Categotry Archives: TRS Teachers

December Shows

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This year there have been lots of festive performances and the TRS Teachers wanted to share the fun with you. Even if there wasn’t a show to friends and family, there will have been performances to peers within dance club. We love a show and a performance opportunity is essential to a dance class. So congratulations to every participant in our lessons who has performed this term. I know of at least 10 schools so far. Here are some words from the TRS Teachers and I about just a few. 

Palace Wood Primary School

Rebecca – I’ve been working with KS2 Creative Dance Club at Palace Wood Primary School since September. The theme has been The Lion King and we’ve looked at ideas from the films and the stage musical. By the show we had three pieces of music put together to make quite a lengthy dance. We even added Rocking Around The Christmas to the end and gave it a festive finish! 

We began with Timon and Puma. It was September so we explored friendships and greetings. The dancers, in pairs, used movements I choreographed for warm up as well as some of their own. Alongside this the group choreographed a dance altogether. They danced with feathers and movements were inspired by Zazu, a bird. Later in the term I showed the dancers a short video about how the dancers in the musical move like lions. They worked in groups, their prides, and choreographed dances as lions. Then, in the last ten minutes of the week before the show, we very quickly threw some moves together and danced to Rocking Around The Christmas Tree. By this point they were excellent at choreography and thought of some brilliant movements very quickly.

They were so fantastic in performance. Very professional, they concentrated, counted and smiled. The audience were really impressed and we were all very proud. Well done KS2!

Here’s a little clip of photos and videos from the final rehearsal and performance.

St William of Perth Primary School

Jess – The 19 performers at St William Of Perth performed their two dances in front of their school in an early morning assembly. For most of the group it was the first time they’ve performed, with more never having danced before. It was a very nerve racking experience but each dancer performed amazingly.

At the start of this term we were working on Rainforest animals, from tree frogs and snakes to tigers and sloths. We spent time learning how each animal moves and learning from each other, picking up ideas and exploring new movements. The class were separated into two groups who were given a small number of animals to explore the movements with. This allowed each dancer to work on their creativity, learn from their peers and gather new ideas.

A week before the performance we started a new winter theme, our song was “Let it snow! Let it snow! Let us snow!”. The dancers created the whole dance by listening to the lyrics and finding movements to suit. This allowed the dancers who were usually shy to have a big input, feel a sense of accomplishment and own part of the dance that was being performed by everyone. It was during this week, the dancers expressed an interest in performing their routines.

Performance week arrived. As the news of the performance was delivered, a sense of nervousness overcame a lot of the younger dancers, however with the encourage and support of the older dancers, everyone pulled through and performed together.

I am so proud of every single one of those dancers who overcame their nerves to perform two dance routines to their peers and class friends. Everyone did brilliantly. Well done.

Byron Primary School

Steph has been working at Byron Primary for many years now. Their club isn’t at a time that is good to invite friends and family in so they can be an audience, but this didn’t stop them! They did a video show and here is the fantastic result!

So a big well done to everyone, you were fantastic! 

Merry Christmas and a Happy New Year!

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Santa Fun Run 2019

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We to the Santa Fun Run in aid of Rotary Children’s Hospice Family Holidays every year and have a wonderful time. It’s our job to get the santas warm and ready for their run. It’s usually cold, but always good fun!

A big change this year was the venue. Usually held in Rochester, this year we were welcomed to The Historic Dockyard, Chatham. Another change, this year was that we were joined for the warm up by The Gym Group who were also one of the event sponsors. It was great to have more people joining in for the warm up. We took it in turns to take the lead, Lou took the lead for us, and we had the rest of the teams dotted around for the santas to copy.

You can read more about it on The Dockyards website, https://thedockyard.co.uk/whats-on/santa-fun-run/

We also have other clips, including our finish line slow mo on our Facebook page, https://www.facebook.com/therightstepdc/

A big thank you to Medway Rotary for having us there again, the The Historic Dockyard for welcoming us to your venue and to The Gym Group for being our new warm up friends!

