| Whether you are a seasoned Pilates teacher or just | | | | them apply it to their practice with hands on correction |
| starting out, it's a good idea to consider your style. | | | | and your guidance. Something you can't do from the |
| What image are your presenting to your clients? You | | | | front of the room. Moving among the group will also |
| may not have given this much thought, you may even | | | | create a more relaxed and friendly session, confirming |
| feel that your image is immaterial. It's not. In order to | | | | that you are approachable, not separate from the |
| develop relationships with your class participants that | | | | group activity. |
| create loyalty, they need to like and relate to you. | | | | Mistake number three. Talking in bullet points. This ties |
| Developing a personal style takes time and thought. | | | | in with mistake number two. Because there is a lot to |
| Here are three favourite mistakes I see time and again | | | | say, Pilates teachers sometimes get into the habit of |
| in both experienced and new Pilates teachers. | | | | simply listing the safety and quality cues, maybe to |
| Mistake number one - using a fake voice. Because | | | | ensure they get them all covered in the session. This is |
| Pilates is usually taught calmly, teachers sometimes | | | | a very boring way to deliver information, it will send |
| develop a sing song voice in an attempt to enhance | | | | your class to sleep or to another more interesting |
| the mind and body atmosphere. Avoid this like the | | | | teacher. |
| plague it will reduce your credibility. Pay attention also | | | | Solution. If you advise your class about a certain way |
| to the volume, speaking too softly will be distracting as | | | | to perform a movement tell them why. For example |
| class members strain to hear you. | | | | "stabilise your shoulder girdle" is a very specific, |
| Solution. Make your cueing and instruction as | | | | technical way to say "slide your shoulder blades down" |
| conversational as possible. There is a lot to say in a | | | | think about your choice of words; do they mean |
| Pilates class. Information about movement quality, | | | | anything to the group. In addition to telling them what to |
| positioning and safety. It will be so much easier for | | | | do offer them an explanation as to why you want |
| your class participants to absorb and apply your | | | | them to do it and what benefit it is to them in their |
| instructions to their practice if your voice is natural and | | | | Pilates practice and every day life. So, "stabilise your |
| they recognise it as yours. Be yourself. | | | | shoulder girdle" becomes, "slide your shoulder blades |
| Mistake number two. Standing, sitting or pacing at the | | | | down to help support your head and neck alignment" |
| front of the class. A good Pilates class is not only an | | | | will probably be more useful than a short, precise |
| excellent workout but also an opportunity for the | | | | technical cue that not all your class members |
| teacher to inform and educate the class participants | | | | understand. |
| about posture, breathing and performance of the | | | | By taking this approach to cueing and literally talking to |
| exercises. This volume of information can sometimes | | | | your class you will start to notice how performance |
| lead the teacher to deliver it in a lecture style. This | | | | improves, the atmosphere in the class changes for the |
| teaching style will create a barrier between you and | | | | better and you will become more engaged with the |
| the class. | | | | group. |
| Solution. Move into the group as soon as you can. | | | | If you recognise any of the above in your teaching |
| Being in a position to notice the movement quality of | | | | style it won't take long to make small changes; your |
| the people in your class will allow you not only to | | | | class participants will definitely appreciate your new |
| deliver all the great information you have but also help | | | | skills. |