There are times when we are in the studio teaching and progress seems to be at a halt, our dancers’ focus is lacking, the passion and spirit we want to see is dwindling and the frustration of it all can start to take a toll. What we sometimes forget when in the midst of all this, is that while it sometimes becomes habit to critique and make corrections because it’s part of our job, pausing to remind students what they are doing right vs. what they are doing not so right can go a long way.
We are not only dance teachers but mentors who are there to inspire and motivate. But, we are also human and when we are faced with lack of commitment or progress or desire day after day, it’s easy to get off track. Now, while we are not there to be miracle workers, the notion to pause and recognize a dancer for something they did really well in class can go further than you think. Sometimes it takes that one comment to ignite their own self-motivation and confidence.
Our dancers are also children and adolescents. This puts a whole new spin on where their psyche is. Sometimes what we are feeling and thinking as teachers is nowhere in the realm of what they are feeling and thinking. Putting yourself back in their shoes to assess what may be going on just may be the trick to devise a game plan. In turn, this can provide the patience you need to come out the other side. Feedback is associated with attention and the more you give to a student, the more you both become invested in the progress.
You would be surprised how much of an effect that one moment of pulling over a student privately at the end of class to tell them how impressed you were with how they worked in class that day, or how polished they looked for ballet or how beautiful that extension was they worked through in center has. This especially will go even further for the dancers that perhaps are not the most technically inclined, are not always in the front and think you may not really be noticing them in class. That acknowledgment can set a fire-storm of positivity and self-esteem to make them want to work harder without you forcing it upon them.
Here’s an example I can share. We have a dance student at the studio who is usually the talkative, comedian in class. She does not have the traditional build of a dancer as some of her peers do and often goofs off in class. She is inconsistent in her focus to say the least. But, there are times when she is working hard where you stop and say to yourself, “Wow she actually has a lot of potential; when she applies herself.” One day she took the initiative to ask for some help with her new pointe shoes. At the advice of her teacher she was given an assignment and some exercises to do. She was doubtful she would be able to accomplish what her teacher gave her but came in two days later and had done exactly that. The teacher gave her a thumbs up and told her she knew she could do it if she just took the initiative.
The next day she came in for pointe class with her hair in a beautiful, clean bun, a new leotard and tights and looked the picture of a professional ballet dancer. She worked so hard that day and in the days to follow. Now, she did have off –days but she certainly turned a corner and it was not only because of the praise. Giving her that responsibility to accomplish something made her feel like she took control of the situation and did something right on her own. This was a great catalyst to building her confidence.
As teachers, we too are going to have our off days too where we focus on what is wrong, what can be better, why dancers aren’t doing what you know they can do. The best thing we can do is stop and reflect and think about what they need from us in order to succeed. Something as simple as maintaining positivity, taking a moment out and giving recognition, when it is deserved and giving attention to our students will go a long way for everyone in the long run. The trick is to be mindful of it when the opportunity presents itself!
