Lafour News

How to explain to a parent when their child is not ready to join the dance class

2010-03-09T12:11:00.005Z

Few parents welcome the news that their child is not ready to join the dance class. To some this may feel like a personal failure especially if their friends have children who are joining the class.
After a trial lesson if the teacher finds that a child is not ready to join the class it would not be appropriate to say so within ear shot of other parents. If there is another class waiting as is often the case there would not be the time for explanation anyway.
Perhaps, yet again, if it were made clear at registration that the teacher would contact the parent by phone after the trial lesson to give feedback this would reduce expectation by the parents of confirmation on the day.
Preparing what to say is important.Be polite and courteous but firm. Emphasise the child's strengths eg

"I could see that Emily has lots of energy and enjoys being in a large space and loves running and jumping. She is not comfortable however in the quieter more controlled elements of the class. At the moment I think that the class that I'm offering is too restrictive for her. I think she would be much happier doing gymnastics or swimming or an activity which uses lots of energy and is not as controlled. At this point therefore I don't think that she is ready to join the class. In another 6 months this could change. I could then register Emily for another trial lesson. In my experience if children do join the class before they are ready they don't enjoy themselves and it can put them off dance for a long time. When I make an assessment based on the trial lesson I consider very carefully the needs of each individual child and decide what is best for them................"

Try it! And let me know if it works.
I would just add that offering a maximum of 3 trial lessons would be reasonable. If it doesn't work after 3 then it is unlikely to work at all and the child would be much better pursuing another activity better suited to their personality and physicality.

test

2010-03-04T17:55:00.001Z

A 'Trial lesson' system

2010-02-24T11:29:00.009Z

There are steps one can take to reduce the likelihood of a child joining a pre school dance class who is 'not ready'.
'Not ready' in this context means that the child is unable to concentrate, is reluctant to join in, easily distracted, not listening to the teacher, running around the room etc .

At the first point of contact when a parent enquires about their child joining a dance class the teacher should ask the parent if the child is already attending a nursery, playgroup etc. This will indicate whether the child is familiar with the concept of participating in an activity with other children (without the parent) in a more structured setting.
Operating a 'trial' lesson system is extremely helpful.
This system would be explained to the parent at registration. A trial lesson date and time would be confirmed. During the trial lesson the teacher would be able to assess the child's receptivity to the class, general level of enjoyment and participation. Based on this knowledge the teacher would then be able to inform the parent whether or not the child was ready to join the class on a regular basis.

Children who don't want to join in the dance class. 2

2010-02-14T11:55:00.007Z

As I have mentioned previously, knowing the individual personalities of each child is hugely important to the smooth running of the class. If a child suddenley announces that she doesn't want to join in the teacher has to make an instant decision.

Is the child ill? Is she playing up?Is she used to getting her own way?Is she unhappy?Does she need to use the bathroom?
If the teacher knows each individual personality she will be far better informed to deal with each of these situations as they arise.

For example if a child who normally joins in happily and is quite settled in the class announces that he doesn't feel very well then it is likely to be true. In this instance perhaps ask the child what is wrong, ask if they felt unwell before coming to class. Perhaps 'test' them by asking if they would like to be the leader in a dance movement which the teacher knows is something that the child normally enjoys. If the answer is no and the child's response appears genuine the teacher should say that the parent of the child will be told at the end of class and then suggest that the child sits down to rest.

The teacher should also make clear to the child that sitting down does mean sitting still and not playing.

The teacher should then keep an eye on the child and if he continues to sit quietly then this is also a sign that the child is genuinely unwell.

This is one approach for dealing with a child who is normally a happy participant in the dance class.

Children reluctant to join in the dance class: New students 1

2010-02-08T11:13:00.008Z

When assembling the children prior to entering the dance space if a child is noticeably reluctant try asking whether he or she would like to help you lead the train.
A hand puppet or soft toy is useful in this situation as an intermediary. Introduce for example Dancing Bear (hand puppet) and perhaps say that it's the first time that Dancing Bear has come to the class and is feeling a bit shy (perhaps hide him a little behind your back).
Ask the children if they would wave to him so that he feels a little bit happier and knows that they want to be his friend.
Then bring Dancing Bear slowly out from behind your back and make him wave to all the children. Pretend that he wants to tell you something. Mime 'listening' to him and say that he wants to thank the children for making friends with him. Also say that Dancing Bear would like to stand next to the 'reluctant' child to make a train into the dancing space if that's alright.
Using Dancing Bear to express feelings that the child perhaps can identify with can lead to a feeling of inclusion which hopefully will enable him or her to join in with confidence.

What to do when new students don't want to join in the dance class

2010-02-04T17:40:00.024Z

This is a question that is frequently asked of me by dance teachers new to teaching the early years age group. Possible methods of approach will vary according to the specific circumstance. For the next few posts I will attempt to offer practical help based on personal experience to the various situations that I have encountered during my teaching career. Let us take for example the situation when a young child of 3yrs is new to the class.

