What Are Students Learning in a Dance Daze® Dance With Me Class?

Dance Daze® Dance With Me is one of the new classes that we are offering at Dance Daze, Inc. studio-based classes! This class is designed for our youngest dancers (ages 18 months to 3 years) who are seeking a fun, high-energy, music-filled introduction to dance and movement. The idea for Dance Daze® Dance With Me grew out of observing students in Dance Daze® Creative Movement who strongly wanted their parents or caregivers to explore their dance class with them and join in on the fun.

Parents who bring their children to Dance Daze® Dance With Me can expect to experience the elements of movement and dance composition in a fun class that is guided by upbeat, kid-friendly music.

We will glide, slide, twirl, bend, bounce, and groove using props such as plush flowers, stuffed animals, scarves, ribbons, balance beams, wands, wings, and so much more!

If you think your child would enjoy a Dance Daze® Dance With Me class, sign them up today at DanceDaze.org.

The Happy Dance Podcast: Episode #28

The Happy Dance Podcast: Episode #28

Press the PLAY button below to listen to Episode 28 of The Happy Dance Podcast and to learn about the resources I have for early career dance educators and dance studio owners over at DanceEdStartup.com!



 

Time-Management Tips for Seriously Busy People

We are in the first few days of February 2020, and I haven’t blogged since November of 2019! But that doesn’t really surprise me. I know that I haven’t been writing simply because I haven’t been making the time for it, or committing to getting a blog out on the same day each way, or operating with a “done is better than perfect” mentality, and several other things. Now that the hustle and bustle of the holidays are over, the rush of joining a new board and board-related travel has slowed, and now that my students have completed the performance we began preparing for several months ago, I am ready to start focusing on creating again, which will require me to manage my time in a different way.

I’m writing this post in the wee hours of the morning, after awakening from a… power nap? I decided write this because I’m currently in a great position with work, business, and life, and I’m working hard to manage all the responsibilities that currently take up my time so that each day feels better and less overwhelming.

Here is a little background: I left my full-time job as a classroom teacher back in May of 2019. This was probably about 9 months later than I should have left teaching full-time, but I didn’t want to pass up my chance at finally being a kindergarten teacher. (Previously, I had only taught second grade.) And, for the record, I absolutely loved being a kindergarten teacher. Also for the record: I don’t love having a full-time job with no flexibility. Many people don’t understand this about me, and I’m not one to over-explain things to the masses (I leave my over-explaining to my students and loved ones). But I’ll say this: With every fiber of my being, I am a creative and an entrepreneur. My mind is buzzing with ways to create the things that I love dozens of times per day (I would say “hundreds of times,” but I have to leave room for all of the anxious thoughts that interrupt the creative thoughts….). I love doing things on my own terms. I’m highly motivated by a sense of responsibility. Little fulfills me more in life than generating income from original thoughts and ideas that I have put into the the universe–whether that’s a new business venture, curriculum for a dance program, a podcast, music playlists for dance studio owners, a social media marketing plan, or even a blog. With that said, again: loved teaching, but felt extremely stifled (see also: unhappy, confined, controlled, cranky, unfulfilled, like I was living the wrong life, etc.) by the 9:00 to 5:00 way of living.

Today, I am working as a full-time entrepreneur with many, many projects in the works. Those projects include running two dance education organizations (Dance Daze, Inc. and Dance Daze in Schools), managing a recently-born digital marketing agency (SociallySaumirah.com), hosting a podcast (The Happy Dance Podcast), and designing digital courses and printable resources for early-career dance educators and dance business owners on my platform DanceEdStartup.com. Additionally, I’m a brand new board member for a statewide dance education organization, a third-year doctoral student trying to hone in a research topic that combines dance educator preparation, the psychology of learning, and experiential learning theory, a committed dog mom (as in: my two rescue dogs have their own strollers, their own overnight bags, and about six dog beds between them), a partner, and a bonus mom. Oh, and I also have a couple of part-time gigs, to financially support the part of me that loves foreign cars and frequent travel.

What’s my point? My point is that I have very little time in my days and weeks. So I’m working on working smarter so that I can play harder.

