructor four years ago. Since then it has been my passion to share this ancient exercise with others. I teach ongoing classes at a cancer centre, a retirement centre, and community classes funded through a grant from the Kansas Department of Aging.  

 

As a registered nurse, it is exciting for me to offer this ancient method of self-empowerment to be used in combination with the latest Western medical advances. Yes, Toto, we are in Kansas and we have the best of both worlds right here in the Land of Oz.

 

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Featured Profile – Patricia Lawson, Master Trainer, Stuart, FL, USA
By Bob McBrien, Master Trainer, Salisbury, MD, USA

 

In the twelve years since Patricia Lawson sponsored Dr. Lam's Tai Chi for Arthritis workshop in Florida she has been a dedicated contributor to the Tai Chi for Health movement. A brief review of her talents, depth of experience and leadership will inform readers of the various contributions Pat made is making to the mission of TCHI.

 

While pursuing her career in Education (university financial aid administration and secondary level teaching), Pat attained instructor level status in her avocation of martial arts in Kyokushinkai Karate and Kung Fu.  Her own arthritis led her in 1999 to Dr. Lam's Tai Chi for Health programs.  She hosted one of Dr. Lam's first USA TCA instructor training workshops.  A native New Yorker who raised her family in Pittsburgh, PA, Pat now resides in south Florida where, over the last decade, she has offered programs in TCA, TCD, TCK as well as Sun, Yang and Chen style longer forms and was funded under a grant through the Parkinson's Foundation to provide classes to people with Parkinson's disease. Currently a full-time teacher in the public schools, Pat continues to offer workshops and classes in line with her goal of delivering the benefits of tai chi to people in the community.

 

As a Master Trainer Pat trains new instructors both for the Arthritis Foundation in Florida and for the larger community in non-AF sponsored programs. As a mentor she provided guidance and encouragement to this writer as she helped him complete the requirements for Master Trainer.

 

For several years Pat was on staff for the June Workshop; however her teaching duties kept her from participating in the past few workshops. It was at the first June Workshop in Connecticut that Pat and the USA Master Trainers formalized the member organization that is now called the Tai Chi for Health Community. She performed many duties in the organization including a term as the President. Pat is still on the Board of Directors where her knowledge of the history of TCHC is called upon on a regular basis.

 

It is my honour and a pleasure to be able to offer this brief profile of one of TCHI's charter members. A veteran Master Trainer and teacher of tai chi, her years of service bring to life the values and mission of TCHI.  We all benefit from her presence, encouragement and contributions.

 

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Humour, Laughter and Radiant Health
Dr Bob McBrien, Master Trainer, Salisbury, MD, USA

 

In my study of the uses of humour to promote radiant health, I have discovered articles on the uses of positive humour in counselling with various groups including high school students and police officers. The following definition guides our understanding on the ways good humour lifts us up.

 

Positive Humour—being able to laugh at one’s own mistakes and the unexpected things that happen; the ability to use humour to accomplish even serious tasks.

Perhaps the following "one-liners" will brighten your day:

• Evening news is where they begin with 'Good evening', and then spend an hour telling you why it isn't.

• Better to remain silent and be thought a fool, than to speak and remove all doubt.

• Why does someone believe you when you say there are four billion stars, but insist on checking when you say the paint is wet?

• Always borrow money from a pessimist. He won't expect it back.

• Keep the dream alive: Hit the snooze button.

• Dogs have masters. Cats have staff.

 

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