​Frequently Asked Questions About Alexander Technique Teacher Training

People from all kinds of backgrounds train as AT teachers. Teachers usually (but not invariably) have a good general education and an interest in their own and other people’s growth, development and well-being. Many already have established careers based on other professional skills. The current trend towards teachers from a broad range of different backgrounds is very welcome, as it has the potential to widen public interest in our work. ​ People of any age can train as AT teachers. On our course, students have been as young as 20 and as old as 70 when commencing their training, and most have gone on to worthwhile careers as teachers.

As with any profession, some people will be more suitable for this work than others. And, as with any profession, our interest in and wish to pursue this work is probably our best guide to the work that will suit us. ​ Training as an AT teacher is, for the most part, a process of coming to a deep level of understanding of the principles and practice of the Technique for ourselves, and the ability to apply these principles consistently in our daily lives. This is because the greater part of the skills required to teach the AT to others comes as a result of our own experience. For this reason, the first and most important reason to want to train as an AT teacher is because you would like to learn to apply the Technique to this depth. ​ Many of the finest teachers started with this motivation, the desire to study the Technique in depth for their own benefit. The wish to teach it to others often comes later in the process, when new AT teachers discover (as do all good teachers in any field) that one of the best ways to understand something more clearly is by teaching it to others. ​ Because our work leads inevitably to personal growth, in the sense of developing into a more balanced, refined, self-aware and clear-minded person, the wish to apply these principles in our own lives and, later, to assist others to apply them in theirs, is a further quality invariably to be found in the most valued teachers of the Alexander Technique.

If you can only train in one area, then outside of very large cities like London and New York you may be limited by local availability.   If you have the freedom to choose, then there are several things to consider. A good training will set you up for a lifetime of development as a teacher, and so the quality of the training on offer should be your first priority. This is not always easy to evaluate. However, factors such as the amount and quality of individual attention available on a course and the environment and atmosphere of the school are important considerations. Visiting each possible course several times is probably the best way to determine these, and most good training courses will permit or even encourage this.   After that, you may wish to compare the course fees (see “How much does training cost” below) and the cost of living in different locations. If you wish to train part-time, you will need to find out which courses allow this option and the degree of flexibility allowed by each course. (see “Can I train as a teacher part-time?” below). ​ Most, but not all, courses in the UK and elsewhere have been approved by STAT or its internationally affiliated bodies. Although some courses that are not approved by STAT may offer good trainings, some may not, and STAT approval is generally a good guarantee of standards, leads to an internationally recognised qualification and membership of by far the largest representative body in the UK and offers protection and support for students should things go wrong. In addition, Student Membership of STAT offers many other advantages to trainee teachers. For more information, see "Is MATTS a STAT-approved training school?" below.

The cost of training as a teacher varies (within a relatively narrow range) between schools due to a number of factors including overheads, what is included in the fees, and the number and experience of the teachers employed. There is a link on this page to the websites of all STAT-approved training courses. However, since some of the schools may not have updated their information recently, potential trainees are advised to contact the schools individually for up to date information. Also, potential trainees should note that, since there may be a considerable variation in what schools offer trainees (whilst still meeting the STAT-mandated minimum requirements) these fees are not always a reliable guide to 'good value'.   Course fees at MATTS are currently £7,920 per year for full-time training or £66 per day for part-time training (from October 2025). MATTS provides a very much higher teacher-student ratio than most training courses and also has an exceptionally high proportion of very experienced teachers. In addition, we exceed the minimum required hours of training each year, include most sundry costs (such as catering), include all specialised workshops by notable teachers from outside the area, and only charge part-time students for the days that they actually attend the school on a completely flexible basis, and without notice. You can find more information about course fees at MATTS in the Training Course Handbook.

Many students need to earn an income during their training, including those that train full time.   At MATTS we make this considerably easier with our arrangements for part-time training that allows each of our students to choose their own training schedule. It is recommended (but not required) that students attend a minimum average over the course of each year of 50% of classes (an average of two of our four available mornings, 9 am – 1 pm, Wednesday to Saturday each week) during term time (36 weeks each year).   Students are completely free to choose which classes to attend, without notice. This is set out in more detail under the question 'Can I train as a teacher part-time' below.

