Monday, December 28, 2015

For The Students

A Retrospective

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 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. 

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 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 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 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.


¡Buena suerte amigos, y muchas gracias!
Daniel

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