Now, here’s the video!!

If it doesn’t work on the website, or if you want to see all the Santa Fun Run videos, please head to YouTube… https://youtu.be/El5A5ibu5h0 

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Six Weeks at Greenfields

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This year we were invited back to Greenfields Community Primary School for their dance sessions. Georgie and Lou went along to work with every pupil for six weeks and the dances will be taken to competitions by the pupils who want to take dance from curricular to extra curricular. The choreography is excellent and we can’t wait to see where the pupils take it!

Written by Georgie…

This year I was really grateful to have the opportunity to go back to teach at Greenfields. They were amazing last year and I couldn’t wait to see what this year would bring. I not only had the joy of teaching years 5&6 again, but I also got to teach years 3&4 too!

I was really excited for my themes again this year, I did ‘Space Jam’ with years 3&4 and ‘Superheroes’ with years 5&6. Both sets of participants got really excited and into the theme which was great!

With ‘Space Jam’ I first got them into groups and asked them to create giant alien shapes in their groups. We had so much fun coming up with ideas, like antenna, how many legs, and of course alien faces! The dance started off with the music ‘Men in Black’ by Will Smith, so the dancers were acting really cool and slick like they were protectors of humans in case of aliens. One movement I put in the dance, as the music transitioned, was the break dance move, the helicopter (some call it coffee grinder), which can be quite a tricky move, but the students picked it up so quickly! I was really impressed. Then the music picked up as we went into ‘Space Jam’ and we had some really upbeat movements as we partied with some aliens!  Again, with some complex moves in there, but they all got it by the end and it was great to see their faces once they had got the moves. The music then reverted back to the Men in Black and they became cool and collected ready for the finish. They all did so well to learn a 3 and a half minute dance in just 6 weeks. I loved their enthusiasm and they came in each week really eager and excited which made it even better for me as a teacher. I really hope they do well in the competitions as they worked so hard and it looks fantastic!

I taught most of years 5&6 last year and it was so nice when they came running in saying ‘Yay!’ and ‘I hoped it would be you again!’ with some even saying they still remember the dance from last year (definitely a proud teacher moment!). When I told them their theme, Superheroes, they were even more excited! Last year I remembered them being so talented and definitely up for a challenge, so I went even further this year.

Again, I split them into their house groups and based the Superheroes on their house colours. So we had reds as Iron Man, yellows were Wolverine, greens were the Hulk and blues were Spiderman! Their dance was a mash up of songs, so it was also a mix of dance styles. We had street, contemporary, lyrical and jazz. We used the avengers theme throughout the dance and then filled it in with; Snap – I’ve got the power, Kanye West – Stronger, Alesso – Heroes and Little Mix – Power.

I didn’t tell them the songs, so when we got to that part of the dance it was a surprise for them and they really enjoyed that. Each week they came back even better than the week before. I even managed to put it a lift. I was so impressed by their behavior with such a risky task. Each class all worked so hard, and I was so impressed with how quickly they picked up the moves. By the end the dance looked like it was being performed by professionals! They were all getting really into character and really performing. It was a bittersweet end for this year group as a lot of them realised they wouldn’t be there if I came back again next year. So the year 6’s all came up and gave me a hug. I wished them all them best, and told them all to continue dancing as they were all so amazing!

Lastly I just wanted to say a huge thank you to Greenfields and especially Wendy Ball for allowing me to come in and teach these wonderful students. It’s a great build up to Christmas and I wish them all the best and good luck in their competitions!

 

Written by Lou…

This term was our 6 weeks of dancing at Greenfields primary school. Working with years 1&2, I choreographed a dance with the theme of power and strength to the song Roar by Katy Perry.

Throughout the 6 weeks we explored the idea of confidence and independence. This was achieved through the warm up where the children would improvise dance moves to travel across the space by themselves. As the weeks progressed the dancers had become more confident in traveling across the space.

