When are you ready to teach?

[Duvet]

I’d like to ask anyone who teaches dance at what point did you decide that you could teach it? Was it a gradual urge, something you fell into, or the sole reason for learning the dance? There are no universal or formally recognised ‘Bellydance Diplomas in Teaching’, so how did you come to the conclusion that you had progressed far enough to competently share your knowledge and experience with others? (I’m not questioning anyone’s ability, just how did you get to the point of thinking ‘Hey, I can/want to teach this’.)

I’ve been asked to teach on a number of occasions over the last few years, and I’ve always brushed it aside as something I couldn’t or shouldn’t do. But I’ve been wondering what made me say no, while others might have said yes.

 

[mahsati_janan]

You will find a lot of different opinions on this, but my personal opinion is that a dancer is ready to teach when they are at an absolute minimum: competent performers in their style, have learned the history and musicality, understand how to teach safely and effectively, and place their students' learning as a priority. I have an article that I give to my own students and dance friends when they are considering teaching to help them think through the process and also work with those that I feel are ready to teach to help them with that process if they choose.

I began teaching when my long-term instructors and mentors said that I was ready to do so and I felt that my knowledge and skills were sufficient to safely and correctly teach. I had been asked to teach relatively often, but did not pursue it until I had the go-ahead from respected performers/instructors who had worked with me and seen me as a student, as a performer, and as a substitute or special situation teacher.

Teaching is an awesome responsibility, so I didn't take the step lightly or without thought. As a teacher, your dancers are relying on you to teach them safely and to have the knowledge to help them on their dance journey. That is a huge trust that I always keep in mind and strive to meet in each class.

 

[Darshiva]

I was asked to help teach by my second teacher. I found that I rather liked it & sought out a formal program I could study & complete to give me the knowledge I was lacking.

I've always been teaching in one way or another. In highschool I was often called on by teachers to assist other students, usually in biology class. I've been tutoring in art & english since I was 13. My family has a history of having a teacher in every generation - the famous one was a principal who taught two grades at the same time, writing on two different blackboards (one for each grade) at the same time with the right writing forwards and the left writing backwards. Since my family is also known for story-telling I'm not sure how much of THAT one is true, but the fact that we have had a teacher in every generation remains. I am one of this generation's teachers (my sister is a qualified teacher-aide). It's a talent that runs in the family.

While I say that, like any talent teaching takes practice and diligence. Some people are called to teach. Some are born to. Others make a conscious decision that they have this knowledge they would like to impart and that's what they do.

One thing I have noticed, particularly in Australia, is the number of bellydancers who are educators who choose to teach bellydance once they reach proficiency. It's an interesting correlation, no?

 

[Shanazel]

I started teaching in the late eighties or early nineties because there was no one else to do it. My teacher wanted a respite, looked at me, and said, "Your turn now. I'll take lessons from you." We team taught for a couple of years, then she moved on and I'm still here.

 

[Kashmir]

Prior to starting belly dance I had many years of Jazz and drama; I also was a trained as both an engineer and high school teacher (at the time I started was teaching computer programming to software engineers). So, I started with a knowledge of how to research, how people learn, dance skills and performance skills (plus a lifestyle that allowed me to see a large range of dancers and teachers).

After several years with my teacher she initially had me do restaurant work and then occasionally teach when she was out of town. Six years after I started belly dance, I was poached by another teacher who was a good dancer but needed my teaching skills and ability to create courses of study. Eventually, I started teaching on my own.

So, I was basically shoulder tapped (twice). But even with that background, I felt I needed to add formal dance teaching qualifications (which I passed in 2003).

 

[khanjar]

I’d like to ask anyone who teaches dance at what point did you decide that you could teach it? Was it a gradual urge, something you fell into, or the sole reason for learning the dance? There are no universal or formally recognised ‘Bellydance Diplomas in Teaching’, so how did you come to the conclusion that you had progressed far enough to competently share your knowledge and experience with others? (I’m not questioning anyone’s ability, just how did you get to the point of thinking ‘Hey, I can/want to teach this’.)

I’ve been asked to teach on a number of occasions over the last few years, and I’ve always brushed it aside as something I couldn’t or shouldn’t do. But I’ve been wondering what made me say no, while others might have said yes.

