You can manage, participate, and interact with the kids in an active environment such as a dance class to be a very difficult child.
Adding layers of movement
When teaching basic dance skills, and repetition is important. Keep exercise interesting skill interesting by layers your instructions with pictures. Find occasions to play pretend that will also enhance their understanding.
Port de bras process, you can ask the children to pretend that the wind is blowing their weapons outside (for the second time and Demi), or encourage them to become pancakes and “face” as they practice three steps turn out.
And they can bring their attention to the special quality within the movement as well as to improve concentration. For example, encourage them to “eat up space” with a big movement in leaps and make her whole body sharp like a knife during the marches, or refer to the level of changes in the jumps / fried, and have them try to make the highs higher each time.
Keep moving class?
A common mistake in teaching classes with young children is to spend a lot of time on one activity.
For less than six students, five minutes on any one thing is usually the maximum. Generally, I try not to spend more than 10 or 15 minutes in any one formation, or to any one part of a class (in the form of a circle, across the floor, stand in lines, etc.). Children easily distracted and their attention with the decline quickly.
Always planning more activities than you have time to cover. If you feel a “loss for them,” not for the children and yourself a favor by going around them, and move on to the next activity.
Light up the room
Young children are enrolled in a dance class there and have fun. So far, it actually was not satisfactory to the “hard work” in something, even if they think they will please you.
If you do not feel like playing, and it is likely to be much oblivious.
Thus, it is essential that you have the energy level to be high in all parts of the class, that the tone of your voice, and you’re not afraid to be a little higher or more foolish vary. It must be the most interesting thing in the room!
Post model behavior
With older children it is sometimes necessary to curb the demonstration or participate in the animation / actual dance class parts fees.
Young children, however, take all the references you.
If you’re asking them to claim that they are in the dark forest is also creeping across the room, then you should be in the woods with them at least part of the time.
If you want them to perform with 100 percent of capacity, then you have to give 150 percent.
Modeling behavior is important to show the children how to behave well. Ask students what is the correct way to sit or stand while waiting on the spot or number, and then show them, and then have them practice with you.
View “choose the dancer.”
The freedom to choose to enable, especially for children who are learning to become independent in ideas and decisions.
Try to include an opportunity for the dancers to make a choice once at least in every lesson.
However, be careful about offering unlimited possibilities. Children do better when you have an “either / or” alternative. This can be as simple as letting Sometimes children to choose whether they want a blue spot or red spot to stand on (just make sure when making these kinds of choices, you have enough of each so that no child gets “stuck” with something ).
Every vote between now and then allowed the class to do échappé or the balance of this lesson and the exercise of other next week. You can also provide opportunities for children to make decisions in their movement. For example, they may choose between dance sharply or smoothly (fast / slow, fortunately / unfortunately) all over the room. It has chosen to make a round shape or form angle (balanced / unbalanced outside, large / small) Upon completion of the exercise across the floor.
The mobilization and recruitment of children misbehaving
A child is chronically misbehaving can be something like a thorn in your side. If you’re familiar with the advice to keep your enemies closer than your friends, and this is a similar tip.
Instead of constantly scold the child, crowd him / her to help in some way. Ask her to be your assistant when handing out props, or recruited to make check marks on the list of attendees. Sometimes the student faith also provide them with this responsibility is all the incentive you need to behave better.
If you can identify the parts of the layer, which is the most difficult for this student (through the exercise of a recital, across the floor, etc.), this may be the best chance to work.
Avoid making promises you can not keep (line leader to solve problems)
Children lot like elephants – never forget!
So, I’ve found it’s best not to make a lot of promises that I can not (or will not remember) to maintain it. When there is a disturbance about who gets on that line leader, it might seem the promise of a great solution for the child that “next week” will be a leader. The problem is that you rarely remember this promise of calm.
Instead, it will be a victim of your own faulty memory remember that you have already broken your promise and then more promises will need to do so.
Some teachers use a chart or a system to choose the font leaders. My solution may not be perfect, but I usually choose (if desired), the leader of the line during the warm-up circle. When the decision was made long before the actual leader of the moment, it seems to ease the disappointment of not chosen.
I make it clear in our rules / procedures categories that this is right; they can lose because of the misconduct. Should this happen, you must choose a new leader for the line to be held. I try to be fair, but the selection process for me is usually arbitrary to some extent. When he met with resentment, and respond kindly but firmly, “I know it is disappointing can not determine this time, but you’ll get a turn on another day!” (Notice I did not say “next time.”)
Provide positive feedback at every opportunity
Children respond well to positive feedback.
Always be on the lookout for things that are being done well. This gives the class an opportunity to model appropriate behavior.
If the majority of the class and tampering, and the search for the child who is doing something (anything) and one of them right out instead of reprimanding the whole class. You certainly will receive more mileage from saying something positive ( “beautiful arms, Susie,” “This is the high jump, Pekka!”) Exaggerating the negatives.
Try to be specific. “Good job,” you do not have a lot of energy all of its own really so keep your eyes open for specific things being done properly.
Reduction of negative attention
A child who stood in response to ultimately Comments / her name if it was said over and over again in a negative way. In fact, if a student got negative reactions very much at home may already be well practiced in the skill “settings for you.”
Interestingly, you might want to hone your skills in this area because it is better in many cases to ignore bad behavior or distracting (if it is not one that does not get hurt) than to draw attention to it. Negative words such as “no,” “Stop,” and “no” should be used sparingly – usually only when there is a risk of danger or injury.
For some children, the negative attention is better any interest at all, in other words, they will look for ways to get your attention if you do not give for the first time in a positive way.
Say what you want to see, even if you do not see it really
For example, let’s say no one is suggesting the toes. Instead of saying “Point your toes!” He says: “Thank you for pointing your toes!” Or “I do not see fingers pointed beautiful!” And you may be surprised that children suddenly and refers all his toes (even if you do not have if you had specifically asked or told them).
Use the same method for all types of behaviors, including wait quietly, keep his hands, quickly change shoes, etc.