Teaching Apprenticeship Requirements

A student teaching apprenticeship can be a valuable part of any course, under the right conditions. However, not all students require a formal apprenticeship and may prefer to go it alone. At the end of the day, an apprenticeship is preparation for your final assessment and should be completely flexible to suit your needs and the conditions around you. It’s also important to remember that any course takes several years to fully root in your mind and body and development really starts to occur once you are working independently. Therefore, a rigid approach to ‘apprenticeships’ can’t yield universal results.

Option A – The local mentor:
We recommend you find one or many local mentors that you have an existing relationship or take the time to build one. Not all studios can offer a mentorship and these conditions and expectations will vary from teacher to teacher including the cost which is not covered in TMRACADEMY fees.

This would generally look like you ‘shadowing’ the mentor and observing them teach and over time, being their student teacher, co-teacher and finally running sessions regularly.

An industry standard is a minimum of 200 hours of teaching skills development across the entire apparatus family. We recommend: 50 hours Mat, 50 hours Reformer, 30 hours Cadillac, 30 hours Wunda Chair, 20 hours additional chairs, 20 hours auxiliary equipment and additional time for special populations if this interests you. Use the logbook to record and revise these hours to ensure you are distributing your time evenly towards your assessment

Start this process once you have a supreme grasp on the course material and can truly offer something to your mentor studio and client community.

We offer an open-minded course, focussed on the original method that aims to prepare instructors to work with all clients, today. It is vitally important that the mentor is ‘on board’ with the TMRACADEMY philosophies. Don’t assume because they are ‘Classical’ that this is the case.

TMRACADEMY bears no responsibility for this process, but we will check on you and your mentor periodically to ensure that the relationship is in tact, supportive and adequately preparing you for your assessment. If it is not doing so, changing it up to reach your final objective will be required.

Option B – blended support:
An example of an apprenticeship/supervised teaching with Nicholas Psarros either virtual (zoom) or IRL in Melbourne might look a one hour meeting for every ten hours of practice teaching with your own clients. This meeting would include goal setting, session planning, case management and trouble shooting and can be a cost-effective way to prepare for your assessments while developing your independence and own voice as a proponent of the method.

This method will also permit you to charge a fee to your client.

Option C – independent:
Lone wolf? No worries! As long as you are ask for help as via paid private sessions, take as much freedom as you need. We recommend at least 200 targeted hours preparing for your assessments with a variety of real-life clients. Keeping a clear log (provided) can assist you to reach your goals and direct how you work constructively and independently.

This method will also permit you to charge a fee to your client.