Thread: Need support for changes in my program (sorry, long)

I started to put this in the Teachers' Group but then decided there's really nothing here I wouldn't want my students to see. They already know or will very soon anyway.

I'm getting ready to make some changes in my program:

1) Promotion through the levels (we have 4) will be skill-based rather than based on time-served.

2) I'm adding a Dance Company in addition to our no-cut student repertory group. The Rep Group will continue to perform at haflas, student shows, and other student venues. And Dance Company members will still be in both groups, so they won't lose any members or endure any real changes right away (it's a very tight knit group at the moment). But the repertory group will lose some performance opportunities they've had in previous years to the more selective Dance Company.

3) I have a Drills Class where students can work on specific technique issues if they get 'stuck' on their way through the levels.

4) I'm adding a Bellyrobics class for students who just want to bop around and have fun and don't care about actually learning to dance, per se.

5) I'm adding some tough body-conditioning warm up activities to each level, so that by level 4 the students will hopefully have strong dancer bodies to work with.

In other words, my program is becoming much more demanding and focused on creating strong dancers, while hopefully still accommodating the funster student who gains so much from being part of the program.

I'm finally feeling pretty good about this, as it will better serve the majority of my serious students, and I'm learning that even the students who need to be pushed/pulled along appreciate the sense of accomplishment they feel in the end.

So the problem is...


The students who are currently in higher level classes and/or in the rep group who won't meet the new skill guidelines for that level. Some of them have been with me since before I had a studio, or a 'program.' Some of them have been dancing with this group for 5 or 6 years. They pretty much know who they are, I don't have any delusional students (thank goodness).

I can either
1) grandfather them in and let them stay in level 4 and the rep group indefinitely

2) demote them immediately to the appropriate level based on their actual skills

3) Give them 6 months to bring their skills into line with the new guideline, offering the drills class and as much individual feedback as they like to assist them.

I'm leaning toward #3 as the obvious right answer. But I KNOW they're not going to be happy.

Please make me feel better about all this?????

Lauren, I think you're so smart to be using a skills-based approach. And I think #3 is the right answer. The fact that you're willing to work to bring these students up to the level needed is very supportive and positive.

I agree with Latifa. I think your program sounds excellent - well thought-out and respectful of your students' educational progress. I know that not all will be happy about it, but I think you've done your due diligence. As a beginning teacher, I look up to you and hope to be able to have this level of education to offer my students in the years to come.

Your goal is to form a cohesive, strong, talented and goal focused dance company. You are offering the opportunity for everyone to grow both on an individual and dance company level. You are not only expanding and testing yourself but also offering that growth potential to your students. The time and energy expected from each potential dance company member is minuscule compared to what you have to provide. For every class they must attend you have to devote hours of study, practice, travel to seminars, etc. Plus you cannot skip classes, you must be prepared and on-site whether one or all students attend.

I would be honored to have that amount of dedication offered on a regular basis in my area. With the proper amount of devoted students you will have a dance company that will be widely known and appreciated. Very noble of you to have such goals. Anyone that voices strong opposition to the new concept will set themselves apart from anyone willing to make the commitment and work with you on the common goal.

when i change stuff around i tend to go for different names and descriptions and different TIMES too. makes it easier to move people around, without too much of the "who gets demoted/promoted" feeling going around

personally i dont like the number three option, as you just know people still will not be ready after 6 months. i would prefer to move everyone into their new appropriate groups asap, but "maskerade" it under a full "remodeling" of the program.

I don't think anyone will be happy with #1--least of all, you. It's nice to think someone will bend the rules for you, but if a student has a conscience and a realistic understanding of her skill level, there's a good chance she knows in her heart that it's wrong for you to make that exception up front. Also, by opening this door, no matter how clear you make it that it is a grandfathering policy, you have introduced the opportunity for exceptions, and if these students are still with you years down the road and still lack the potential to be as good as you want (because sometimes a student just isn't cut out for success at the next level), newer students will wonder why seniority makes up for inferior work.

Option #3 is a very generous, patient, and reasonable approach to a thorny situation. You know how close these students are/aren't to making the cut and whether the problem can be corrected with a little more effort, so maybe the best course would be to meet with them individually and ask them how they see themselves fitting into the new scheme. If you present #3 as the alternative to #2, you're probably likely to get more takers. Of course, there is still the issue of what happens in six months if the reevaluation doesn't change the results. I suppose there are a lot of students who are good enough to not be bad, and not quite good enough to move on to the next level, but don't aspire to improving and would be content to be shunted onto a side track, so how do they fit into your new plan? Can you just attend drill classes after a certain level and stay out of the "progress flow"?

Thank you SO much for your very eloquent support, you've all helped me more than you know. And given me a lot to think about.

Artemisia, your solution is brilliant. but it might be a bigger undertaking than I'm willing to take on right now.

