Teachers

Please open PDF for timetable and locations and how to Open & Close.

Contract: Please sign a new contract each year:

PIN Entry • Ask Miss Nikki for code to open and close. Emergency • Call Nikki on 0412123129. If you can't reach Nikki call her husband Matt on 0412598574. Roll Call • Is a must for all classes. • Text admin on 0410760056 if there is a student not on roll call. Ask for their details before they leave. Internet • user: premierschool • password: Dance615 iPad • Code is: nikkia • Music is in playlists. Music • Email Miss Nikki all music to put on Dropbox and iPads. • iPads will be updated at the start of each term. ChoreoRoom App • Great app for spacing students in routines and technique classes. Studio • Please treat with care. • If you see an untidy waiting room or studio please help tidy. Photos for Social Media • Send weekly photos to Miss Nikki on 0412 123 129. • Be mindful of background and lighting. Safety • Students must be chaperoned to the toilets. • Ensure students are collected from inside the waiting room. • Students must not cross carpark unsupervised. • Close waiting room door at night when teaching.

2025 These are the times we require your attendance for the upcoming performances. If you would like to volunteer your time and stay longer you are always very welcome. Thank you! Elite Troupe Rehearsal / 22 March TBC 9:00 - 3:30 Nikki (confirmed) 9:00 - 5:30 Elyse (confirmed text 6.2.26) 3:30 - 7:30 Tia (confirmed text 6.2.26) DLU / 9 May Golden Grove Recreational Centre Times TBC Bianca Times TBC Nikki Times TBC Elyse Times TBC Tia Showcase / 17 May Marnkutyi Parirna Theatre Gawler Times TBC Bianca Times TBC Nikki Times TBC Elyse Times TBC Tia Times TBC Jordan Times TBC Katherine Times TBC Anabella Evolution / 15 August Golden Grove Recreational Centre Times TBC Bianca TBC Times TBC Nikki TBC Times TBC Elyse TBC Times TBC Tia TBC Evolution / 16 August Golden Grove Recreational Centre Times TBC Nikki TBC Times TBC Elyse TBC Concert / 20 September Norwood Town Hall Times TBC Bianca Times TBC Nikki Times TBC Elyse Times TBC Tia Times TBC Anabella Mock Exam / October St Agnes TBC Ballet Exam St Agnes ??.11.26 8:00am - 4:30pm Tia ??.11.25 8:00am - 4:30pm Tia ??.11.25 8:00am - 1:20pm Tia

Time is limited, so each class should demonstrate clear structure, strong discipline, strong attention to detail and meaningful learning outcomes. Use the DVD videos when teaching to ensure exact movements. Note, the written syllabus notes differ to the DVD. We will refer to the DVD. Please see below for what is to be taught each term. 8&U  Jerusha (2017) – Grade 3  T4 / Barre / Monday Janice  T4 / Centre / Friday Elyse  * Exercises with an Asterix require more time to learn  T1 / Barre / Monday Janice  T1 / Dance & Centre / Friday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T2 / Centre / Monday Janice  T2 / Centre and occasional barre / Friday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn  T3 / Centre / Monday Janice  T3 / Barre / Friday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    Lexie (2016) – Grade 3  T4 / Barre / Friday Elyse  T4 / Centre / Saturday Tia  * Exercises with an Asterix require more time to learn  T1 / Dance & Centre / Friday Elyse  T1 / Barre / Saturday Tia  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T2 / Centre / Friday Elyse  T2 / Centre and occasional barre / Saturday Tia  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn  T3 / Centre / Friday Elyse  T3 / Barre / Saturday Tia  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn        10&U  Kiarah (2015) – Grade 5:  T4 / Barre / Thursday Tia  T4 / Centre / Friday Bethany  * Exercises with an Asterix require more time to learn    T1 / Barre / Thursday Tia  T1 / Dance & Centre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T2 / Centre / Thursday Tia  T2 / Centre and occasional barre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T3 / Centre / Thursday Tia  T3 / Barre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn        12&U  Clara (2014) – Grade 5:  T4 / Barre / Thursday Nikki  T4 / Centre / Friday Bethany  * Exercises with an Asterix require more time to learn  T1 / Barre / Thursday Nikki  T1 / Dance & Centre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T2 / Centre / Thursday Nikki  T2 / Centre and occasional barre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn  T3 / Centre / Thursday Nikki  T3 / Barre / Friday Bethany  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn      12&U  Meredith (2013) – Intermediate:  T4 / Barre / Monday Janice  T4 / Centre / Wednesday Elyse  * Exercises with an Asterix require more time to learn    T1 / Barre / Monday Janice  T1 / Dance & Centre / Wednesday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn    T2 / Centre / Monday Janice  T2 / Centre / Wednesday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn  T3 / Centre / Monday Janice  T3 / Barre / Wednesday Elyse  * Run dance each week once learnt  * Exercises with an Asterix require more time to learn

