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Why The Teacher Must Always Remain A Student

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Teacher article

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As Dance Teachers, we expend much of our energy on the progress and journey of our students. Where they are going, who they will audition and ultimately dance for and where life will take them becomes as much as an invested interest in their accomplishments as our own. We get those butterflies of nerves and excitement for them as they wait in the wings to step out stage, anticipate the arrival of college acceptance letters and patiently await to hear news from professional callbacks. We do so because they are more than our students, but our “kids,” who we worked with for so many years with to get them to this point. We also get those butterflies because we know what it is like; we’ve been there and experienced these life and professional events. Whether a teacher’s own professional dance career was short or long lived, we still live vicariously through them, remembering the nerves, the adrenaline and the exhilaration of life as a dancer at that moment.

The question becomes, how do we maintain some of that in our own lives? How do we keep evolving our own professional selves and education so that we have more to offer our own students? Teachers don’t just become teachers and stop learning. Well….at least they shouldn’t….There is always more knowledge to be had. There is always room to grow. And, there is always room for improvement. No matter your age or your professional stature. If we expect our students to always be bold and curious and hungry to learn, shouldn’t that motto be led by example? When was the last time you felt excited or nervous for a new challenge? When was the last time you felt inspired to try something new? When was the last time you took a continuing education or professional development course or attended a conference? When was the last time you step foot into your own dance class? When was the last time you thought about applying for a new position and stepping out of your comfort zone?

The best dance teachers are the ones who continually want to learn; who don’t stay stagnant or rote in their classes. Those are the ones who inspire. When we are excited and get that tingling sensation in our belly of learning or trying something new, we inevitably want to share it with others. When someone inspires us, we want to inspire others. It’s a wonderfully transformative cycle that transcends knowledge from generation to generation and artist to artist. Unfortunately, as previously mentioned, we exert so much of our own energy onto our students that we sometimes leave little for ourselves. We must remember that we need to feed our own souls and minds as well to teach, not just give a class. Sometimes we get so comfortable that we forget what it feels like to be nervous or what it means to feel challenged and surrounded by individuals who might be just that much better than ourselves. Remember that healthy competition and a little bit of intimidation is a good thing, even for teachers. Acknowledging that and feeling that is a good thing. It gets our wheels spinning. It makes us want to be better and it forces us out of old habit and habitual teaching. We rely on things we know, which is a great vessel to have one’s “bag o’ tricks” to pull from, but just think about what every new life experience will add to your curriculum and the lessons you are imparting onto your students. That combined with your prior knowledge, life experience and maturity make you a priceless mentor in your students’ lives.

Everyone owes it to themselves to step out onto that metaphorical stage, often and with zeal and ambition. That doesn’t and shouldn’t just stop because one reaches a certain point in their careers. Be the learner and dancer you want your students to be. Your personal success is just as important as theirs. So shake it up every once in a while. Be fearless and take chances. Be confident and try new things. Keep the magic alive that you had when you first started out as a dancer and never lose sight of that. Your students will recognize the difference between that kind of teacher and one who sits on their laurels! Always remember….Be bold. Be hungry. Be curious.

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Author

Jessica Rizzo Stafford

Jessica Rizzo Stafford

Jessica Rizzo Stafford is a native New Yorker and graduate of NYU Steinhardt's Dance Education Master’s Program; with a PK-12 New York State Teaching Certification. Her double-concentration Master’s Degree includes PK-12 pedagogy and dance education within the higher-education discipline. She also holds a BFA in dance performance from the UMASS Amherst 5 College Dance Program where she was a Chancellor's Talent Award recipient. Jess now works extensively with children, adolescents and professionals as choreographer and teacher and conducts national and international master-classes specializing in the genres of modern, contemporary, musical theatre and choreography-composition. Jess’ national and international performance career includes works such as: The National Tour of Guys & Dolls, The European Tour of Grease, West Side Story, Cabaret, Sweet Charity, Salute to Dudley Moore at Carnegie Hall, guest-dancer with the World Famous Pontani Sisters and IMPULSE Modern Dance Company. Jess has been a faculty member for the Perichild Program & Peridance Youth Ensemble & taught contemporary and jazz at the historic New Dance Group and 92nd Street Y in NYC. She was Company Director at the historic Steffi Nossen School of Dance/Dance in Education Fund and in 2008 traveled to Uganda where she taught creative-movement to misplaced children. The experience culminated with Jess being selected as a featured instructor at the Queen's Kampala Ballet & Modern Dance School. She has conducted workshops for the cast of LA REVE at the Wynn, Las Vegas and recently taught at the 2011 IDS International Dance Teacher Conference at The Royal Ballet in London, UK. She is also on faculty for the annual Dance Teacher Web Conferences in Las Vegas, NV. Currently, Jess is a faculty member at the D'Valda & Sirico Dance & Music Centre and master teacher & adjudicator for various national and international dance competitions. Recently, she has finished her NYU Master’s thesis research on the choreographic process of technically advanced adolescent dancers and is the creator of “PROJECT C;” a choreography-composition curriculum for the private studio sector. Jess is also faculty member, contributing writer and presenter in the choreography and “how to” teaching segments on the celebrated danceteacherweb.com. For more info, visit her website at www.jrizzo.net.

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