Managing disruptive behavior in the dance class
My work over the past year, bringing dance into diverse schools setting, has underscored a stark contrast: teaching in schools versus dedicated dance studios. The latter naturally attracts motivated, passionate individuals who actively seek out classes. Schools, however, present a different landscape. Here, dance is often a mandatory subject, meaning I engage students who may be tired, uninterested, or even resistant, which can lead to passivity and, at times, disruptive behaviors. This isn’t about teaching a hobby to a select few; it’s about making dance accessible and meaningful for everyone.
Just when i felt i was gaining real traction in my teaching and classroom management within this context, a workshop last week threw me a curveball: a form of disruptive behavior I’d never encounter. It was a humbling experience. Despite a lesson plan i was proud of, one that usually shines, the session felt derailed, and i was left feeling, quite frankly, like a failure. It’s profoundly frustrating when the actions of a few students can undermine a well-planned experience for the entire group.
Yeas, this valuable, if sobering, experience has become a catalyst. It highlighted areas for growth and ignited a renewed commitment to researching and refining my strategies for managing disruptive behavior, especially when working with teenagers and big groups such as 20-40 person per group.
My personal conception of humanity and my pedagogical perspective drive me to continually seek the best approach, always aiming to create a safe, loving, and effective learning atmosphere for all students. This has led me to reflect deeply and explore new approaches, and below are some initial reflections and strategies I’m considering to effectively manage such challenges in the future.
Understanding the roots of disruptive behavior
1. Pre-existing relationships with authority &school environment:
‘’Letting off steam’’: If the students already have a tense relationship with authorities or are overburdened ( ‘’difficult kids/group’’), if they experience constant pressure, rules and commands, more relaxed and freer approach can indeed feel like an opportunity for them to ‘’let off steam’’. They might not know how to, or be able to, regulate their behavior in that new, freer situation, especially if they lack internal motivation or self-control.
‘’Learned helplessness or resistance’’: It could also be learned helplessness or resistance: “We are ordered around all the time, why would this be any different? Let’s have fun now while we can.”
‘’Broken trust’’: If trust is weak or broken, they don’t assume you are trustworthy either, or that your instructions have any significance. They might test boundaries to see if you react like other adults.
‘’Negative school associations’’: If a student’s overall school experience is restrictive or negative, it’s challenging for them to view any new class, including dance, as a fresh opportunity. They carry their past experiences and attitudes with them, even when a new teacher arrives “with a clean slate.
The “Freedom” Test: An attitude of “Finally, an adult we don’t have to obey!” can emerge if their primary experience with authority is based on fear or coercion, rather than respect. They may test whether you are a “weak link” or if you can establish boundaries in a different, perhaps more constructive, way.
2. Student overload and lack of intrinsic motivation:
Mental Overload: Students stressed, tired, or anxious from other academic demands may lack the mental resources to concentrate and engage positively, even if the dance class itself is interesting. It can feel like just another requirement to get through.
Perceived Value: If students don’t see personal value in dance or don’t feel it “belongs” to them, external motivators (like avoiding a negative mark in Wilma) often aren’t enough to ensure calm participation, especially if peer pressure pulls them towards disruption.
3 Addressing pre-existing reputations and long-term issues:
If you’ve been warned about a problematic group or a student with a long history of disruptive behavior, it’s vital to recognize that the problem is likely deep-seated and won’t be resolved in a single dance class. It’s crucial not to take this as a personal failure. Your role isn’t to solve all their underlying problems but to offer the best possible learning experience for the entire group in the time you have.
strategies for Managing Disruptive Behavior in the Dance Class
A. Foundational Strategies for Every Lesson:
Set Clear Expectations & Boundaries (From the Start): Even for a single lesson, begin by briefly outlining expectations: “Today, we’re focusing on this choreography. If you choose not to actively participate, you’re welcome to observe from the side, but I expect you to maintain a quiet and respectful environment so others can learn. Distractions should be kept to a minimum to ensure everyone can hear and engage.”
Strategic Positioning (Proximity): When teaching, try to position yourself near students who might be prone to talking or disengaging. Often, the mere physical presence of the teacher can have a calming effect.
Positive Reinforcement: Actively praise students who are focused, trying, and participating constructively. If disruptive students have even a brief moment of positive engagement or quiet, acknowledge it briefly and positively (“Good, just like that!” or “Thanks for your focus there!”).
The “Broken Record” Technique: Calmly and firmly repeat your core request (e.g., “Let’s focus on the dance now,” “Quiet, please”) each time disruption occurs, without getting drawn into arguments or lengthy explanations.
