Common Teaching Pitfalls

[DanceMentor]

One that I have heard is that most new teachers tend to try to teach too much too fast. What are some other pitfalls that new teachers should be careful about?

(I have been teaching 12 years, but always feel I have more to learn) :)

[Another Elizabeth]

Your students' problems are not always the same as the ones you are working on now, or the ones that you were working on when you were at their level!

[quixotedlm]

in the context of intermediate and above classes...

-- Not recognizing the shy but skilled student on and off the classroom.
-- Constructing a leader centric agenda for the class
-- teching shine sequences that are particularly well suited to the teachers body/motion/style but seldom has the chance of looking good on anyone else :)
-- form over substance. focussing more on patterns and less on technique.
-- allowing students who are not interested in technique to register for advanced classes.
-- bad mix of students in class - esp. imbalance of lead and followers, or mismatched abilities of leads and followers.

[latingal]

One thing I really appreciate in my experienced pro-am teachers, they have many ways of explaining the same thing - and are willing to keep trying them (and inventing new ways of explaining the same thing) until they find that explanation that "turns the lightbulb on" for me!

Also, new teachers may not have had the time to develop a systematic method of teaching basic technique for beginners (kind of related to what you mentioned in the original post for this thread).

[waltzgirl]

Address quality of movement early on--in suitable doses. I see newbies who walk across the ballroom just fine suddenly look like Frankenstein doing a box step. But I see instructors have them repeat and repeat the pattern without addressing that. Of course, they grow out of it over time (but somehow never before they've asked me to dance at a social!), but I think a greater awareness of the body above the ankles from the beginning would help a lot of people.

[dancedevine]

Address quality of movement early on--in suitable doses. I see newbies who walk across the ballroom just fine suddenly look like Frankenstein doing a box step. But I see instructors have them repeat and repeat the pattern without addressing that. Of course, they grow out of it over time (but somehow never before they've asked me to dance at a social!), but I think a greater awareness of the body above the ankles from the beginning would help a lot of people.
Great insights here! I'm teaching newbies and find myself struggling with my class time options:

Do I address the obvious posture and body mechanic issues which would not be entirely fun for the students. I could spend our entire class time just correcting body alignment from a standing position and still have material to cover for several more sessions. I have one student who is terribly insecure and responded to my initial efforts to offer corrections in a defensive matter.

(This has been an interesting teaching challenge for me. I finally discovered through much personal experimentation, trial and error that I had to find his strengths, address those and talk about how we would work together to really showcase his 'amazing capabilities to his dance partners...i became a spin doctor...translations below

"show the world what a dashing young man you are by lifting and extending the head/neck" corrected the{eyes glued to floor, unsupported core and frame}...

{arms hyperextended and locked in a way that made female partners avoid dancing with him} was corrected when I asked him to "place your very sturdy and strong arms into a secure, yet adaptable frame so your partenr may enjoy your solid, yet accomodating frame"

{feet stomp and clomp in mindless Frankenstein style crushing all within their path} improved through

let's move like the music as we dance...make our tangible feet into the light quarter and eigth notes by walking or moving lightly over the soft clouds.)

or

do I teach them some very easy basic patterns to get them moving to music and start developing some confidence?

And floorcraft and ettiquette....how do I fit all these into our already limited timeframe?

Do I want them to be picture perfect extensions of my detailed attention to the finer points of dance (like the model lifetime dancer) or do I want them to have a positive experience that leaves them hungry for additional dance study and participation throughout their lifetime?

Despite my careful outlines and planning, I often struggle with this three way tug-of-war within my own teaching space. So for any of my less than perfect dance students out there...whose posture may leave room for improvement...I say that we worked on the essentials as much as we could...but we just couldn't do it all in that short amount of time...but at least...here is another person dancing! Thank goodness, despite and because of any imperfection, this new dancer brings life into our world of dance, this new dancer brings enthusiasm and vitality to dance and is a joy for me to have as a former, current, future student.

I'd rather dance and share a song with a newbie or 'baby dancer' than dance alone on an empty floor. :(

[Aieee]

This is a good thread! Can we expand it to include tips for non-teachers trying to introduce friends to different dances (informal, basic teaching)?

[tangotime]

Frankenstein -- I think you mean the monster-- he was the doctor - common mistake ( altho he probably looked as bad ! )

[dancedevine]

To dance mentor...I am relieved to know that there are still teachers out there who indeed are still learning. I would love to have a tribe of teachers such as these nearby so I could just be a student and learn, learn, learn to dance, dance, dance!:banana:

[fascination]

a really good teacher...or someone with the potential to be...will practice alone, will study their own body mechanics...will think of many analogies for various concepts...will focus on the fundamentals...my 2 cents...

