Fiona Parr the Teacher

Here's what students say about me, as evidenced by learner evaluations during my teacher training.

'The teacher has been a real model for how a Focuser/companion should work. Fiona always had time for questions, and gave insightful, helpful answers and signposts. Fiona's teaching style was very relaxed, informal, democratic and felt safe and non-judgemental. The format of the course fostered a real 'safe' place for practice.' October 2003

'The competency of the teacher (was what I most enjoyed about the course). She knew exactly what and how she wanted to teach and it gave a sense of security and safety. The calmness was always very evident. The teacher was never flustered, always open to accept questions, yet was able to cover the material planned for the day.' October 2003

'I had confidence in Fiona, and particularly liked the way she is so open about her process. I can sense she practices what she teaches. Her demonstrations were a fine example of how to Focus and listen.'

September 2003

'Very good teaching techniques and a calm, clear manner.' September 2003

'I liked the sense of democracy from the group leader, and her support, joy and enthusiasm.' September 2003

'Good clear presentation, adaptable to group suggestions. (She brought) well prepared, good handouts, (and she offered a) good mix of differently paced elements, i.e.. presentation and discussions.' June 2002

What kind of teacher is Fiona?

When I am teaching, I model the Focusing mode of communication in the class, by being a companion to someone who needs attention. I give the person good, empathic attention, and reflect back what the person is feeling. I encourage the person to stay with their feelings, and to say, or to name them. Or, I may model a Focusing moment, by speaking from a bodily sensed inner knowing in myself. This requires me to slow down and sense inwardly. When I do this, people are observing, and learning through my demonstration. I am creating a supportive atmosphere, where people are encouraged to practise attending to their own bodily sense of something. I am creating an atmosphere that is steeped in Focusing, where learners may learn by 'osmosis', as much as by cognitive understanding.

I tend to develop students who are committed to learning and they find their work enjoyable and rewarding.

Teaching Focusing requires a profound level of reflective practice. It is important for all students of Focusing to assess, evaluate and make sense of what happened during the Focusing session. What happens is often new and surprising, engendering shifts in thinking, feeling, awareness and experience levels. In Focusing, we generally suggest people don't analyse what came up for them, too much. Subtle changes can continue to happen after session, which are best left alone, without too much prying and prodding with the rational mind. On the other hand, it can be very helpful to 'anchor' or 'ground' the changes and insights, by speaking about them. Here, another surprising thing happens. What is spoken about often finds resonances in other students. One person's learning and experiences can trigger something in others.

As well as students reporting on what happened to them personally during a Focusing session, and reflecting on their learning, I also encourage critical discussion on the Focusing Process itself. This is a rigorous process, to be practised assiduously; and it is also highly personal and individual. One of the most effective ways of teaching Focusing is to engage in lively reflective dialogue and discussion after the practice session, or after a demonstration. The process can be described, 'pulled apart', 'unpacked', to see what has really been going on here. I also encourage input from the other learners, who may be able to say it better than I do, and that encourages their own learning.

This reflective dialogue with the group of learners leads me to becoming a facilitator more than simply a teacher. In the Focusing class, this is subtle and sensitive work, requiring patience and good listening. There needs to be enough time for the learner to sense for what they really mean to say and for the implicit to become more available and explicit.