Thread: Teacher Rules

Hi Bhuzzers,

I'm compiling a list of 'rules' for my students. I need help on the Teacher rules...:) Assuming you're a qualified teacher, or one of the most qualified in the area, what other qualities or rules for teaching do you recommend?

Teaching:

1. Provide notes when possible.
2. Focus on the positive as much as possible.
3. Teach, don’t just show or dance, explain.
4. Teach culture as well as dance.
5. If you are renting a studio, leave it as you found it and keep your classes on schedule.
6. Provide one or two scholarships per year if you can afford to.
7. If you must make specific corrections to a student, make them to the student, not the whole class.
8. Be patient
9. Evaluate advanced students on a regular basis. Keep it challenging.
10. Have well planned cds lined up to minimize time spent changing and looking for cds.

I know there's more to it than this...go ahead students, tell us what to do!

Well, as a student, I like to see classes get started on time! And, when it is time for the next class, the previous class should be gone, not standing around chatting to the instructor!

Plan your lessons, plan your course. Give a sense of progression to the students, and if you cannot provide the onward progression yourself, give them information about how they can progress their learning in other ways (more advanced classes, workshops, videos & DVDs, etc, etc)

Ref #10 - I'm on mp3s, and I have playlists all set up ("warm-up", "choreo", "sharp moves", "fluid moves", "drilling", "veil" etc). This saves my shoulders too- no more carting around a heavy boombox!

I agree with Bea about the planning aspect - as a student, there was nothing that made me battier than when the instructor wandered around for the first 10 minutes of class muttering, "Hmmm...what should we work on today? Shimmies? Do you guys wanna do shimmies?" I think it shows a lack of respect for the student's time and money when an instructor visibly puts no effort into class content. You wouldn't walk into your day job every morning, putzing around half the daythinking "Gee, I wonder what I'll do today", and constantly asking your co-workers what they think you should do. We should take our jobs as instructors just as seriously as we would a tradiational job in the provate sector.

I always liked Shira's rule that a teacher should always have at least three completely different ways to explain each move they teach.

If an instructor does not know the answer to a student's question, they should admit it and not just make something up. Promise to try and find the answer (i.e., go home and post on Bhuz for help), and if you find it, give it to them when they come back to class instead of just hoping they forget about it by next week. If it's not important to you, how can you expect it to be important to them?

Encourage students to take workshops, go to BD shows and haflas, buy music and DVD's, etc. Guide them towards anything that makes them aware that there is so much more to MED than one person could possibly teach them.

I like most of what you wrote, but disagree with this:

7. If you must make specific corrections to a student, make them to the student, not the whole class.


Sometimes people can't tolerate that level of attention. Sometimes they can, but others are making the same mistake. You're not teaching a private lesson, don't treat it as one.

Good point Kina, I do make corrections aloud, unless I sense a student is having a really bad day. I hate it when students cry...but we are hormonal creatures often under great pressure....anyway...

I meant, I just don't like it when an instructor says to the class, "*lift* your hip, no **lift** your hip," and everyone who was doing it correctly is now lifting too high or looking puzzled, the person who needs the correction is usually off in la la land and has no idea you're talking to her. *L* It happens. I've seen instructors get really mad, like "why doesn't she lift her hip? Doesn't she know I'm talking to her!?!" Well not if you don't say her name.

Here's my idea for a "rule":
**Keep your students informed about opportunities to see live performances by yourself and other dancers. Encourage them to go and let them know it's important. If opportunities are lacking in your area, create them.**

I believe a lot of beginning students in America are in classes quite a while before they ever see a real performance. Even many intermediate students have not seen enough. It's an essential part of learning to understand the dance but students don't realize this or don't know where to go. Watching dance on video has value but it's no subsitute.
Rosette

Originally Posted by s1dur1_sab1tu

Good point Kina, I do make corrections aloud, unless I sense a student is having a really bad day. I hate it when students cry...but we are hormonal creatures often under great pressure....anyway...

I meant, I just don't like it when an instructor says to the class, "*lift* your hip, no **lift** your hip," and everyone who was doing it correctly is now lifting too high or looking puzzled, the person who needs the correction is usually off in la la land and has no idea you're talking to her. *L* It happens. I've seen instructors get really mad, like "why doesn't she lift her hip? Doesn't she know I'm talking to her!?!" Well not if you don't say her name.

Often if I can see that maybe one, two or three students need to adjust, I'll say it in a general way such as "Everyone, check the position of your feet: are they aligned with your hips? If your feet are to the outside of your hips, bring them in." This way I'm not making a blanket statement that everyone *should* change something, such as saying "bring your feet in!" (which can definitely result in confusion for those who do not need the correction!) but I'm clearly asking everyone to check themselves in the mirror and confirm their positioning, and those who are already okay have a clear understanding of that as well.

