After spending many years as a student both as a child and at the collegiate level, I received information from a vast range of different teachers with varying styles and methods. I can articulate specific aspects of the teachings each one instilled in me during my developing years as a dancer. I have cultivated these characteristics and strive to share the gifts that were given to me as I continue my teaching journey. Some of the positive things that I learned that I implement into my teaching include nurturing the student’s beginning and growth, communication, and acceptance of all students' work and backgrounds. These three qualities that I believe are not only advantageous to have as a teacher but a mentor as well, and dance teachers are exactly that. 

 

 My work as a teacher is to plant and carefully tend to a “seed” within students and carefully take care of this seed. This seed is the beginning parts of motivation, inspiration, and dedication. Once this seed is planted in students of any age, experience, or background, they begin to grow and flourish on their own. There is a desire to learn and grow that comes from within them. As this process continues, I must continue to take care of the seed and nurture its growth, because it is simply not done developing yet. This means that I must be gentle with students and firm in delivering to them and teaching for them to succeed. I slowly relinquish control, as the students gain more autonomy over their bodies. As a teacher, being deliberate and instilling focus on the student’s growth will guide them toward independence and confidence during this time of change. Many students learn that maintaining the dance track isn’t for them, and as a teacher, can often feel like a failure. But this is more the realization that we cannot control our students’ path although we can remember that we were part of it. Finally, as the plant is almost done developing, I can let go a little bit more and let their desire to keep growing to take over, but I am simply still not done helping them on their journey. I have learned how important teachers are in the student's development and that being open and accepting of the fact that every single student learns differently is extremely crucial to establishing successful habits and trajectories within many students. 

 

Communication is something that benefits both sides in teaching and learning dance. This means being open to further explanation and clarification from the teacher and should be celebrated, not frowned upon. Often, growing up, I noticed a disconnect between teacher and student when there was an insufficient amount of explanation or understanding on both ends. This often led to mishaps in the classroom like injuries, incorrect technique, or the inability to make sustainable progress. Outside of the classroom, I have noticed that a lack of communication affects the community we dance in, creates a propensity to develop conflicts, and fosters favoritism. Honesty and directness as a teacher are the best policies because they enrich students’ learning and set clear expectations for their work. I believe that having high expectations from students is imperative, but clearly laying out how and why certain expectations are simply just as essential. Expectations for students give them boundaries and a reason to always do their best. It gives them a parameter of acceptable behavior and gives a glimpse into what the professional world is like to properly prepare them for the future. 

 

Teachers should be just as good of a listener as they are communicators. Being able to listen and make the students feel heard both inside and outside of the classroom is crucial for growth and maintaining healthy dynamics in the environment. I make it known that the students can always ask me questions regarding choreography, technique, or any type of clarification. I would rather the students be clear on what they are doing because they had to ask me a few times than them feel lost or confused and not confident in themselves. I also make it known that I am open to listening to the students outside of the classroom as well. I don’t necessarily feel as though I should be their friend or a parent, but I want to be someone they can come to and look up to. I often mentor students with things in their life outside of dance, such as academic studies and summer programs. I feel like this has had a rather positive aspect on our relationships and my work as a teacher as well as their work as students.

 

            Learning acceptance of many circumstances in a variety of different manners has been advantageous as well. Knowing that I cannot control everything, but I can only do my best in everything I do has taken a lot of stress away from both the students and me. Accepting that not every student will take what I say and apply it, not every student will like the way I teach, and even not every student will continue to dance while I am teaching them has been a hard lesson to learn, but it has also taught me patience, honesty, and authenticity in the end. 

 

            Finally, I feel that being accepting and welcoming of all students is a hallmark of being a good teacher. I do not cast judgments on things like age, physique, level or technique, or background. I simply look for curiosity, resilience, growth, and most importantly a love for dance coming from the students. I believe that this allows students to feel comfortable, safe, and eager to learn because they are free to be exactly who they are and where they are, and just keep striving to be the best version of themselves.