Tourbeau, excellent points and some I hadn't thought of. Future students would have the option of drills and bellyrobics forever as a 'fun track' but I don't think students who've BEEN performing will be happy with that.

I wouldn't want to rule out anyone being capable of achieving the skills standard with good teaching and hard work on their part. But I have some students who might not choose to work as hard as would be necessary. By coincidence or by default, those are all in the over-50 age bracket (though I also have students in that age bracket who will do just fine by the new standards). If they're interested in re-forming as a Silver Sirens group (used to have one, long story) they could still perform at nursing homes, senior events, etc. The world (and I) would hold them to a MUCH different performance standard in that capacity, as mature bellydancers are a novelty and just a fun notion. I may let them bring up that idea, though, if it's what they want.

I think it sounds like a wonderful plan, and I am interested to learn more about your conditioning program. I have been trying to put together more of a conditioning component to my classes.

I think you're making a good choice, both for you, and for your students. I think #3 is a smart and fair way to proceed.

One suggestion: The way you phrased it sounds a teensy bit like an ultimatum. I'm sure you didn't mean it that way, but an overly-sensitive student could take that as "you're not good enough to stay in class with your friends. Shape up or ship out!"

You might want to make sure that it comes out as a choice for the students to make. Maybe something like: "In the new system, Level 4 is going to become more demanding. You're between levels right now, so you could go either way. You can take level 3 in the fall, or we can work together to prepare you to join level 4. It's going to take extra practice to get ready in time for the next session, but I'll help you put together a training plan. What would you prefer?"

Here's some support!

I think you've got the "how to run a good business" down, as well as "how to be a great, supportive teacher." Now with these program changes, you can address "what will be my artistic legacy?" These changes will be tough - for both your students and you - but I see your implementing them as an expression of just how much you respect this dance.

Bravo and bon courage!

Christine

I think #3 is the option I would go with. Although you don't want to give them total leeway a la option #1, I think there is something to be said for rewarding long-term students in some way for their past loyalty and commitment. It's not a free pass, but a concession, and I think they at least deserve a chance to come up to snuff if they so desire.

I think your program sounds absolutely fantastic, and I wish I'd had that kind of structure coming up in dance. Your students are so lucky to have you!

wow, you guys give awesome support. Thank you, some of your comments are making me tear up a little. I feel really strongly about my studio, it's like one of my children, and my dancers are like an extended family to me.

Originally Posted by laura 2

I think your program sounds absolutely fantastic, and I wish I'd had that kind of structure coming up in dance. Your students are so lucky to have you!

LOL teaching is so much like parenting. I try to give my students everything I wish I'd had when I was coming up. And then, once in a while, I feel a little jealous of them, because I *still* don't have the level of support and structure that they have!

As a student, I really like your option #3. You're acknowledging that they are currently in your higher level and still giving them the option to be there IF they make the decision to bring themselves up to the higher standard. If they either decide to not make that kind of effort or just can't meet it, you have multiple options for them.

Just be aware, and I'm sure you are, that you're going to have someone or several people take this personally. I'm sure you can handle that though since you always come across as a true professional here.

Here's a studenty reaction for you...

...suppose I don't meet your level X requirements and you ask me to move into X-1. Well, I'm going to feel pretty hurt. If you're going to do this, it might be better politically to rename the levels entirely. Like, if you had 1, 2, 3, maybe go to Beginner, Intermediate, Advanced, Pro... to make it seem like you are resorting everybody, not demoting anybody.

Also... you may find a reaction that is more related to the class day/time. Like, if you have students who have been coming on Tuesday at 6:30 for years, and now you tell them to come Wednesday at 7 instead -- some of them might not be upset about being in a different class, but be unable to ATTEND at a different day/time.

So, just a couple things to think about, maybe. Good luck.

Originally Posted by Lauren_

I can either
1) grandfather them in and let them stay in level 4 and the rep group indefinitely

2) demote them immediately to the appropriate level based on their actual skills

3) Give them 6 months to bring their skills into line with the new guideline, offering the drills class and as much individual feedback as they like to assist them.

My feeling is that option 3 will strongly gravitate towards morphing into option 1 in 6 months, and in most cases, will just delay the inevitable. It defaults the big decision solely onto you. In other words, under option 3, the student may work to improve, and will automatically be evaluated in 6 months.

Under option 2, the student has to make a much more serious decision about whether she wants back in the company, and is more likely to not ask to try out again until she really thinks she has improved. Option 3 sets you up to say no (with strong pressure to say yes), whereas option 2 puts the hard decisions and responsibility back on the student.

Meanwhile, under option 3 the rest of the Dance Company is denied what would otherwise be the immediate benefits that would come from all members at the same level. that isn't fair to them or you. If you have gone to all the effort to restructure things, it is important that you get to see the immediate synergy of the Dance Company as you envision it. It helps everyone see that the change was worth all the temporary upheaval.