I am of the opinion that when teaching this age group it is far better for the teacher and the students if parents are not invited to sit in the studio or dance room. As I mentioned in an earlier post if the teacher meets the students outside the room as they are preparing to enter, this ensures that she can observe the children and familiarise herself with any obvious problems. By that I mean the child who may be shy or lacking in confidence or clinging to their parent or upset because they fell over in the car park or who haven't got their pink ballet shoes!

In fact with regard to ballet shoes it is my policy for the early years age group that all the children dance barefoot.

Dance teachers in the private dance sector may be approached by a protective parent who insists that their child is very shy and is not used to being left and therefore wishes to accompany them in the studio.

This situation could be largely avoided if it were made clear at registration that parents do not stay with the child in the dance class. A 'Showcase day' or 'Parent watching day' or 'Open House' can be offered as an invitation to all parents at the end of every term. Having said this there will undoubtedley be the odd occasion when a child on the day confronted with the new situation decides that she or he doesn't want to go into the studio without the parent. Or the parent thinks that the child doesn't want to go into the class without them! I have encountered parents who appear to consider that to have a clingy child in some way publically demonstrates how much their child loves them which consequently confirms their status as loving and good parents.

The first piece of advice therefore is that the teacher must know the parents. Knowing the parents and knowing the children and assessing their personality and relationship traits are key to the way in which a teacher responds to potential problems.

Proposal for a new qualification: Early Years Dance specialist

2010-02-01T11:31:00.046Z

Before attempting to add this latest post I have spent some time investigating the courses and accreditation options available to those wishing to train to become practitioners or carers of early years. On investigation it seems that an accredited course or qualification for those wishing to teach dance to early years is absent. Even the availability of CPD courses are few in number and very general in content.
In the previous post I suggested that the teaching of dance to early years could be effectively taught by anyone with a competent level of physical demonstration together with knowledge of the stage of development of the specific age group. In addition they would also require an age appropriate dance programme on which they could reliably depend.
If such an accredited course was available I am convinced that there would be a take up by many young people (and not so young!) who are looking to work in the early years sector.
Imagine for example if a classroom assistant, a nursery assistant or a playworker also had
a specialism in early years dance. They would bring a new specialised skill to the workplace.
This would not only be of benefit to the centre of learning but more importantly to the children themselves.
Since creating the Lafour Prima Dance programme and running trial workshops in nursery schools I have become increasingly aware of the potential benefit that there would be to the takeup of this initiative.
I do have the expertise, the experience and an effective dance programme which has been trialled and tested. The workshops that I've run have been practical and for the purpose of accreditation would need to be 'academised'. It would be a very welcome project though and I would love the opportunity to develop such a course.
Admittedly it feels as though I am rather a lone voice on the subject but if this is an idea which resonates with anyone it would be interesting to hear your comments.

Dance teachers for different age groups

2010-01-18T16:59:00.017Z

In the state sector it is rare that a teacher is qualified and employed to teach in Nursery, Primary, Secondary, Tertiary, University and 3rd Age education. It is standard practice for most teachers in the education sector to pursue a career in one specific area. Not so dance teachers in the private sector. They are expected to teach all the age groups with equal confidence and competence. Surprisingly some of them actually manage to achieve this although I would suggest that if truth be told the majority are far more comfortable teaching one specific age or ability group. Teaching some classes can present a teacher with a weekly nightmare!It might be a class of adults, teenagers or the under fives or a combination of any of the three. Newly qualified teachers starting out in their careers who are at first simply trying to earn a living seldom have the luxury of choice in the matter. As feelance teachers they will often teach anywhere and to any age group.
It has been my privilege to travel around the UK and abroad teaching the Lafour Prima Dance syllabus. In my travels I have come across many people who do not possess the required physical demonstration and knowledge of dance technique to teach dance at an advanced technical level. They do however possess an acceptable standard of personal dance performance and a natural rapport with young children. These qualities in combination with a syllabus on which they can depend and a training programme which instructs and inspires almost guarantees that they become excellent communicators of dance to early years.

Teachers need to be effective communicators of their subject

2010-01-15T11:26:00.028Z

The title contains an obvious statement and one which rings true in many an individuals' personal experience as student or teacher - or both.

As a student of dance, to be told by a teacher that a particular movement is not being performed correctly can be frustrating (even depressing) if the observation is not followed through with practical advice to enable the student to identify the problem and then work towards correction.
There are dance teachers who rely on their own proficient demonstration as a means of communicating knowledge of their subject to their students. In my experience this can only ever achieve limited success. The aim of the teacher is to assist students in the mastery of dance technique and artistic performance. The vital skill of identifying the faulty execution of a movement and then communicating methods of correction in such a way that students can understand is not always evident in the teaching practices of even the most 'qualified' dance teachers. There are teachers whose personal demonstration is of a highly commendable standard but who cannot understand or see for themselves why their students are unable to achieve a similar standard.
If teachers are either frustrated by the slow improvement or despairing of the no improvement in the students that they teach I would challenge them to look again at their own methods of communication.

