I so much admire my singing teacher Gene Raymond. Were it not for his patience, creativity, and support I would never have made it (such as ‘it’ is) singing, coming from such a deficit. And so, oftentimes our sessions will diverge to topics of teaching and learning, where we share ideas and experiences from our learning and our teaching, he teaching singing, and me teaching Argentine tango.
We spoke today about the inhibited student, the one so fearful of a perceived sense of censure (by self, by others?) that rather than try they just shut down. Over the weekend I had observed a class exercise where such a student stolidly refused to move. Multiple people tried, and no amount of cajoling, no clever NLP language (“Well, if you DID know what that was like, how would that look?”), nothing worked.
A key element comes from the teacher as a person. Does your teacher/partner come across as a caring, genuine person? Someone who believes in you. Someone you can trust and feel safe with.
Gene’s grandmother encouraged him as a young boy to sing at family gatherings. Gene was shy, so she would have him stand behind a tall rocker so he wouldn’t have to see an audience. She created a safe place for him.
Gene described how as a new teacher, and an introvert, he would feel nervous anxiety at the beginning of each semester, and he found he could get himself beyond that by mentally taking on a character. Acting as if he really were that confident, smart, successful teacher. Indeed, he became his character.
He had other good ideas for me.
Your student is afraid to fail? So encourage them to fail! Make it a challenge to see how big they can fail. That is, make it a game. It is okay to fail. There is no wrong answer. We have no need to be sorry (unless we’ve actually hurt someone) for ‘mistakes’. All the different ways we can discover to be less than perfect are exactly the things that move us toward being somewhat less imperfect than we all are.
“If you make a mistake, do it like it was everyone else who made the mistake!” He gave the example of a drum major that missed a turn and walked away from the rest of the band. That person had the confidence to own the moment, stepping in time, making a smart turn, and returning in an orderly fashion. I could relate to that one. Many years ago at a summer ballroom dance camp at BYU, in a choreographed performance I missed a cue and took my partner and myself in the direction opposite to the group. Disaster? Well, it kind of seemed that way in my embarrassment at the memory of it, but in the moment I treated it as our solo, enabling us to smoothly rejoin the group without losing our place.
As a teacher (or dance partner) I can help by taking any blame on myself. The student/partner perceives a mistake. “No, not at all. If I had chosen a better exercise, movement, timing, … we (We are in this together!) could do better.”
Are there times when you have to point out a mistake so the person can make progress? Well, in the Tango Tribe teaching philosophy, saying “Don’t do x” where x is some kind of less than desired performance, is like a double negative in speaking. It takes a bit of mental effort to turn it into the positive thing you DO want us to do. So why not start, and stay, with the positive.
I can take an example from my childhood, “Don’t slouch!” The subliminal message I receive is, “You’re a sloucher. Don’t be what you are!” Maybe another, positive approach would work better, also giving a model of what we want TO BE. “Stand tall and proud, like the way you are made.”
Bottom line: see our learning-teaching partner as someone we love and care for, and in that way we create a safe place where we both grow from the experience.