Duvet, have you been asked by an individual how to do a certain move they are not getting ? And have you responded to that individual and shown them how to do it ? If so, you are a teacher and if you showed someone how to do what they needed to know, then at that point in time you were ready to teach.

Have we become too bogged down in the apparent necessity for paper qualifications ? ( which are to all intents and purposes are standards set by authorities, but what made the authority the authority, what qualification did the constituents of that authority hold to become an authority and was that natural qualification or a paper qualification and who qualified them ?). Of course in qualifications which we all seem to need these days to prove natural ability and prove ability where it is questionable, there is business, plain old money making again.

But Duvet, two threads started by yourself on teaching, my guess is you are ready to teach, but are unsure if it is what you want, which is admirable in that your ego is not ruling your head.

 

[Kashmir]

Duvet, have you been asked by an individual how to do a certain move they are not getting ? And have you responded to that individual and shown them how to do it ? If so, you are a teacher and if you showed someone how to do what they needed to know, then at that point in time you were ready to teach.

Assuming you did it correctly (I have a student who has a habit of "teaching" people incorrectly) - then you were able to teach that specific skill to that specific person. It does not mean you can teach any person - nor does it mean you have the skill to teach a body of work.

There may well be people who can do this instinictively but most people will teach what they need to learn or how they were taught. For this reason you see dangerous (or non-existant) warm-ups, wishtory, and moves without underlying basics cemented in. A teacher needs to have an overview - not just be willing and able to pass on a few skills.

 

[Farasha Hanem]

But Duvet, two threads started by yourself on teaching, my guess is you are ready to teach, but are unsure if it is what you want, which is admirable in that your ego is not ruling your head.

Rep to you! :clap:

I have an article that I give to my own students and dance friends when they are considering teaching to help them think through the process and also work with those that I feel are ready to teach to help them with that process if they choose.

I'm still years away from being ready, but could you provide a link to that article, please?

 

[khanjar]

Thank You Farasha

But of teachers can teachers teach all students, or is it there is not a teacher who can teach all students, because everyone learn differently, can a teacher teach all those different ways, including ways as of yet unknown to them?

My sense is yes, only if the teacher is completely au fait with what they teach and it from all angles and all possibilities, because with many it is when they think they have covered everything, there is always someone or some others who will find a new angle not yet covered.

The key is for teachers to accept they do not know it all and perhaps never will and for them teaching, they are in fact still learning. If a teacher accepts the new role of teaching is a new angle on learning for themselves then to me they might make a fine teacher.

When the arrogance sets in, that to me is the end of the teacher, they are starting to decline.

 

[Darshiva]

One person can't teach everyone. Good teachers know this and make recommendations on alternative teachers for students who are parting the ways.

It can be style, method or even just down to what the student wants from the class.

 

[Shanazel]

But of teachers can teachers teach all students, or is it there is not a teacher who can teach all students, because everyone learn differently, can a teacher teach all those different ways, including ways as of yet unknown to them?

Are you saying some of the teachers can teach some of the people some of the time and some of the teachers can teach some of the people none of the time but none of the teachers can teach all of the people all of the time? :think:

 

[Yshka]

Lol Shanazel! I also wondered! Though I think there are many things to say as everyone started differently and I feel that every single person who has commented here has said something that one can relate to.

Personally I never felt ready, but I have sort of fallen into it and have grown to like it more and more. I was dancing for about.... 3 or 4 years when I taught my first lesson. I was a quiet, shy person, my voice was too soft to fill the whole classroom but boy did I LOVE dancing. My teacher and I never thought of me as a teacher, I was becoming a successful dancer, loved the stage and loved performing, preferably for Arab audiences, and we always joked that she would find me another 'job' in her school next to performing as I didn't look and feel at all like I'd ever be teaching.