Balancing Intervention (Ignoring vs. Intervening): This requires judgment. Minor, occasional whispering might sometimes be ignored to maintain the flow of the lesson. However, loud, persistent talking that disturbs others or your teaching requires direct intervention.
Offer Small, Concrete Responsibilities: If appropriate, assign small tasks that don’t require full dance commitment but keep students engaged, such as “Can you two watch this section and let me know if everyone’s getting the rhythm?” or “Could you be in charge of watching for clear arm movements in this row?” This can sometimes redirect energy positively, though it depends on student willingness.
Consider Seating/Grouping (Change of Place/Separation): If feasible and appropriate for the activity, ask students to spread out, or subtly separate individuals or groups who tend to fuel each other’s disruptions.
B. Tactics for When Disruption Becomes Widespread:
Stop and Address the Whole Group (Do Not Shout Over Noise):
Immediately pause teaching when widespread noise begins.
Calmly but firmly say: “Okay, let’s pause for a moment. I’m noticing a lot of talking and a lack of focus, which makes it hard for everyone to learn. To continue effectively, I need everyone’s attention. Is there something unclear about the instructions? Any issues with the music or the moves we’re working on?”
If a specific subgroup is the source (e.g., “Boys, I need your focus and cooperation to make this work. Can we agree to keep the side conversations down?”).
Leverage Positive Peer Influence:
Clearly and specifically praise students or groups who are concentrating well: “Fantastic focus from this group over here, excellent work! And [Student A] and [Student B], I really appreciate your concentration.” This can sometimes motivate others.
Adapt Your Lesson Structure or Activity:
Shorter Segments: Break down teaching into smaller, more manageable chunks with brief active breaks in between (e.g., stretch, quick water break, then regroup).
Adjust Pacing: If students seem bored or have too much “idle time,” consider if you can increase the pace of instruction or transitions.
(Re)Assign Responsibilities: As mentioned before, try giving key “disruptors” a specific, helpful role related to the task at hand if you sense they might respond to it.
Implement Clear, Pre-Stated Consequences (for the Group or Individuals):
State clearly at the start, or when interrupting noise: “If we can’t maintain a respectful learning environment, we’ll need to pause the choreography and switch to [a less preferred but still relevant activity, e.g., focused stretching in silence, or a structured rhythm exercise without music].” Crucially, you must be prepared to follow through.
Consider music as a tool: “If talking over the music continues, we’ll have to turn it off for a few minutes.”
Strategic Regrouping:
If certain clusters of students are persistently disruptive, ask for a change in formation or explicitly ask them to find new spots, perhaps interspersing them with more focused students.
Remember the Majority:
While disruptive students can demand a lot of energy, consciously try to give your attention and positive energy to the students who are engaged and want to learn. They deserve a quality learning experience.
C. Collaboration and Pedagogical Consistency:
Consult with the Regular Class Teacher:
If disruptions are significant or persistent, speak with the students’ regular teacher. Explain the situation, ask if this behavior is typical for the group, and inquire about strategies they find effective.
Consider requesting the teacher’s presence for part or all of a future lesson, as another authority figure can significantly alter group dynamics.
Clarify school policies on logging disruptive behavior (e.g., in Wilma) and ensure your approach aligns with established school rules and consequences.
Maintain Your Pedagogical Approach (with Firm Boundaries):
It’s good to offer choices (like observing quietly if not wanting to dance actively). However, this must be paired with a firm expectation: “…but this choice requires you to provide a completely peaceful and respectful environment for those who are participating. If that can’t happen, we can’t continue with this choice.”
Acknowledge student perspectives (e.g., concerns about Wilma marks) but don’t let them become an excuse for disrupting others. This often circles back to clear communication with the regular teacher about how participation and behavior are assessed.
Dear Teacher
Teaching in an environment with frequent disruptions is undoubtedly exhausting. It’s vital to have an outlet for processing any frustration after such lessons – perhaps by debriefing with a supportive colleague or finding another healthy way to decompress. Above all, consistency and clarity are paramount. Students, especially teenagers, naturally test boundaries. If those boundaries are unclear or inconsistently enforced, disruptive behavior is far more likely to persist. Your commitment to creating a positive space, even amidst challenges, makes a real difference.
Ultimately, by proactively preparing for these challenges and having a few strategies ready, navigating classroom disruptions becomes more manageable. Dear fellow teacher, always remember: disruptive behavior often says more about the students and their individual challenges than it does about you as an educator. Don’t let these moments discourage you or overshadow your passion.
