This is how everyone begins to learn the art of ballroom dancing – with a plan.
After a person’s first lesson and they decide to continue on with a planning program, remember there is a right way and a wrong way to teach the next 4 – 5 lessons.
If people say they only want to pay for one lesson at a time, then try this for a logical reason why they should invest a little bit more into their learning.
“When anyone learns anything, they experience what is called a learning curve somewhere along the way. As we first begin to learn we suck up new information like a dry sponge in water. This makes us feel like we are progressing at a good pace.”
“Then all at once our mind and body feel out of sync with each other, and we feel like we can’t learn anything.”
“However, what is happening is the information we recently learned is being processed into a reaction, a habit. Unfortunately, this is when most people quit due to frustration.”
“Yet, if someone stays with the lessons, their original feeling of progress returns, and their frustrations subside. If you have an investment in your dancing, you won’t give up on it so easily when frustrated.
“Learning curves, in reality, don’t last long. Yet, the torment of being frustrated can feel like forever. It’s not! As a dancer of many years, I can comfortably say, “This too shall pass!”
There are two purposes for the planning program.
- It helps solidify to a new student that our methods work. They will know they can attain their dancing goals of being able to social dance and have a great time; it is a roadmap they can follow while reaching their goals.
- Students can see a clearer picture of what they are getting for their money.
The planning program is a very easy procedure. It is more of an outline to follow so your student can get exactly what they want from their dance lessons.
The key words are:
“What they want from their lessons”
Some basic points to follow are:
- You will need to show them a Bronze syllabus (no name – blank) and what the medal standards are.
- Have a step-list worksheet with their name on it. (A worksheet is not the same as a syllabus.)
- Have the list of the songs they chose as homework from the Introductory Offer
- Have a basic folder for the worksheet, list of songs, and the Bronze syllabus (do not put their name on the syllabus until the last lesson and you know they are going to continue.
- Be ready to listen!
Outline for the PP1:
- Reassure your student of a wise decision
- Explain the Planning Program and what it is for
- Show and explain to your new student what a Bronze Syllabus is
- Show your new student the step-list worksheet you will be using
- Mention the Interrelated System of Teaching often
- Create goals for your student and write them down
- Remind the student to have fun as they reach out to accomplish their goals
- Explain the importance of keeping lessons close together in the beginning
PP1
Always begin the first lesson by reassuring the student on a wise decision and how happy you are they decided to continue with the planning program. (Use your words and be sincere!)
Then explain what you will be doing for the next four or five lessons (Depending on the number of lessons your planning program allots.)
After your greeting the student and reassuring them of a wise decision, then begin by saying,
Okay, “name of student“, let’s put some music on and get started.
As you go to put on some music, mention this to your student,
“Let’s start with a Waltz warmup dance, and I will tell you a bit about what we are going to do for the next few lessons.”
Talking while dancing, is the best way to explain what is next.
“On the first couple of lessons, I’m going to introduce you to 3 – 4 more dances, using our interrelated system of teaching and a few new interrelated patterns.”
“I can help you pick out a few immediate dance goals for you and we will write them down. We can also set one or two long-term goals for you then too. Sound good?”
“Just remember, we can set goals and change goals but the greatest thing about learning to dance – it’s not a race!”
“Enjoy learning, it makes goal setting more effective.”
“This lesson, I think will be a good start to get you moving and feeling comfortable for this Saturday’s Social Dance Party and Group Class.”
“That was an excellent Waltz we just did, and you were able to talk and dance the whole time. Now, let’s take those same steps and this time we’ll dance them to a Rumba.
Teach and dance for a while before saying the next section.
Your next point is to remind the student how important it is to keep their lessons as close together especially in the beginning. They will learn faster if they do and they will retain the information better, as well.
The best way to do this is to tell them as if you were their doctor giving them good, healthy advice.
“Name”, here is another piece of good advice to follow in the beginning.”
“Keep your lessons close together to help you learn faster and retain what you’ve learned.”
“By coming to as many group classes throughout the week and social dance parties, you will learn even faster. We can even schedule our lessons close to other classes you may want to take. Make one trip and take a group class and have a lesson.”
At the end of the first lesson, assign homework again. This time have them practice something simple, like walk-around turns, arm movements, or Latin motion.
You will also want to start marking the worksheet and making notes. As you are doing that, explain to the student what FAPE means.
For anyone who may not know what the acronym FAPE means:
F = Figure A = Appearance P = Partnership E = Expression
Outline for PP2:
- Meet and greet and ask how they are doing today.
- Ask if they practiced the homework, you gave them.
- Again, start with a warmup dance.
- Always talk about their dance future.
- Explain how your plan will include a budgeted program to their needs and not to worry about money. Because, even on a limited budget, students can still achieve their dancing goals.
- Explain to your student how you will provide several ways for them to continue regardless of their finances.
- Introduce new dances and interrelated patterns.
- Tell your student that after the next lesson you will have their new bronze program for them.
PP2
The second lesson is almost identical to the first lesson as far as working from the worksheet and introducing two more new dances and interrelated patterns i.e., the triple step.
