Thread: preparing to teach

We all know the benefits of teaching and great that can be..

But how many of us prepared for when it goes wrong?

What was your thinking in preparing for students who did not conform to your ideals, who complain alot in class, smell really bad, cause others to leave, talk and chat constantly, try and take over, bicker behind your back.. act like a wolf in sheeps clothing?

Thinking about what we might do in that situation is one thing..actually doing it is whole different story.

What are your experiences?

As a schoolteacher I had to teach every one in my class. If their behaviour was extremely distruptive to the class, they might be excluded for a short time then allowed back in. This would continue.
I work pretty much on those grounds. I will tolerate someone who "doesn't fit" in those ways until it is disrupting for the class. I do regualrly tell one student to stop chattering. If she didn't, she'd be out. It is more difficult for me as an employee..I cannot throw out a student who has paid for a course of lessons but I am quite prepared to tell them to "shut-up" or whatever. For my previous college I had a large group of health professionals who had come ,I suspect,for a laugh aand were beyond a joke, with the other students not being able to learn . I called out the ring leader in front of the whole class..telling her" if she didn't listen and did herself a mischief..I would not be responsible" The class fell silent and they fell into line. There comes a point when the safety and well-being of students has to be paramount.
I would prefer to have a quiet chat after or before class about any problems and am not shy about it.The majority matter!

I've had most of the experiences you mentioned, and I wasn't prepared for them at all.

I knew my students wouldn't be as gung-ho as I was, that they'd be recreational participants, might not practice at home much, might not have perfect attendance, etc.

I didn't realize how severely movement-challenged and rhythm-challenged some students would be. I've been surprised by the people who don't hear the music, struggle with every. single. thing. that's presented -- but continue to come and want to dance for years! (I'm a perfectionist and don't enjoy doing things that don't come naturally to me). I've been touched by the dedication of these women, and it's fun to thrill with them over each small, hard-won achievement, like being able to step with the beat, or move their arms and legs at the same time.

But the other stuff... ugh. I'm teaching grownups, do I really need to deal with their sibling issues, teach them about hygiene, correct their manners, and work around their egos and temper tantrums? I still have a VERY hard time with this.

I know it's hard for them when someone new comes into a longstanding group and isn't a good 'fit.' But do they really have to behave like unruly 7th graders? I know when they're talking behind someone's back, deliberately being clicqish... I just can't figure out to what extent I'm supposed to intervene as the leader, and in what way!

I think it is a hard thing to do in reality.

We often know what we should do, or what we would like to do, but we have to think about many potential consequences.

I have never taught weekely classes so in many ways I have it easy.

I admire those who have developed a way of dispelling issues as and when they arise. I have met many teachers who manage large classes (and many of them) and balance the various needs extremely well. I have also met people who have sucumbed to the misery that class dynamics often bring. There has never been one easy answer.

I learned to complement those doing it right. When i started, i worked so hard to help everyone w/ corrections. There was a girl in front that was doing it right and i never told her so. And she never came back. MOTTO---try (if you can) to find something that they are doing right and tell them.

I have learned this kind of stuff in my day job (university professor), which crosses over into my dance instruction in innumerable ways.

I recently a student show up for one class who was just a hurricane of unbridled energy, and not in a good way. I strongly suspect ADHD, plush she had an extroverted personality - a miserable combination for an instructor. I feel bad, but I was glad she didn't come back for a second class.

Probably the most difficult kind of student is the one that learns extremely slowly, or never gets it at all. It is very hard for me to not feel guilty and inadequate in those cases. Most of the time they self-thin, but I once had a student who loved the dance but had no rhythm. Not a lack of coordination, but really and truly no rhythm. It is a very rare trait, I think. I was unable to teach her very much.

Originally Posted by taji-dancer

I learned to complement those doing it right. When i started, i worked so hard to help everyone w/ corrections. There was a girl in front that was doing it right and i never told her so. And she never came back. MOTTO---try (if you can) to find something that they are doing right and tell them.

Yes, absolutely give praise when praise is due, but on the flip side, too much 'fluff' praise is counterproductive too. Too much praise that isn't backed up can become meaningless. I've been in classes where the instructor sounds like a 90's exercise video and I feel like I'd get just as much out of that video! On the other hand, being specific with praise can help a dancer not only feel good about her dancing, but also know what she is doing right and what still needs work.