Here are some of the tips I’m currently applying in my own life so that I can effectively manage my time and get everything (read: most things) on my to-do list done each day of the week and feel productive and successful:

TIP #1 – WRITE EVERYTHING DOWN: If I don’t write it down as you’re telling me something, I’m probably going to forget it. I have to put everything on both of my wall calendars (found in my kitchen and living room), in the Google Calendar on my iPhone, on my To-Do List in my iPhone Notes, and in my $3 daily planner from Target so that I don’t forget it. Additionally, I recently started re-using a free website and cell phone app called GetBusy.com specifically to help me manage projects at one of my part-time gigs. (I also use Buffer.com to manage my social media postings for my digital marketing agency; I use GroupMe to communicate with staff for one of my part-time jobs; and I use Slack to communicate with my doctoral cohort.)

TIP #2 – IF YOU FEEL THE URGE TO DO IT, DO IT: This might seem counter-intuitive to productivity. But let me explain. If we’re being completely honest, I don’t write everything down. (My mom says I should write down even the smallest things, but, what can I say? I’m still living on the edge in some ways.) For example: I don’t write down that I need to do the dishes or walk my dogs or take out the trash and recycling. For me, seeing dishes piling up or broken down boxes shoved in the corner is typically aversive enough for me to handle those situations so that they’re not just sitting there, unresolved, for more than a day or two. However, I have to give into the “urges” to take out my trash, or else I have this really annoying feeling in the back of my mind while trying to work on other things. So, in short: Clean when you feel like cleaning because it might relieve some stress and allow you to focus more on your actual work.

TIP #3: DO SPECIFIC WORK ON SPECIFIC DAYS: The idea of taking out the trash and recycling makes me think of how much clarity it gives me to know that I have to do certain things on certain days! Then they’re done! Probably since my days as a young graduate student at Pacific, when I was renting a room in a house in Stockton, CA, I believe I’ve always put out the trash bin on trash day–even if the bin wasn’t full. Even if there was only one bag in the bin, the trash went out. Even if there was almost no reason to put out the trash, I put out the trash bin because it ensured that it got done! It ensured that I didn’t have to take time out on another day to check all the waste bins inside of the house, fill up the large bin outside, possibly cause the outside bin to overflow, then have to re-think my entire trash-taking-out strategy. I’m still working this schedule of doing certain things on certain days out in my life (because, really, it is quite possible that I have too many things going on to only work on certain things on certain days… but if there’s a question, then there’s room for an experiment!). However, the idea of reserving certain tasks for certain days is one that I think might better help me manage my current schedule.

TIP #4: STOP WITH THE GUILT TRIPS, ALREADY: I’m actively working on not allowing myself to focus on the things that I’m not getting done each day or each week and to focus on being happy with what I have accomplished. I’m entirely aware of how easily people who live for feeling successful and productive and who run on high speed most of the time, like I do, can easily forget to acknowledge all that we have done and focus on what we have not done. This generally causes us to feel completely terrible internally, while the world wonders what our problem is. So, again, I’m working on re-framing my thoughts around my ideas of success and achievement so that I can focus more on what I have done and actively feel good about this. Which leads my to my final tip for this blog….

TIP #5: CELEBRATE EVERY WIN BECASE YOU EARNED IT, HONEY! I’m not sure what the exact formula is that “works” for me, but I know that at the end of some days I feel absolutely great about all that I’ve done. Other days, this is not so much the case. So, again, I don’t have this down to an exact science yet, but I do know that I love relishing in the thought that I’ve used the hours in the day that has just passed as effectively as possible to move me closer toward attaining my goals and toward living my ideal life. So I’m trying to feel like that more.

That’s all I have for now, friends. Let’s chat again soon!

 

Dance Classroom Management: Least Invasive Intervention

Hello! Today’s Behavior Management Monday technique is called Least Invasive Intervention. It is part of a series of techniques used to create high behavioral expectations in the classroom. Of course, as a dance educator, as the founder and CEO of two dance education organizations, and as a dance educator coach, my primary current interest in behavior management techniques comes from a place of wanting to better support early career dance educators with having better student engagement, participation, and learning in their dance classroom.

If you’re interested in reading more about classroom behavior management for yourself, you can find all the tips that I post about write about in the book Teach Like A Champion 2.0 (#ad).