We also explored working in teams on different themes of Hero, Bees and Butterfly; allowing the groups to work as a team to create a short motif. I rotated the creative task so everyone could explore each theme, it was inspiring to see how each group interpreted the themes. Also, I taught the choreography week by week, introducing new sections each time.

Using the lyrics from the song I created movement that used different levels and showed the idea of being pushed down and jumping back up. In the second week we explored formations of two teams facing each other, repeating parts the chorus in a questions and answer structure, like a dance off. In the third and fourth week we worked on changing of directions and spacing. This was allowing them to work harder on their coordination and special awareness by creating different facing and altering the choreographer.

In the final weeks we worked on refining and performing the dance. All he classes remembered and put their all into the choreography. They all had so much enthusiasm and energy throughout the whole six weeks.

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Dance Ideas for New Friends

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This month we’re focusing on friendship, new things and social inclusion so I had a conversation with the TRS Teachers about their ideas. Dance is a fantastic medium for making friends and learning about social interactions. 

It’s September and the schools are back, the children in our classes are meeting new people in their new classes and it’s a new school year, but we’ve talked about all classes for this blog, including Active Armchairs, because the social aspects of dance are present everywhere!

The TRS Teachers have shared lots of ideas for dancing around these themes below. I’ll also be writing a blog post about PSHE towards the end of the month and this will relate as well.
 

Meet and Greet Ideas…

Rebecca
Name and shape is a fantastic introduction game. It’s an old favourite that I first played when volunteering at Magpie Dance Company ten years ago! It works with any age, any ability and pretty much any theme! Its great for us dance teachers to learn names and to give all participants a chance to be in the spotlight if they want to.
 

How to play:
Everyone stands in a circle. Teacher explains that we are going to take it in turns to say our name and make a shape or do a little movement. Then everyone will copy the shape or movement and say the name back. As you go around each person can pass the turn onto the next person by gesturing that it is their go.
 
 
Georgia
“I like doing ‘Meet and Move’ we have selected movements and then travel around the space, when the teach shouts meet you find a friend (A different partner each time) and do the movement together and then continue. I have done this as part of a warm up where when we meet we circle a different body part starting from our head and then working towards our toes! By the end you will have danced with around 6 different people! for younger ones to make this clearer it can be when the music stops that you ‘meet’ with a friend to do the moments.”
 

Social Inclusion, how we can encourage it…

Steph
“I’ve been using the theme of holidays recently in Active Armchairs which has lead to some brilliant conversations and connections between participants. We have been sharing memories of places we have lived or visited, which has connected many people in conversation as they had visited the same place! It’s so interesting to hear how people have moved around in their lives, and lead to lots of revelations between the participants as they released that perhaps they might have even crossed paths before!”
 
Rebecca
Props are a brilliant way to include everyone in a session. I had a magic moment in Active Armchairs at Valley View Nursing Home and always share it with trainee facilitators…
 

“One lady has her table that when chooses to always sit at. The layout of the home means that she’s close enough to the seating area to see the tv and be involved with my sessions, but she is still comfortable at her table. She always sings and joins in with arms movements even though she isn’t in the circle. This is nice, but I thought she might enjoy it more and feel included if she joined our circle so I thought of some ideas. The prop that worked best was the giant elastic. I had excellent support from Dee the Activities Co-ordinator so we were able to work together. I laid the elastic out before the start and went to chat to the participant. I explain what we were going to do and asked if she would like to join us. Luckily she did and Dee helped move her to the main circle. It was a fantastic class and a real turning point.”
 

Jess

Parachutes are such a sociable prop. Call a colour and the participant runs underneath and swops places with someone else. Yoy could adapt to include a high five under the parachute.
 
Our ideas for the best props for social inclusion…
Giant elastic
Huge piece of lycra
Big balloons or beach balls
Knotted scarves
Feathers used for mirroring
Shakers for call and response
Parachute
 

Exploring Friendship…

Becca T
A nice dance idea is people bring an item to share or the teacher brings a small selection. E.g stone, feather, cube. The dancers explore the texture/shape/pathway/feeling of the item to make their own phrase. Progress: partner up and combine 2 items. Suitable for all ages and abilities.
 
