Why dance educators should focus on making connections with their dance students
In this blog series, we are exploring ways to help dance educators foster better connections with their students, so that they can teach more effectively and meaningfully. This blog series features insight from NDEO members who responded to a call for submissions, as well as ideas gleaned from resources used in our OPDI courses for dance educators.
In a previous post in this series, we reflected on some of the reasons why it is beneficial for dance educators to make connections with students, and how focusing on connections and relationships can help dance students be more successful. Making these connections can impact everything from how we interact with dance students, to how we plan our lessons and structure our classes, to the content that we teach. It may look different for every teacher, depending on their own experience and skill set, the students they are teaching, and the setting in which they teach. You can read more in the overview post here.
Why connections matter with middle school dance students
In this post, we will focus on how dance educators can better connect with middle school age dance students. We are defining middle school age dance students as those approximately age 11-13, in grades 6-8. Middle school students face unique challenges, and dance educators in turn have a special opportunity to reach and impact these students through dance - although it isn鈥檛 always easy. According to the , dramatic changes in how students treat themselves and others have been noticed by educators, particularly since the Covid-19 pandemic. Many middle school students are struggling to meet basic expectations for attention and behavior, with a tendency to debate or argue about rules or requirements with which they don鈥檛 agree. They may also struggle from apathy and disengagement, perhaps even refusing to participate in class activities. Middle school age students are also learning how to advocate for themselves and their peers, and tend to speak up when they have or see others with an unmet need. At the same time, they may seem to exhibit disrespect for their peers, their teachers, school administrators, and even themselves. While one might debate the cause of these tendencies among current middle school students, they are certainly impacted by their evolving sense of self-identity (fueled by rapid physical, cognitive, and emotional changes), growing awareness of peer and social pressures, and complex relationships with authority at this stage of their development.
These characteristics that are common among middle school students can make it tricky to connect with this group. At the same time, connection is something that middle school students seek. Though they may not show it openly, middle school students want to know that what they are learning connects with their everyday lives, and they want to know that they have strong social connections and are part of a community that values them. Dance class in particular can be challenging for some students, as it can feel disconnected from their daily experience and often requires adherence to tradition and prescribed etiquette, embodied participation on a consistent basis, putting oneself out there individually, and navigating social dynamics. But dance can also be very beneficial for middle school students, especially when their teacher can connect with them and help them build relationships with their peers. Dance offers a platform through which middle school students can process and express the changes they are experiencing within themselves and within their social groups. It allows them to explore their growing and changing bodies in a safe way as they rise to the physical challenges of dance technique. And when connections and relationships are prioritized as part of the learning process, dance can help middle school students develop vital social skills and navigate their social landscape.
Strategies for making connections with middle school dance students
In this section, we share six strategies for making connections with middle school dance students. These strategies are derived from contributions from NDEO members based on their own experience teaching middle school dance students, as well as from resources used in our OPDI courses for dance educators. The contributors to this blog series have worked in a range of dance education settings, including dance studios, K-12 schools, and community outreach programs. We hope that dance educators working in all dance environments, and teaching any dance style, will find this information useful.
Set clear enforce expectations and enforce them uniformly in your middle school dance classes
If you are a middle school dance teacher, phrases like this might be familiar to you: 鈥淵ou never told me we can鈥檛 do that,鈥� 鈥淲ell, they got to do it, so I should too,鈥� or 鈥淚n another teacher鈥檚 class, we do it like this 鈥︹�� Middle school dance students are often attuned to the idea of fairness, and quick to speak out when something feels unfair to them. They might also be more likely to disregard class expectations if they do not see them uniformly enforced; that is, if they see someone else 鈥済et away鈥� with something, they might try to, too. 鈥淐onsistency is the biggest job. I can tell when I've slacked off on my expectations because the behaviors escalate,鈥� affirms Andi Leggett, a Dance Teacher at Denver Public Schools in Colorado.
