The Alexander Technique uses a two-pronged approach to allow students to begin to remedy this situation: increasing students’ awareness of their present movement habits and providing students with a kinesthetic experience and knowledge of how their psycho-physical instruments are in fact designed to work. The inefficiencies, tensions, and extraneous efforts with which the student sets about doing any task are largely-or even wholly-involuntary and unconscious. Increasing students’ awareness of how they go about doing something is therefore central to an Alexander approach. Students learn to recognize the moment when they engage in a habitual, inefficient way of completing an intended action. They learn to "pause" in this moment of recognition, to rethink their approach to the intended action in order to allow it to be freer, easier and more naturally coordinated, and only then to proceed with the action. In Alexander terms, this comprises the dual processes of "inhibition" and "direction."