Then if I see that the person whom I was really ...ahem... talking to is out in la la land, I'll say her name specifically, or move in her direction.

Don't say anything negative about other teachers, styles, dancers. If you don't like something, you don't have to pretend you do, but don't go slagging.

As to teaching 3 different ways: teach moves visually, verbally, and auditory.

I make cd's "veil" "shimmies" etc...

Also, I spend every forth classes letting students apply what they learn through group exercises, group improv, etc....they like to play!

It also drives me nuts when teachers just do choreo the entire class...balance it out!!!

Something else I just thought of - when a student is absent the previous week, the class should not be retaught what was taught that week. I appreciate a review - a walk through as far as we learned the week before but definitely not a full reteach. If an individual is absent, they need to make arrangements to get caught up if they don't pick it up on the review that is done. It really isn't fair to hold the full class back because of one or two students that may have been absent the week before.

Originally Posted by Rosette

Here's my idea for a "rule":
**Keep your students informed about opportunities to see live performances by yourself and other dancers. Encourage them to go and let them know it's important. If opportunities are lacking in your area, create them.**

Rosette, I completely agree! Back when I was a student, one of my teachers ALWAYS told us every week which restaurants she'd be dancing in that week, and which nights. She always urged us to come watch her. Looking back, I wasn't really aware of it at the time, but I learned a lot by going to watch - not so much about dance technique, but about seeing how she and the other dancers interacted with the customers, how they interacted with the live musicians, how they handled collecting tips, how they handled the occasional misbehaving customer, etc.

I wasn't really aware at the time that I was "learning" anything, but I enjoyed watching, and looking back I realize I did absorb a lot!

Originally Posted by suzyq52

Something else I just thought of - when a student is absent the previous week, the class should not be retaught what was taught that week. I appreciate a review - a walk through as far as we learned the week before but definitely not a full reteach. If an individual is absent, they need to make arrangements to get caught up if they don't pick it up on the review that is done. It really isn't fair to hold the full class back because of one or two students that may have been absent the week before.

As a teacher, this drives me crazy! A student misses a class and then says, "Can you review what you covered?" My response is "Nope, the rest of us already learned that while you were gone. Stand in the back and follow student A and student B, who know this dance pretty well."

As soon as the teacher feels like some of her students are going out to perform (and be it even for their daddy's birthday) or she puts them on stage herself, she should inform them about proper attire.
Like Skirts must be LONG!
And she should also encourage them to seek her advice about what to charge etc.
There are so many newbie performer mistakes that could be prevented if teachers told their students about how to do it right!

MEISSOUN

Originally Posted by meissoun

There are so many newbie performer mistakes that could be prevented if teachers told their students about how to do it right!

Meissoun, although I agree with your statement, there are some things that students simply must experience. Although those of us who have been dancing a long time wish we could coach them to avoid the errors, there are some lessons that students don't fully understand until they make the mistakes for themselves and experience the consequences.

I have experienced this working as a manager in the corporate world as well. As a belly dance teacher I have tried steering my students past the pitfalls - years later some of them contacted me (after they moved to other cities, tried other teachers who let them "disobey" the rules I had made them follow) telling me that they had to make their own mistakes to fully appreciate why I'd insisted on the "rules" I did.

Well, all I want is to avoid people looking at me with big eyes and telling me: "Nobody ever told me this!"

Some days ago I received an e-mail from a dancer in Northern Germany asking me what the normal price for a restaurant gig was.
I find it rather alarming that she didn't think she could ask her own teacher about this and had to e-mail a complete stranger!

MEISSOUN

Word!! I don't think you should do this in front of students. If you have a personal opinion (and don't we all?), keep it to yourself or your peers. Not students!!

Originally Posted by ouroboros

Don't say anything negative about other teachers, styles, dancers. If you don't like something, you don't have to pretend you do, but don't go slagging.

This is SO important. I know of one teacher here who spends so much time criticizing every other dancer and instructor and dance style around, that she barely has time to teach anything in her classes. She's lost alot of students because of this, as most people just can't stand all the negative energy in her classroom.

Regards
Priscilla

Originally Posted by ouroboros

Don't say anything negative about other teachers, styles, dancers. If you don't like something, you don't have to pretend you do, but don't go slagging.

Originally Posted by jessedan

This is SO important. I know of one teacher here who spends so much time criticizing every other dancer and instructor and dance style around, that she barely has time to teach anything in her classes. She's lost alot of students because of this, as most people just can't stand all the negative energy in her classroom.

Regards
Priscilla

OK, how about strengths and weaknesses of other teachers? I'm pretty upfront about my own strengths and weaknesses, and those of other teachers too.

