Summer 2002
Why Query?
by Rebecca Gwynne
What is a query? It is to examine truth through questioning. It is to look within for answers, to evaluate all possible considerations, and wait for inspiration. It is to stop and focus before acting so that right action can come from clear thought. How many times have each one of us acted, or reacted, only to reflect later that we wish we had done something differently? This reflection happens in a query before it is "too late."
Think about what happens when you ask yourself a question. For at least a brief moment the commentary in your head stops, allowing the answers from within to surface. Then reasoning starts. Possible factors move through your filters. You might look up answers or seek counsel. Hopefully, at the end of the process you find the appropriate answer or path.
Consider some of these questions:
- Why teach?
- What is teaching about for me?
- Do I teach because of my family upbringing or role models?
- Do I teach to build up my resume?
- Is it because it is that "time" in my life?
- Do I love being "on stage?"
- What do I get out of teaching?
- What do my students get out of being in my classroom?
- Do I offer enough information, options in paths of learning, free time, and self-expression?
- What would happen if I....[insert your idea]?
- Do I take on my fair share of responsibility? Too much? Too little?
- When problems arise, do I meet them with a clear mind, humility, fairness, and ready for a creative solution?
- Do I have fears that inhibit how I teach?
- Do I regularly seek peer and student reviews?
- Do I accept the truth in those reviews?
Whatever this is about for you is your perfect path right now. This is not a judgement call; it is a call to excellence. When you know what motivates you, you can build on that to increase your skill as a teacher. It doesn't so much matter why you are a teacher; it matters that your students are learning.
The query calls the seeker to constantly evaluate and grow. You, the seeker of teaching aids, are the key to a great classroom experience for your students. Your commitment to excellence through reflection creates the space for right action in the classroom.
Classroom Capers
Objective: Help your students gain perspective about themselves and their profession.
Procedure: Form discussion groups of equal size of about 3-6 persons. Present all or one of the following exercises. These exercises can also be divided into separate days building on the theme over time.
- Ask the students to discuss why they are here. Encourage them to get deeper into themselves than, "I m good with my hands, I want to help people, and I want to make money." It may be helpful to revisit this exercise after some time has gone by to reveal further reflections. (10-15 minutes)
- Imagery Project: "The ideal (Massage Therapist, Acupuncturist, Chiropractor, etc.)." Have students make a group collage using images from magazines and other mixed media. (20-30 minutes)
- Ask the students, "What does it take to become the ideal professional? (10-20 minutes)
Optional: Begin this process with Exercise 3.
Facilitation: The instructor must have a clear, honest, practical picture in his or her mind regarding the ideals for the above. Best results include the instructor s participation through asking questions.
Discussion Questions: What thoughts, feelings, or images come up for you when you consider your chosen profession? Have your perceptions changed over time? Are your expectations realistic? Does that matter? How do you balance your ideal dream with practical application and expectations? Have you considered issues such as money, scheduling, energy, ethics, support, knowledge, and skills?
Materials Required:
- Pen and paper (Optional)
- Craft supplies such as magazines, markers, pipe cleaners, glue, odds and ends of materials, scissors, glitter, and tactile objects.
- Board and pens in front of the group.
Time Required: 20-90 minutes.
COMTA
A concern was brought to our attention about the COMTA Standards for business and professionalism that are effective as of March 2003. The forthcoming competencies are easily met basic standards. For those with questions about using the textbook, Business Mastery, 3rd edition, be assured that it exceeds the COMTA Standards. Refer to the COMTA web site. Select "Standards" and view pages 12-14.
For those who aren't familiar with Business Mastery 3rd edition, it's the premier business book in the massage, bodywork, and acupuncture fields. It is a time-tested comprehensive text that teaches your students business success! Used in 900+ schools internationally and required by more than 425, this book has proven since 1988 to provide the tools necessary for practitioners to begin, manage, and grow their businesses from their values.