Steph
I covered the theme of Friendship last term in schools. We discussed what we felt made a good friend, and then used those ideas to create movements. We made sure we danced with people in class that perhaps we didn’t know very well or were in different year groups and kept swapping partners throughout the dance. There were lots of brilliant buzz words like ‘supportive’ and ‘caring’ which lead to some lovely trust and support movements. Then together we put all of this together into a dance to ‘You’ve got a friend in me’ from Toy Story.
 

 

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Enhance – The Story So Far

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For those of you who are new to the TRS blog, welcome. To those who visit regularly,  I’m so excited to have this new strand for you!!

We have officially announced our brand new and exciting project, Enhance, although it’s been in the planning stages for over a year now. The team and I will be writing blogs throughout the project and I thought I’d start with an intro about what we’ve been doing so far. It’s been a journey with many twists and surprising turns that have lead us to something that Alice and I never expected when she first said to me, “I’ll do some Active Armchairs research.”

The very first step on this journey was to speak to the TRS Teachers. Alice and I chose the All Hands Meeting for this and we all mind mapped, drew, talked and got enthusiastic. The most important thing to come from this was that the participants should always be considered first because their well being is at the centre of everything we do. We talked about what is important to participants of Active Armchairs and ways in which we could carry out tests that would be most appropriate to them.

As I had a lot of experience with dance and project management, but little with research, I felt it would be a good idea to speak to some experts. I also went along to some events to find out more. Places and people who have influenced the project along the way include Medway Healthy Weight Summit 2018, Scott Elliot (Head of Medway Health and Wellbeing Services), Patricia Vella-Burrows (Pricipal Research Fellow, Sidney De Hann Research Centre), various staff members at University of Kent, Medway Dance Network and Medway and Kent Dance, Arts, Culture Health and Wellbeing Symposium. Without all of this input the project wouldn’t be what it is today.
 
Alongside this, Alice and I set about working out exactly what we wanted to ask. We settled upon the following questions.
 

I also decided to make the study as ‘robust’ as possible. I’ve become very used to the word, robust, as researchers use it a lot when they’re doing high quality research! It is important. The NESTA standards of evidence were recommended to me and I thought this was a great way to ensure people could trust the outcomes of the project. I’m hoping we will reach the very highest standard.

It also became apparent that there is a surprising amount of dance research out there, but it isn’t easy to find. I want the outcomes of the project to be easily found, understood and utilised, and I have some ideas in mind. As well as the report being available to all, we are also going to have a training day for Active Armchairs facilitators. This will be an unusual opportunity for everyone to get together, discuss, develop ideas and share practice. Alice and I will also be sharing how the results will influence Active Armchairs.

Somewhere in amongst all of this I met with Ian Farr, PhD Student at University of Kent. His work allies beautifully with our research aims and this was when the project began to swell and strengthen. Ian has an academic interest in the health and well being of older adults and how psychosocial factors may influence physical performance. His research will be completely independent of anything The Right Step do to ensure objectivity and to avoid bias. Simply put, we run classes and he does research about it. I won’t be there when he carries out any aspect of the study and he won’t be attending any classes.
 
After this we needed to find suitable care homes. They had to meet a few different criteria, but long story short, the chosen 5, who are kindly giving time and energy to make this happen are Ashley Gardens, Barton Court, Little Court, Warwick House and Woodstock. I’m sure their staff and residents will love the 20 Active Armchairs sessions we have planned for them!

We also have 3 facilitators, Steph, Becca G and I will be visiting on a weekly basis, except on testing weeks, and we can’t wait to get started. We’ll be planning sessions together and adapting them to the group each week.

We have a detailed plan,  we have the right people and we have the places. Next we will start the project. Research has just begun and sessions begin soon. We’ll keep you up dated, but do let us know what aspects of the project you want to hear about.