Hello teachers, I look forward to meeting with you every term to touch base on how you are going as a teacher, and how your classes are progressing. I would also love to hear any feedback or suggestions on how we can improve Premier School of Dance, and your classes. Thank you for your hard work and passion! Log Meeting Hours in Xero under non-teaching duties. Thank you for your time and passion. I wish you all the very best for the next term! Teacher Meeting / Performance Review (https://form.jotform.com/233057541559056)

Form (https://form.jotform.com/241538031559861)

• If an emergency call 000 • If not an emergency, apply First Aid. • Call Nikki on 0412123129 if unsure how to manage a situation. • Only give medical advice in the scope of your First Aid Training. • Notify parent to sign form at the end of class. Form (https://form.jotform.com/240496800949062)

Form (https://form.jotform.com/250958680046868)

Please complete each term for each student teacher. Please express gratitude for your student teacher's time and effort. Be honest with feedback chart. Take a photo of them with the completed printed certificate and send to Miss Nikki. Thank you. Form (https://form.jotform.com/251803391023852)

Please complete the form for all your ballet students except if you share a class with Miss Nikki. In this case you don't need to complete a form, Miss Nikki will complete. Tip: We understand that completing these forms can be time-consuming. If you feel you can't complete during class you're welcome to record the class (barre and centre) to reference later. Thank you! Form (https://form.jotform.com/251769041257864)

Please complete for students who may not be ready to do competitions. Students who don't take part in competitions, don't perform at the showcase or concert. https://form.jotform.com/260428143948866(https://form.jotform.com/260428143948866)

Form (https://form.jotform.com/232958002947058 ) Teachers, click this link to start a goal setting form to complete with your student and parent/s. Private lessons are for hand selected students who want to develop their dance skills to a high level and possibly pursue a career in dance. Our solo teachers are very invested in our students. Each student is on their own dance journey. We believe in a growth mindset, setting goals, and putting in the work to achieve those goals. We have created a form to complete at the start of each term to touch base with parents and students to set goals and discuss progress. We use this goal setting to have a mutual understanding of how to assist each soloist to reach their full potential. We want to identify strengths and weaknesses to then plan how to best support your performer. This will only take a few minutes, but we feel this will be beneficial. At the end of the term, we can evaluate and access the progress. We are here to develop and support your dancer to grow in skills and confidence.

Preparation All choreography classes must be planned in advance. Classes should be productive and purposeful, with every lesson working toward a strong performance. Weekly in Class Filming (Very Important) To make the most of every class, weekly videos must be uploaded to OneDrive, even once choreography is complete. Parents will access these videos via the Parent Centre. Video 1: Slow (No Music) – e.g. W1 Slow • Film from behind. • Film the teacher or an exceptional student demonstrating. • No music. • Count out the steps clearly and explain technique and key reminders for practising at home. • Upload to OneDrive during class on the same night so it is not forgotten. • Name the file correctly (e.g. W1 Slow). Video 2: Fast (With Music) – e.g. W1 Music • Film from behind. • Film the whole class. • With music. • Film from the start through to the latest choreography taught. • Teach choreography in order. Do not teach sections out of sequence, as this is confusing for students and parents. • Upload to OneDrive during class on the same night so it is not forgotten. • Name the file correctly (e.g. W1 Music). Music All music must be emailed to Miss Nikki for approval prior to starting choreography. See below for time limits. SHOWCASE Showcase Requirements Practise students standing at the end of the routine to receive their certificate before exiting the stage. Rock Tots • 4 minutes • Class-style performance including exercises and dance, following the teacher on stage. Parents have the choice of being on stage or watching from off stage. • Rock Tots will sit on parents laps in the audience and be brought onto the stage to perform and return to mum and dad in the audience. Little Stars • 3 minute routine, any style • Swap lines so parents can see every child Junior Recreational Troupe • 3 minute routine, any style including tap Youth & Senior Recreational Troupe • 3 minute routine, any style except for tap Hip Hop • 3 minute routine • Must include a mix of at least two tracks Acro • 3–4 minute routine performed on roll out floor matts and an AirTrack • Choreography should be easy to pick up so class time can be spent developing skills as well as learning performance. Include plenty of cannons and different patterns. • 45 minute class : 5min intense warm up 20 minutes skill development 15 minutes routine rehearsal 5 min enter and exit class • 60 minute class : 5min intense warm up 25 minutes skill development 25 minutes routine rehearsal 5 min enter and exit class COMPETITIONS Elite Troupe 3-4 minute routine, any style Soloists 2.5 minute routine, any style best suited to the student's strength CONCERT Little Stars • 3.5-minute routine, any style • Must be a different genre to the Showcase routine • Swap lines so parents can see every child Recreational Troupe • 3.5-minute routine, any style • Must be a different genre to the Showcase routine • Recreational troupe students will perform two routines: The Showcase routine and a Concert routine. Hip Hop • 3-4 minute routine • Must include a mix of at least two tracks