That consistency extends beyond your own classes. Expectations can be most effective when there is a team enforcing and supporting them. It can be helpful to ensure that the parents or guardians of your middle school dance students understand the expectations for your class, so they can support their kids in meeting them throughout the year. 鈥淐ommunicating rules and procedures begins at registration,鈥� says Fedra Tavia Hunte, a Dance Educator in Ohio. 鈥淭hey are sent out to parents and guardians before classes begin at the start of the school year via email. All classes begin with the rules and procedures for the classroom.鈥� Whenever possible, expectations should remain consistent among all classes studio or program wide. Teachers should have basically the same rules and consequences in place in their dance classes, and they should be enforced uniformly throughout the studio, program, or school. 鈥淏ecause I'm in a public school, procedures and routines are often school-wide expectations,鈥� says Leggett. 鈥淔or example, when a student enters a class tardy, they are to quietly come in and find their seat and wait for a pause in instruction to ask for help if they need it. The same is true in dance class. If they are late, I try to greet them when they come in but I do not interrupt giving instructions or teaching to do it.鈥�
But it can also be helpful to examine your expectations and ensure that they are relevant and appropriate for middle school dance students today. Often, we hold on to rules around things like dress code and etiquette because of tradition or because they are what was expected of us when we were students. 鈥淩ules are important for order and management, but there are times where we may have to amend our rules based on the situation we may have to face at the time. I don't believe rules have to be set in stone. Time, culture, and circumstances change overtime and sometimes rules have to as well,鈥� as Hunte puts it.
Help your middle school dance students manage transitions
Middle school is all about transitions - but fortunately, so is dance! These transitions can be scary for many students, but dance can be a powerful tool to help them manage their fears and anxieties about the changes they are experiencing. As dance educators we can connect with our middle school dance students by helping them manage the changes and transitions they are experiencing physically, cognitively, emotionally, and socially. First, we must let our middle school dance students know that we empathize with what they are going through and want to help them. Creating an open and supportive environment will help dance teachers foster stronger connections and more meaningful relationships with their middle school dance students. Nicole Heikkila-Popkin, a Dance Instructor in Michigan notes that conversations can be key in this process. 鈥淚 have found that when I ask them questions, they are more likely to ask me or their classmates questions. While this does vary age-to-age, I ask them how their week has been while we're stretching, or I will ask them about their birthday party they were excited for the past weekend.鈥�
Once they have fostered these kinds of relationships, dance educators can structure their curriculum, lesson plans, and classes in such a way that supports students through the changes they are experiencing. On a very practical level, dance teachers can do this by focusing on transition steps in dance technique classes and choreography. Highlighting the importance of transition steps and making connections between how transitions happen in dance and in life can be very powerful for middle school dance students.
Additionally, dance educators can structure their classes in a way that helps middle school students learn how to manage transitions. Having a consistent routine with familiar elements every week can be comforting to middle school dance students. When new elements of the routine are introduced, dance teachers should take the time to explain why they are necessary and how they will impact students. They can allow time and space for students to adjust to changes, including letting the students share how they make them feel.
Finally, dance educators can use mindfulness techniques and somatic practices to help students adjust to transitions and changes in routine. In Movement in the Classroom: Rationales, Guidelines, and Resources To Get Schools Moving Dr. Martha Eddy, CMA, RSMT encourages educators to consider, 鈥淲here are your students coming from?鈥� If you teach in a school setting, are they coming from recess, lunch, the bus, or another teacher鈥檚 classroom? If you teach in a dance studio or after school program, are they coming directly from school, or another dance class or rehearsal? 鈥淚f students are excitable from the change of environment, you can focus their energies by using mental or sensing games that require acute sensing and listening without talking or minimal talking,鈥� Eddy advises.
Andi Leggett uses the first moments of class to help her middle school dance students learn to make transitions effectively. As Legget describes, 鈥淭he students have assigned spots in the room when they enter, and I always expect them to sit quietly for the first 2 minutes or so no matter what else is going on. We practice it many times at the beginning of the semester, and any time they struggle with it we start over. It's such a little thing, but the quiet time helps them calm down so they can focus on what we are doing in class.鈥� Leggett uses this tool as a way to help her students learn how to calm their minds and bodies, and it becomes a tool that they can use in other situations as well. 鈥淲e do this more when we are getting near a performance because of their nerves and excitement,鈥� says Legget. 鈥淭hey want to jump right into rehearsing, and I do too, but if their thoughts are scattered or they are worried about something that happened during the day we don't make much progress and we all end up frustrated.