Then one day back in 2007 she said: I'll be in Barcelona for a week next month and I REALLY need YOU to sub for me!! I was terrified and co-taught a couple of classes with her, then it was my turn to sub. I did my best to speak louder and spent weeks on preparing explanations and excercises, and eventually I did ok, I think. I had prepared for that one class what could have filled at least a whole term, LOL. But people enjoyed it, I minded their safety and correct posture and hey, nobody quit after I taught, LOL!! :lol:

I continued co-teaching and a few months later filled in double classes for one of her colleagues for 3 weeks in a row as she couldn't do that herself. After summer holidays I stayed on to sub those groups for a year and in that time still co-taught with my own teacher. This period taught me a LOT, as these were rec-center groups with only two levels, and ANYONE could sign up, there was no control over who went where and people with just, say 1 to 3 years of experience were scattered over both beginners and advanced, while beginner also had absolute newbies, and advanced also contained people who had been with that teacher for 5 + years. For me to pull everyone's dance skills up to speed and to provide interesting lessons with such a huge diversity in dance-abilities was the best thing learning school I could have had... that plus hearing that I had to put on a theatre student-show only 2 months before the actual show..... :shok:
Soon I started my own group under my teacher's guidance and have been teaching ever since, as well as teaching specialised subjects such as Saidi, Baladi and musical interpretation, the latter being really my #1 passion and love.

I was never a born teacher, I'm very visual and can often watch a thing being done and reproduce it, making me unable to exlain why or how or what. It's given me many a hard time devising ways to suit different learning-needs in different students, but as I think Safran mentioned on this thread or the other one, it's that moment a student 'gets' a move, that moment you see a student's eyes glistening with pride as they understand and can apply a musical concept to their dance, that moment I notice I've been able to touch someone with my enthusiasm and love for this dance and music and that they can actually execute properly with care for their safety and individual needs... is what gets me to continue. 'cause that's really what it all boils down to for me: sharing my passion as well and thorough as I can. I teach with truckloads of enthusiasm and love for this dance and the music over anything else, as that is what comes straight from me and it is what has enabled me to develop and research other aspects needed for teaching as well, while also staying 'real' in terms of who I am as a person and dancer.

I'd say if you somehow feel ready, which I think you do, Duvet, start by co-teaching and start by having an experienced teacher judge your teaching skills for a longer period of time. This will help you decide if you are really ready to start off teaching for real.

 

[Yame]

Great thread!

The first thing that is important to note is that MANY people start teaching long before they are ready. Some people are never ready to teach, although they are great dancers, simply because they do not have the patience and/or skill required to effectively teach others. Some people have that potential, but begin teaching before they have acquired enough knowledge themselves.

People start teaching for a variety of reasons. To begin gaining a following... to make a bit of extra money... to gain the authority and title that comes from being a teacher. Some people feel that once they have been dancing a number of years, the natural progression is to start teaching.

Although some of these reasons have a little bit of merit, they are all bad reasons to start teaching if they are not coupled with ALL those things listed below:

1. the patience and skill required to teach, which is different from the skills required to dance well
2. the knowledge of the dance, movement, anatomy, history and culture, music and musicality, which a responsible teacher should pass on
3. the genuine will to share knowledge
4. the genuine want to see others learning, growing, and improving.

A teacher who lacks in any of these characteristics is not up to par, and because there are many teachers like that, our dance and our community suffers. Perhaps you have said "no" because you do not feel that you live up to all these standards yet, whereas other people say "yes" because they live up to these standards OR because although they don't, their standards are much lower.

I may write a follow-up post explaining how and why I decided to start teaching, but right now I have to go.
Got a class to teach

 

[mahsati_janan]

I'm still years away from being ready, but could you provide a link to that article, please?

Hi! Just saw this I don't have it up online right now, but I'd be happy to email it to you. It basically breaks down the qualifications I consider important and lists things to know about teaching (costs, etc). Where should I send it?

 

[Farasha Hanem]

I'll pm you! ^^ Thank you very much! *hugs!*

 

[Jane]

This has been covered pretty well by everyone in this thread.

Another thing that motivates people to teach early is the idea that teaching equals respect. Telling the general public "I'm a belly dancer" sounds less respectable than "I'm a belly dance teacher". Strange but true.

I've seen good and competent dancers teaching others when they should be concentrating on their own careers as professional dancers. There is plenty of time to teach down the road, why rush in to teaching? Just because one is qualified, does not mean it's the right choice now.

 

[Duvet]

Teaching is an awesome responsibility, so I didn't take the step lightly or without thought. As a teacher, your dancers are relying on you to teach them safely and to have the knowledge to help them on their dance journey. That is a huge trust that I always keep in mind and strive to meet in each class.