The book is written in an easy-to-follow format with pictograph directional icons, inspirational quotes, and resources. Each chapter is filled with thought-provoking exercises to enhance the text material and create the majority of the student's business plan. The Appendix contains 30 reproducible forms, a directory of business and professional associations, a listing of IRS and SBA Publications, and more!
Our in-depth Teacher's Manual makes teaching business easy and fun. The first section on Adult Learning Principles is filled with specific techniques to improve teaching effectiveness. The chapter lesson plan builders include: goals and objectives written to fulfill accrediting standards; activities that are designed specifically using multiple intelligences and exceed professional competency guidelines; audio-visual recommendations; homework assignments; and test questions. You can easily customize the business curriculum to meet your students needs and time requirements.
To complement the manual we have developed 16-, 33- and 60-hour syllabi and we can e-mail the test questions to save you time and effort!
We are available to assist you in any way we can. Give us a call or e-mail us. We look forward to continuing to support you in providing
The Ethics of Touch
The Ethics of Touch, written by Cherie Sohnen-Moe and Ben Benjamin, Ph.D. comes to eager hands this year. Topics include: core psychological principles; resolving ethical dilemmas; boundaries; effective communication skills; dual relationships; sex, touch, and intimacy; practice and business management; working with survivors of trauma and abuse; and supervision. Each chapter concludes with numerous thought-provoking questions and activities.This book delivers essential information for both students and seasoned somatic practitioners alike. We share the following quote from a peer reviewer:
"Thank you for producing this Masterpiece and for giving me the opportunity to review it. As I read the first chapter, it became clear to me why it has taken so long to get to this point. This compilation had to age like a fine wine in order to reach it s full maturity. The other thing that occurred to me is that we needed this text 20 years ago, but the basic philosophy contained throughout this work was not in existence back then. Our society, and the professionals that nurture it also had to mature as well. You have both succeeded, beyond all expectations, to take this megacomplexity of human behavior and contain it in a very comprehensible and practical manner.
Boulder College of Massage Therapy
Announcements
Check out the free on-line newsletter, To Your Health, directed for consumers. This can be a great educational resource for students/professionals to share with clients.
Each week we add new tips to our bank of Marketing Tips and Insurance Reimbursement Tips. Please encourage your students to visit our web site at www.sohnen-moe.com to utilize the information and resources available to support them in their success.
Oops!
Our apologies to Shelley Sheets for our blunder in the Spring 2002 Teacher's Aide. "Avoiding and Managing Classroom Conflicts" was written by Shelley Sheets (who teaches at Denver Career College), not Melissa Sheets as was printed.
If you are interested in writing a feature article for the newsletter, please call 800-786-4774 or e-mail us. We welcome you as a guest writer and look forward to sharing your knowledge and experience with our colleagues! And we will use your correct name!
Creative Classroom Tips
- Keep resources in a handy binder. Include meditations, class exercises, teaching tools, and self-exploration projects.
- Role play, small groups, and partnering assist the interpersonal and playful learners.
- Keep resources in a handy binder. Include meditations, class exercises, teaching tools, and self-exploration projects.
- Present, present, present: Students learn while they teach. Have students prepare lectures from the reading material or research a topic they are interested in that isn t covered in the curriculum.
- Hold classes outside occasionally.
- Break up the monotony with moving meditations such as a simple Chi Kung exercise.
- Be willing to "play" with your students; they are more willing to try something new when you are at ease with them.
- Discuss learning styles and design projects that work with each learning style.
- Play instrumental music during group activities or writing exercises.
- Change the routine or seating arrangement.
- Promote personal integration through journaling.
- Instruct students to write responses to questions or list key points on Post-It Notes®. Then students arrange them (by topic or importance) on a wall.
- Short meditations can be great for refocusing the class or for inspiration.
Try Wherever You Go, There You Are: Mindfulness Meditation In Everyday Life, by Jon Kabat-Zinn. - Hold "round-robin" reviews with students standing.