Heading into a New Year can be just as motivating for dance teachers as it is for students. Everyone can benefit from the little bit of down time which helps to re-energize and gear up for the second half of the season. Sometimes, however, it can be met with a little anxiety with the thought of heading back into the studio and coming up with fresh ideas for more choreography, planning recitals, starting competition season, etc.
With a job description that requires the pulse of creativity to constantly be flowing, how do we ensure we get back recharged and full of inspiration? Sometimes, we are lucky and we already have an arsenal of ideas that is waiting to be unleashed. However, having the same kids year after year can either prove to be beneficial; in terms of knowing these dancers inside and out, but also daunting in terms of knowing what they are already capable of doing and challenging them. Also, knowing their level of motivation, excitement and consistency to work hard is a direct indicator of how excited you’re going to be to teach them.
We all love our students, whether company members or recreational and the expectations and goals we set forth for them and ourselves in the beginning of the year will really help set the precedent for all that follows. Now, however is a good point in the year to revisit these goals and move the goal post, if necessary. Understanding and knowing what a dancer needs to flourish can help guide them and you. These are some of my suggestions to think about when organizing your own lessons and preparations. Good luck to you all for a successful 2025!
1. Who are your students? Are they recreational? Are they company? How old are they?
2. How will you stay organized? Write your lesson in a notebook, keep a choreography journal, use an IPAD or tablet? What works best for you?
3. What level do you think your students will end up at this year? How satisfied are you with their progress, individually and as a group? What is a goal you would like to set for them? What adjustments should be made for their benefit?
4. When reviewing your lesson plans, how was the content? Was it appropriate for the levels/ages you were teaching? Was it cohesive and progressive? Conversely, was there too much content? Were there places to simplify?
5. Do you anticipate spending less time on certain concepts/choreography/technical vernacular, etc. only to find it took much longer? How will you adjust?
6. In terms of technique, where will your initial focus be with certain classes? Will you map out a general guideline as to what your syllabus will entail for each class?
7. What other “lessons inside the lessons” do you hope to pass onto your students? Etiquette, dress code, collaboration, etc.?
8. In terms of classroom management style, what are your expectations for a smooth sailing, well behaved, focused, successful, hard-working yet fun spirited class week after week? How will you relay those expectations to new students in the beginning of the year and remind returning students of “the law of the land?”
9. Where did you pull choreographic inspiration from last year? How will proceed this year? Do you want to attempt fresh new styles and explore experimental movement with certain students? Are there classes where you feel sticking to fun, clean and basic technique will showcase the dancer skills in the best light?
10. Lastly, who are you as teacher? Who were you last year and who do you want to be this year? What is your teaching style? Habits, good and bad? How would you like to progress and challenge yourself this year so that you are evolving and growing alongside your students? What can you learn from them?
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