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TRS Tots

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Last week we launched TRS Tots. We’ve been providing classes in the EYFS (Early Years Foundation Stage) for years, but now these sessions have an official logo and marketing material thanks to Tremendous Design Agency. We’re looking forward to holding more classes in nurseries, pre-schools, children’s centres and other places were babies, toddlers and young children gather. They’ll be sessions for parents / guardians to dance with their children and for the children to move without them from 2. 
 

Anyway, to celebrate,  I thought we would share some of our favourite things to do so here are some ideas from the TRS Teachers.

What’s in the bag prop task, getting them to guess what it is always fun.
Georgia
I second this! A bag full of egg shakers makes wonderful sounds when you wiggle it, creates conversation and excitement as they put a hand in to feel what could be in the bag and then produces big smiles as they pull out a brightly coloured prop that doubles up as an instrument! Magic!
Steph
 
I love to pick out a prop (whatever it maybe, scarf, balls etc) and watch them explore the different movements they can make using it.
Georgie
I like to use bubbles at the end of class. I ask them to dodge them and make funny shapes with there bodies or pop them. They always look forward to it.
Hayley
I love an improv story. It’s great to see the unexpected things that the dancers come up with. Even if I have some ideas, give them something I think is difficult or give them a really specific task, they’re always surprising me! Plus, there are so many things you can do with an improv story! I wrote a whole blog about it here… http://www.therightstepdc.co.uk/2018/11/21/improvisation/
Rebecca
 
Props props props… I love a prop and so do they. I also have a theme for each class… going to the park, winter weather (in winter), dancing in the rain, and then each theme leads to the movements we do such as splashing in puddles, lifting our knees high when walking thru snow, swishing the fallen leaves with our feet etc.
Clare
 
I’d say things that make noise or that are very tactile.
Georgia about classes for babies
 
I love to watch their eyes follow the noisy objects. Parents like to see how they react to different tactile objects too.
Rebecca
 
I used to use light up balls when I taught ball skills – turned the lights in the room off and then they just bounced the balls around
Katie
 

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Is My Dance Teacher Qualified?

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How do you know if a dance teacher is qualified and experienced enough to teach what you’ve asked them for? Unfortunately,  the answer is complicated. There are many routes into dance teaching, just as there are many dance styles. In this blog post I will help you decide whether your dance teacher, or prospective dance teacher is suitable. This will also help trainee teachers work out what route they want to take for their career.
 
A combination off all of the following will make for a well-rounded dance teacher. A qualification alone doesn’t necessarily mean a good teacher and, as with all teaching, personality and passion are also a big factors!
 

Qualifications

In most professions these are the key to discovering someone’s suitability. In dance they go a long way to doing so, but you need to points 2 to 4 in mind as well.
 
If you want a class to lead to dance exams  you will need someone who has qualified with the relevant governing body. For community dance and creative dance you are much better off with someone who has a dance degree or, better yet, a DTALL. For dance with specialist groups such as older adults or people with disabilities a dance teacher should have further training in addition to their degree. This is normally part of their Continued Professional Development (CPD), but it could have been a specific part of their degree or as a qualification such as Green Candle Dance Company’s Diploma. For cross-curricular dance look for a degree as well as experience or training related to the curriculum because this is a very creative discipline that involves thinking outside the box as well as dance talent.
 
Examples of qualifications held by TRS Teachers are – BA (Hons) Degrees and Masters Degrees in dance, various dance teaching qualifications from ISTD, RAD etc.
 

Experience

Once a dance artist gains their initial qualification, they will need to start to gain experience.
 
This could be from a structured course such as Loop Dance Company’s DASP (Dance Artist Support Programme) or by going to another teachers’ lessons for observations and team teaching. At The Right Step we have teachers who have taken both routes. Neither is better than the other because both are so varied and everybody learns differently. Many teachers do a combination of both. It is at this stage that the dance artists discover their passions and focus their teaching. The more classes a teacher experiences, the better.
 
Excellent dance teachers will always be learning from and inspired by their peers and we have a mentoring programme to help teachers progress.
 