After you begin your warmup dance say,
“Today I’m going to introduce a couple of new dances and of course, review what we did on the last lesson. Does that sound good to you?
Let them answer and if they say that they would rather just go over what they already learned. Then you need to overcome this objection this way,
Trust me! We will review a ton, but I only a few lessons to get your dance future ready and when I’m done, you’ll be glad I did it this way. Okay?
99.9% of the time they will agree with you and most of the time that objection won’t even arise. This is just in case it does.
After that begin with a new interrelated pattern. Once you have danced for a few minutes and they are now doing a new dance i.e., Cha Cha or Swing, then explain why regardless of their finances they will be able to reach their dance goals.
Then say,
“Students name, I’m going to bring up a topic I won’t discuss much with you but now is the time for me to make sure that you are not worrying about how much this is going to cost you.”
“If people are concerned about the cost of learning to dance during the lesson, then they are not learning as much or as fast as they could be.”
“Our motto in the school is dancing belongs to everyone. This why we offer free basic group classes every day. Thus, regardless of a person’s financial situation they can always take dance lessons, come to our parties, and be part of a fun and exciting hobby.” So, no worries, Okay?
After saying something like that, they will respond. You will want to shut up and listen to see what they think about your short dissertation. If they seem relieved to some degree, then you did your job correctly.
The key tells of what they may be thinking can be as simple as a smile or a head nod. If that is what you get, then smile back and move on quickly.
You want them thinking about their dancing and learning again ASAP!
The last thing to re-explain is the Bronze Program and that theirs will be ready after the next lesson. The reason you want to plant the seed again about the program is because you just brought up money. The Bronze Program will be the only tangible item they will receive for their investment.
“By the way, I will have your Bronze Program ready for after the next lesson. Are you excited?
“You know when I first learned, I followed this same Bronze Program. It is an incredible roadmap in becoming a good, confident, comfortable social dancer.”
Finish your lesson and assign homework again.
The third lesson of a Planning Procedure is the most crucial. This is where they are going to make a commitment to you about continuing, giving you permission to finish planning out their Bronze Program.
Outline for the PP3:
- Meet and Greet
- Warmup Dance
- Review
- Get Commitment
- If they make the commitment, then remind them to make a little time after the lesson to get enrolled on their new program.
PP3
Do not wait for the lesson to be over to say this but wait until for about halfway through the lesson. They may need to leave directly after the lesson leaving you no time to finish this is a very important step. So, get some normal teaching time in then say,
“Student’s name, I would like discuss your new Program with you for a minute. Before I can finish, I need to get your permission. You see, for a student to enroll on the Bronze Program, they must pick up a minimum of 10 lessons to receive a program in their name.”
The way to sell this is,
“The great thing is your first purchase for your program is discounted and has a lot of nice perks like advanced groups, parties, and a new pair of dance shoes.”
The new pair of dance shoes will make their eyes light up. It works every time! Because of TEMU, you can get a pair of nice dance shoes for under $20
“So, do I have permission to finish your personalized Bronze Program?”
If they say yes, then
“That is fantastic! Remember that on our next lesson make sure you save enough time after the lesson to get enrolled on your new Bronze Program. Can you do that?”
The percentage of your new students saying, “Go ahead and finish my program!” is high. If they say they don’t know, or simply no because they do not plan on continuing then ask, “Do you mind me asking why?
Whatever their answer is, do not panic. Not every student you teach will continue. However, if you did everything in your power to overcome objections with logical answers, and proved to them that learning to dance is an attainable goal, then you did your job to the best of your abilities.
Feel proud and move on!
The PP4 should be an exciting lesson, especially if they gave permission to go ahead with their personalized Bronze Program. Begin with the standard warmup dance and review.
Then stop the lesson and show them the beautiful new program you made for them. You have put their personalized syllabus in a binder with their name on it. The program and the binder should look impressive. The more time and energy you put into making their program special, the more the student will notice and appreciate the efforts of their new instructor.
Appreciation always means money!
With the PP4, the main point is to present your student with their new Bronze Program. The purpose is to get them enrolled by a manager, supervisor, or yourself.
At Amazing Dance Studios, we offer 3 different enrollment options.
We show the student a menu and explain the three options. Then we sit back and allow them to ask any questions they want, but we never try to sell them on any specific special. Each option is packed with excellent deals on private lesson blocks and group class passes, along with a new pair of dance shoes.
Outline for the PP4
- Meet and Greet
- Warmup Dance
- Review
- Show them their new Bronze Program
There are no mocks for this part except to mention their dance future a lot and to set up a lesson schedule. Try to get your new student in as often as possible. The closer you keep student’s lessons together the faster they learn.
Once a week is ok if they are attending a lot of groups and going to parties. However, twice a week is even better and three times a week in the beginning is the best.
You can explain that to your student the same way if you want.
Have a great time being an instructor, share the love, and good luck in achieving your goals. – Amazing Dance Solutions
Amazing Dance Solutions 