I take pride in the fact that in nearly four years of teaching, I never arrived late for a class. I always gave myself time to relax, stretch, change my shoes, brush my teeth, organize the classroom, set up the music, and warm up before teaching. I wanted to be sharp and ready when the students arrived. It was my commitment to them.
I tried to make each class dynamic and entertaining. I didn't want anyone to feel bored, distracted, or tempted to sit down or browse. I wanted to keep the students' minds active, interested, and in the moment.
I tried to make each class dynamic and entertaining. I didn't want anyone to feel bored, distracted, or tempted to sit down or browse. I wanted to keep the students' minds active, interested, and in the moment.
I made it to class in every season. I made it in every kind of weather. I taught in the sweltering heat of summer with storms on the horizon. I taught in the cold of brutal winters when the sidewalks were buried in ice and snow. I even taught classes in the shadow of significant natural disasters.
Those rare occasions when I missed a class occurred only when circumstances were pressing and beyond control - like a critical appointment, or the one unfortunate evening when I slipped on ice and bruised my face.
I took my responsibility as a teacher very seriously. I wasn't content to demonstrate a sequence and stand in the corner while the students repeated it continuously. My objective was not to have them memorize figures. I wanted them to understand what they were learning and why each detail was important.
When the students struggled with a technique, I went back over everything patiently. Or I revised my explanation. Or I demonstrated the techniques in a different way.
When the students struggled with a technique, I went back over everything patiently. Or I revised my explanation. Or I demonstrated the techniques in a different way.
Sometimes, I asked the leaders to lead me to determine whether they were doing it properly. Or I led them to let them know how their lead should feel to the follower. I would try any approach I could think of until all of the students understood the lesson and demonstrated that they could execute the step.
I found that I could get students to break bad habits by exaggerating the "wrong way" to do something. I would do this even it it required making myself look ridiculous. When I heard the room fill with laughter, I knew that the difference had become clear in their minds. I knew that they had not only learned; they had gained understanding.
I paced the lessons carefully to match each group's abilities. Students become frustrated when the material outpaces their ability to grasp and execute it - especially the guys. Leaders need to feel that they are in control. It's important not to over-challenge them or push them too hard. They become discouraged quickly.
I found that I could get students to break bad habits by exaggerating the "wrong way" to do something. I would do this even it it required making myself look ridiculous. When I heard the room fill with laughter, I knew that the difference had become clear in their minds. I knew that they had not only learned; they had gained understanding.
I paced the lessons carefully to match each group's abilities. Students become frustrated when the material outpaces their ability to grasp and execute it - especially the guys. Leaders need to feel that they are in control. It's important not to over-challenge them or push them too hard. They become discouraged quickly.
I routinely focused on important concepts. I discussed music in every class. I worked hard to explain the role of music to students who didn't have a refined ear or a natural feel for rhythm.
I discussed and demonstrated navigation and floor craft in every class, encouraging the leaders to think about where each figure or combination would lead them.
I discussed the embrace in every class.
I discussed leading and following in every class and within the context of every figure and technique that was presented.
I offered variations for every figure covered in class. Sometimes, I came up with games to help the leaders run through the variations in real time. This gave the followers a chance to respond to a dynamic lead rather than repeating the same pattern over and over.
I paid attention to every student during each exercise. I made a point to offer supportive, constructive criticism to every student. I encouraged them to correct mistakes right away rather than repeating them until they became habitual.
I encouraged every student, and I encouraged them repeatedly. - Let's just say that my classes were punctuated with a LOT of "high fives."
I encouraged the more talented students to attempt challenging exercises and variations. For students who learned more slowly, I provided a steady stream of reassurance as they gained confidence and learned to dance more smoothly.
I gave individual attention to every student, but I tried to provide extra guidance and encouragement to the students who struggled the most. Watching these students make breakthroughs was the most satisfying experience of all. It gave me such a thrill when things finally "clicked" for them, to watch them do almost effortlessly what had seemed so difficult for them only a few minutes earlier.
Over the years, I taught in tiny rooms. I taught during noisy events. I while avoiding oddly placed furniture. I taught while children ran through the classroom.
If a newcomer showed up for the wrong class level, I did my best to make them feel welcome while I explained the basics. If the more experienced students complained about a lack of attention - which happened more often than I would have imagined - I would ask them to be patient with me while I tried to help those who needed extra guidance. Despite having to manage some frustration, I did my best to help everyone in the room.
I planned my vacation schedules around my classes. I tried not to miss two weeks of class in a row. I knew that while I was away, the students would be asked to join a class that was ahead of their level for them. They hated this, and they expressed their dissatisfaction openly when I returned. "It's okay," I assured them. "I'm back. We'll pick up where we left off."
I planned my vacation schedules around my classes. I tried not to miss two weeks of class in a row. I knew that while I was away, the students would be asked to join a class that was ahead of their level for them. They hated this, and they expressed their dissatisfaction openly when I returned. "It's okay," I assured them. "I'm back. We'll pick up where we left off."
I taught introductory classes at milongas. If someone arrived late, or if there were too many people to fit in the space that was available, I offered to teach a second class. I wanted everyone to have a chance to experience tango and to take away some helpful insights.
When the students had questions, I listened. I gave them the best advice that I had to offer, and I never contradicted what they learned from another teacher. I suggested that they view tango as a collection of different styles that are sometimes taught in different ways. I encouraged them to learn as much as they could from each teacher.
When a leader complained to me about one of the followers, I spent class time dancing with the follower to make sure that she was doing okay, or to make corrections where necessary.
When a follower complained to me about one of the leaders, I worked with the leader to correct what was driving the ladies away.
When couples argued, I encouraged them to try to dance without speaking. If that didn't help, I separated them with a prompt partner change.
When couples argued, I encouraged them to try to dance without speaking. If that didn't help, I separated them with a prompt partner change.
When only one or two people showed up for class, I led the class with the same level of enthusiasm as I would for a room of twenty or thirty people. If no one showed up, I kept myself warmed up and ready in case someone arrived late.
When the students were ready to graduate to the next class level, I encouraged them and did everything possible to convince them that they were indeed ready. Sometimes, they felt anxious about joining a group of more experienced students. I did everything possible to assure them and even offered that they could come back temporarily if they found the next level to be overwhelming. A few students did come back for a refresher. Their technique improved, as did their confidence.
At the end of the evening, when all of the exercises had been completed and all of the questions were answered, I bid farewell to the students and dashed off to pick up a well-earned slice of pizza. As I waited for the train to rush me back toward my busy life, I felt a deep sense of fulfillment. I knew in my heart that I had given my absolute best to each and every student.
This was my commitment to them. This was my commitment to the tango.
This was my commitment to them. This was my commitment to the tango.
¡Buena suerte amigos, y muchas gracias!
Daniel
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