Rock Tots • Parents Join in with students. • Work mostly in a circle. • Use blue spots for keeping students in their place. • Play age appropriate music. • Different theme every term. See website. • Ballet, Jazz and coordination movements. • Sing and dance. • Play dance based games. • Keep kids engaged. • Use props. • Give stickers. Little Stars • Start with tap shoes on. • Teach flex, ballet names and moves, corner work and tap. • Ensure shoes go back into their bags. • Utilise student teachers for shy or unsettled kids. • Have students in lines. • Most knowledgeable student at front. • Swap lines so every kids gets a chance to be seen at the Showcase and concert. • Give stickers. Ballet Exam Classes • Syllabus DVDs are availabe to refer to. • Syllabus notes may differ from DVDs. Please refer to the DVDs. • Keep class focused and disciplined. • Prepare for exams by explaining what will happen on the day. • For classes twice per week refer to teacher web page to see who is teaching barre and who is teaching centre each term. • Term 4 mock exams. • Push students to do their best to aim for Honours. • Encourage performance and facial expressions in class. • Spend more time on more difficult exercises and dance. • We can email parents if the dance portion isn't rehearsed enough at home. Acro • Do a quick but effective warm up 5mins max. • Stretch. • Keep class focused. • Be engaging. • Have a class plan to keep the students busy at all times. • Explain execution and expectations clearly. • Give individual feedback as well as general feedback to the group. • Push for progress. • Don't let a student do a movement that isn't safe if they aren't ready. • Consider safety at all times. • Think about hazards in environment such as ballet barres, walls, shifting matts etc.. ie no swinging on the barres. • Reward students with ticks on charts in week 8 and 9. • Parents are invited to watch last 5mins of each class. Give quick positive feedback and what they need to work on at home. Planning Showcase Routines: 1. Email Miss Nikki music for approval. The music will be uploaded to the OneDrive. 2. Choreograph routines to include all moves on the progress charts and include any other skills that will enhance the routine. Choreography will also incorporate some easy to master dance movements. 3. To maximise class time, create the choreography prior to teaching. Only teach the routines once all the choreography has been set and approved by Miss Nikki. 4. Write choreography in Word as a reference. 5. Film yourself demonstrating the performances from behind and upload video to the OneDrive for the students to practice to at home. 6. Skills will be performed on roll out matts only. Choreography tips: • All kids walk on waving and smiling to audience. • Do cannons (one move after another) to demonstrate skills. • Patterning and Spacing: Stand in lines / make a circle / stand in a grid. We want every kid to shine and be seen. • Kids on stage at all times. Don't have kids run on or off the stage. They may be squatting or posing when another group is demonstrating. • Run on balls of feet. Set running arms (blades for example). • Be conscious of class time! We need to be working on skills for 60% of the class and 40% for choreography. Ask kids to stretch before class. • Students are expected to practice at home with the video. • Set the choreography prior to teaching to maximise class time. • Use ChoreoRoom App to space individuals and set patterning. • Ask for list of confirmed performers from Admin. • End of the show have kids stand in a line and take a bow and wait to receive a certificate. Practice this in class. Hip Hop • Keep class focused. • Keep class engaged. • Explain execution and expectations clearly. • Give technical feedback. • Create a fun interactive environment. • Encourage facial expressons. IDT / ATX • Warm up thoroughly but quickly. • This isn't a stretch class. It's a skill class. Encourage flex to be worked on at home. • Follow videos on Portal. • You may deviate but must cover turns, leaps, kicks. • Wok on strengthening exercises and preparations. • If classes are large work out the best way to maximise time. • Create an encouraging, fun interactive class. • Give technical feedback. • Ask Miss Nikki for log in to IDT and Dance Labs Portal. PBT • Warm up. • This isn't a stretch class. It's a skill class. Encourage flex to be worked on at home. • Follow videos on Portal. • You may deviate but must cover the majority of the syllabus. • Wok on strengthening exercises and alignment. • Create an encouraging, fun interactive class. • Give technical feedback. • Ask Miss Nikki for log in to PBT Portal. Troupe (Elite) • Teach 2x 4min routines per year for comps and End of Year Concert (costume). • Troupe may perform routines over 2 years. Run old routines at the start of class. • Genres are classical, character, broadway, jazz, S&D, lyrical and contemporary. • Work quickly. You will be surprised how quickly 1 year goes. • Give technical feedback. • Vary patterning. • Focus on spacing and straight lines. • Focus on performance skills. • We have assessments be strict on who will be allowed to perform. Students selected to perform at comps must fit the criteria. The standard at comps is extremely high. We want to be competitive. • Forward Assessment selections to Miss Nikki who will pass on feedback to parents. • Build camaraderie between students. • Run music selections and ideas past Miss Nikki. Troupe (Recreational) • Teach 1x 3min routine for Showcase (no costume). • Teach 1x 3min routine (mix at least 2 songs) for End of Year Concert (costumes). • Genres are broadway, jazz, lyrical and contemporary. • Work quickly. You will be surprised how quickly 1 year goes. • Give technical feedback. • Vary patterning. • Focus on spacing and straight lines. • Focus on performance skills. • Choreography must be achievable for beginners but look effective. • Build camaraderie between students. • Run music selections and ideas past Miss Nikki. Private Lesson • Complete goal and evaluation forms together in the first class with parents. • Push students. • Don't accept lazy efforts. • Build their confidence. • Encourage facial expressions in class. • Invite parents in to film and receive feedback at the end of every class. • Quality over quantity. • Select genres that compliment the dancer. • Aim for placing at comps. • All costume designs must be approved by Miss Nikki. • Do not invite students to do private lessons. This is only offered to select students.