Legislation

Unfortunately there are surprisingly few things that a dance teacher must legally have and, unless they belong to a governing body or are teaching for a larger company such as TRS, there is probably no one to check up on them. That doesn’t mean dance teachers working alone don’t have what’s needed though. It just means the place they’re working in needs to check for it. If the class is outside of an organisation such as a school or care home, parents and participants should ask the dance teacher for the relevant things.
 
Every dance teacher must have a DBS check to work with children, even whilst gaining experience and not yet teaching themselves. Public Liability Insurance is just as important. If the dance teacher is working for you via a larger company, that company must hold sufficient Employer’s Liability Insurance. It is not sufficient for only one of these insurances to be in place.
 
General Data Protection Regulation (GDPR) is relatively new, but all dance teachers must be compliant. In addition to the TRS compliance documents, the TRS Teachers also have their own. 
 
Though there aren’t many legal requirements, there are lots of things that are good practice, and looking for these things is more likely to lead you to someone meeting higher teaching standards within class as well.
 
A good dance teacher will have First Aid training and Child Safeguarding Training. Safeguarding of Vulnerable Adults (SOVA) training is also available. These training sessions are good for the safety of their participants and the teachers themselves. They also provide teachers with the knowledge of procedures they should have in place.
 
An excellent dance teacher might also be a member of a governing body such as People Dancing and will have Policy and Procedure documents (inc. Risk assessments). Many of the TRS Teachers are members of organisations. The TRS Teachers don’t need their own policy and procedure documents for the work they do for The Right Step because they use ours.
 

Continued Professional Development (CPD)

Dance Teachers should always be learning and experiencing new things. The dance world is every changing and to be an excellent teacher they must stay current and inspired. To do this an excellent dance teacher will go to workshops, take short courses and do dance class for themselves. This is all at a cost to them and is one of the things that means an excellent dance teacher should be paid more.
 
The list of CPD is endless and ever-changing so it is difficult to know what is good to see on a CV. You can ask for certificates, check the course background (such as course provider and whether it is accredited) and ask the dance teacher what they learnt from it.
 
CPD helps dance teachers specialise. A dance teacher is best if they are able to teach where their passion lies.
 
CPD is essential in the dance world for learning more about specialist subjects such dance with specific mental health conditions, dance with neurological conditions such as Parkinson’s or dance in education such as cross-curricular dance. This is because their aren’t enough specialist accredited courses and, if there are, they are often very costly. A dance teacher has to balance their earning and their learning. If they are not paid enough, they are unable to continue to learn.
 
CPD doesn’t always have to be dance specific, it can inform practice, such as Chair Based Exercise Training or the Exercise to Music course. The Active Armchairs facilitators are Dementia Friends and this helps them support the people they work with in the right way. 
 
 
 
At The Right Step we strive for high quality dance for everyone. This means we keep our prices reasonable, paying the dance teachers fairly, and we support them in their careers. We work with trainee dance teachers at Level One right through to highly experienced practitioners at Level Three. We have progression routes for their careers and support them with our mentorship programme, annual reviews and celebrations of success. We are always welcoming new members to the team and if someone would like to get in touch they can find their local branch by clicking HERE
 

Inspirational People

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Collated and written by Georgie

This month’s theme for TRS was ‘Loving Dance’ and we thought we’d ask the TRS teachers why they love dance, who inspired them and who continues to do so.

TRS Director Rebecca Ashton:

“3 people stand out as having a huge effect on my career.

My 1st dance teacher, Debbie, is probably the reason I love dance so much. I clearly remember that she taught me friendship between dancers, we can work with other dance schools and didn’t have to be competitive. This sounds very much like how we work as a team of dance artists at TRS.

Another dance teacher at Collectivedance SchoolCollege, Sue, is completely the reason I went to university. She took me to Surrey uni in year 9 and I never looked back. From Sue I learnt that there are lots of different types of dance career, something that influences the way I work with dance teachers now. I also learnt how to dance on Pointe to Meatloaf and how to stand like a Flamingo with my leg by my head, but they’re different stories.