As a student, I would ask teachers to please be aware of, and at least try to put a stop to, back of the room chatter. This has really only been a problem a few times in my class experience, mostly in the intro levels, but I found it rather odd that the teacher let it continue. I realize that nobody wants to play strict meanie teacher, especially when the majority of beginning ladies are in class to have fun or unwind-but please! Socialize after class, before class, whatever-but talking during class is just disrespectful for instructor and student!
Nikki

Originally Posted by kina

I like most of what you wrote, but disagree with this:

7. If you must make specific corrections to a student, make them to the student, not the whole class.


Sometimes people can't tolerate that level of attention. Sometimes they can, but others are making the same mistake. You're not teaching a private lesson, don't treat it as one.

The serious problem with this is that most beginners don't have the body awareness to judge when a general comment made to the whole class applies to them. I have seen this innumerable times. Here's an example:

Say you see that one or several students are locking their knees, so you tell the whole class to make sure they are not locking their knees. But the students who are locking don't know they are, so most of them don't respond. And someone who was doing it fine is not totally sure she is doing it fine, so she bends her knee a bit more and ends up too bent, possibly with some other point of posture coming out of alignment in the attempt.

As I see it, students need individualized feedback or the teacher isn't doing his/her job. It is also the teacher's job to be able to do this in a way that is comfortable for most students. If the teacher feels uncomfortable, then of course the students are going to feel uncomfortable. For the rare completely socially disfunctional student who can't handle any attention, the instructor can just skip that person.

This means that students who get it *must* be told they are correct, and students who arent' getting it must be told what to do different. This doesn't mean that people get singled out and embarrassed. Just the opposite. If from day one the students know that teacher looks and checks everyone, they are going to be much more confident in what they are doing.

If I am teaching something and everyone is doing okay, I look at everyone and announce that everyone is doing okay, or great, or wonderful, or whatever. The students know they have been checked and are correct. Sometimes I roam the class quickly giving each person a very quick feedback (good, good, bend more - now that's good, good, watch your lower back posture, relax your shoulders, etc.). I tell people when I see improvement. They know I am paying attention to each and every one of them.

Sedonia

Originally Posted by ssipes

The serious problem with this is that most beginners don't have the body awareness to judge when a general comment made to the whole class applies to them. I have seen this innumerable times. Here's an example:

Say you see that one or several students are locking their knees, so you tell the whole class to make sure they are not locking their knees. But the students who are locking don't know they are, so most of them don't respond. And someone who was doing it fine is not totally sure she is doing it fine, so she bends her knee a bit more and ends up too bent, possibly with some other point of posture coming out of alignment in the attempt.

As I see it, students need individualized feedback or the teacher isn't doing his/her job. It is also the teacher's job to be able to do this in a way that is comfortable for most students. If the teacher feels uncomfortable, then of course the students are going to feel uncomfortable. For the rare completely socially disfunctional student who can't handle any attention, the instructor can just skip that person.

This means that students who get it *must* be told they are correct, and students who arent' getting it must be told what to do different. This doesn't mean that people get singled out and embarrassed. Just the opposite. If from day one the students know that teacher looks and checks everyone, they are going to be much more confident in what they are doing.

If I am teaching something and everyone is doing okay, I look at everyone and announce that everyone is doing okay, or great, or wonderful, or whatever. The students know they have been checked and are correct. Sometimes I roam the class quickly giving each person a very quick feedback (good, good, bend more - now that's good, good, watch your lower back posture, relax your shoulders, etc.). I tell people when I see improvement. They know I am paying attention to each and every one of them.

Sedonia

yes, but focusing on one or two, or none, is wrong. it's got to be the whole class, as you say.

i think we're saying the same thing :-)

I think that if a student asks the teacher's honest opinion about a particular dancer or instructor or dance style then pointing out strengths and weaknesses might be helpful if done tactfully. However the person I was referring to just has the nasty habit of putting others down, particularly if they are considered competition.

Regards
Priscilla

Originally Posted by bintbeled

OK, how about strengths and weaknesses of other teachers? I'm pretty upfront about my own strengths and weaknesses, and those of other teachers too.

Originally Posted by bintbeled

OK, how about strengths and weaknesses of other teachers? I'm pretty upfront about my own strengths and weaknesses, and those of other teachers too.

Thought bintbeled I bet you don't randomly offer up opinions on other teacher's 'weaknesses' during class

If there is a direct and specific inquiry either privately or during class then yes, a teacher should be honest, always keeping in mind the benefit of the student rather than personal ego. When it comes levels of knowledge we need to be upfront with our students as to where other instructors in the community are at.