[Twilight_Elena]

Here are my problems as a newbie teacher:
Saying too much or too little. I have no idea how much of a dance a student can take, or how much I should insist on technique.
Many times, I find myself unable to manage my 45 minutes correctly and end up with a spare ten minutes that I have no idea what to do with.
I look at the mirrors all the time. But that's just me. Depending on many things, I either can't stand to look at them or can't stop.
While I have tons of information in my head, I'm not sure sometimes whether it's time for some tech details or not. I'm not sure if they're for beginners, intermediates or advanced Bronze students. I feel like there's a continuity gap in my head between teaching toe-heel or follow-through footwork, and teaching correct hip settling by use of abs or pushing from the supporting leg. 99% of the time I try to deal with the fundamentals, but sometimes I wonder if MY fundamentals are THEIR fundamentals.

T_E

[fascination]

I think a good principle for whether of not teaching an element of technique is sorth it or not to a newb social group has alot to do with whether or not you see that there is a problem that could be made easier by knowlege of some element of technique that is missing...otherwise, I agree, it's a slippery slope from what I have seen ....and I do not envy you one bit....

[Al Gisnered]

One that I have heard is that most new teachers tend to try to teach too much too fast. What are some other pitfalls that new teachers should be careful about?

(I have been teaching 12 years, but always feel I have more to learn) :)

Off the top of my head, for the teacher of newBs:

Floorcraft and ettiquette. Line of dance in traveling dances, where to do spot work in traveling dances, lack of right of way in all dances, apologies given and accepted, that kind of thing. I don't think it can be emphasized too much.

Neglecting preceeds and follows. One of the biggest hurdles a newB has, particularly the leader, is getting into it and out of a figure. Not just in the traveling dances either. I see beginners doing endless Rumba basics and the intense look on their faces seems to echo their trying to remember "What comes next?".

[DancinAnne]

Off the top of my head, for the teacher of newBs:

Floorcraft and ettiquette. Line of dance in traveling dances, where to do spot work in traveling dances, lack of right of way in all dances, apologies given and accepted, that kind of thing. I don't think it can be emphasized too much.

Neglecting preceeds and follows. One of the biggest hurdles a newB has, particularly the leader, is getting into it and out of a figure. Not just in the traveling dances either. I see beginners doing endless Rumba basics and the intense look on their faces seems to echo their trying to remember "What comes next?".

Oh gosh, I know that look! In fact, when I lead (not often enough to be adept), I prolly have that look on my face! :confused:;)

[Al Gisnered]

Here are my problems as a newbie teacher:
Saying too much or too little. I have no idea how much of a dance a student can take, or how much I should insist on technique.

I think you need always to insist on technique -- but sometimes insist on it as something for the future. Work on it, but not get bogged down by it if there are more immediate issues that need to be taken care of.

Many times, I find myself unable to manage my 45 minutes correctly and end up with a spare ten minutes that I have no idea what to do with.

The best teachers I've had in any subject with practical application have always tried to end class with review and practice.


While I have tons of information in my head, I'm not sure sometimes whether it's time for some tech details or not. I'm not sure if they're for beginners, intermediates or advanced Bronze students. I feel like there's a continuity gap in my head between teaching toe-heel or follow-through footwork, and teaching correct hip settling by use of abs or pushing from the supporting leg. 99% of the time I try to deal with the fundamentals, but sometimes I wonder if MY fundamentals are THEIR fundamentals.

Won't your fundamentals eventually become their fundamentals? As I say above, you might as well introduce the concepts, at least. Perhaps as a goal, not for immediate, perfect, application. And don't let it to become overwhelming. Keep emphasizing that the process of learning to dance is, in itself, fun and rewarding.

[kwa445]

These are all great tips. I'm teaching a class of six year olds though, does anyone have any hints for making ballroom interesting for little kids, things to keep their very short attention spans, etc?

[fascination]

say stuff with lots of shock value...dress cool and give out candy

[DennisBeach]

One that I have heard is that most new teachers tend to try to teach too much too fast. What are some other pitfalls that new teachers should be careful about?

(I have been teaching 12 years, but always feel I have more to learn) :)
Finding a few key points that will significantly help the student. Some of our teachers would give us way to many details, when working on technique. We would just get confused and not benefit from the lesson. The best teachers, would find one or two key items to fix at that time, that would make a major difference in our dancing. Also making the student aware of what they were doing correctly.

