D. Organizing Processes of the Feldenkrais Method^®

1. At the core of the Feldenkrais Method^® is a state of mind that fosters a process of inquiry rather than one that seeks to define solutions. The practitioner and the student join together to discover and promote the awareness necessary in order to improve functioning in the student.
   
   
2. The following questions are unique coordinates for the Feldenkrais Method^®. When they are all brought together as a constellation they represent a unique signature of the Feldenkrais Method^®. Practitioners teach the Feldenkrais Method^® by translating the answers to these questions into actions, whether the questions are asked or answered explicitly or implicitly.
   
   
3. These questions might never be brought into language by a Feldenkrais Method^® practitioner but rather form a sea of thoughts which might occasionally bubble to the surface in an articulate form, and be asked by the practitioner of themselves or another directly.

Questions practitioners/teachers refer to themselves

1. How am I presenting myself in relationship to my student?
   
   
2. What can I do to achieve greater rapport with my student?
   
   
3. What must I do with myself to create the environment for learning for any lesson?
   
   
4. How am I organized to make contact with another person?
   
   
5. How do I organize myself to be able to feel more sensitively (for feedback)?
   
   
6. How am I organized to communicate and to act (for feedforward)?
   
   
7. What can I do to communicate support and ease with my student?
   
   
8. What must I do to evoke a response from my student without being overly directive?
   
   
9. How can I work so that my intention is clear but not imposed on the student?
   
   
10. What feelings are evoked in myself while working with my student and how is this affecting my actions?

Questions related to observing the student.

1. How can I discover the needs or wants of my student and how can I arrange myself to address them?
   
   
2. How does the student succeed in his/her life or in any particular actions of importance in life?
   
   
3. If the student feels unsuccessful, has he/she felt successful previously and how did he/she organize themselves to succeed in the past?
   
   
4. What can I sense in the way of differences about this person that reveals what is needed, e.g., one side compared to the other, high and low tone, between this person and others, etc.?
   
   
5. What can I see, feel or sense that will allow me to discover for myself and to reveal to my student the pattern of organization he/she is currently maintaining? And how can I feel and reveal the direction he/she might be moving towards from their current pattern of organization?
   
   
6. What can I feel, see, or sense that will allow me to move the student in the direction that will evoke greater learning and increased ability?
   
   
7. How can I perceive what is missing or unattended in the student's self-image as it is revealed in his/her body?

Cognitive questions in the mind of the practitioner/teacher, that he/she considers.

1. What is the student doing and not doing to fulfill his/her intentions in life?
   
   
2. How can I find what the student wants in the context of his/her life? What function or functions might be involved?
   
   
3. What movement sequences can be organized around a theme which can create a possible learning experience for the student, that will help complete what is missing or unattended in their self-image?
   
   
4. What kind of lessons are most appropriate for this person's needs?
   
   
5. Is there a major function I would like to explore with my student and what steps are necessary to embark on the exploration of that function?
   
   
6. What movement possibilities and/or what functions are developmentally required prior to working with the function we intend to restore?
   
   
7. What can this student learn right now? What is the time frame for his/her learning and what would be required to deepen it?
   
   
8. What are the distinctions I need to make and what are the categories and abstractions I might need to form in order to continue my and my student's learning?

More AFG Standards of Practice:

A - What the Feldenkrais Method^® is and what it does.

B - What the Feldenkrais Method^® is not.

C - What a Feldenkrais practitioner knows, understands and does in practicing the Feldenkrais Method^®.

D - Organizing Processes of the Feldenkrais Method^®