We’ve all had that student. The one that gives us a hard time, doesn’t seem to catch on as quickly as everyone else, or the one that just doesn’t show up. Different educators deal with it in different ways and as a performer and instructor myself, I’ve seen the consequences of the instructors reactions from both sides. How you deal with this student can either make your team toxic and hostile or make it a loving, productive, and healing place to be for everyone. I’m here to help you make sure that it’s that latter ☀️.
Newsflash–Just because you don’t “Like” A Student Doesn’t Mean That You Don’t Have to Teach Them.
It’s literally your job. Teach ALL of your students. I don’t care if you think that they aren’t listening to you, if you think they aren’t talented, if you think they are disrespectful, if you think they are problematic–IT IS YOUR JOB TO STILL TEACH THEM.
And if you’re a good teacher, you actually try to find out the root of their behavior and/or learning blocks.
Because despite popular belief, teaching isn’t easy and isn’t always fun.
Even if you’re teaching something that you love.
Ask literally any teacher.
I don’t care how “established” of an educator you think you are. No you cannot just pass off your struggling student to the flag line tech or the team captains because you don’t want to deal with them. No you cannot constantly single them out because you feel they aren’t doing what they are supposed to be doing.
You are their instructor, and the job includes helping your students navigate life, not just their way around a field with a flag in their hand.
If you don’t like it, don’t teach. Not to be harsh, but your actions have long-term effects on your students and there’s no reason to ever make someone feel as if they aren’t loved or as if they aren’t as “valuable” as the other kids.
Remember That Your Students are Human Beings With Actual Lives and Feelings
Most of the time, disruptive behavior is just a projection of something else. It very rarely has anything to do with you or your program. So get to know your students on a human level. Ask them their likes and dislikes, joke around and be silly with them, make sure they know that you are there for them. If one of them confides in you about something going on in their life, respect their boundaries (but also know when you need to step in, as an adult).
The point of this section is that your students are multi-faceted and they should be treated as such. Take outside influences into consideration when figuring out how to approach the problem that you’re having.
Have An Actual Non-Threatening Conversation with Them
When you feel it’s time to sit down with them to discuss the problem, whether performance or behavior based, don’t go into the meeting with the intention of placing blame on them. Create an open and constructive space.
Sure, they have room for growth, but so do you. You are not without fault in this, whether you believe that or not. Taking responsibility for your shortcomings in this relationship teaches them to be aware and to take responsibility for their shortcomings.
Relationships are two-way streets. Including the student-teacher relationship.
Call Them Out When You Need to–But Be Professional
You abolutely need to hold your students accountable. If they are late to rehearsal, they need to be held accountable for that. If their behavior is disruptive, you have to make sure that it is very clear that that behavior is unacceptable. If they aren’t keeping up with the work, it’s important that they know that.
But there is a difference between holding your students accountable and embarrassing them because you are in a position of power.
Telling a student that they are not doing the choreography correctly after being shown 100 times and that they need to review it/ask for help or there will be consequences is holding them accountable.
Yelling that they are the worst person on the team and that they are easily replaceable is embarrassing and mentally damaging.
Punishing a student by making them sit out of a run because they missed a week of rehearsal is holding them accountable.
Making them do a run in front of the entire team because they missed rehearsal knowing full well they don’t know the choreography is embarrassing.
Pulling a disruptive student out of block and speaking to them separately is constructive.
Telling a disruptive student that they are a waste of space is not.
Do you see a trend here? Basically, don’t be a terrible person. You are the adult. Act like it.
Be Compassionate
Just to drive the point home in case it wasn’t clear before–your students are actual people. You don’t want ANYONE, no matter where they come from, to feel unwelcome or unsafe on your team. You want your students to leave having learned a new skill and having found a home.
Of course, this activity isn’t for everyone and you will have students quit no matter how you run your program. But it’s important for you to know that you are helping these kids figure out who they are and want to be in the real world. How would you feel if you were spoken to the way that you are speaking to them? Also, FYI:
JUST BECAUSE YOUR INSTRUCTOR TALKED TO YOU A CERTAIN WAY AND YOU JUST “DEALT WITH IT” DOES NOT MAKE IT OKAY.
This is not a game of “I have PTSD from this and I got better so you should too.” It is our job as the educators of today’s world to change the activity for the better. That means evaluating yourself and your methods and seeing what is more damaging than constructive.
Chill Out.
Seriously though. I love it too, but it’s just color band. Like, whether or not Lucy catches her triple at the football game is not going to end world hunger. No need to damage her self-esteem for it.
That’s my opinion though, do with it what you will ❤️.