The goal of using the Least Invasive Intervention technique is to correct the undesired behavior of one student without disrupting the entire class. Often, when only one student is off task, we will give so much attention to that single student and that moment that we lose the attention and focus of every single other student in class. Then, we have a much larger task at hand–we will find that we need to reign in several students instead of giving a quick, barely noticeable correction to one student.

There are 6 specific ways that we can give minimally invasive interventions, but the goal, always, is to be as unnoticeable as possible to the rest of your class.

  1. Nonverbal Intervention: You can make corrections with hand gestures, facial expressions, or intentional modeling of the action you expect students to take while never stopping your teaching.
  2. Positive Group Correction: This is a quick, verbal reminder given to the entire group to take a specific action. Example, using call and response: Teacher says: “One, two, three, all eyes on me!” Students reply: “One, two, eyes on you!”
  3. Anonymous Individual Correction: This technique is similar to a positive group correction because it describes the solution, but it makes explicit that there are people (who remain anonymous) who have not yet met the expectation.
  4. Private Individual Correction (PIC): This correction allows you to take more time with one student, while the rest of the class works on something or allows you to correct the student’s behavior quickly, but privately and away from the rest of the class. A teacher might take a few seconds to whisper a correction to a student then return to teaching.
  5. Private Individual Precise Praise (PIPP): When you use PIPP, you are whispering positive feedback to a student instead of a critique. This is a way of balancing your corrections with praise. Also, if you are balancing the corrections you give your students with the praise you are giving your students, they will be more open and receptive when you are approaching them.
  6. Lightning Quick Public Correction: There will be times when you will need to make public corrections of individual students. Though this should be used as a last resort, when you must give a public correction, you should focus on limiting the amount of time the off-task student is “on stage,” focus on telling the student what to do that is right instead of what they are doing that is wrong, and normalizing the positive behavior of the majority of the class by directing everyone’s attention to productive behavior that is occurring.

For more behavior management tips, be sure to check out the Dance Classroom Management section of DanceEdStartup.com!

 

Dance Classroom Management: Make Compliance Visible

Hello dance friends!

Today’s behavior management technique modified for the dance classroom setting is called Make Compliance Visible. As always, this technique comes from Doug Lemov’s book Teach Like A Champion 2.0 (paid link), and it is part of most classroom teacher training programs today. As a former classroom teacher, as the founder and director of several dance programs, and as someone who hires and trains dance teachers to better prepare them to teach, I am happy to organize these techniques and make them accessible for you, the dance educator. My hope is that these brief, weekly tips will help dance educators who find this information have more successful classes with more engaged students.

So what does Make Compliance Visible mean? Here is the definition: “Ensure that students follow through on a request in an immediate and visible way by setting a standard that’s more demanding than marginal compliance. Be judicious in what you ask for, specifically because it will uphold the standard of compliance” (p. 393).

This technique is in the section called high behavioral expectations, which I think is so extremely important in the dance classroom, especially when we are working with children. We, as the educators in the room, set the standard for what will happen during our learning time.

The text explains, “As a rule of thumb, the more visible the action you ask students to execute, the easier it is for you to see what students do, and the more that students implicitly recognize that you can clearly see what they do. This makes them more likely to do what you’ve asked and makes it easier for you to hold them accountable” (p. 393).

We are given an example of a school principal who, in an effort to help a classroom teacher who struggled to keep students focused, recommended having 3 scripted points into the lesson plan when the teacher would intentionally bring the class “back to orderliness” (p. 393). The principal, David McBride, asked the teacher on his staff to do the following:

  • Given an observable direction
  • Use “Radar” (intentionally scan and strategically see whether something is done)
  • Narrate the follow-through of at least two students who have demonstrated the desired behavior (and correct at least one student if they did not comply, in order to set higher expectations)

It is important for us to use the Make Compliance Visible technique because when students see other students following directions, accountability is increased for all students in the class. Additionally, the normality of compliance is increased.

I talk about this a bit more and give additional examples in my audio clips in the Dance Classroom Management section of my website for dance educators and dance studio owners, DanceEdStartup.com. Please go there to listen and learn more!

If you enjoyed this post, please be sure to share it so that it reaches more dance educators and helps improve more dance classrooms!