To be a Lift acrobatics teacher means you teach and live by a common set of values to which we all ascribe. We believe that by keeping our personal and professional integrity as high as possible, we lead by example and therefore encourage the development of not only great acrobats but also great humans. The requirements for becoming and remaining a Lift certified teacher are some of the highest in the industry of certified acrobatics teachers. We feel that by keeping our standards high and maintaining a clean and professional approach to teaching and training acrobatics we support all of our ability to teach at a professional level. We believe that maintaining the trust and enthusiasm of the community towards all Lift teachers is of utmost importance for all of us to thrive. The intention of Lift teacher training is to offer many tools to become a great teacher and community facilitator. We believe that representing a community of certified teachers is an honor and a privilege to be maintained, not a guarantee or a right because you have attended teacher training.
Code of Ethics
Lift teachers practice humility.
To teach partner acrobatics is to take on a role of service. In student/teacher environments, the students’ physical, mental, and emotional needs come first. Lift teachers keep the attitude that the students are worthy, valuable, and we will go to great lengths to make sure that the students are well served. We never take derogatory attitudes toward students, regardless of level of experience, embodiment, background, race, economic status, etc. In the acro teaching community there exists an attitude that well known acrobatics teachers are rock stars. As soon as the teacher becomes prideful about what they can teach and consider their abilities to teach more important than what the students can embody, the students are at risk for injury. To put it succinctly, it’s not about what you can teach, it’s about what the students can receive.
Lift teachers are observant and able to develop progressive training tools for students.
Lift teachers have developed the ability to read a room and can assess student’s success and how best to employ the tools one has developed as a teacher to educate and empower.
Lift teachers are clear, present, and focused in teaching environments.
To teach at the peak of one’s abilities, a teacher must be physically, mentally, and emotionally sound. If the teacher is compromised in any way, the student’s safety and ability to learn effectively is also compromised. Lift takes this very seriously: teachers showing up with signs of intoxication will be suspended from branding and risk permanent revocation of the certification and all benefits that come with being part of the certified community.
Lift teachers are caring towards themselves, students, and the entire community.
The environment created for students affects how the students interact with the teacher and with each other. Lift teachers model care and sensitivity to their students, co-teachers, other lineages of acrobatics training, and humanity in general. A teacher with a negative attitude towards self or students is setting up themselves the students for both short and long term suffering, so care must be taken to create a healthy self-image and and empathetic, non-judgemental view of the community to be shared any time the teacher is with students. Lift teachers speak well of other lineages of acrobatics and respect the differences of opinion from one school to another as possibilities that have their own value in some sense rather than right or wrong.
LIFT teachers are committed students.
The best teacher makes the best student. When a teacher’s studentship diminishes, their embodiment and enthusiasm for the practice can also diminish. Ongoing studentship propels teachership. LIFT teachers are required to maintain studentship by attending a minimum of 30 hours of partner acrobatics classes per year (in any tradition of acrobatics: Dutch Acro, Sports Acro, AcroYoga, etc)
A student going to a Lift class should expect:
- A centering talk to give culture to the teaching environment and acrobatic relationships
- a thorough warm up related to the peak skills
- some solo movement and/or handstand training that will prep them for the acrobatic movements
- spotting practice to build safety and confidence
- a thorough acro warm up that will prep partner skills working towards the peak skills
- a progression through several steps that will allow students to feel the peak skill or skills one step at a time
- an optional warm down strength building set working on particular lines of strength necessary to embody acrobatic skills
- a thorough cooldown to release tension from the muscle groups used in training
- a reframing of the centering talk with an invitation to take values learned in acro into daily life