Hello
My journey with the Alexander Technique began not as a teacher, but as a musician in need. When a debilitating injury threatened my career, I discovered a powerful truth:
OUR BODY IS OUR PRIMARY INSTRUMENT,
the way we use ourselves is the foundation of everything we do. This is the story of how a personal crisis became a profound calling—to help others find the freedom and ease I found.
My Story
My journey to the Alexander Technique (AT) was not born from curiosity, but from necessity. I suffered from tendinitis for 2 years. It had cost me more than 40000HKD in medical treatment and physiotherapy sessions. I also went to yoga class, trying to release the muscular tension accumulated during long-hour practice sessions. But this cycle of pain and recovery felt inescapable.
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It was during my master's degree in Montreal, Canada, far from my home in Hong Kong, that I had the privilege to learn the Alexander Technique as well as interdisciplinary studies about optimizing performance. These discoveries did not merely offer a solution to the root cause; they offered a revolution in understanding. They taught me that my injury was not a random misfortune but the inevitable result of a lifelong accumulation of harmful habits—of end-gaining my way through difficult passages with excessive tension and relying on a faulty sensory appreciation that told me this strain was normal.
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The Technique provided the tools to break this cycle: inhibition to stop my compulsive reaction to play through pain, and conscious direction to project orders for a freer, more coordinated use.
This profound personal liberation is the core reason I embarked on the path to become an Alexander teacher. I am a living testament to its power, and I feel a deep responsibility to share this knowledge with others.
It's not about achieving a perfect posture, but about exploring the quality of attention, thought, and direction that leads to easier movement.
As a teacher, everything I offer is a means-whereby. By encouraging mindfulness and direction at each stage, I ensure the pupil is always engaged in the "how", not just the "what".