If a student wants to go learn Turkish Romany from a dancer/teacher she saw dance in a 'gypsy' skirt thinking she is the real deal when I know that teacher has no background in that area then I wouldn't hesitate to point that out in an up-front and non-emotionally invested way (no face pulling or funny voices or eye rolling).

So yeah, I agree... just as we have an obligation to be honest to ourselves and our students about our own strengths and weakness in teaching so do we have an obligation, if asked or prompted, to direct our students to those teachers with strengths that will help them and inform them of those teachers with weaknesses that may hinder them.

I am in my first beginner class now, and there is a very wide range of students. One thing you guys have been saying is to let an individul student know when they are doing something right or wrong. I get confused sometimes when my teacher says, I see a few of you arent quite getting it, try this, or just something along those lines. I always wonder if its me or not. I wouldnt want her to completely single me out and have everyone watch me try to do it wrong. I would like if while everyone is practicing something and occupied that an instructor could walk around and give little hints or tell them they are doing well. I know that was basically already said, but it is my opinion as a student also.
Melissa :)

Originally Posted by alcrea

I am in my first beginner class now, and there is a very wide range of students. One thing you guys have been saying is to let an individul student know when they are doing something right or wrong. I get confused sometimes when my teacher says, I see a few of you arent quite getting it, try this, or just something along those lines. I always wonder if its me or not. I wouldnt want her to completely single me out and have everyone watch me try to do it wrong. I would like if while everyone is practicing something and occupied that an instructor could walk around and give little hints or tell them they are doing well. I know that was basically already said, but it is my opinion as a student also.
Melissa :)

Exactly!

Sedonia

Originally Posted by ssipes

The serious problem with this is that most beginners don't have the body awareness to judge when a general comment made to the whole class applies to them.
<snip>
As I see it, students need individualized feedback or the teacher isn't doing his/her job. It is also the teacher's job to be able to do this in a way that is comfortable for most students. If the teacher feels uncomfortable, then of course the students are going to feel uncomfortable. For the rare completely socially disfunctional student who can't handle any attention, the instructor can just skip that person.

Totally agree. Usually if there is more than a couple making the error, I'll stop and reteach that bit - sometimes with eye contact, a nod or even using the student's name to draw attention to the worst offenders. Often those students will then want to redo that bit under guidance, which I will do - and if I think it'll take some time, I'll give the rest of the class an extension on whatever it is.

Once aware of their issues I can often quickly move around tapping the back of the knee ("soften") or hand on (my) lower abs with a lift - and they know what I mean. Sometimes I will need to stop and physically realign a student - especially beginners.

The other side is to give positive reinforcement "you've got it", "more like it" etc.

Originally Posted by alcrea

I would like if while everyone is practicing something and occupied that an instructor could walk around and give little hints or tell them they are doing well. I know that was basically already said, but it is my opinion as a student also.
Melissa :)

This is a very nice idea. Problem is, in most of my beginner level classes, if I stop, everyone stops. ,r:; Even if I tell them to keep drilling the movement, they don't and drift off into either playing around to the music or talking to a friend. Also, even if I have a student helper who can keep the group moving while I'm working through the students, the one who I stop to help will always get flustered/embarrased/nervous and that often leads to not being able to do anything right. .w.:

Something that has worked for me in the past is to single out those that are doing it correctly and then say, in general, "the rest of you -- try this. . ." Takes away the singled out for doing it wrong feeling while giving those that are doing it correctly some recognition. Sometimes it works, sometimes it doesn't.

Originally Posted by kat

This is a very nice idea. Problem is, in most of my beginner level classes, if I stop, everyone stops. ,r:; Even if I tell them to keep drilling the movement, they don't and drift off into either playing around to the music or talking to a friend.

That's so true Kat!

Then I think of my beginners ballet class I used to attend and there was just no question... if you were given an exercise and the teacher walked around correcting then there was no way you were going to wander around or go chat to a friend.

Maybe it's a combination of being a bit more isolated at the barre and not in gossipy clumps and having very strict requirements as to what to do on what count and for how many... you never just drill a move, it's always a specific combination for a limited number of times.

Because I've moved around quite a bit in the last few years I've experienced some really excellent instruction from a variety of teachers. Everyone has their own style and that can be enriching in itself.

However, the major downer in my experience has been bitching about other teachers/dancers/dance styles. I absolutely agree that it is part of the role of the conscientious teacher both to be aware of his/her own weaknesses and strengths and to try to steer his/her students toward 'good' instructors/workshops/learning experiences

There is an important difference between guidance, advice and critical evaluation as compared to extended (and unprompted) harping about other teachers. It comes across as unprofessional, unwelcoming (especially to newbies) and has actually (on some occasions in my experience) intruded significantly into instruction time.

I flag this up because it is a problem that I have encountered on numerous occaisions with different (though not all) instructors.