Why aren't the students making progress as expected?
What don't they understand?
What can be done to help them understand?

Dance Teacher Training and Qualifications

2010-01-07T12:22:00.000Z

Deciding to train to become a dance teacher is the first step on what has become a complex and often confusing journey.
A plethora of colleges and universities offer courses of study to degree or diploma level. Degree status gained at universities and Further education colleges generally leads to employment in secondary schools and colleges in the public sector.

In the private dance sector students usually study to gain a teaching qualification from an awarding dance body or teaching society, enabling them to enter students for that organisation's examinations. The Council for Dance Education and Training (CDET) currently has four registered and accredited dance awarding bodies.

The degree or diploma qualification gained in any of these 4 organisations is 'tied in' to the learning of the particular syllabus specific to the organisation offering the degree or diploma .

This is quite restrictive. Within the current system there seems to be little flexibility. In the private sector a teacher is locked in to the particular organisation which provided the training and accreditation. The current system also means that a teacher accredited by one Dance Organisation in the private sector would need to pay to register with another dance organisation.
There is also very little opportunity to move freely between the private and public sectors because of the different qualification requirements.

Would it not be clearer and simpler for there to be one qualification at degree or diploma level for all trainee dance teachers that would lead to a National Qualified Dance Teacher status ie A National qualification. This would demystify the confusing number of Dance Teaching qualifications currently available and provide parents with a recognisable qualification status when choosing a dance teacher and dance classes for their child.
Those with Qualified Dance Teacher status could then choose the syllabus or syllabi that they wish to teach rather than being locked in to one system over another. Surely this would allow teachers to teach more creatively and be free to think outside each Organisation's box.

Is it right that dance teachers are expected to teach all age groups?

2010-01-04T11:53:00.023Z

One thought which I've been pondering is that a 'qualified' dance teacher in the private sector is expected to teach competently and effectively to all the age groups.In the academic sector there can be very few teachers qualified to teach their specialist subjects with equal skill and expertise to early years, primary, secondary,higher education, undergraduate and Third Age students.And yet this is the common expectation of most dance teachers in the private dance sector. In practice many dance teachers do have a preference with regard to the age group or standard of classes that they teach. In most cases this can be put down to where they feel the most comfortable, confident and effective as teachers.It might be teaching a particular age range or students who have gained a certain mastery of technique.
There is no option as far as I am aware in the private dance sector for a teacher in training to specialise in a specific category of dance training eg Early Years or Secondary. Would this be a welcome option and if it were possible how would it impact on dance teacher training, employment opportunities both in the private and academic sectors and consumer choice.

Experiencing a problem in your pre school dance classes?

2010-01-02T16:45:00.013Z

After teaching dance to children for more then 30years my purpose now is to assist young dance teachers and early years carers to avoid making the mistakes that I made as a rookie dance teacher. Comments and suggestions that I make are based on my own experience. I don't claim to be an 'expert'. I'm sure that most teachers find a solution to a problem in the end although it can be a painful process! If any of the suggestions that I propose are of help to anyone I would be pleased to hear that I've been able to help. My own career has led me to focus largely on teaching dance to younger children 3yrs - 8-9yrs. It seems to me that teaching dance to pre-school children in particular requires a very special teaching approach and this is the area on which I will be concentrating. If there is a particular difficulty that you are facing in any of your classes please leave a comment and I will try to help.

New pre school students joining an established dance class

2010-01-01T10:28:00.013Z

For many teachers the start of a new term will bring new children into the pre school dance class. The new with the old, not always a comfortable mix.You will have the confident children who have known you for a while and will be eager to tell you all that has happened to them during the Christmas break. And there will be the new children, some of whom may not have attended a dance class at all. In this situation particularly when the children are as young as 3yrs it can be helpful for the teacher to greet the children before they enter the dance space. This will mean going to where the children are waiting or getting ready.Welcome the new children by name, chat with them, make them feel welcome. Ask all the children to link together and 'make a train' to go into the studio. Choose a special place on the train for the new children. Perhaps ask a child who has been attending for a while to 'look after' a new child who is standing either infront or behind them.
Imagine the scenario in the studio/hall if all the children who have attended the previous term are sitting with the teacher chatting about holiday activities and a new student enters accompanied by a parent. There is instantly a physical separation between the main body of the group and the new child and the parent. It is a big 'ask' to expect a 3 yr old student new to the class to walk across and join the main body of the group. Quite a bridge to cross. For the child who is not confident this can result in a reluctance to leave the parent and I have witnessed occasions where the reluctance has progressed to absolute refusal with tears and upset.
All of this is more likely to be avoided if a welcoming atmosphere is created before entering the dance space. If the teacher goes out to meet the children, to talk to them to know their names, they are more likely to enter the studio as a united and harmonious group!

Lafour Blog

2008-02-15T13:26:00.000Z

Welcome to the Lafour Blog. Details of Lafour news will follow.