Finally Rachel Deadman, from thedancemovement.co.uk inspired me after Uni. She supported me into work and made me believe in a world of happiness for dance teachers.

Without these 3 ladies I wouldn’t be where I am now. I love them for the inspiration, opportunity and confidence they gave me, and I hope that at least some of the things they do can be seen in my work too.” 

 

Georgie, South Kent Franchise Owner, Level 3 TRS Teacher:

“I have always wanted to dance ever since I was little, that’s obvious to anyone who knows me, but keeping up with dance and being inspired to teach, that’s where I need to thank a lot of people.

When I was younger, for over 10 years I attended Prima Stage school, where so many teachers really boosted my love for dance and especially contemporary. Thanks to those teachers I then went onto college where I met Marie Forbes who made me really believe in myself and that I could make a career out of dance. She had so much passion and really knew how to inspire all those in her class and I knew that’s what I wanted to do.

I then went onto do the DASP with Loop Dance Company where I met Nina Atkinson and Georgia Smith, both of whom showed me the world of community dance. Again, two people who really inspired and pushed me into where I am today. One lesson I learnt which I use almost every day now is to throw myself into anything and you will either sink or swim, but at least this way you can succeed or learn how to.

Which brings me onto my next inspiration, Rebecca Ashton (Director of TRS). As soon as I heard about the work Rebecca did, I knew I wanted to join the company. I especially loved the idea of ‘Active Armchairs’ as this was something very close and personal to me. I have now worked for TRS for 5 years and every year I am growing more and more as a practitioner, being challenged and inspired by people who really believe in dance but also in me. I would not be where I am today without any of these people and I truly hope they know how grateful I am.”

 

 

Georgia, Adult Dance Coordinator and Level 2 TRS Teacher:

“The people that first inspired me were my teachers in secondary school because they opened up the possibilities of careers in dance and took me to some inspirational places and let me experience the impact dance can have. Without them I wouldn’t have applied to university. During university, I meet Nina Atkinson from Loop Dance Company and she introduced me to a world of endless possibilities, and this inspired me to always dream big and to always strive to inspire others. After my time at university, Loop opened doors to other companies, and they continue to inspire and support my ideas. My network of people is what inspire me and to them I will be forever grateful.”

 

Becca G, Schools Dance Coordinator and Level 2 TRS Teacher:

“Being a dancer from the age of 3 and having so many opportunities pop up from this has inspired and developed me into who I am today. My first inspiration and thanks go to my first dance teacher 

Lesley Munn. From a young age she could see something in me and from the age of 4 I was competing on stage. Miss Dorban is another inspiration of mine as despite her age she created/ choreographed/ envisioned/ taught my beautiful solo’s, duets and trios to compete. My love for performing on stage came from that and grew when I joined stage theatre society. I performed in a lot of musicals till sadly I was too old to continue in the shows but now I am very lucky to be able to choreograph for STS. From choreographing assisting and teaching for both Munn academy and STS I wanted to go to Uni to further my training. From Uni I was very lucky to find TRS. It was almost like fate as a friend already taught for TRS so without knowing I already had many links. So, I would like to thank all at Munn, STS and Rebecca from TRS for where I am today. Without them I would not be able to do what I love every day.”

 

Steph, Level 3 TRS Teacher:

“I am fortunate to have been inspired by many dance teachers, dance friends and visiting professionals during my training. Now, I would say most of my inspiration comes from the participants in my classes and those I dance with. Seeing someone in my class enjoy themselves is so incredibly rewarding and most definitely inspires me!

I love to dance because I believe it is inherent in us. When babies learn to stand, they dance and wiggle before they walk. The human body is made to move, and all movement no matter how big or small can be classed as Dancing…that’s awesome. When you add music to mix, I think that’s a wonderful recipe for the soul!”

