On Teaching, Learning and Holding Space

January marked one year since the start of my teaching journey. Many view my academic and professional endeavours in social work and my passion for dance and dance education as separate. But the truth is that what I learn in the classroom and on the field as a social worker in training lends to my methods as a dance teacher. Similarly, the space I share with my students during class is one of trial and error; the observations I make and changes I adapt in the classroom inform my practice as a social worker. 

What I learn during my MSW guides how I conduct my classroom. In the class, we value breaks where juniors can observe seniors and learn new things, and seniors can take into account the feedback given to juniors. We value setting some time aside for socialisation to ensure the group is cohesive and inclusive. We remain patient on the days when the body resists and emphasise building discipline without fear or shame. 

I find myself paying attention to how students learn, what motivates them, when to push and when to pause. I encourage questions, curiosity and dialogue. 

I make it a point not to criticise mistakes; rather, together, we attempt to understand how to overcome them. When I resonate with the challenges faced by a student, I openly share my struggles instead of pretending like I didn’t spend years trying to overcome the very thing they are struggling with. I also let them know what my current weaknesses are and how I’m working on improving them. This makes them aware that it is only human to have strengths and weaknesses. 

But I would be leading you astray if I didn’t tell you that teaching dance has made me a better social worker. It has influenced how I work with children by helping me integrate more play and activity-based interventions into my practice. Making lesson plans for students of different age groups and learning levels has shaped my ability to design audience-specific interventions. 

I am by no means perfect. All that I do is merely learnt — whether from theory, by observing my own teachers or through experience, so I believe, with time, I will only get better. But after a year of teaching, I’m convinced that my work as a social worker and my work as a dance educator are not parallel paths. They are deeply intertwined. 

I’m deeply grateful to all my teachers, but more so to my students, as the classes I share with them give back tenfold.