Comments on: Mustering their Motivation: Strategies for Engaging and Inspiring Students

By: Nichelle (admin)

Nichelle (admin) — Fri, 11 Feb 2011 16:03:13 +0000

Vikki, so glad you found this helpful! Let me know if you have any questions and I’d be interested in knowing how things go as you try out some techniques.

By: Vikki

Vikki — Thu, 10 Feb 2011 22:19:06 +0000

this has soooooo helped me, I do feel like I am just not made of the right stuff sometimes because I am oozing with passion but the poor children who are at school all day then do ballet as an afternoon class with me must be tired and have so many other issues going on in that same building, after half term I will be going back in with some new stratagies and lots of motivation !!

By: Bri

Bri — Thu, 04 Nov 2010 12:05:05 +0000

I agree with Vicki’s comment. I teach theatre and dance at a public high school. I get so excited about what I teach and its frustrating for me when my students could care less, or ask “When will you let me go the gym and shoot baskets?” This has refreshed my thinking. I’ll be passing this article on to other teachers and have them sub in their subject for dance. Thanks for being a ray of sunshine on my rainy Thursday!

By: Vicki@collegeparentcentral

Vicki@collegeparentcentral — Fri, 15 May 2009 01:59:32 +0000

These are great suggestions for any teacher, not just dance teachers. I need to remember these principles even in my college classroom. So often we blame the lack of motivation on the students. Realizing that there are things that we can do to help them find the motivation means that it is our responsibility to make the classroom work. It’s why we teach after all, isn’t it?

By: admin

admin — Fri, 08 May 2009 19:38:16 +0000

Thanks for your comment, Deb! I absolutely think that kids respond to your energy level and body language. It can be difficult but I’ve found that to get more I’ve got to give more (even on -or maybe especially on – days I don’t feel like it). Classes with few kids can be trying but perhaps the best thing to do is look at it as an opportunity – maybe have a “plan B” on those days that focuses on letting this small group work together. Maybe they can watch each other perform an exercise and you can guide them as they analyze problem areas, suggest improvements, and look for things that are going well in each other.

Perhaps your motivated student is highly self-motivated (she may also be relishing that one-on-one attention) but if the others feel like you are truly listening and want them to be participants, they may come around. Questions are a great way to do that – think about all the places in class that you can ask instead of tell.

And, it can definitely be hard to discern when is the right time to part ways. If your two families are still wanting to make an effort, let them know you plan on trying some new strategies in your classes and be open with them about the process. They may be more receptive if they see that you have room for improvement as well – your students, too – don’t be afraid to have a frank discussion (or let them fill out an anonymous survey) regarding what they like and dislike about the class and your teaching style. You may learn a lot through this simple exercise. When I taught college students we did evaluations every semester – very helpful to see how others saw me!

By: A Little Tea or Something

A Little Tea or Something — Fri, 08 May 2009 19:07:47 +0000

What a GREAT post. On occasion I have come into the studio at my fledgling ballet school, particularly this time of year—when it is beautiful outside—to a handful of Really Unmotivated young dancers! I have noticed that this phenomenon is more likely to occur on days when, for whatever reason, there is a high rate of absenteeism, and sometimes I blame myself for this. I am electrically charged when I walk into the ballet classroom to find everybody there stretching, waiting for class. But when only two or three of them show up, with a couple of exceptions, I know it will be a very long hour-and-a-half; I wonder whether they sense through signals I’m sending them (unwittingly) and body language that I am not energized. By the same token, though, there is one young student in the school who is so highly motivated that she LOVES low attendance days and thrills at the opportunity to have me “all to herself.” I think this must be exceptional, though. The issue of the child who would really, truly rather be elsewhere is one I’ve struggled with this semester, with two of my students and their families, who thus far have not appreciated the suggestion that this might be the case. It’s tricky business. Thanks so much for sharing your insight!–Deb Young

Oh, yes: Right away I plan to use the strategy you suggest about rules and regs—asking the kids to tell me why we have a dress code, and why they think it might be important to come to class on time (that has been an issue for several this semester). Brilliant.