Addressing ‘The New’ Classroom Behaviour
☙ Peace cannot be kept by force; it can only be achieved by understanding. ❧
~ Albert Einstein
The pandemic has touched us all so profoundly; and it will still be a while before we can unpack the experience and start to feel like we know where we stand.
Lately I have noticed a lot of chatter on the Dance Teacher discussion groups about the sudden unruliness of students. It seems that educators are struggling to manage student behaviour. Admittedly it is somewhat reassuring to know that I'm not the only one.
Even if you take the time to set up behaviour expectations at the beginning of your session, and you've maintained consistency in how you approach classroom discipline, you may be dealing with some significant changes in behaviour and attitude in the classroom as a result of the Covid-19 experience.
Here are a few examples of what I have been witnessing from my students:
'The Zoomies' or an overwhelming urge to run around in circles.
Bodies turning into magnets.
Literal climbing of the walls
'Defrosting Austin Powers' or difficulties controlling the level of their voice.
Instant meltdowns.
Vacant stares.
Students declaring it’s 'Time to go home!' before class is over.
Before progressing from perplexity to impatience to anger, perhaps this is a good time to remind ourselves of the many unique variables that are affecting our students’ state of being.
As adults, we better understand the context for these restrictions; we can rationalise going against our natural tendencies of physical contact, as difficult as it may be. But for a child, this dissonance has to be, on a deep and unconscious level, confusing. Additionally, without the normalcy of gathering for nearly two years, we've become a little rusty at interpreting and utilising social cues and feeling comfortable in groups.
So it is no surprise that when finally given a safe space to move their bodies, other people to do it with, and a great soundtrack, some students experience euphoria and become 'out of control.' Others become so overstimulated they shut down. These scenarios represent overwhelm and are easy to misinterpret as bad behaviour.
An important part of our role as dance educators is helping our students manage their mentality and physicality inside and outside of the studio. Given the unique challenges students are presently facing we may need to spend more time than we've been used to practising patience and reviewing behaviour expectations throughout the season.
Regular conversation about classroom expectations for a healthy classroom and sharing these expectations with your students' families keeps everyone on the same page and offers consistent messages of support at home and in the studio.
Finding meaningful ways to connect with our students can be daunting; at least it has been for me. That's why I have created concise and compassionate resources for teachers, students and their families.
Dance with CARE helps teach students about studio etiquette.
Dance is HARD offers encouragement about self-discipline.
Dance feels GOOD reminds students to love the process and experience of dance at every level.
If you would like to share these resources with other educators or print them for your own studio for students to enjoy, download them here!
Don't forget to leave your comments below!
With respect,
