The content and presentation of lessons varies greatly between individuals. Initially, the teacher will discuss what has brought the student to the Alexander Technique. This may include questions about pain, medical history, relevant issues with work or a specialised skill. This information is always held in strictest confidence.

Before working with specialised skills or specific issues, it is important to establish a general positive attitude of the body, to use as a basis of co-ordination to more complex tasks.

The teacher uses verbal instructions to bring about changes in the student. The teacher also uses their hands (with the student’s consent) to help pupils interpret what is being asked. The touch is non-invasive and usually very light. Manipulation is not part of Alexander Technique. Students are not required to undress.

The traditional way to begin learning application of the Alexander principles is sitting and standing from a chair, and lying down with the teacher working with you. The chair provides a practical way for the teacher to give students an experience of using themselves in a way that differs to their habit.

The teacher also has the student lie on a table to give them a supported place to work with releasing accumulated tensions. With more release, the skills students’ learn in the lesson become easier to apply.

Teachers might also use balance plates or fit balls, may work with the student in postures similar to yoga, on all fours or with movement progressions such as Dart procedures.

Students are also encouraged to use their normal activities like music, sport or computer work in the course of lessons.