I first encountered the Alexander Technique more than thirty years ago while teaching in North London, when lessons were offered to teachers and pupils at my school.

Years earlier, my doctor had suggested that the Alexander Technique might help with back pain. Although this wasn’t followed up at the time, I’d retained an interest. In particular, I was intrigued by the Technique’s possibilities for speaking — I knew that many actors and performers had learned it.

My work teaching English Language and Literature meant talking for much of the day, and I knew I needed to find ways of looking after my voice. As well as this motivating factor, I’d recently begun reading my own creative work to audiences and enjoying it. The thought that the Technique might have something to offer here was a real draw.

So when the school’s Head of Music announced at assembly that Shamsi Davis, an Alexander Technique teacher, was coming to give a presentation one lunchtime, I paid attention. Curious at last to learn something about this mysterious method, I was one of many who turned up.

Shamsi talked for a few minutes, then asked someone to come up and lie down on a table as a way of introducing the work. I remember her inviting the teacher lying on the table to think of her back ‘melting like butter’. What struck me most, though, was Shamsi’s presence.

I was still slightly sceptical, but I was impressed. My doctor had also recommended the Technique so I decided to give it a try. I signed up for lessons

As my lessons progressed, what interested me was how the Technique could be applied to the most ordinary activities — sitting, walking, picking up a bag or waiting at a bus stop. Nothing was too mundane, but it was always interesting and helpful.

After a few lessons, my back pain had disappeared. I enjoyed experimenting with Alexander’s principles in teaching, public speaking and readings, and found that speaking became easier.

On moving from London to Brighton, I took the opportunity to explore the Technique more deeply and decided to train as an Alexander teacher.

I completed my STAT-recognised training in Brighton in 2020 and then continued for a further postgraduate term. I am a member of the Society of Teachers of the Alexander Technique (MSTAT).

My approach to teaching is practical, thoughtful and empathetic. I help students recognise how habitual ways of moving and responding may be working against them.

Together, we explore different choices that can make everyday movement easier and more efficient.