Totally agree. This is the biggest reason why I've always said no to teaching. Good dancers or enthusiastic dancers do not always make good teachers. I find it hard to believe when I hear some people say they've been dancing for a year or two, and that now they are teaching. Whatever their experience in teaching other subjects, or how brill a dancer they might be, what makes them think bellydancing is so simple to learn? I think it boils down to self confidence - if you think you can teach something when you hardly know it yourself, then good for you - and I do believe that some people learn better themselves during the process of teaching others, and there are the ultra blessed who can do everything they instantly turn their hands to (my old djembe teacher was one of those - pottery, bead work, puppetry, drumming, archery, sailing - anything involving hand to eye co-ordination he could just do it with hardly any training, and better yet, he could work out how to show others).

So when teaching, is it just the basic moves (in which case any first term student can be a teacher), or is it the whole package of health, choreographies, music, performance technique, knowledge of different dancers and styles, history, culture, etc (which is a lot harder case to judge - which is where personal opinion comes in). I guess I compare myself to the best teachers I've had in all the various subjects I've been taught in, and find myself lacking, but am also aware of those bad teachers I've had and tend to see myself as closer to those.

But I've said I always say 'no' to teaching. Thats not strictly true - I have taught small informal groups after a performance, and I currently run through some moves with my weekly djembe drumming group (as part of a share co-op; we also do singing, Tai Chi and EFT, depending on whatever you have to share). But when I say 'teaching', I mean the full scale professional advertising, taking regular payment and having a regular class - not just helping a friend get the dynamics of a body roll, or showing a few home ed kids how to hip drop. I guess I already 'teach' bellydance as an informal, fun, social, exercise based hobby. But I have high standards for myself and don't really view myself as a 'teacher'; I would want to provide the ability to teach the whole package as mentioned above (whether or not I ever needed to), before I set myself up or saw myself as a 'teacher'.

 

[Duvet]

Great thread!
People start teaching for a variety of reasons. To begin gaining a following... to make a bit of extra money... to gain the authority and title that comes from being a teacher. Some people feel that once they have been dancing a number of years, the natural progression is to start teaching.

Although some of these reasons have a little bit of merit, they are all bad reasons to start teaching if they are not coupled with ALL those things listed below:

1. the patience and skill required to teach, which is different from the skills required to dance well
2. the knowledge of the dance, movement, anatomy, history and culture, music and musicality, which a responsible teacher should pass on
3. the genuine will to share knowledge
4. the genuine want to see others learning, growing, and improving.

I may write a follow-up post explaining how and why I decided to start teaching, but right now I have to go.
Got a class to teach

Thanks Yame. These are great points, and help gel whats in my own mind. I lack no.2 out of your list, and I see so many teachers who do likewise. But no.2 covers so vast an arena. My interest is when and how does a dancer feel they've got the minimum to start imparting their knowledge and skill as 'teachers'.

I look forward to hearing how you came to that decision yourself.

 

[khanjar]

Teaching BD, an impression I have gleaned so far, is that some teachers do stay a few steps ahead of the class, but to carry off the impression, one thing I do understand is one has to have bags of self confidence and belief. Often it is such teachers might depend on big advertising, which is not only a business thing, but it helps to create the impression and adds to the confidence.

As to teaching others anything, my perspective is I will only teach what I am one hundred percent confident with, that is I know my subject inside out and approachable from all directions as the way I learn what I do know very well, is not a popular route. Which with mechanics, craft whatever material thing is rip it apart and see what makes the whole and what makes it work. Which is the same as the way I personally get to grips with the dance movement, sure the teacher shows the movement, but only when I have a correct mental picture of the movement, can I rip the movement apart into it's basic mechanics and build it from there.

My only personal problem is, is a lack of body awareness, I don't automatically know where something is in space without looking, but then thinking on that, where something is in space is irrelevant without a reference, so one has to look at first, then get used to the feeling of where something looks.

Is it do we think regards dance teachers, people are more confident these days, and with that to a certain extent; arrogant ?

 

[Duvet]

Is it do we think regards dance teachers, people are more confident these days, and with that to a certain extent; arrogant ?

In my experience I don't think arrogance and confidence are that related. I can be arrogant without being confident, and vice versa.
But I do think that if I encounter an arrogant person who makes me feel inferior I might project confidence onto them, and if I meet someone confident who I find uncomfortable, arrogance can be a comforting label to attach to them to make me feel better.