How do you recharge after teaching?

How do you recharge after teaching?

by

Connie Borden-Sheets

At our recent SOA board meeting, an attendee asked: “How do you recharge after teaching?” I became curious about what works for our Shintaido teachers to recharge? So, I ask for your comments and strategies and let’s see what a community does to sustain its teachers.

My interest stems from being a nurse, a nurse practitioner, a palliative care consultant, a woman, a wife, a mother and a caregiver who has experienced times of professional burnout and is aware of the risk of burnout in all caring professionals. This question has often been asked of me in my role as palliative care consultant. When I explored this topic, answers included the capacity to build resilience. Resilience is often a characteristic attributed to those who continue with caregiving of various types– body work, fitness coaching, life coaching, teaching, healthcare professions, parenting, and being human.

Keiko at Matsuri

Keiko at Matsuri

What are some of the ways to build resilience and recharge? There are plenty of research studies, talk shows, and books on this subject. Categories include but are not limited to self-care, spiritual inspiration and meditation, networks of likeminded people, expectations and goal setting, and time management and planning vacations. Self-Care typically includes exercise, diet, and sleep. So, I wonder, for a person teaching body movement (Shintaido, Pilates, Fitness coaching and more) – what does exercise look like when this person is physically active as a teacher already? I also wonder, if a network of teachers is part of success, how does SOA become a learning community to support its teachers?

I look forward to reading your ideas and what you have learned from being a teacher (in all the ways we teach and are caregivers) to answer the question “How do you recharge after teaching?” Please post comments in response to this to this article so that all can read your replies. Thank you!


Gorei as a Way

Gorei as a Way

The following message was sent by General Instructor Pierre Quettier to attendees at France’s recent national Shintaido event for instructors and assistants. The event was intended to strengthen the relationship among faculty through in-depth practices and discussions on matters of teaching. We are republishing it here as an inspirational message to all Shintaido instructors and practitioners. [Body Dialogue editor.]

Reaching the Shodan / Jun-shidoin (Graduate) level of a Shintaido curriculum (Bojutsu, Karate, freehand Shintaido, and now, Kenjutsu) means that one now possesses all the elements of action and meaning to deepen its study and its application in the dojo and in various situations of everyday life.

To give gorei in Shintaido, means in the strict sense, “to give the tempo of the collective action” (counting aloud) and more broadly “to order the beginning or the stop of the action,” and “to decide the nature of action,” directing the action of a group of people (including oneself) in the course of personal development.

If one chooses to study and apply Shintaido while directing such a group, one creates in a certain fashion “squared Shintaido” (Shintaido²) . To make “squared Shintaido” implies that the gorei becomes our means of personal artistic expression and at the same time a privileged space to improve ourselves by ourselves and by and for the group by means of the common language of practice.

Pierre Quettier

Pierre Quettier

In such a symbolic and collective space everything makes sense and the limits are the ones we give ourselves.

Everything makes sense because the practical space (the dojo), the relational space (the micro-society of the group) and the cultural space (the field of references of the group) are connected in multiple ways, explicit and implicit. The learning of the group occurs only if these different dimensions come into resonance, in coherence.

In all of these situations, the responsibility of the goreisha is very significant.