Teaching as a Team

The following information is published with ROUNDALAB's permission from the ROUNDALAB Reference Manual compiled by Richard & Jo Ann Lawson, 1987.

Don & Pete Hickman

We believe that round dance teaching is most definitely a team activity. To achieve maximum effectiveness, each partner must be interested and dedicated to the teaching effort. We have advocated this approach in our discussions with other leaders and at teacher training sessions we have conducted or helped with. Eddie and Audry Palmquist developed an outline for team teaching a few years ago. We have used it and modified it to suit our team approach. We are going the list the items from the Palmquist outline and comment according to the way we use it.

Both must be equally interested and committed. Amen. This includes equal enthusiasm. It is a real "turn off" for dancers when one of the two (usually the teacher, though not always) is enthused and the other only seems to be along for the ride.
Both must have individual responsibilities — be equally involved. One partner should not have to do all the work.
Decide who will do the teaching. At no time should the non-teacher partner interrupt the teacher's train of thought. Good thought, but Pete and I don't always follow it to the letter. I do the teaching for us (See comment for #4).
To clarify a point, the non-teaching partner can quietly let the teacher know he or she wishes to say something that will "assist his or her sex." At a large festival or convention, Pete quietly tells me things to emphasize or repeat. She seldom says anything over the mike, especially if e are pressed for time. However, at our club or more intimate teaching sessions, Pete explains the woman's part if she wishes to emphasize a step or technique. Since we learn dances completely different, she sometimes suggests alternate ways to think of timing, steps or rhythm count. This can be of help to those who learn the same way she does.
It is important that the non-teaching partner check the cue sheet of the dance to be taught even though the teacher will study it for teaching. It is very easy to miss something in the fine print and two pairs of eyes and two heads are better than one. This is one we learned the hard way. Pete seldom checked cue sheets when we first started teaching. We eventually learned the wisdom of this. Since then, Pete has saved the day several times by catching something in the fine print that I overlooked.
Duties of running a club or class should be shared and balanced out:
1. One sets up equipment, the other sets up refreshments. Me equipment, Pete refreshments.
2. One handles the mike and does the cueing; the other acts as host or hostess, prepares announcements and/or introductions, and also collects the money. I do the mike, Pete the rest. In fact, she usually makes the announcements and introductions. She also keeps our calendar of teaching dates and where we are supposed to be when.
3. One is responsible for teaching; the other responsible for programming and keeping a record of programming. Could be, but in our team I do all this.
4. During the teaching and cueing, the non-teacher checks on and corrects the required level of sound, voice and music. I depend on Pete to help with the sound check, but I correct it. I'm one of these who wants to do his own adjusting.
Both should learn the dance well and dance his part correctly. Both should be prepared to assist on the side if requested. Excellent when both are familiar with and can execute both man's and woman's parts. Agreed, but we have found that men prefer to have me show them their steps and women prefer to have Pete show them their part. But it sure helps when we can each show the other's part when assisting on the side.
Non-teacher should be alert to floor as dance is being taught. Act as extra eyes seeing the needs of individual dancers. This is one of Pete's most important jobs. I am busy concentrating on routine and teaching; she is sensitive to when parts should be repeated and for whom, in come cases.
Both should keep up with their dancing so that they are not only a good teaching team, but also a good dancing team. Amen. One of our biggest disappointments at our first national square dance convention was the number of nationally known teaching couples who were poor dancers.
It is well to dress as a team, coordinate colors as much as possible to present a pleasant picture on the floor. It's worth an effort!
Any definite difference of opinion should not be aired on the floor while teaching!!!
Be a team, through action, word and appearance. Nuff said! One added item: show that you care for your partner. One of the things that Pate and I have had numerous comments on from dancers is that they like the way we show obvious respect and admiration for each other on the dance floor.

Roundalab Journal, December, 1981