We can all agree that giving corrections and evaluating students can be a delicate matter. Gone
are the days when dance teachers would simply call you out by name in the middle of class
and bluntly tell you what you were doing wrong. It is interesting how my generation actually
welcomed that kind of attention. Any attention from a teacher was good attention, whether it
was praise or correction. It meant—and was understood—that the teacher noticed you and
cared about you, your talent, and your progress.
Today, criticism is not always received in the same way. This may be partly due to the
constant evaluation children face at school, or the ongoing ways in which they can be
“judged” in everyday life. Unfortunately, with this heightened sensitivity, it can be difficult to
know where the boundaries are and how to balance them with being an effective and engaged
teacher.

But my question is this: when did correction become a bad thing? When did it start to mean
that you are not good enough, or that your teacher “hates” you? When and how did this
mindset develop? And why do we tend to associate criticism with negativity, even when it is
given with the sole intention of helping someone grow? There is a misunderstanding here that
needs to be addressed. It is important for teachers to always be mindful of their intention
when giving corrections and to be as transparent as possible with their students. This helps
ensure understanding. It is time for students to recognize that correction is a natural part of
learning. If there were no room for improvement, why attend class at all? Even the most
accomplished professionals continue to receive corrections. The difference lies in how those
corrections are given and received, and what is done with them. Tone, delivery, and approach
matter greatly. Positive reinforcement is essential, but direct and factual feedback can also be
beneficial. It is a balance. Reflect on how you perceived your own teachers, and keep in mind
that every student is different and may need a different approach to understand what you are
trying to teach.
Above all, remember that your role as a teacher is not only to correct, but to help dancers
understand that these acts of guidance come from care, good intentions, and experience.
Remind your students that receiving corrections from educators should be viewed as a gift,
not as a sign of failure. This is the first step toward creating the most positive studio
experience possible. If you want to go a step further, you may choose to encourage a standard
of behavior and etiquette in which dancers say “thank you” after receiving a correction or
having a question answered. This is a valuable habit to instill and serves as a constant
reminder that they are seen and valued—that someone genuinely cares about their future. It is
your responsibility to remind them that you are there for them: to teach, help, guide, support,
mentor, and yes—occasionally correct them. Help them understand that every correction is
new knowledge they can carry with them and use to further develop their training and
education. The more they know, the more successful they will be, and that is a gift no one can
ever take away from them.