IDT Syllabus (https://1drv.ms/f/s!Asv7OYzNYvQsgZ5Z7fLNLhQ8cFRKgQ?e=3IJ4WL) See IDT course for rigorous warm ups as well as strengthening and flexibility exercises. Make the exercises more challenging for advanced students. Encourage students to cheer each other on. Film and photograph for reels and posts. 8&U – First Year T4 Pirouettes: Singles / Chaines Legs: Leg Mount front & side/ Bow n arrow Leaps: Jetes Floor: Cradle / Floor tilt / Flare T1 Pirouettes: Singles / Chaines Legs: Leg Mount front & side/ Bow n arrow / Kicks from corner Leaps: Jetes Floor: Floor tilt / Flare T2 Pirouettes: Singles / Chaines Legs: Leg Mount front & side / Bow n arrow / Kicks from corner / Scorpion to needle Leaps: Jetes / Firebirds Floor: Floor tilt / Flare T3 Pirouettes: Singles / Chaines / Pose turns Legs: Leg Mount front & side/ Bow n arrow / Kicks from corner / Scorpion to needle Leaps: Jetes / Firebirds Floor: Floor tilt / Flare 8&U – Second Year T4 Pirouettes: Doubles / Chaines Legs: Leg Mount front & side / Bow n arrow / Scorpion to needle Leaps: Jetes / Straddle / Firebirds Floor: Cradle / Floor tilt / Flare T1 Pirouettes: Singles / Chaines Legs: Bow n Arrow / Kicks from corner / Pencil Leg hold / Scorpion to needle Leaps: Jetes / Straddle / Firebirds Floor: Floor tilt / Flare T2 Pirouettes: Doubles / Chaines Legs: Bow n Arrow / Kicks from corner / Pencil Leg hold / Scorpion to needle Leaps: Jetes / Straddle / Side leap / Firebirds Floor: Floor tilt / Flare T3 Pirouettes: Doubles / Chaines / Pose Turns Legs: Leg Mount front & side / Bow n arrow / Scorpion to needle / Tilt Leaps: Jetes / Straddle / Side leap / Illusion / Firebirds Floor: Floor tilt / Flare

IDT Syllabus (https://1drv.ms/f/s!Asv7OYzNYvQsgZ5Z7fLNLhQ8cFRKgQ?e=3IJ4WL) See IDT course for rigorous warm ups as well as strengthening and flexibility exercises. Make the exercises more challenging for advanced students. Encourage students to cheer each other on. Film and photograph for reels and posts. 10&U – First Year T4 Pirouettes: Doubles / Chaines / Pose turns Legs: Tilts / Scorpion to needle Leaps: Tilt Jumps / Straddle / Side leap / Firebirds Floor: 6 O’clock / Shoulder roll / Flare T1 Pirouettes: Doubles / Chaines / Pose turns / Fouettes Legs: Tilts / Fan Kicks / Standing to floor tilt Leaps: Tilt Jumps / Straddle / Side leap / Firebirds Floor: 6 O’clock / