Think about what the triggers of a behaviour might be and change or avoid them. There is usually a response to or consequence of behaviour which might inadvertently reward it and make it likely to occur again. For example a child might be sent off to help...
Using the student’s name and making a comment about his or her favourite dancer, sport team, TV show, or other interests may help a child feel more at home in the dance class....
Make sure you have the child’s attention before giving instructions. Use short sentences. Only give 1-2 instructions at a time. Check the child’s understanding by asking them what you have said....
Short and specific movement tasks work better than long ones. Some kids might not be able to focus for a long time on one activity. Structure the class in short, interesting, and contrasting experiences. Movement games could be alternated between dance exercises....
Teach parents the rules too so they can reinforce it with their child....
Focus on and praise the behaviour you want to see. It is better to reward desired behaviour than discipline undesired behaviour....
Focus on the behaviour not the child, for example, by saying “that behaviour is not okay” rather than “you are not okay”....
Consistency is key. If rules are set, it is important they are followed at all times. Everyone should try to respond in the same fair and calm way, including teacher’s assistants and parents....
Give each student a specific location in the dance space that acts as his or her “home base.” The student can take this spot when listening to directions. It can mark the place to be for the beginning of each exercise or activity. The spot...