Although we have various reasons for venturing into our Pilates journey, the fire that keeps most of us going is our enthusiasm for the work itself. Sharing this passion with others can result in many things, from love and joy to frustration and despair. An early morning lesson with a Pilates enthusiast can be easily handled, whereas a 6:00 pm session that evening with someone who had a bad day can validate an evening glass (or two) of Pinot Noir.
If you have been teaching Pilates long enough, I can imagine you have encountered various types of students. Some of them get it, whereas others seem to forget the difference between their left foot and right arm or lack enthusiasm for their time with you. The latter can be a painful experience, and there isn’t much one can do to change it. However, it can be insightful to recognize that we always can choose how we feel. In recent years, I decided to perceive my students as my teachers – training me on how to be a better Pilates teacher.
Some student’s minds appear to operate more rapidly than their body can move while inadequately processing cues from their instructor. As the session begins with footwork on the Reformer, they may senselessly place their feet upon the foot-bar and press out before any instruction. Early in my career, this would madden me to which my frustration and irritability would enter the session. However, I have recognized that this can be a beneficial experience for me to become more patient; this student is my teacher of patience and therefore, no longer a nuisance but someone to appreciate. Rather than expressing particular mechanical aspects of footwork to her/him, I may be better off if I am willing to meet the student where they are. Maybe allowing them to vent about the traffic on the way to the studio while artfully encouraging them to breath is where we start, even if it is beneath my initial expectations. It is undoubtedly easier said than done, but this can be a profound lesson for the instructor not only as a professional but also as a member of society.
We are ones who are teaching a movement practice originally coined “Contrology” which means the study of control. However, as teachers of the Method, we often get our lesson of how to let go of control itself. Take a group Reformer class of twelve students, for example. It’s impossible to provide everyone tactile cueing while keeping a class flowing, so one has to rely on their verbal prompts to teach, which may result in less precise movements. However, not only may it facilitate a heightened motor learning session for a student to move less accurately, but we as teachers get to check-in with ourselves and be satisfied with perfectly imperfect results.
Going forward, I encourage you to accept the lessons your students are teaching you while continuing to express your passion for the work with them enthusiastically.
Adam McAtee is located in Long Beach, California and is a Nationally Certified Pilates Teacher who has been in the industry for over a decade. He earned a B.S. in Exercise Science and is currently a Student of Physical Therapy at the University of St. Augustine for Health Sciences. Adam’s passion for education inspired him to create the Pilates Meets Exercise Science workshop in which he bridges the gap between research and the Pilates studio. To him, knowledge is power, and it is essential to remain open to new information while maintaining the ability to adapt over time. To stay connected and learn more about Adam’s work, you can find him on Instagram @AdamMcAteePilates.