Option 2 still allows the students to bring their skills up and then be reconsidered for the Company, right?

I am comparing this situation to one of my jobs. I'm an associate editor for a peer-reviewed scientific journal. After peer reviews come back for articles, I have to recommend whether it should be accepted or not.

I can recommend:
1) accepting as it is (rare)
2) accept with minor revisions (common)
3) reject (common)
or 4) invite the author to resubmit after a major revision (rare)

I am strongly advised by the editor not to use option 4 except in rare circumstances. It is not supposed to be a feel-good way to reject a paper that is not acceptable. Why? Because much of the time, if there is a serious flaw in the paper, what the author considers a "major" revision still won't be enough. But it will create a bias in the editorial board towards accepting it. In other words, the author will feel he/she worked their butts off on the revision, the assoc. editor will see *some* improvement, and it will be even harder to then say, "sorry, it is better but still not quite good enough".

Oh, another thought on the benefits of option 2

Under option 2, the dance company immediately rises to its new potential, and the students who are demoted have a much more clear idea of where the bar is. It will be hard for the to see the "new" bar if they are holding status quo on the 6mo probation, because the new bar will not have manifested into reality. It is still a vision in your head.

I say, let the new bar manifest.

Lauren, as a student, I like that you have your plans all mapped out so your students will know your expectations. I think they will have a sense of accomplishment when they earn promotions based on their skills.

I know it probably feels weird changing the plan, but you’re the teacher and you can do that because you are in charge. I like Artemesia’s idea of changing the names and times of the classes so no one is technically demoted. You can just assign everyone to the new levels. You can even make the wording sound like the dancers are still at their current level, but it’s just at a different time. Just make sure everyone knows ahead of time when the changes will occur. If anyone is worried about her placement, or really wants to be in the top group, then that should be motivation to practice at home before the evaluation.

We moved forward on something similar to this a couple of years ago, with the same concerns for people who have been with us since the beginning. In our case, we were dividing up the performance troupe.

On our website:
Eligible students whose schedules are too complex to let them dance with Samovar can join Anu, which has the same goals as Samovar but on a less intense schedule. The goals for ANU are the same as for Samovar: excellent dancers dancing excellently together. ANU has its own rehearsals and choreographies, tailored to the time and skill set of the dancers.

The downside: people who were comfortably 'better' than most of the people in the original group (say, 6th or 7th out of 20) were suddenly the less skilled members on the team (6th or 7th out of 10). This can cause heartburn, of course! Also, along with the division will probably come a closer control by you of aspects that you never controlled before. Folks may feel as though their creative instincts are getting squashed when you start insisting on certain standards in group interaction, costuming, hair, etc. We had one original member depart very abruptly, blowing up bridges as she went, this spring. We knew she was unhappy, and Ruric attempted to to help her find a niche, but she decided to leave, and she was MAD.

Good luck to you on your new endeavor.

Good luck to you indeed! I have restructured my performing groups & classes several times over the past 20 + yrs, sounds like for similiar reasons to yours.
The main issues for me are usually: trying to minimize hurt feelings, encourage students not skilled for pro performing, not give those who are too big heads, and to not burn myself out for trying to do too much
What I have learned:
* know that my intentions are good
* keeping myself de-stressed is important
* no one plan is perfect for everybody
* try to keep information as clear as possible, but know that everyone does not need a detailed explanation of every decision I make :-)
* accept that feelings will be hurt
*sometimes I have let people know that I will schedule my own time to have a one-on-one if anyone wants to discuss...not so sure this is a good idea tho.
I tend to agree with Ssipes about making a "clean cut". Can be the most painful but beneficial to healing in the long run.
After all, if we weren't saints-with-nerves-of-steel, how could we do this (run a dance entity) in the first place! lol

Originally Posted by ssipes

*everything*

Sedonia, I appreciate your input, and you gave me a lot to think about, but I think you misread my post. (my fault, it was too long & wordy). The Dance Company is totally new, so no one is being demoted/kicked out of it, people can only move up into it.

Hips Afire will stay as is, other than losing some public performance opportunities to the new, more selective Company.

The options I was discussing were for the class levels, regular weekly classes. The issue is that the people currently in level 3 or 4 got there by doing what was asked of them at the time. I'm changing the rules of the game, so I'm fine with giving them some time to qualify by the new rules.

Originally Posted by tigerb

Here's a studenty reaction for you...

...suppose I don't meet your level X requirements and you ask me to move into X-1. Well, I'm going to feel pretty hurt. If you're going to do this, it might be better politically to rename the levels entirely. Like, if you had 1, 2, 3, maybe go to Beginner, Intermediate, Advanced, Pro... to make it seem like you are resorting everybody, not demoting anybody.