STAT guidelines for full-time training require 533 class hours per year over a minimum period of three years, 1600 class hours in total, plus at least 800 hours of home study. ​ Part-time study is also an option on most training courses, see the next question below "Can I train as a teacher part time?" Part-time students need to complete the same number of hours of training as full-time students, but can do so over a longer period. ​​​ At MATTS we provide three 12-week terms each year (making a total of 36 weeks), with each term divided by a half term week, making about 570 class hours available for students each year.

While it is true that a greater intensity of training offers many advantages to trainees, there is now very strong evidence that part-time training works just as well for most students. Nowadays most (but not all) STAT-approved training courses allow students to train part time. However, the rules vary considerably between courses, with some requiring a formal commitment to a minimum rate of training each week, whilst other courses allow more flexibility. ​ MATTS offers students an unrivalled flexibility in training options. Students are free to decide to come to classes on a completely flexible basis, without providing any notice of which classes they will attend. We recommend (but do not require) that students attend for a minimum average of 50% of classes (2 class per week) over the period of any year (36 weeks), although this is not of vital importance except, sometimes, in the last few months of training.   There is further information about part-time training at MATTS in the Training Course Handbook.

Most people experience the AT training to be deeply rewarding. Training as a teacher is largely practical, with total immersion into the many benefits of the Alexander Technique. Students experience a growing sense of mental and physical well-being and strength, clarity of thought and balance in their lives.   You can find some impressions of the experience of training by some of our current trainees here.

The minimum 1600 hours of training mandated by STAT brings the great majority of candidates to the high standard required to pass the STAT qualifying assessment for new teachers, and many well beyond that. However, occasionally a student may need more time to develop their skills to the level required to start teaching. Where this happens, most often it is not through any fault on the part of the student or their training, and it is worth noting that some of most highly regarded teachers in our profession needed to extend their training.   At MATTS, if the training course moderator and/or directors think that a longer training may be required, they will inform the student as soon as this becomes clear in the third year of training. There is detailed information about the process of qualification under 'Moderations, Assessment and Qualification' in the Training Course Handbook.

STAT requires that teachers devote a small proportion of their time to CPD, and this can be in the form of taking private lessons, work-exchange, attending (or presenting) workshops, research and/or other AT and related events.   New teachers of the Alexander Technique are near the beginning of a process of developing the skills that will continue to develop throughout their lives. Any AT teacher, even those of the greatest experience, will tell you that they continue to learn new things each day.   MATTS has a long tradition of being particularly supportive of our graduates, should they wish to continue to visit the school, where work experience, work exchange, 'turns' (short individual lessons) from senior teachers and supervised hands-on practice are always available for a small, voluntary contribution towards overheads.

A strong desire to teach the Technique as a profession is not a prerequisite of training, and many people initially join the course for their own personal development. It is common for students to experience their training as a transformational and life-changing experience, as they become increasingly able to apply the principles in their own lives with a clarity and depth not usually possible with a course of private lessons.   The desire to teach the Technique to others is often something that gradually develops as the training progresses. The majority of our graduates go on to teach, but not all do, and a career in teaching the Technique is neither expected nor required of trainees and graduates.

The Alexander Technique was developed over 100 years ago and since that time the number of teachers (and therefore the public awareness of the AT) has increased gradually. In several areas of the performing arts the Technique is very well-known, and it is taught in most of the major conservatoires of music, drama and dance in the UK and around the world. ​ Due to the recent publications in major medical journals of large, randomised studies on the effectiveness of the AT for common problems such as chronic low back pain (where it appears to be more effective than any other known intervention), neck pain and Parkinson’s disease, the Technique is increasingly being recognised by the medical establishment, and it is in this area that recognition of the Technique is most likely to expand in the coming years.

Although some AT teachers work in institutions such as schools of music, drama and dance, and some teachers have found work in large companies, private schools or in GP practices, most teachers are self-employed. Self-employment comes with many advantages, such as the ability to choose when and where to work. It also comes with several challenges, including the need to build your own teaching practice and to make allowances for your own sick pay and pension. ​ Many AT teachers choose to combine teaching the Technique with other, related vocations, for example in the performing arts or physical therapies, or in other professions that include helping or teaching others. ​ There is no question that being a successful self-employed Alexander Teacher requires more self-motivation and initiative than many paid jobs. It can take some time to establish a successful practice and in the first few years some teachers may find that they need to supplement their income by taking other work. That having been said, once established, even a very modest size practice can provide a reasonable income.