I realize more & more as time goes on how very blessed I have been with the students I have had. I have small classes, so that helps too! I also think I was pretty much raised to teach (babysitting since age 10, even as a child got along better with the older kids, started teaching Sunday School and costuming classes at 15, ESL assistant and then preschool teacher at 17, community adult Spanish classes at 19, dance at 21) so I've got something of a no-nonsense demeanor and even super talkers haven't given me problems. Plenty of time for talking before or after class plus small classes where you really can't get away with *anything* are a big help!

It used to bother me that I was referred to (first behind my back but then in front of me) as a task-master/drill sergeant, until I realized that a) it's just who I am and b) it's part of the reason the students I have came to me or stayed with me, but I'm sure I lost more than a few on the way who wanted to socialize more or had other motives for being in class. Note that even being the 'task master' dance teacher, I make sure to convey appropriate expectations to dancers, taking into account individual needs! Like Lauren, I've had folks in class who really struggle with certain things, or every thing and it can be mind boggling, but we set goals according to what they need- I do not have a one-size-fits-all philosophy, but I will make sure everyone is challenged appropriately!

but I also know I've just had some wonderful students and haven't gone through the same trial-by-fire some teachers have gone through!

I was extremely lucky in that I have a teaching mentor in my mum. We had an established school with an fairly well established 'culture' already in place. The culture was one of respecting the individual and an expectation that students attending classes were intelligent and independent adults. Rights and responsibilities go both ways. Encouraging a certain culture ensures than certain students tend to self-select themselves out of your school.

One of the hardest things for me when I started was finding my own way of teaching within that school culture. I was in my late teens, teaching women older than me and didn't have the kind of emotional maturity of my mum so I established different sorts of relationships with my students. I eventually found, like mum, that I had little tolerance for drama and it all sort of fell into place... but I had her guiding me to make sure I didn't stuff up too badly in the meantime. I am not sure how that would have played out if I had to learn all those lessons by trial and error

[QUOTE]

Originally Posted by Lara L

Yes, absolutely give praise when praise is due, but on the flip side, too much 'fluff' praise is counterproductive too. Too much praise that isn't backed up can become meaningless.

I totally agree.

Originally Posted by ssipes

I have learned this kind of stuff in my day job (university professor), which crosses over into my dance instruction in innumerable ways.

I recently a student show up for one class who was just a hurricane of unbridled energy, and not in a good way. I strongly suspect ADHD, plush she had an extroverted personality - a miserable combination for an instructor. I feel bad, but I was glad she didn't come back for a second class.

Probably the most difficult kind of student is the one that learns extremely slowly, or never gets it at all. It is very hard for me to not feel guilty and inadequate in those cases. Most of the time they self-thin, but I once had a student who loved the dance but had no rhythm. Not a lack of coordination, but really and truly no rhythm. It is a very rare trait, I think. I was unable to teach her very much.

This is exactly the sort of thing I thing which we should take into consideration when preparing to teach (or supporting someone else on that journey). We will not always get it right but the thought of 'what if?' is better than none at all.

We may be able to dance and teach.. but how often do we consider how we deal with people and treat them all with dignity and respect?
I teach once monthly in two different areas. Many of my 'students' are teachers themselves in other localities. They usually come to me extra 'in-put' and ongoing challenge (as they are all good dancers and teachers in their own right).
Quite often, conversations in breaks turn into support sessions for each other. I have seen teachers who have been made ill by a destructive or difficult student (and vice versa) .. we can 'teacher train' in ME dance until kingdom come but what aspect prepares us for managing conflict and people who behave diffrently to our expectations?
I guess until now it has been upto the individual to figure it out for themselves. Some of us have other jobs which have trained us in 'customer service' and this has helped many of us survive, but as you say, even those of us with other training struggle at times.

