Nino Mikeladze
Pedagogical Perspective
BA in Dance Teaching and a vocational qualification in dance performance. My practice is rooted in curiosity, care, and the belief that learning is a deeply embodied and relational process.
Learning concept
I view learning as a dynamic and interactive process. My approach is student-centered, focusing on individual needs and fostering a growth mindset. I encourage active participation, critical thinking, and self-reflection, helping students become lifelong learners. I believe that understanding different learning theories and integrating them into my pedagogy is essential for a holistic approach that helps diverse students assimilate study material.
Therefore, I aim to incorporate principles of behaviorism, cognitivism, constructivism, and experiential learning into my teaching practice, tailoring my methods to the individual needs and abilities of my students.
Substantia
Fusion of different dance styles: modern, jazz, show and folk dances around the world.
My teaching is grounded in a thorough understanding of dance techniques and theory. I integrate principles from various dance styles and disciplines to provide a well-rounded education, ensuring that students gain both technical proficiency and artistic insight.
As a major in show dance, I appreciate its performance-oriented nature and the freedom it offers to incorporate multiple dance styles. This allows me to blend elements of jazz, various folk dances, K-pop, and flamenco into my teaching.
Human Concept & Mission
Emphasizing a holistic concept of humanity, which considers all aspects of human existence—physical, conscious, and situational (Anttila, E. 2021) — fosters student development and well-being. This approach highlights individuality and effectively addresses individual needs.
As a dance pedagogue, my mission is to develop unique dance teaching methods and styles using a holistic approach, spreading the joy of dance, and creating an environment where students love to learn and grow. I strive to acquire the necessary skills to nurture dance enthusiasts and professionals by incorporating research, expertise, creativity, and dance skills into my work.
Methods & traditions
At the moment, I do not adhere to specific traditions or methods as a dance teacher. While I respect the rich traditions of dance, I gravitate towards embracing contemporary methods. My teaching approach blends a small amount of classical techniques with a larger emphasis on modern innovations, allowing students to appreciate the history of dance while exploring new creative possibilities.
Values
My core values as a pedagogue include equality, respect, kindness, trust, and encouragement. I am committed to creating a learning environment where every student feels valued and supported. These values guide my interactions with students and inform my teaching practice.
I aim to cultivate a supportive atmosphere that encourages students to thrive and reach their full potential. Additionally, I am dedicated to providing continuous encouragement, empowering students to overcome challenges and achieve their goals. These values ensure that each student receives the attention and care they deserve.
Strenghts
As a dance teacher, my strengths are enriched by multiculturalism, natural optimism, sociability, humanity, courage, reflection skills, and empathy. I embrace diversity and bring a global perspective to my teaching, creating an inclusive environment where all students feel welcome. My natural optimism and sociability help me connect with students, fostering a positive and engaging learning atmosphere. With courage and a deep sense of humanity, I encourage students to express themselves fearlessly and authentically. My reflection skills allow me to continuously improve my teaching methods,
while my empathy drives me to approach each student with genuine compassion and care. Together, these strengths enable me to inspire and guide my students towards their fullest potential in dance.
Research-Informed Practice
My teaching is shaped not only by embodied experience and artistic exploration, but also by scientific inquiry. In 2025, I conducted a thesis investigating the impact of short supplementary training on dancers’ jump height. Drawing from sports science and neuromuscular research, I developed and implemented a targeted conditioning program aimed at improving elevation, control, and injury prevention.
The study revealed that task-specific training can enhance neural connections and coordination, leading to faster and more sustainable performance gains. These findings support the integration of structured strength and conditioning programs within dance education—not only to accelerate technical development, but also to enrich aesthetic quality and extend the longevity of dancers’ careers.
Words from my teachers
On academic and reflective writing:
”Selkeä, laaja ja yksityiskohtainen havainnointi- ja haastatteluraportti, joka täyttää tehtävänannon kriteerit kaikilta osin. Erinomaista työtä!.”
Teacher feedback on eobservation/ interview task
”Pokkeukseellisen perusteellinen ja korkeatasoinen analyysi, joka täyttää kaikilta osin tehtävänannon kriteerit ja myös ylittää ne selkeästi. Tämä sopii erinomaisesti osaksi tutkimusraporttia.”
Teacher feedback on thematic analysis
”Selkeä ja kattava essee, joka täyttäää sisällöltään tehtävänannon kiteerit kaikilta osin.”
Teacher feedback on essay assignment
What colleagues say
Professional feedback (from colleagues & pedagogies)
”Every week we got to experience a whole new class. We have danced, played, travelled, looked at art, got to know different characters, moved to different sorts of music in different ways. The kids have always been excited for the lessons, and so has the adults. We have all gotten inspired and happily expressed ourselves through dancing and learned to be confident and free in our movements. In the beginning the lessons were more classic dance-lessons with diagonal movement across the floor and small choreographs to learn. the more the lessons have gone on it has become more free and room for the kids to independently decide the movement and play during the songs. I like having a balance, so some lessons are more free and some are more structured.”
”Nino on hyvin valovoimainen ja lämmin opettaja, josta oppilaamme pitävät paljon.”
”Olet kehittynyt ja kehittänyt toimintatapojasi kevään aikana hyvin. Tunnetaitoja tukevat tanssikerrat joita kehitit satujen ympärille ovat olleet mahtavia!”
”Nino, lämmin kiitos, että tulit harjoitteluun koulullemme!🌸 Toit mukanasi paljon iloa ja positiivisuutta!🤗”
”Miellyttävää yhteistyötä, kiitos!”
”Asenne oli positiivinen ja kannustava lapsia kohtaan. Erittäin ystävällinen ja ihana ihminen. Taitava, ja hyvä mielikuvitus.”
”Watching her lead a dance class was truly moving. She sees children more deeply than many dance teachers can — not just their movements, but their emotions, personalities, and inner worlds. Her responses to children are consistently positive and affirming. When one child gave an unexpected answer, she gently said, “That’s a very creative way of thinking,” while another teacher corrected him. That moment revealed her warmth and intuitive connection — a lämmin kosketus lapsiin — that fosters trust, joy, and a safe space for self-expression.”
”She observes children with remarkable sensitivity and insight. Kindergarten teachers have praised her reflections as “very accurate” — whether shared verbally when discussing concerns about children, or written in notes to parents. These moments reflect her rare ability to notice, understand, and communicate a child’s essence, making her not only a gifted dance educator, but a deeply attuned human being.”
Books
between
Moments
Reading as a pedagogical practice
As a teacher, I believe that learning doesn’t begin or end in the classroom — it’s a lifelong conversation with the world. Reading is one of the ways I stay connected to that conversation.
In 2025, I read 52 books in four languages — from children’s tales to literary classics. This practice deepened my understanding of language, culture, and imagination — all of which shape how I teach and create.
I continue to share my reads on a dedicated page, where books become bridges between disciplines, ideas, and hearts. You can follow this quiet journey here: @booksbetweenmoments