Deciding to train as an Alexander Technique teacher

Training to become an Alexander Technique teacher is a substantial professional and personal undertaking. It asks for a long-term commitment to developing practical skills, perceptual awareness, and a deep understanding of the principles that underlie the work.

It is a process that unfolds gradually, with careful guidance over time.

This page is for those who are beginning to consider training, as well as for those who may already have some experience of the Alexander Technique and are thinking more seriously about taking this step.

Is this for you?

People come to training from a range of starting points. You may be considering training if you:

have had Alexander Technique lessons and want to deepen your understanding
find yourself increasingly interested in the principles behind the work
are drawn to a practice that combines practical work, observation, and reflection
are considering a change of direction, or a development alongside your current professional life
are looking for a way to address ongoing difficulties—such as chronic pain—or to support a high level of performance in fields such as music, acting, or sport

Some begin with a clear intention to teach; others undertake the training primarily for their own development, and only later decide that they would like to go on to teach.

What matters most is not a particular starting point, but a sustained interest in the work and a willingness to engage with a long-term process of learning.

The pathway to becoming a teacher

There is no single fixed route, but most people move through a broadly similar process:

1. Taking lessons

Before applying for training, it is important to have had a period of regular Alexander Technique lessons. This provides a practical foundation and a direct experience of the work.

2. Considering training

Over time, some students begin to consider whether they would like to train as teachers. This usually involves further lessons, conversations with teachers, and, where possible, visiting a training course.

3. Applying to a training course

Applications are made directly to individual training courses. Each course has its own character, structure, and approach, so it is important to find one that feels right for you.

4. Training (full-time or part-time)

Training is intensive and experiential, involving practical work, observation, and the gradual development of teaching skill.

While many courses are structured as three-year full-time programmes, MATTS offers a more flexible approach. Most students train part-time, progressing at a rate that suits their circumstances.

What training involves at MATTS

Training at MATTS is designed to develop both practical skill and understanding in a balanced and integrated way.

Students work closely with experienced teachers in a structured environment that emphasises careful observation, hands-on guidance and clarity of thinking leading to the gradual refinement of perceptual and teaching skills.

The aim is not only to learn a set of procedures, but to develop the capacity to work thoughtfully and independently as a teacher.

Visiting the course

For many people, the decision to train develops gradually over time. Visiting a training course is often an important part of that process.

Spending time in the teaching space observing and participating in classes, and meeting teachers and students, can give a much clearer sense of what training involves in practice.

Visit Us

Information about visiting the course, including location, dates, and practical arrangements.

Further information

Depending on your situation, you may also find the following pages useful:

→ What training is like at MATTS
A closer look at the day-to-day experience of training.

→ Why train at MATTS
An overview of the training environment and what distinguishes the course.

→ Training FAQs
Answers to common practical questions about training.

→ Training course handbook
Full details of the course structure, policies, and requirements.