Feedback Etiquette

Posted 21/05/2017 - by dancevibe in Important News!

Feedback Policy May 2017
This policy was devised to help ensure all students are aware of the etiquette around teaching, and providing and receiving feedback in class and on the social floor.

We want all students to maximise their enjoyment and optimally progress their learning. Aside from potential safety risks, it is important for all attendees to respect the right of students not to be taught by fellow students, if they so choose. Limited exceptions are noted below and in the feedback table link below.

Clarifying etiquette should also help regulars get on the same page and not have to second-guess themselves. It also means we don’t have to repeatedly announce feedback guidelines in class etc.

Importantly, we value all students and love that people want to help, but we don’t want efforts to assist students to impact on anyone’s enjoyment.

Teaching during the class
We understand people mean well when helping in class, and we are very grateful for their generosity of spirit, however we know from experience it impacts on students in a negative way, more than people realise. Remember, you don’t know how many others also tried to teach them in class or what they have already been told. Hearing multiple tips, and quite often inconsistent information about the same subject from those not trained to teach, is a frequent source of frustration for many newer students. Bottom line, please don’t teach in class. This practice is unintentionally disrespectful to the main teachers and highly distracting to keen students. Please respect the right of students wanting to learn from, and pay full attention to, those dedicated to providing the professional tuition they paid for.

Catering to different levels, and various motivational driving factors, including; socialising, learning and fun is always a challenge. This policy aims to help in that delicate balancing act.

What if a dancer is not getting a move?
All dancers are welcome to ask the main teachers on stage questions (time permitting), or, if more comfortable, they may simply ask the rostered mentors in the class line-up. We have dedicated, trained mentors who can provide feedback in a consistent and thoughtful way. They can be identified by coloured wrist bands. They will happily stay with students for as long as needed or they can relay your question to the main teachers.

If someone not rostered on is teaching you in class, please say words to the effect of, ‘I really appreciate your help but I am really keen to watch the main teachers’. Respectful, assertive communication will go a long way to better managing unsolicited feedback and reducing the risk of upsetting anyone.

Rather than teaching in class, why not focus on having fun, being social and or working on something in your own dancing. We all have something to work on, even in beginners classes! If you want tips on what to practice, please ask a senior teacher.

If a student does ask for help in class and they are struggling and or stressed, simply offer some gentle encouragement, with minimal guidance. If someone is really floundering, most likely, you can best help them by letting one of the mentors know you are concerned that they are out of their depth. A mentor can buddy up with them and stay and help where needed, and you can continue your rotation.

What about teaching on the social floor?
Whilst unsolicited teaching in a class is widely frowned upon, teaching on the social floor is a more complex issue. Culturally, more experienced dancers dance with less experienced dancers, which we encourage and are very grateful for. However, first and foremost we encourage social dancing during this time because it is an excellent learning tool that compliments class instruction very well.

Too much teaching and people get overloaded, regardless of the good intensions. We also have dedicated mentors and experienced teachers rostered on during freestyle time to help students in a consistent and considered way.

If we are all on the same page regarding feedback and teaching in class and on the social floor we can minimise people being offended and maximise learning and enjoyment.

If you have any feedback regarding this policy please contact Adrian.

See the attached table that provides guidelines on teaching/providing feedback on the social floor.

Final Feedback Policy May 2017