Be responsive to the changing needs of your middle school dance students
As middle school dance students are experiencing frequent physical, cognitive, emotional, and social changes, it is important to teach in a way that is responsive to their changing needs. It is important to get to know your middle school dance students at the beginning of the year. This can be a formal or informal process, depending on your learning environment and teaching style. If you teach in a public school like Andi Leggett, you might have access to information about students, such as Individual Education Programs (IEPs) or 504 Plan. 鈥淎long with reviewing any IEPs or 504s, I ask families for any unique needs or wants my students may have,鈥� says Leggett. In any learning environment, it can be helpful to start the year with ice-breakers, 鈥済et to know you鈥� dance games, individual student conferences, or student surveys. These are easy but important ways to learn more about your middle school dance students, so that you can teach them in a way that is responsive to their needs, interests, goals, and desires. 鈥淚 have students complete a survey that allows them to inform me about their background, including learning style preferences, feelings about being in the class, and their concerns and interests as they enter the program,鈥� says Gabrielle Cook, Director of Dance at Hopewell Valley Central High School in New Jersey.
Susan Woodham, a Teaching Artist, Outreach Coordinator, and Ballet Teacher in South Carolina, found the most success working with middle school students by recognizing a 鈥渉ook鈥� that she could connect to. 鈥淚 found that they love folk dance. After learning some of the calls, allowing them to choreograph their own dances and naming them has worked. They also love playing the 鈥淲HAT/WHERE/HOW MANY鈥� game. In this game, they work as a group and select cards that tell them what they are going to do, where in space they will do it, and how many repetitions or counts of the movement they will do.鈥�
It is important to remember, however, that the needs, interests, goals, and desires of middle school dance students may change frequently throughout the year. It is important to let your students know that they can talk to you about changes they are experiencing, or additional support they may need throughout the year. In addition, it may be helpful to repeat the ice-breakers, games, conferences, or surveys mid-year.
As you respond to the changing needs, interests, goals, and desires of middle school dance students, you may find changing your teaching style frequently can be an effective strategy. In the document Dance Instructional Strategies, Dr. Theresa Purcell Cone describes a variety of ways to teach dance that can make learning more challenging and interesting and meet the different learning needs of each student. Some of these include:
- Using a poster or printed directions that describe what students can do or practice, and allowing the to practice on their own as they enter the studio or as a transition between parts of class
- Demonstrating a step or dance several times in a row, allowing the students to join in at any time, when they feel they can perform it safely
- Using peer teaching, in which students collaborate to help each other review and practice what was presented in class, or allowing students to lead different parts of the class
- Stations or circuits with practice exercises that students can do independently or with a partner or group
- Using verbal or gestural cueing as opposed to demonstrating full out
Allow your middle school dance students to give feedback throughout the learning process
Middle school dance students can benefit from the opportunity to give feedback throughout the learning process. It is empowering for students to know that their opinion matters. It gives them agency in their learning and lets them know that they are a valuable member of the class community. Moreover, when middle school dance students are allowed to give feedback in their classes, it can help them learn to advocate for themselves and communicate their needs to others. There are many ways that teachers can allow their middle school dance students to give feedback in class. These include holding one-on-one conferences with students throughout the year, using student self-assessments and surveys, journaling and video logs about their class experiences, and facilitating open and judgment-free discussions with the class.
However, middle school dance students may also be hesitant to express how they are feeling, especially in front of other students. Hand signals can be a really effective way to get quick and easy feedback from your middle school dance students on how they are feeling during class. Susan Woodham, a Teaching Artist, Outreach Coordinator, and Ballet Teacher in South Carolina, has found hand signals to be an effective tool for instant student feedback. 鈥淚 use hand signals to encourage students to let me know where they are in understanding the material,鈥� describes Woodham. 鈥淭humbs up for I am with you, thumbs down for I have no idea what you are talking about and a shaking thumb for I am not sure.鈥� These hand signals could also be used for other situations in class, such as how students are feeling when they get to class, their comfort levels with things like improvisation or partnering, or their opinions on choreography, music, and more.
