The following information is published with ROUNDALAB's permission from the ROUNDALAB Reference Manual compiled by Richard & Jo Ann Lawson, 1987.
The Professional Round Dance Teacher Part II
Eddie and Audrey Palmquist
El Toro, California
This month, we again feature excerpts from Step by Step, Palmquist Style, a teaching manual for a basic round dance course. Part II contains more on elevating the standards, ethics and ideals of those engaged in round dance instruction:
How can we elevate ethics? By assessing our own ethics and guarding against unethical practices: (i) Refrain from discussing in a derogatory way other teachers with either dancers or other teachers. (ii) Give each and every dance we teach a fair chance. If a dance is worthy of being taught, then we must give to it the same interest, thorough teaching and best dance performance that we can. Dancers react very strongly to a teacher's attitude - spoken or otherwise. If a dance has been chosen as ROM in your area, it is your responsibility to do the best teaching and dancing job on that dance that you can possible do, no matter what your personal preference is. (iii) Similarly give each rhythm a fair chance. This means we must become capable in each rhythm — two-step, waltz, cha cha, rhumba, tango, swing and International style according to the amount that any one rhythm is used in the level we are teaching. Whatever we dance, we should dance as accurately as we possibly can. (iv) When visiting another Club there are certain ethics to be followed: (a) You become a "dancer" and should act as one of the dancers attending that club. This means that you participate in the "teach" as a dancer. Out of courtesy to the club teacher you get up on the "teach" even though you may know the routine. Be sure that you don't put on an exhibition of your dancing, unless specifically requested to do an exhibition. Remain in the background, dancing with the dancers. Do not take the limelight away from the club teacher. Moreover, do not help and instruct dancers at someone else's club (even if individual dancers ask you to) unless requested by the club teacher to do so.
Encourage and Further All Round Dance Activities: Whether these activities are of our own planning or others, it behooves us to promote them to the best of our ability by attendance, distribution of material or an announcement. Our dance activity as a whole will benefit. One of the best ways to promote and encourage round dancing is to become a member of and support your local Round Dance Teacher's Association. If there is not one, it might be well if the teachers in your are got together and organized an association for the benefit of all concerned.
A Round Dancer Teacher is a Leader, and so Must Understand Leadership: To lead is to guide or influence, not dictate. Leading is by example: (i) How we dress sets the example for how we expect the dancers to dress. (ii) Friendliness creates a relaxed, happy atmosphere. Spontaneous humor, such as laughing at your own mistakes, relaxes the dancers. However, remember you are a dance teacher, not a comedian. (iii) Cleanliness — be well groomed. Be sure to use breath purifiers and body deodorants. (iv) How we teach — be analytical of your teaching. If the dancers are having trouble with a particular spot in the dance, analyze what they are doing wrong and how you can help them correct it. Maybe your approach has not been the best one. Make sure you are dancing the figures the way you are asking the dancers to. If the dancer hasn't learned, the teacher hasn't taught. Above all, never embarrass or belittle the dancers in any way.
Plan each evening thoroughly; know your material well; practice your presentation. Endeavor not to make mistakes. When you do, don't hesitate to admit your mistake. Don't put the blame on someone else, especially your partner. Taking the blame does not belittle you in the eyes of the dancers. Instead, we admire someone who is big enough to admit he is wrong — just so we don't make mistakes too often.
On a dance club night, prepare in advance. Don't get to the dance and ask the dancers what they want to dance. Dancers have come for a night out, and do not wish to make decisions. (v) How we dance — be analytical of your dancing. Accept constructive criticism.
A video recorder can be very helpful. If you have one, get someone to tape you while you are dancing. Check to see if your dancing exemplifies what you are teaching. Look for good posture at all times, smoothness in movement — no bouncing.
Are We Successful as Round Dance Teachers — Are we bringing more people into round dancing? Are our dance clubs holding up? If not, take a look at our approach. Are we teaching too fast? Are we teaching too much? Are we teaching thoroughly? For every eager beaver we lose for going too slow, we will lose several dancers if the pace is too fast. Once you lose dancers from pressing too hard, even though you change, it is most difficult to get them back. We stress this to help you avoid making the mistake of pressing too hard and having to learn the hard way. It is no credit to a teacher who boasts how fast he or she can teach a dance.
Above all — are we bringing enjoyment to the dancers? Is there a relaxed and friendly atmosphere? It is important to keep uppermost in our minds and in our attitude that this is recreation, and even though the dancers wish to learn, it is their night out. If your clubs are overflowing with happy dancers, your overall program must be good. If you have a hard time holding dancers, we suggest you seriously go over the things we have mentioned here. We feel sure you will find something is lacking either in your approach, your presentation or your program.
Square Dancing, April, 1984