Another weakness is taking things that can be done numerous ways and focusing on getting the student to do it your way. Even though they learned it another way, which was correct.

[DanceMentor]

I find that if you are giving the right information about the current step, you are not only helping them with that step but with all the others too. Consider the following for say the Foxtrot basic:
Direction of Steps
Timing
Posture
Poise
Dance Position
Movement/Flight
Footwork
Rise and Fall
How to Walk Forward
How to Walk Backwards
How to do side together
Head Position
Connection through body or frame
Use of the Standing Leg
Swing of the Free Leg

I'm sure there is more. Now if you can take the above and teach a truly enjoyable lesson for an hour where the students are moving well and having fun doing it, you are no longer a beginning teacher. And if your students understand enough of the above to apply these same techniques to other steps in foxtrot (or even other dances), your students may have just had a lesson that will be meaningful to them all year, and insure fun and enjoyment for a long time to come.

[waltzguy]

I find that if you are giving the right information about the current step, you are not only helping them with that step but with all the others too. Consider the following for say the Foxtrot basic:
Direction of Steps
Timing
Posture
Poise
Dance Position
Movement/Flight
Footwork
Rise and Fall
How to Walk Forward
How to Walk Backwards
How to do side together
Head Position
Connection through body or frame
Use of the Standing Leg
Swing of the Free Leg

I'm sure there is more. Now if you can take the above and teach a truly enjoyable lesson for an hour where the students are moving well and having fun doing it, you are no longer a beginning teacher. And if your students understand enough of the above to apply these same techniques to other steps in foxtrot (or even other dances), your students may have just had a lesson that will be meaningful to them all year, and insure fun and enjoyment for a long time to come.

excellent list, i wish i learned all this when i was a newbie

[yanka]

These are all great tips. I'm teaching a class of six year olds though, does anyone have any hints for making ballroom interesting for little kids, things to keep their very short attention spans, etc?

New Yorkers. For some reason, kids love them! Best part is you can do them in multiple directions, which means you teach it once and they can do them forever but not be bored...

As for general teaching advice - being able to tell when a person is shaking his head 'yes I understand' but he doesn't actually understand (and either doesn't realize it or is just too embarassed to admit it).

[Medira]

One thing that might help with kids is dancing to songs that they know. There are some great Disney songs that can be fun for kids to dance to ("Kiss the Girl" from The Little Mermaid as a rumba, for example)

Keep things really upbeat and positive and, most importantly, keep them moving!

[flexi]

Commen Teaching pitfalls...

Often Newbie teachers switch subjects way to quick. And experienced dancers who teach stay one one thing too long.
As a newbie only has a little info, they tend to give it all out, and wehn done move on... and the experienced dancer will give all the info he/she has on said subject..
The problem I'm suggesting is that often teachers don't calibrate to what the student can take in at one time. There is this look you get when someone doesn't understand, their frustrated, they want to do whatever it is, but they see absolutly no way to even start on said subject.

My teacers are very experienced...they are very good at finding specific things that need worked on, as well as simple methods to fix those problems. Probably the most useful thing is their ability to recognize when I'm not understanding, confused, etc.. They then go back, restate what we were working on, put it in context and clarify.
This recognition is something usually only a very experienced teacher has.A lot of new teachers, regardless of their dance skill.. often can't/don't relate to their students enough.

So often you see a teacher constantly "demonstrating" to the full max of their ability, while watching themselves in the mirror.. and then saying to the student.. it should be done like that...
You then see the student just look like ( wow.. I could never do that..)

Better would be like...
Teacher...Ok I need you to try this.. I'll help you out, here hold on for a little ballance..
Ok, you need to practice this... needs to be faster / stronger.. It's just like what you just did.. but now you need to do it by yourself without my help..
If you do that, it can look like THIS... WOW..
Student says... wow, I can't wait, I'll practice that so I can look like that..

[dancedevine]

These are great posts! Wow! I hate to confess; I too often struggle and strain to escape from many of the posted teacher pitfalls listed here. My feet and brain seem to find them with little effort! Gadzooks! By the time I have it figured out andreally mastered, I'll be 167, rivalling Methusala in lifespans, and too old and scary and senile for any student/class setting! Alas, youth is wasted on the young!

[tangotime]

The most important thing for all teachers, no matter what level your next lesson will be, is --- PLAN,

Come prepared , and have a format in your head .
If you are a busy teacher, make sure your last lesson is as good as your first.
And 2 very old axioms-- Teach technique-- but dont teach technically .
Dont get " Step " happy .

Teaching is an acquired skill, that developes with time. You should always be training , and expanding your knowledge .

