The technique teaches how thinking becomes response. It's possible to learn to insert a new choice before reaction happens. This is taught by observing one's own mannerisms while moving. Sitting down is a good example - how do you sit down? What happens to your back and neck? Why does this happen? Once the student is made aware, after substantial practice and effort he is able to stop ingrained movements and actions, and substitute better ones. Typically this happens in a Road To Damascus-type moment of realisation when the Technique suddenly begins to make sense.

The kinesthetic sense is often the most "taken for granted" and habitually ingrained sense. Freeing habitual responses of thought is taught by freeing the physical movements that express intention. In hands-on lessons (literally - the tutor will use his/her hands to make the student aware of his/her movements and body), Alexander Technique's' signature feelings of sustained ease, increased freedom of movement and unexpected poise becomes a shared fact, marked by the teacher and appreciated by the student simultaneously.

Another unique concept is a specialized use of the word Inhibition. Many Alexander teachers believe this concept to be the foundation of Alexander Technique. Without denial or catharsis, it is possible to learn to recognize and prevent a habitual patterned reaction and choose differently. With practice, a habit can be inhibited. The means taught to subvert habits vary with each Alexander teacher's experience. Sidestepping, stalling, tricking, boring the old habitual reaction - anything is fair game so the old habit can disengage, leaving the freedom to try something new.

The most original principle discovered is called Direction or Primary Control. Its long term importance in physical functionality is just recently being scientifically studied as movement gait research. F.M. Alexander discovered that a very slight head motion leads all physical movement, acting as a steering wheel or a key to unlock the rest of the body that must follow the head’s lead. Pay attention to the quality, sequence, timing and direction of balancing the head at the neck and the ability to respond with every other part of the body improves.

Toddlers possess this delicacy of balance. Perhaps 5% of adults still retain their unspoiled sense of balance in Western culture. Learning during activity what Alexander teachers term Forward & Up or Head Leads, Body Follows is most often only experienced by moving with the help of a teacher. The temporary effect of Alexander lessons can feel very unusual. Lightness, fluidity, and many unusual metaphors illustrating effortlessness are common descriptions. With training, attention can expand to encompass both one's goal and one's own chosen means of movement.