Collective Wisdom

March-April 2017 | Collective Wisdom

Classroom Connection: The Power of Questions
by Holly Derville-Teer

By questioning rather than chastising, Edwards maintained control of the classroom. I was impressed by how the dancers listened. Answering questions also increased their level of engagement.

Reality Check: Sensitivity and Caring
Q. I have a talented dancer who lost an arm in an accident. She came back to ballet class and is doing amazingly well, but I don’t want to pretend that this is not going to affect her balance or her dancing. How do I navigate this situation with sensitivity and caring?

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January 2017 | Collective Wisdom

Classroom Connection: Resistance Band Exercises
Consider integrating stretch/resistance band exercises into pointe and pre-pointe classes to strengthen dancers’ feet and ankles.

Reality Check: Communication Challenge
Q. I’m looking for ideas that will help multiple front desk staffers handle office communication more effectively. Example: Suzy’s mom calls about registration. One staffer calls back and leaves a message—which is noted in the message book—but no one follows up or calls the mom again. Does anyone have a solution? —Neala Dunn

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November 2016 | Collective Wisdom

Classroom Connection: Picturing Dance
Dance photos can support your curriculum and offer playful springboards for activities with students—from preschoolers to high schoolers.

Reality Check: Tough Moments
Q. I just lost my first student to another studio. I understand we all offer different things and people will choose what matches their needs best. But it still hurts and makes me wonder if I am doing enough. How do you handle these moments?

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September 2016 | Collective Wisdom

Classroom Connection: Cleaning Machine
Heading into competition season, I realized I wouldn’t have enough time to fix all the mismatched heads, crooked lines, and sickled feet in my teen jazz routine. What I needed was a way to fast-track the process and rescue my dance. I decided to turn my dancers into a “cleaning machine.”

Reality Check: Competition Survival Kits
Q.Every year I make a competition survival kit of items my dancers might forget, such as hair bands, hair spray, and hand sanitizer. I want to expand it to include stuff for myself and my instructors. What do you put in yours? —Ashlee Morgan Russ

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July 2016 | Collective Wisdom

Classroom Connection: Fun and Games: Games are often incorporated into classes for young dancers, yet just as often are eliminated as students mature in age and dance ability. However, games are a great way to refocus and reenergize even preteen and teenage students. Here are some I enjoy.

Reality Check: Progress Reports: Q. Do you do end-of-year progress reports for company members and/or recreational students? Do you keep copies or have the students return the originals to you?
—Catharine Skidmore

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March-April 2016 | Collective Wisdom

Reality Check: Doing Away With Dress Rehearsal: Q: Do you have a dress rehearsal at the same theater where you have your recital? For the last four years I have, but this year I am wondering if we can pull off our recital without a dress rehearsal at the venue.

“Classroom Connection: Elevating Jumps”: How do we challenge our advanced dancers to improve their jumps? To work on strength and height, I drill my dancers in a progression of simple sautés, changements, and échappés without music. The silence allows students to be conscious of how they manage their weight and use their feet (toe, ball, heel) on the takeoff and landing. Without the constraint of a particular tempo, dancers can also investigate how high they can actually jump.

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January 2016 | Collective Wisdom

“Reality Check: Must. Do. Ballet”: Q: Who makes ballet mandatory in order to take jazz? I am trying to implement this in my program this year and I have an older student who hasn’t had ballet in a few years and does not want to take it. Do I grandfather her in and let her just take jazz? Or make it mandatory for everyone?
—Ashley Brown

“Classroom Connection: Stories That Move”: Whether you teach a parent/child class, creative movement for preschoolers, or pre-ballet for kindergarteners, starting your youngest kids’ classes with a book can be calming and inspiring at the same time.

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November 2015 | Collective Wisdom

“Reality Check: Absence Mindedness”: I am hiring a new teacher; we are days away from making it final. She just told me that she will be away the first week of classes on a trip she’s had planned for a while, so she will not be able to teach her first night. She’s excited about teaching in a studio again with young kids and I am excited because it’s difficult to find a good hip-hop teacher in my area. How would all of you handle a prospective teacher missing the first night of classes? Do you think I should look for another teacher? —Chrystie Kenny Greco

“Classroom Connection: Reminders”: By the time advanced students walk into my classes they know all the steps in the traditional ballet vocabulary. This is not to say they aren’t still learning. And I’ve found that one way to make sure they do so, consistently and continuously, is to use “reminding” tools: verbal cueing, asking, sharing, and touching.

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September 2015 | Collective Wisdom

“Reality Check: Teacher Transitions”: Q: I’m three years in, and it’s happening: I just put out our schedule for next year, and some of the young students I’ve taught will have different teachers. Enrollment has gone from 25 to 150 in three years, so naturally I can’t teach them all anymore. I’m starting to hear parents say, “We come here for her.” Most of these parents don’t know the other teachers, so I will be introducing them, making bios available, and holding meet-and-greets. What more can I do to convince them to trust my judgment in selecting a faculty? They will have me as a teacher again in a year or two. (I teach all levels, but there are multiple classes in each level.) I would appreciate advice on how to navigate the next month during early enrollment. I cannot continue spreading myself too thin. —Chrystie Kenny Greco

“Classroom Connection: Ballet Obstacle Course”: I came up with this activity because our focus of the month was “pathways.” I thought this was an opportunity to hone my ballet students’ focus and to offer a fun alternative to the usual ways in which they travel across the floor. It works best with dancers ages 6 years and older. Younger students may have a difficult time understanding and doing the activity unless you choose easier steps and paths.

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July 2015 | Collective Wisdom

“Classroom Connection: Ballet Challenge”: Once a year my 6- to 10-year-old ballet students play a game I call “Ballet Challenge.” For a week or two before the challenge, we review proper terminology and correct execution of steps. During warm-ups we go over terms like chassé, bourrée, etc.

“Reality Check: Advice”: Q: Has anyone had measurable success with advertising? We’re a successful studio and have been in business for 15 years, but have gotten almost no measurable results from advertising in Yellow Pages, local newspapers, Facebook, Google, Welcome Wagon, social media marketing, or a discount program with local employers. While Facebook raised our visibility, no new business came from any of our direct advertising efforts. Have you had different results? —Fred Mitchell

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