On Being a Pilates Teacher: Helping Movement Land
“You’re not listening,” I wanted to yell out, “I already said what the next exercise setup was!” But I said it again. Just as kindly and as slowly as I had the first time, not letting any of the irritation show up in my voice. At least I hoped not.
This had been happening more than occasionally. There was more than just a few times where I had given instructions and had students not understand what I meant or look at me with a confused expression and need clarification. I used to blame it on them – not listening, not paying attention, on their phone, on their watch. And yes, some of those things some of the time were true. “But also,” I said to myself, “you’re the common denominator here.” What if it wasn’t their problem, but my problem? As a teacher, it is my job to help them most efficiently absorb the instructions and information and content. It is my job to figure out how to make it land.
I have learned everybody shows up as they are ready, and for whatever they are ready for. No amount of convincing and demonstrating and testimonial-giving can make someone be more ready than they are. “In your own time,” I always say. But I have learned, as a teacher, I can facilitate optimized guiderails for someone to move within, as they navigate the road to readiness. I get to act as the person a few steps ahead, gently pulling them along and encouraging each step, reaffirming that it is the right one, in the right direction.
Arrival
When students arrive in my class, whether on the mat or on the reformer, I always make them actually arrive. I ask them to slow down and lie there, breathing. I ask them to check in with their body and their mind and give themselves the chance to arrive. “Drop everything at the door and give yourself the opportunity to be here and the chance to connect into your body with curiosity and kindness.” Everything else will still be there when you leave.
For new people who are not used to this, you can see the shock and uncertainty in their eyes and face, as they lie there vulnerable on their back. I get it. It’s a sharp detour from the usual fast paced movement of life and other fitness classes and it’s uncomfortable to sit inside yourself for an unknown amount of time. but this is not another fitness or exercise class. This is a class in mind and body connection, breathing, body awareness and on how to get courageous, curious and uncomfortable. You have arrived at Pilates.
Landing
And just as important as arriving and learning to be present is taking in the information, is figuring out what to do with it when it arrives. These words of “deep core activation”, “hip extension using your hamstring,” “thoracic extension” for posture, need to mean something. When I give cues and information and get blank faces in return, or no change in action in return, something isn’t working. The information isn’t landing. And it’s not their problem (usually!), it’s my problem. This class is not about me and how well I can do, it’s about them and how well I can do for them.
So when the desired outcome doesn’t come, or the results and how instructions are interpreted are different than I intended, I have to make some changes:
Slow Down – If your intention is to help someone understand something in their body and learn how it feels, going fast or for a certain number of reps has no place.
Change the cue – Repeating the same cue will get the same results. Don’t be afraid to change your cue or what you do if something isn’t working.
Demonstrate – Verbal instructions are important, but many people learn visually. Be able to tailor to different learning styles.
Decrease information – A wise master teacher once told me, “give only 10%”. We have lots of information we could share, but there is a too much line.
In all of this, there will indeed still be people who do not listen, do not understand, struggle with body awareness to execute demands, and of course, those who will never change or do what you are asking anyways. But if you can be in control of steering the content and teaching in a controlled direction, you can eliminate the chance that these people who fall to the side are from your poor teaching or poor ownership of the class and the session.
You are in control and as a teacher, have the privilege of commanding the class. Don’t forget that it comes with great responsibility to uphold your obligation to offer the best teaching that is going to help content most likely land with your people.
Departure
I am aware that I have a finite amount of time with my people and they have a finite amount of energy and space for me. In other words, I cannot give them all the information or all the exercises in one time, or expect that they are going to remember everything. But I can go in with an intention and a plan and execute. Flexibly execute. Execute with modifications and changes and considerations for what everyone is bringing in with them. And most importantly, I can acknowledge that they showed up and ask them to do the same for themselves. Showing up is the hardest part. The step in is the hardest step. It is always worth it, but it comes with scaffolding around it to make it happen and make it continue to happen.