Much of the "teacher" problem comes from not understanding the enormity of the responsibilty of the job. It is also to do with the motives of the prospective teacher
OK I have out stripped what my teacher can teach me (and particularly if I am too old/uncommercial to gig), what can I do? Oh of course I cn teach..just like that!
I want to have status amongst other belly dancers( and particularly if I am too old/incommerical to gig)what can I do to gain that? Oh,of course I can teach...just like that!
How many of us know people in this situation..wondering where this dance takes them? Some do carry on their education, some may even contemplate training but still have technique which is not strong enough to demonstrate for the benefit of others, do not communicate successfully. Above all it is about them and not about their students.
How many teachers don't look at themselves to address the failures of their students. In school teaching , if a kid doesn't "get it", you look to see what is wrong with your strategy and not blame the capacity of the student until you have exhausted those.
If teachers are "untrained" and less experienced,and this can happen with the best intentions(regular teacher leaves and class are desperate to continue and there's nowhere else in the area) and if teachers would only get together in an area, there would be a support network.
Of course you will still get the seriously deluded about their ability to dance and to teach and the fruit-loop who won't join in and it still concerned me as to how we deal with the damage these do..sorry starting to cross-over here.
And what about those who do attempt the training schemes but fail. They have tried to get prepared but where do they go? Can they still teach..nothing to stop them really because there is no law against it?

Originally Posted by caroline_afifi

we can 'teacher train' in ME dance until kingdom come but what aspect prepares us for managing conflict and people who behave diffrently to our expectations?

I have done the JWAAD Diploma course and it covered student management. I'm not sure what kind of teacher training course wouldn't. A mentor who can guide you in this area is also useful, however I was glad to get the perspective from a number of experienced teachers with different approaches.

I think it's important to understand that teaching is an art form with a whole skill set of it's own, and realise that the greatest learning curve a new teacher is going to experience will be about these elements, and not about the dance. I really don't think any course or book could possibly cover all the multitudinous issues regarding student behaviour, teaching techniques and learning styles that a new teacher is likely to face. And that's not even getting started on the business stuff you also have to learn!

I think the important thing is for a teacher to recognise that their own learning process will be a never ending journey, accept that having bad experiences is as much as part of that journey as the good, and be willing to learn lessons and adapt accordingly.

Having a network of supportive teachers, both experienced and new, has got to be one of the most valuable resources a teacher can be blessed with. It's really important to get perspective when you're in the thick of a thorny student issue, or your student retention is down, or whatever....so you can identify if there's a problem with what you're doing, or whether there are things you really can't control, and shouldn't beat yourself up over. Sharing the pain (and the joys!) with another teacher is a key to maintaining your joy in teaching, and your sanity!

Originally Posted by Emma

I have done the JWAAD Diploma course and it covered student management. I'm not sure what kind of teacher training course wouldn't. A mentor who can guide you in this area is also useful, however I was glad to get the perspective from a number of experienced teachers with different approaches.

Hi Emma,

I have to confess to knowing little of what JWAAD teaches as part of it's curriculum, but of course I am pleased to hear that this is an aspect which they cover..it is essential.

Generally Teacher training courses do provide *some* aspects of student management, but in my experience this is often thin on the ground.

Given that most people in ME dance are teachers without a teachers training cert. it is difficult to say what the expectations are when moving into teaching. I personally became aware of it because a few of my teachers experienced problems with students and dance politics in general.

Originally Posted by jewelbellydance

I think it's important to understand that teaching is an art form with a whole skill set of it's own, and realise that the greatest learning curve a new teacher is going to experience will be about these elements, and not about the dance. I really don't think any course or book could possibly cover all the multitudinous issues regarding student behaviour, teaching techniques and learning styles that a new teacher is likely to face. And that's not even getting started on the business stuff you also have to learn!

I think the important thing is for a teacher to recognise that their own learning process will be a never ending journey, accept that having bad experiences is as much as part of that journey as the good, and be willing to learn lessons and adapt accordingly.

Having a network of supportive teachers, both experienced and new, has got to be one of the most valuable resources a teacher can be blessed with. It's really important to get perspective when you're in the thick of a thorny student issue, or your student retention is down, or whatever....so you can identify if there's a problem with what you're doing, or whether there are things you really can't control, and shouldn't beat yourself up over. Sharing the pain (and the joys!) with another teacher is a key to maintaining your joy in teaching, and your sanity!

YES! I agree with you. You cannot legislate for most of it.. but we can open our eyes to what might be.

Building in support structures for yourself is also important.. and essential.