Would you like to join a group of passionate, experimental, open-minded Alexander Technique teachers committed to excellence and the art of collaboration? Join the Alexander Technique Experimenters Union, an online work exchange community!


Who it’s for:

  1. Certified Alexander Teachers

  2. Teachers of any kind with at least one year of intensive Alexander Technique study 


Who are:

  • Passionate and innovative

  • Tired of working in isolation

  • Dedicated to getting the Alexander Technique to those who need it


  • An appetite for the joy of learning

  • An ability to be vulnerable and kind in a group learning environment

  • An appetite for risk and making mistakes

Who want:

  • Success in their practice

  • High quality feedback on their teaching and support from peers

  • Confidence and clarity in their teaching voice & style

Who we are

We are a peer-to-peer, non-hierarchical learning community. We acknowledge an asymmetry between the roles of teacher and student, but in our meetings neither role is assigned more value than the other. Each participant in the learning environment contributes a needed perspective on its success.

The Union grew out of Clare Maxwell’s interests and research and is supported by generous funds from the Appalachian Springs Foundation. Clare started collaborating with Eleni Vosniadou in the summer of 2018, and together they developed a special format for AT work exchange that can be practiced online as well as in person. We can’t wait to see what you, the Alexander Technique community, have to contribute, and where it will lead The Union in the future.

We welcome you to The Union with a 14 day free trial. Simply click the button below to accept this offer. You will be sent an invitation to join 3 days before your trial membership expires.

After signing up you will get access in the member section to:

  • ATTEND MEETINGS: Weekly live meetings happen online, Fridays from 12:00 - 1:15 EST. You can try out both the teacher and learner roles in meetings. New members often prefer to be in the learner role first so they can get a feel for how we work.

  • CLASS ARCHIVES: You can watch any of our past meetings (we’ve been meeting since April) as well as a session from the early days when Eleni and Clare were just figuring all this stuff out.

  • INTERVIEWS: our first interview is with AmSAT Training Directors Kathy Miranda and Sydney Laurel Harris about their Playing With Principles workshops.

Membership fees are $49 per month for certified teachers, or $250 for six months. Trainee membership is $30 per month. Please contact us if you would like to request a trainee membership.

If you decide you are not ready for membership yet after the 14 day free trail, we will keep you on our general mailing list unless you unsubscribe.

Start your 14-day free trial

Keep reading to find out more about The Union.

What we do

We hold online Union Meetings once a week on Fridays from 12:00 – 1:15 pm EST where members share their unique teaching experiments and receive constructive, structured feedback from the group. Meetings are facilitated by Clare & Eleni, who track time and make sure that everyone understands and follows the Union feedback format. At least two teachers will present their ideas and receive feedback per meeting.

Meetings are a safe place to take teaching risks, follow instincts, play, make mistakes, and learn. You’ll find out in amazing detail how others experience your teaching from their own subjective point of view. You can get a more dimensional, multifaceted impression of your teaching from diverse viewpoints. You can get answers to questions about your teaching that you’ve never been able to ask before.

Meetings are recorded on the Zoom platform, labeled by date and topics covered, and made available to all members in the video archive area of our website one week later for reference and inspiration. They will not be visible to the general public.

A private, moderated Facebook page will also be available for discussions outside of meetings.


Discover the art of collaboration

The three D’s of collaboration are:

  1. Diversity

  2. Disagreement

  3. Dialogue

Perceptual bias often happens in small communities like ours because it’s easier for people to pretend to agree when they really don’t. Our relationships to each other are very important and we often don’t feel safe to express what we really think and feel for fear of being ostracized or disturbing a friendship.

We propose two solutions:

  1. Ground dialogue in work exchange

  2. Have an established format for giving and receiving feedback that is understood by all to be subjective and not all-powerful or “correct.”

Photo: Duda Morais

Photo: Duda Morais

Collaboration, to be successful, means claiming and articulating your unique viewpoint while simultaneously knowing that it might be totally wrong, or that there might be a different way to arrive at the same result.

That’s a big emotional, biological, cognitive stretch! We, as a community, may have underestimated just how difficult collaboration is.

Practicing the art of collaboration will increase our chances of thriving as a profession and getting this incredible work to those who need it.

We need you! Not some other, perfect person, but the real you!

Sign up here to attend



Why The Union is forming

We feel that the discovery of one’s authentic, personal teaching style and voice is a neglected stage of development in our profession. The Union offers a safe container in which you can discover more about your unique gifts and ways of applying the Alexander Technique concepts without being measured against someone else’s style of teaching. 

The Union work exchange format amplifies your teaching and reflects it back to you, empowering you to make well informed decisions about your own growth and development as a teacher.

We naturally draw connections between your unique way of teaching and the concepts of the Alexander Technique, so that we can understand those concepts, and the truth about how humans function, better. We think your singular voice is important in this endeavor, and hope that you will be pleasantly surprised by the joy experienced in finally getting to just be yourself in the learning and teaching environment.

Many teachers express a deep lack of confidence in their skills, and even despair that they will ever be really “good” at it, especially compared to the teachers that they trained with. This is not unique to our profession. Teachers of all kinds suffer from the same problem. Teaching itself is profoundly non-formulaic, improvisational, and incredibly difficult to do well.

An Alexander Technique training course can only cover so much territory, and even after three or more years of training many teachers feel that they are just getting started in actually understanding the work. Once we start teaching on our own, it starts to get real.

We may try to emulate our trainers, but find that when we are on our own, we have to find a way that works for us personally. Sometimes it’s incredibly different than how we trained. It’s easy to get isolated during this phase of our career. Lack of confidence grows in isolation, and it’s difficult to know if we are veering off course as we start following our natural teaching instincts out in the world.


Existing post-graduate offerings abound! However, they are either for improving teaching skills within an already existing pedagogy, business skill development, or learning a niche-specific skill set that has been developed by someone who has already found their teaching voice. And you can spend as many years on even one of these things as you did for your initial training.

What about your voice?

A very important piece of needed support is missing, and that’s where The Union comes in. 

  • What if the nature of the Alexander Technique is experimental, continually generating new pedagogies? 

  • What if those pedagogies could actually illuminate one another, revealing a larger and more accurate view of human functioning? 

  • What if new methods were much needed for different purposes and by different kinds of people who learn in different ways?

  • What if finding an authentic "teaching voice" was a stage of development that could be more easily and effectively done in community instead of the isolation that often occurs once we leave training?

  • What if we didn’t have to teach for 40 years before getting “good” at it?