Also... you may find a reaction that is more related to the class day/time. Like, if you have students who have been coming on Tuesday at 6:30 for years, and now you tell them to come Wednesday at 7 instead -- some of them might not be upset about being in a different class, but be unable to ATTEND at a different day/time.

So, just a couple things to think about, maybe. Good luck.

This is a very interesting take, and I appreciate your point of view.

I'm not sure I want to allow students with level 2 skills to be in the level 4 class just because it's more convenient for them, though. It would eliminate all the advantages of having levels, really, for them and the other students.

Sadly, I don't realistically expect anyone to sort down. I predict that the majority (of the few who are currently misplaced) will either bring their skills up to the level they're currently in or they'll be very angry at me and leave the program. I don't imagine that someone who's been in, say, level 4 for 4 years is going to happily start attending a level 2 class. That's unfortunate, but we're human and pride probably wouldn't allow it in most cases.

I hope they all choose to bring up their skills, and I'm willing to support them any way I can. OR I hope they choose to re-institute the Silver Sirens group, which would function outside the levels system.

But I respect that I can't make their choices for them. All I can do is run a dance program that's about the dancing. Mastering the material *has* to be a viable requirement for people moving up in the future.

I understand what you're saying about resorting everybody, rather than demoting anybody. Really, that's what's happening. I'm making broad changes to the program, not demoting specific people. I'm just anticipating that the way some people will be affected by the changes will be pretty sensitive. I'll consider whether renaming the classes might help. Thank you.

Originally Posted by maurazebra

Eligible students whose schedules are too complex to let them dance with Samovar can join Anu, which has the same goals as Samovar but on a less intense schedule.

Can I just say, I love how you put this! I think the wording helps the students to not take it personally, by basically saying, "It's not you, it's your schedule!". Very clever and diplomatic.

I'm not an instructor, just a student but I think what you are doing is really fantastic. In all of your posts you come off as really caring about the development of your students and I know you've been concerned about students being in the wrong level classes.

I think that the suggestion of re-naming the classes (not necessarily changing the times or the content of each level) may help to keep people from being upset.

I hope that your students are able to remain flexible and that you don't lose anyone over this scheduling change, which is really about getting the best for your students. If I had a teacher who told me that I needed to step down a level, I'd be disappointed and want to know why, but I would do it. Hopefully if you give them specific reasons they might realize it's in their best interest. But then again...maybe they won't.

But you have to do what is best for yourself, your studio and your students.

One thing my teacher did was separate her classes by intention, not just level. She made it clear that Level 1 and 2 were for having fun, but Level 3 (and later 4) were for becoming strong performers. (Not necessarily pros, but good *performers*, even if only once a year at the recital.) The later levels expected you to practice, and were a lot more intense in class (both in technique and conceptually).

So moving from 2 to 3 was not just the teacher telling you what you were ready for, but also you deciding what you wanted to commit to.

Most people who qualified did go on to Level 3, but a few decided to stay in Level 2, and were very happy just showing up and having fun once a week. This worked because, although Level 1 was a pretty set curriculum, Level 2 changed a lot from semester-to-semester.

Originally Posted by Lauren_

Sedonia, I appreciate your input, and you gave me a lot to think about, but I think you misread my post. (my fault, it was too long & wordy).

The options I was discussing were for the class levels, regular weekly classes.

Oh, sorry, gotcha.

Then deciding between option 2 vs. 3 becomes less critical IMO.

Originally Posted by laura 2

Can I just say, I love how you put this! I think the wording helps the students to not take it personally, by basically saying, "It's not you, it's your schedule!". Very clever and diplomatic.

Very true. Sometimes students with potential simply can't meet the time and commitment demands to step it up a notch in performance skills. Same for students who need to work harder to improve, but are not able to practice enough. They can still enjoy the dance & classes but should have different expectations. Keeping it on a schedule & time level can help to simplify a complex world.

It sounds like you're making some great, clear choices for your program! I love a concise, well-organized, and goal oriented instruction program. I think grandfathering in your older students and applying the new program to your up and coming students will be the best way to ensure a smooth transition. Your older students will be challenged and they will keep up or have the option of demoting themselves. Keep us udated on how your program progresses!

Originally Posted by laura 2

Can I just say, I love how you put this! I think the wording helps the students to not take it personally, by basically saying, "It's not you, it's your schedule!". Very clever and diplomatic.

It is exactly how we feel. Talented moms who have to put their families first feel twinges sometimes about what they COULD do if only they had the time. We wish to acknowledge this.

They've turned themselves into a very close-knit group and it is a pleasure to watch and work with them.

Originally Posted by maurazebra

It is exactly how we feel. Talented moms who have to put their families first feel twinges sometimes about what they COULD do if only they had the time. We wish to acknowledge this.

They've turned themselves into a very close-knit group and it is a pleasure to watch and work with them.

And again double thumbs up to this