Alix, Level 2 TRS Teacher:

“My dance teacher at secondary school inspired me, Diane Rogers, if it wasn’t for this lady, I do not think I would have fallen in love with dance as much as I did. She inspired me in many ways, working together as a team, being positive always, and always motivating me to be better. She always had time.  She’s a big part of why I teach today. 

Loop Dance Company also inspired me and introduced me to community dance. When I first met Marie her passion for dance and to teach was so powerful it shone through her. However talented us dancers were, she put time in, made us all feel good and made all classes enjoyable. I then joined LoopEd youth group where I met amazing people and met the rest of LOOP that continued to inspire me and give me confidence.”

 

There are so many people who inspire our teachers to this day and we hope we are inspiring the people we work with as well. The network we have not only within The Right Step but surrounding is so supportive that everyone can pursue the career they want to within dance. That’s why we are ‘Loving Dance’ this month!

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The TRS Teachers

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It’s February and this month our social media is all about loving dance. As well as dance, we also love our team here at The Right Step. I’m very lucky to work with such a fantastic group of people who are all passionate about dance. It’s not just their passion that makes them so brilliant though. In this blog post I’m going to talk about the things I love about them.
 
Queue the gushing blog post!

Enthusiasm

They have a passion for what they do and have worked very hard to get where they are. They couldn’t do this job if it didn’t excite them.

Teamwork

This is my favourite thing about TRS and it definitely makes the company special. Together we can do far more than an individual. The TRS Teachers share knowledge, like when Alice talked about phonics at The All Hands Meeting or when Steph mentors fellow staff members in her role as Level 3 TRS Teacher. They are there for each other on difficult occasions such as when we did a memory walk for Rose and they let each other know when they’ve done well such as when they nominate each other for Spot Awards.

Pride

We call special things that happen in class, Magic Moments and when I look back on them I can see how proud the TRS Teachers are of their work. I will always remember how proud Shanice was when she came away from her first ever taster at Friston House Care Home. I was there to support as it was her first, but she didn’t need it. The class was spectacular and I awarded her a Spot Award too. 

Happiness

The team love what they do and take the opportunity bring happiness to people who might not have much. We do have one team member who stands out as the bringer of  happiness though… Becca T’s happiness is contagious. She such a kind and sweet person, it rubs off on everyone whenever we see her!

Drive

They go above and beyond! For example, Steph initiated a video performance for the dancers at Byron Primary because their class was during the day. She edited it together and even wrote a blog post. It’s this kind of things that reassures me that the TRS Teachers are doing their best for the participants in class.

Commitment

I’ve noticed recently that TRS Teachers either come for a year and then change career or stay forever. Georgia has been working for TRS for 6 years and has been working in the office for just as many. Alix is the longest serving TRS Teacher. She’s been here since leaving University, that’s 8 years! Their commitment means that we don’t let down the people we work with and the participants get to keep the dance teacher they know and love.

Patience

Although we love what we do, it does require patience for many reasons. The TRS Teachers have oodels of patience with participants, each other and with me (when I disapear off to have a baby and then zoom back in with lots of ideas)! In Active Armchairs Facilitator Training, we talk about patience and Georgia leads a few practical exercises as well. It’s a great thing to practice because practice helps us to be mindful and truly present in the situation. 
 
This blog has been one of the quickest I’ve ever written. I have used 7 words to describe the TRS Teachers already and I’ve been writing for 12 minutes whilst waiting for Georgia’s post (insight into our busy lives!) I will stop there, but I could go on and on!
 
Happy Valentine’s to the TRS Teachers x

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2018 Roundup

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We have been busy bees in the office in the run up to Christmas. As well as celebrations taking place, we’ve had newsletters and Christmas cards to design, print and send. We’re feeling very Christmassy already and can’t wait for Christmas jumper day on Monday (look out for the photos!)

Our newsletter has been going out in all of our classes recently and is also found in the many Christmas cards that Becca and I sent on Monday. We hope everyone who has had the chance has enjoyed reading it, but I’m sure there are others out there who don’t have one so… we have included a copy below for everyone can have a read. Enjoy! Merry Christmas and A Happy New Year!

 

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