Lastly-- the one thing you should always wear to your lesson ?--- A smile !

[Medira]

Teach technique-- but dont teach technically .

I like this. I've seen way too many beginner classes where the instructor focuses so much on technique and the proper way to take the steps that the students get bored, frustrated or both... Sometimes, especially at the absolute beginner levels it needs to be a more fun focus. That way, the harder technique points don't seem as dry/frustrating/tiring.

[fascination]

TT...love this...too often it is either abandoned totally or presented overwhelmingly....there pearl lies in the presentation

[dancedevine]

The most important thing for all teachers, no matter what level your next lesson will be, is --- PLAN,

Come prepared , and have a format in your head .
If you are a busy teacher, make sure your last lesson is as good as your first.
And 2 very old axioms-- Teach technique-- but dont teach technically .
Dont get " Step " happy .

Teaching is an acquired skill, that developes with time. You should always be training , and expanding your knowledge .

Lastly-- the one thing you should always wear to your lesson ?--- A smile !
tangotime:D your words of wisdom are now printed and posted on my icebox...held in place by my favourite pizza parlor menu magnet!

[nimmity]

This is a brilliant thread. I've been taking notes!
I've just taken a job at an independent studio and am partially amazingly excited and partially terrified. I've had some great teachers to emulate and one day I will be as good as them I just know its going to be a long road.
Any more pearls of wisdom out there?

[GGinrhinestones]

Obviously, every dance teacher has to first know how to dance. If you can't dance yourself, you have no business teaching (it's a bit unnerving as a "beginner" myself to realize I know more and dance better than the "instructor" who is dancing with me!)

That said, from the perspective of a student (and adult educator in the non-dance world), there are two things a good teacher should never, ever, ever forget:

1. There is more to teaching than knowing the material - i.e. knowing how to dance. If you don't respect your students and have their best interests at heart, they won't learn.

2. A teacher is always learning - you can learn as much from your students as they do from you. You can't teach if you can't learn.

[mop6686]

These are all great tips. I'm teaching a class of six year olds though, does anyone have any hints for making ballroom interesting for little kids, things to keep their very short attention spans, etc?

There's a great little book called 'Teaching Children Dance' by Cone (You can get some of the book online if you google it) that I constantly use for my kids class.

One of the biggest problems I have with teaching kids ballroom is that touching each other is such a distraction for them. 'Teaching Children Dance' outlines 4 ways to teach the concept of partner dancing through 4 dance positions - Mirror, Shadow, Echo, Call and Response. I usually teach them through games. For Mirror I have the students stand opposite each other and have them copy each other, one leader and one follower. For Shadow they stand one in front of the other and the person behind has to copy the person in front. Echo is similar to Mirror, but there's a delayed response. And I use Call and Response to end the class, during which we'll have a dance off.

And I have a great technique for getting them to be quiet. Instead of shouting at them, I agree with all the students on a silent signal that they must copy when they see me doing it (like simon says). It's usually something goofy and involves using both hands and usually sticking there tongue out (that gets them to stop talking and touching each other). When the kids are going crazy I just stand there in my crazy pose and one by one they'll follow suit. Even the most rebellious student will feel the peer pressure and do it.

Also, Disney songs work great. Turn anything into a game or a character. They'll love it!!

[fascination]

Obviously, every dance teacher has to first know how to dance. If you can't dance yourself, you have no business teaching (it's a bit unnerving as a "beginner" myself to realize I know more and dance better than the "instructor" who is dancing with me!)

That said, from the perspective of a student (and adult educator in the non-dance world), there are two things a good teacher should never, ever, ever forget:

1. There is more to teaching than knowing the material - i.e. knowing how to dance. If you don't respect your students and have their best interests at heart, they won't learn.

2. A teacher is always learning - you can learn as much from your students as they do from you. You can't teach if you can't learn.actually, I disagree with point number one...I know it not to be true...not to say that it is desirable or that you can be considered a good teacher without that aspect...but a good student can learn from a teacher that doesn't respect them and from a teacher that doesn't have their best interest at heart...that part is up to the student...all a student really needs is good information and a good work ethic

[Chris Stratton]

actually, I disagree with point number one...I know it not to be true...not to say that it is desirable or that you can be considered a good teacher without that aspect...but a good student can learn from a teacher that doesn't respect them and from a teacher that doesn't have their best interest at heart...that part is up to the student...all a student really needs is good information and a good work ethic

A person without this can be a resource for those students who will find a way to success despite any advertisity, but of limited use to the other 95% of the population.

[fascination]

agree