This week, like every other, the members in my coaching group are continuing to focus on their business skills, and how those skills relate to their teaching skills. I think one of the big surprises when you start to work on your Alexander practise, comes when you realise that the service you offer is inextricably bound to the business you are creating - it's not possible to separate the two, as some of the comments I made this week illuminate…

After I met Marjorie Barstow and started to metamorphose my teaching habits, I began to wonder what my pupils were thinking about. So I asked them. What surprised me most is that they weren't thinking at all - they were busy feeling.

In retrospect, it was obvious that they would be doing that. After all, before I met Marj, I hardly ever had my hands off them. I was busy doing my "Alexander-is-a-feeling" teaching technique: I made sure I was constantly giving them new experiences.

Every week I am publishing some of the comments made in the hidden Facebook group (ATCS) with the 47 teachers and students working together on building their Alexander Technique businesses. Some of the comments are public, and the rest are in the paid area of my blog. You can join us now for less than the cost of one Alexander lesson with me a month. Note to members - some of these have been lightly edited since I first penned them inside Facebook.

Alexander’s four books tell the tale of FM's own thinking about the work. What strikes me most about this, after 35 years of my own experience, is how I came to his same conclusion: it’s all about the relationship of the head/spinal complex. This is the Universal Constant that Alexander named in his final book The Universal Constant in Living.

Suddenly Bessie blurts out:

“But how will I help all the people around me in such tension?! How can they bear it? What can I do?”

Bessie is tightening up worse than the people she is talking about!

What to do?

Welcome to group teaching, where my response to Bessie is being witnessed by 10 other people. It is no longer just Bessie than I am responding to, I need to include 10 other listeners…

“Bessie,” I say, “Just remember how lucky you are that you know something that they don’t know…”

Every week I am publishing some of the comments made in the hidden Facebook group (ATCS) with the 47 teachers and students working together on building their Alexander Technique businesses. Some of the comments are public, and the rest are in the paid area of my blog. You can join us now for less than the cost of one Alexander lesson with me a month.

Suddenly my phone is screaming at me…
Who is calling my business at this hour!?

"Hallo, BodyChance Studio.
I'm sorry, but now we are closed until—"

"Please can you help me!?!"
I think: shouldn't we do names first?

"Who is this speaking?"

"Oh I'm sorry, my name is Harry."
I guess he needs to have this conversation now…

"What's the problem Harry?"

"I am in a lot of pain. I can't stand it."
Hmm, me a pain fixer? I think not.

"Have you seen a doctor?"

"Yes."

Think Different.

This was a hugely successful prelaunch campaign instigated by Steve Jobs to put Apple back on the map after years in the wilderness. It also sums up my approach to Group Teaching. This is not about adding another fiddle to your concert performance, this is about re-orchestration of the entire show.

As teachers have found in my Facebook coaching group, moving your 121 (one to one) people into groups does not always work out. In some cases, it’s fabulous, but in others “I miss my hands-on” is the refrain.

Why is that?

Group teaching can become your main source of income, the primary way you teach. The advantage to you is that you can leverage your time and reach a wider range of people. Does that fit with your vision?

It will demand more of you as a teacher. You have to go verbal. Using touch as a communication tool alone (i.e. “hands on”) simply won’t cut it any more. Many teachers – to their dismay – have already discovered the truth of this with a bored group of students watching another person getting in and out of the chair.

It was constant worry.

I don't see anything!

How can I teach in activities, when I don't notice anything to work with? These thoughts were often running through my mind as I began shifting my teaching from "Alexander-is-a-feeling" into "Alexander-is-how-you-think".

Then I realised - how ridiculous.