The Alexander Technique consists of a remarkable set of principles, the systematic application of which leads to an increasingly profound understanding. With this comes a lifelong interest and a reliable source of inspiration and joy.   Teachers of the Alexander Technique enjoy exceptional professional freedom. We can choose our own hours of work, our location and our work-life balance. Our students are delightful and each one is different, presenting us with a stimulating challenge, embarking with us on a course of discovery that is always interesting, exciting and deeply rewarding.   Ours is a small profession and almost invariably vocational. Because of this, teachers are mostly friendly and supportive of one-another and of trainee teachers. Even a few days’ visit to our training course will make that clear to any visitor!   It is well-known that AT teachers rarely retire: nearly all of the teachers trained by Alexander were still teaching after the age of 80 and many of them after the age of 90. Many of these "first generation" teachers were of “independent means” and were certainly not working for the money.   Teaching the AT is meaningful work, energising and inspiring, and keeps teachers strikingly healthy into extreme old age. And, since greater experience as a teacher almost invariably leads to greater skills, older teachers are especially sought after by the most dedicated students. And for those that need the income in later life, teaching the Technique can provide congenial work well into old age.

In the UK most AT teachers are STAT-certified and most teachers around the world belong to affiliated societies (see below, "Is MATTS a STAT-approved training school").   Membership of the Complementary and Natural Healthcare Council (CNHC), which is accredited by the Professional Standards Authority (PSA) is increasingly required for teachers wishing to work at colleges and other institutions, and is required to obtain referrals from, or to work in, the NHS. Joining the CNHC can be an arduous process, but MATTS is one of only three STAT-approved teacher-training courses in the UK whose graduates are eligible immediately, and without any further study, examination or teaching experience, to become members of the CNHC. ​ Students who qualify through the STAT Assessment Procedure are recognised by the Complementary and Natural Healthcare Council (CNHC) within the Level 5 framework of UK professional training qualifications.  ​ There is further information about qualifications in the Training Course Handbook and information about qualifications for teaching in other countries on our International Students page.

Yes. STAT is the original, and by far the largest AT teachers' organisation in the UK. It is the parent body of the great majority of organisations that represent AT teachers around the world, and these bodies are affiliated with, and base their rules and regulations on STAT rules. STAT has rigorous standards for the approval and regulation of training courses and for the qualification of teachers. ​ There is more information in various places in the Training Course Handbook and there is a list of some of the many advantages of joining a STAT-approved training course on the STAT website here.

Yes. The general approach to training at MATTS is described in some detail in the Training Course Handbook, especially in the section headed ‘Philosophy and Aims’.   ​Most STAT-approved Alexander Technique training courses are based on the same principles, teach similar course material and do similar practical work. However, there are always some differences between individual training courses and, additionally, there are three identifiable streams of training, going back to the different schools set up by Alexander’s own students. These distinctions are considered to be of small significance to most teachers nowadays. The current director of MATTS is unusual in having been influenced by all three of the major schools, having studied extensively with the three original trainers.

We have no formal educational requirements, but applicants should have a good level of general education, however obtained, and possess the interpersonal skills necessary to become an effective teacher.   There is more information under the heading “Admission Criteria” in the Training Course Handbook.

Yes, we do! We have students from around the world, and we provide support with visa applications and accommodation. You can find more details on our International Students page.

Teacher training information on the STAT website: https://alexandertechnique.co.uk/teacher-training-courses Resources about Alexander Technique teacher training: https://thealexandertechnique.net/information-advice General FAQs about Alexander Technique lessons (Peter Bloch): https://www.peter-bloch.co.uk/frequently-asked-questions General FAQs about Alexander Technique lessons (STAT): https://alexandertechnique.co.uk/faq-page/101

Please feel free to contact us with any other questions you have. ​ We welcome visits by prospective trainees. If you are considering training as an Alexander Technique teacher, then you may find that visiting us will answer many of your most important questions.