in class

Teachers around the world are finding new ways to foster a positive environment for all dancers, regardless of the role they choose. Here are a few ideas from different WCS instructors:

Role Identification

At the start of each class, introduce students to the roles of leader and follower. Explain their goals (e.g. leaders initiate communication, followers interpret, etc.) and encourage students to choose the role they will dance according to their personal preference. Avoid mentioning gender in any explanation.

Language

Address leaders and followers (rather than girls/ladies/women and boys/gentlemen/men). Be sure to specifically address the role (rather than gender) during instruction (e.g. Leaders place your right hand on the follow's left shoulder blade).

If teaching in a pair, be sure that both instructors address leaders and followers, not only the role they are demonstrating.

Give Permission

Encourage students to invite anyone they want to dance. Remind students they are welcome accept or decline any invitation, without explanation. Give students time to practice declining (or accepting) an invitation.

Lead by Example

As a community organizer or local teacher, there are many ways to create a supportive class environment:

• Schedule instructors that can teach both roles.
• Encourage instructors (and students) to learn both roles for the material they are teaching.
• Encourage all dancers (particularly instructors) to dance both roles during social dances.
• Ask new students to dance in either role.

Have you created a supportive class environment for role-based WCS? Contact us and let us know what worked!