“You are not here to do exercises or to learn to do something right, but to get able to meet a stimulus that always puts you wrong and to learn to deal with it.” - F.M. Alexander

In an Alexander lesson, pupils do not learn how to do the right thing; rather, they learn how to stop doing the wrong thing. If an illness or discomfort is caused by something that the pupil does, he or she cannot be "cured" of it by any means other than stopping doing the thing that causes it.

The principles of the Alexander Technique are learned by experience, as opposed to the traditional educational model which is based on words. Having an habitual reaction verbally pointed out to you is not the same as perceiving it for yourself while you're doing it.

"You can't tell a person what to do because the thing you have to do is a sensation." - F.M. Alexander

With the body as vehicle for access to the reaction process, information is conveyed sensorily by unintrusive touch, accompanied by verbal cues. By means of experience, the teacher helps you to (1) become aware of your own habitual responses to stimuli, (2) temporarily suspend response, and (3) make a new conscious choice in response. In the process, the words used take on meanings unavailable prior to the new experience.

The key is the pattern of reaction, not the activity. The lesson activities are simple and basic. Rather than talk about it, the teacher gives the student the actual experience of psychophysical coordination. Once learned, the student will spontaneously transfer the healthier reaction pattern to all activities, whether "physical" or "mental" (remembering that activities are never purely mental nor purely physical; but they are either conscious or unconscious).

As the fundamentals are learned, the special interests of the student can be brought into the lesson.

There are no exercises or positions to learn. Any comfortable and non-restrictive clothing (other than dresses or skirts) is appropriate as you move around and lie down. Please avoid hoods; they get in the way. You will be asked to remove your shoes. The process is active, engaging, often surprising, and fun. Best are the "Aha" moments, rewarding for both student and teacher.