Not only is feedback empowering and beneficial for middle school dance students, but it can also help dance educators. When students are empowered to give feedback, dance teachers develop a better understanding of how their students are doing in class and can adjust their teaching strategies accordingly. Gabrielle Cook, who also uses hand signals as a tool for quick student feedback, finds them an effective way to quickly assess student learning. 鈥淲hen teaching choreographed phrases, I like to get a quick sense of how everyone feels about their understanding through thumbs up/side/down. Not everyone will openly say they're totally confused, but a thumbs down is way less exposed,鈥� according to Cook. Using the hand signals gives Cook more information about what students need from her in the moment, such as repeating directions or breaking the material down further. 鈥淚 also like to have signs for 鈥渄o it again,鈥� and 鈥渒eep going,鈥� says Cook. 鈥淚 could just observe the class performance, but sometimes we look better or worse than we feel.鈥�
Create a safe and engaging learning environment for your middle school dance students
Middle school can feel scary and overwhelming to some students. So it is important that the dance studio is a safe and engaging space for them. For Andi Legget, this starts with the instructor鈥檚 attitude and approach to class: 鈥淚 am authentic with my students. I show up as me. While I stay positive about my students and their work, I let them know if I'm happy, sad, frustrated, not feeling well, excited, etc. This lets them share with me as well. I reflect with them and share my thinking while we work through things. When we run into problem spots in a dance I ask for their opinions on how to fix them. I practice mindfulness with them and share my own experiences.鈥� By setting the example of authenticity, collaboration, and communication, Legget models the kind of community she wants her middle school dance classes to experience.
To create a safe space for dancing and expressing oneself through movement, Dr. Martha Eddy says it is important to observe how your students act during class and when socializing. This includes noticing how they arrive in the space, interact with their peers, behave during transition periods, and leave the room. Do they need to learn about personal space and how to practice spatial awareness? How long are they able to stay focused? Do they need more frequent breaks, or is it better for them to stay moving? Would they benefit from tools to help them stay focused or redirect when they get off track? Taking these observations into consideration as you plan and facilitate your middle school dance lessons will help you create a safe space where everyone can learn and thrive.
Collaboration and group work can be used effectively as a tool for community building, but it can also aggravate existing social issues or lead to new ones among middle school dance students. To help mitigate potential issues with cliques and friend drama, Dr. Martha Eddy recommends assigning groups using different methods like pre-selection by teacher, working with the nearest person, Spot Buddy, non-verbal finding of small groups, or using puzzle pieces or matched cards. Nicole Heikkila-Popkin, a Dance Instructor in Michigan, uses collaborative dance-making to help the dancers feel as though they are an important part of the class community. 鈥淎t almost all ages, I have the students make a dance with me. Older students use improvisation and choreographic tools to help me create their recital and concert dances.鈥� She tries to make the collaborative choreography process as positive and inclusive as possible. 鈥淚 always avoid saying "no" to ideas, as it may make the student feel like it's a 'bad' idea. Instead, I may say something like 鈥淚 appreciate that idea, but I'd like to show that we've been working on (another skill),鈥� or 鈥淚 don't think all your fellow dancers would be able to execute that safely, so perhaps we save this idea for next year when we have more time to work on it.鈥� Heikkila-Popkin has firsthand experience with the benefits of this approach to choreography. 鈥淚've been in dance environments where I just had to repeat everything the teacher did, but on those rare occasions that I was able to contribute to the choreography for part of the dance, that was more impactful to me than just copying the teachers鈥� movement.鈥�
Commit to Lifelong Learning as a Dance Educator
The best way to connect with your middle school dance students is to continue to be a student yourself. Dance and dance education is a continually evolving field, as new discoveries are made about child development, kinesiology and injury prevention, pedagogy, and related fields. Learning new strategies and ideas, and applying those in your dance classes, is a great way to ensure that you are connecting with your students in real and meaningful ways. NDEO鈥檚 Online Professional Development Institute offers convenient continuing education classes that will help you make stronger connections with your students. Courses are taught by learning experts in the field, featuring materials from top dance scholars and practitioners, including the documents by Dr. Martha Eddy and Dr. Theresa Purcell Cone cited above. They also allow you to connect with engaged and passionate dance educators from around the world, with whom you can share real in-studio experiences and practical resources that will make a difference in your teaching practice. Learn more about our courses here.
Read Previous Posts in this Blog Series:
Strategies for Connecting with Your Dance Students Part 1: Overview
Strategies for Connecting with Your Dance Students Part 2: Preschool Students (approximately age 3-5)
Strategies for Connecting with Your Dance Students Part 3: Elementary Age Students (approximately age 5-10, grades K-5)
Photo credits (in order from top to bottom): Joseph Romans Photography, Allison Wilson, Sara AbuShaban, Jolene Johnson, Sara AbuShaban, Jennifer Lowe