More Helping Hands

Reader advice on choosing, training, and working with assistant teachers

Goldrush received the following question from Vicki, a school owner. We sent her query to school owners across North America. Many of the responses included solid advice and food for thought regarding assistant teacher programs.

I need some input on how other teachers handle their assistant teachers. How old are students when they start assisting? What do you look for in an assistant teacher? Should they be my most advanced students? Do you offer any sort of special training program for them? How do you compensate them—hourly wages or discounted or free classes? Thanks.

—Vicki

Assistants have the privilege of learning, at no cost to them, teaching skills it took me years to hone, so I do not feel that compensation is warranted. I ask for volunteers at the beginning of each school year. Students as young as 12 or 13, whom I call “class demonstrators,” help out with the younger classes by tying tap shoes, giving out stickers, and handing out and collecting props. By the time the student assistants are 15 or 16, I allow them to lead warm-ups or start to create combinations in order to introduce choreography skills. I have seen some wonderful teachers blossom from students who were not standout dancers. Many show interest in attending a teacher’s training school or majoring in dance education in college. 

—Suzanne Citere, Lighthouse Point, FL

My assistants are not always the best technical dancers at my school, but they should be the best role models for my younger students. [In some schools] the advanced students who receive all the accolades are given the positions. I ask myself, Will that person be best for my business? Will they maintain the structure of my classroom in my absence? Will they remain humble and kind to their fellow dancers if chosen? 

—Dan Barris, Ocean Grove, NJ

I begin letting assistants help teach at age 15. I start them out with 5- and 6-year-olds and have them participate in the class so they can watch how I teach and the way I move through the class. I do not let them have their own class until they have gone to some sort of teacher’s training, because I feel it is important to show that our teachers are certified.

As payment, our assistants receive a 50 percent discount on their tuition. 

—Shannon Hargis, Knoxville, TN

[In choosing assistants,] you want someone who is mature and responsible and will show up every week. That way they experience the progression of the class and how the teachers use steps as building blocks. You also want students who have a lot of patience and a positive attitude.

During the summer, I have these kids come in and train with me, to learn which muscles to use and stretch for each step and how to choreograph and physically help the kids without injuring them. It is very time consuming, but it gives you the best end result because you know what you are teaching these kids. And by observing you every week, they will know what you expect if you ever offer them a position as a teacher.

I pay student assistants through classes or dance dollars, which they can use to pay for workshops, clothes, extra competitions, or anything extra that the studio participates in. 

—Jennifer Chin, Hamilton, NJ

We take our assistants from the pool of students who are taking their yearly dance exams, because we know that they are serious about heading in the direction of teaching. The ones who are almost ready to take their teacher’s exam are paid $8 to $10 per hour. The others do it for free, for one to two hours per week, for the first two years because they are there to learn. 

—Shena Prihoda, Montreal, QC, Canada

My assistant teachers are students who show a willingness to help me with my teaching. Most of the time, they have had to work to become the dancers they are. They seem to be more patient, because they understand that dance doesn’t come easily to all. I do not pay them, because I feel that that they are learning my syllabus and how to teach from the direct source. I do require that they attend workshops and master classes with me, and if they want to be on my faculty they must become a member of a dance teacher organization.

 —Janette Brown, Joppa, MD

Our assistant teachers must first be student helpers in the preschool classes. We see a pattern in the ones we would like to advance to assistant teachers: They volunteer on days besides the ones when their own classes are held and participate in all the studio events, whether dancing or lending a hand with organizing. Our assistants have to love to work with children and understand the objectives of the class they are helping with.

We used to allow students as young as 16 to run preschool or beginner classes, but most of them aren’t ready for a full year of this kind of commitment until they are 18 or 19. Even then we ask that they take some summer dance programs, and we point them in the direction of accredited teaching programs. They must show continued self-development and the willingness to learn to teach before we will turn over the reins completely. 

—Wendy Holmquist, Thunder Bay, ON, Canada

We require assistant teachers to be 12 or older. They must be good dancers who are responsible, enrolled in the types of classes they will assist in, and eager to learn. We don’t have any special training programs yet but are planning to require them to take a composition class. We compensate them by discounting their classes, but it’s only a small stipend because we feel this is an exceptional opportunity. 

—Dottie Fortier, Moriches, NY

I have trained assistants for the last 35 years. We start with rookie assistants between the ages of 13 and 14 who have been with us a long while and whom I know are pleasant with children and adults. They train in numerous classes with myself and other senior assistants and teachers for two years. They must have knowledge of at least two types of dance. After their training they become paid junior assistants at $8 per hour, moving up to $15 per hour as senior assistants. We are very careful about whom we choose to assist because we don’t want them running off with our syllabus of 68 years. 

—Cheri Cameron, Greenfield Park, QC, Canada

I call my student helpers “demonstrators.” They must have taken at least two years of dance, be at least 10 years old, work well with children, and have completed the commitment form and demonstrator training class. I offer a one-hour training class for them, and they (and a parent) must sign a detailed responsibility/conduct form. I consider it an honor to be a demonstrator and expect the students to treat their role that way. After two years of demonstrating, they can take the assistant teacher class. These are usually the students who seem drawn to teaching. My assistant teachers, who are usually 14 to 16, receive a credit toward their tuition. They also have more responsibilities, like taking attendance and running the dry mop before class. 

—Jennifer Shiplet, Albuquerque, NM

We suggest that our assistants be at least 13 and at our Intermediate Three level in their training (three levels below advanced). We have a meeting to inform them of our policies, expectations, and instructions. They receive a notebook with the studio policy and paper for taking notes on what music to use if they need to start the class, who to call to substitute if they must be absent, etc. They are compensated with an hourly wage that is less than what babysitters get, since they are receiving invaluable training. They fill out a time card, plus we keep a record of their attendance to check for discrepancies.

What to look for? Your best students, not always the best dancers! These dancers are role models—they must attend class regularly and adhere to the studio rules.

Our teachers fill out an evaluation form after the first month to rate the assistants on attendance, promptness, appearance, attitude, speaking voice, ability to lead patterns, ability to take over class if needed, interaction with students, and whether or not they would select this assistant again in the future. Good evaluations are given directly to the assistant; poor evaluations go through me first and include a note suggesting how to improve the assisting skills.

We list our assistants in the recital program and announce their names onstage at the last show and give each one a carnation. They feel very special with this recognition! 

—Tracy Davenport, St. Charles, MO