By Madison Walker. DWC Ambassador

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As I grow in my role as an instructor and choreographer, I have reflected on my dance journey and the people who influenced me through teaching. Most of my free time growing up was spent in the dance studio under the instruction of Jennifer Picart Branner, or as I know her, Ms. Jen. When I consider the kind of teacher I am today and the teacher I hope to be, I often draw from my experiences as a student. Under the instruction of Ms. Jen, I felt a sense of accountability and support that allowed me to develop self-discipline positively. Through the intentional teaching methods modeled for me growing up, I grew as a dancer and a person. I attempt to inspire my classroom in the same way I felt inspired as a young dancer through modeling the importance of self-worth and resilience while creating a positive learning environment.

Studies show that students who have positive and trusting relationships with their teachers, show more engagement in learning and achieve their learning goals at higher rates (Rimm-Kaufman, S., 2010, April 19). When students are positively engaged in the process of learning, they grow to enjoy learning in general. By positively engaging with my dance class, I am creating an environment in which my students can become more self-directed and resilient in their dance education. While technique is a crucial aspect of growth in a person’s dance journey, dance is also an art that requires vulnerability and creativity. I have great respect for the emotion that goes into a dancer’s execution of choreography. I also have great respect for my students as they grow into their own as artists and begin creating their own work. Since it requires so much vulnerability to improv and perform choreography, it is imperative that students feel comfortable and supported enough to explore the performance aspect of their dancing.

Providing critiques is a crucial part of teaching and something I have always valued. As Ms. Jen would often tell my class, “The day I stop critiquing you is the day I stop caring”. When I was a student, I learned to appreciate the individualized attention and the expectation that I could do better. Knowing that someone else believed I could achieve more, allowed me to have the confidence to push myself there. Teaching in my classroom today, I echo this motto and work diligently to acknowledge each of my students for the work they are putting into my class. I often say that ballet, while an art form, is a strict discipline that teaches us respect in addition to many other life lessons. It is out of respect that I address each of my students and critique them in a way that builds them up rather than tears them down.

“By encouraging my students to compete with themselves rather than comparing themselves to the person next to them, they learn to set and achieve realistic goals while appreciating their skills and ability level. ”

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In dance, there is a constant drive for perfection. Although we as dancers and as humans know that perfection is almost unobtainable, we push our minds and our bodies in the pursuit of being as close to perfection as we can be. As an instructor and choreographer working with young dancers, I strive to foster a love for the process of learning and put an emphasis on resilience. Through dance and specifically ballet, I learned the meaning of work ethic. My students know that when they come into my classroom, there is an expectation that they are working their hardest. I aim to hold my students accountable in a positive way by challenging them to développé higher than the time before, jump higher than the day prior, and push for more rotations in every turn. By encouraging my students to compete with themselves rather than comparing themselves to the person next to them, they learn to set and achieve realistic goals while appreciating their skills and ability level.

Working in mental health with youth by day, I am always engaging in training and with resources that translate to my dance classroom. Although as dance instructors we are responsible for our student’s technical growth, we are also playing a role in our students’ social and emotional development. I believe that all dance instructors should aim to educate themselves on the development of youth and how we as instructors can improve our teaching methods to best serve our students.

Below I have comprised a list of my main teaching tips that have helped me develop a positive dance environment. For more information on how you can create a better learning environment for your students and why it is important, check out the links listed under “Resources/Articles”.

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My Tips for Teaching with Intentional Positivity:

My number one rule for myself when teaching is setting expectations. When your students know what is expected of them from day one, it is easier to hold them accountable in a constructive way.
Positively acknowledge each student during class. When students feel like they have been acknowledged in a positive light, they are more receptive to criticism.
Create structure. Having a routine in the classroom assists in keeping your students on task and leaves less room for shenanigans, allowing you to focus on the positives!
Give space for creative exploration. I love to incorporate improv into my classes to allow my students to apply the technique they learn in class while also pushing themselves to grow as artists. When students find a personal connection to their movement, they remain motivated in their dance education.
Give meaningful feedback. When students are given meaningful feedback, they can improve at a faster rate but it also builds a sense of self-worth to be acknowledged. Every dancer goes to class to improve so it is important as an instructor to ensure that each of my students walks away from each class with valuable feedback.
Know your students. There is great importance in knowing your students as people and dancers. I want to be able to help my students set and achieve goals by holding them accountable. When I know where my students are skill-wise, I am better able to recognize progress and regression.