Navigating the Transition from Student to Teacher

To successfully navigate the transition from one’s individual practice to effective leadership and teaching can be challenging. As a teacher, you’re expected to not just do your own practice, but to also manage, even herd, a class full of people. It’s a bit like being a shepherd, only instead of sheep, you have a flock of human beings, each with their own idiosyncrasies, injuries, anxieties, pressures, traumas and timelines.

Initially, it can come as a bit of a shock. You are used to being the one who achieves, gets things done, the one who is confident with the answers that have worked for you. Now, you’re supposed to teach people how to do things, and, more importantly, trust them to do them. A true leader knows the way, goes the way and shows the way. You share your secrets and what has made you successful. It’s a bit like letting go of a warm, fuzzy blanket on a cold winter’s night. There is the temptation to cling to it for dear life, terrified of the cold that you might experience if you let go.

The dual role of juggling your own practices with managing your class is a balancing act that requires careful prioritisation and effective time management. The temptation to just keep doing everything yourself is easier. You know how it’s done, you know what needs to be done, and you can do it quickly and efficiently. But that’s not leadership. That just creates business which is often a limitation to a positive and engaging culture.

The real challenge is to shift your mindset from doing to leading. To empower, delegate responsibility, and to trust others is about being a person who can function without an ego (people with humility don’t think less of themselves, they just think about themselves less) and create a student who can not only meet your expectations but exceed them. 

Micromanaging is a common pitfall. Trying to control every aspect of a student’s work can stifle their creativity and hinder their productivity. Taking on too much work yourself can lead to burnout and decreased effectiveness. Set clear goals for your sessions that align with your students’ needs. Prioritise those aspects which are highly important and those which have a lower priority. Identify what can be achieved, clearly communicate your expectations, and trust them to deliver. Like training a puppy, you have to be patient, consistent, and firm. But you also have to be kind and encouraging. And, most importantly, you have to be willing to let them make mistakes. Point a friendly finger at a fault, if you need to, without rubbing it in. Realising that it is not wrong to make a mistake is how we learn.

Watching people learn and grow is a beautiful and extraordinary experience. Magic, art, an outcome of love, it is teaching. Just teaching. This is what teachers do: teach individuals according to their needs and talents. 

Teach with clarity and confidence. Use visual, verbal, and tactile cues where necessary and appropriate. Understand how props, room setups, and adjustments enhance learning and reduce strain. Incorporate posture, movement, the breath, core work, mental focus, stillness and safety features seamlessly into your teaching. Support every student in a mixed-level class with tailored options, modifications and adjustments.

Invest in your students’ growth by providing coaching, mentoring, and opportunities for their learning and development. This will not happen until you are constantly learning and growing too. Address the physical, physiological, and mental aspects of practice effectively. Remember, the most successful leaders and teachers are those who can empower their students and focus on the bigger picture. Neglecting development can lead to disengagement and low morale. 

Know that you are teaching people, not practices. Focus on their development, not just on teaching them tasks. Create a positive and supportive class environment where all members feel valued and motivated. Strong teacher-student relationships are those which have a genuine connection, understanding and appreciation.