I listen carefully when Wendy Palmer, one of my partners, tells me that teaching beginners and slow students is not only fascinating but pleasurable. The talented student, she believes, is likely to learn so fast that small stages in the learning process are glossed over, creating an opaque surface that hides the secrets of the art from view. With the slow student, though, the teacher is forced to deal with small, incremental steps that penetrate like X rays the very essence of the art, and clearly reveal the process through which the art becomes manifest in movement.
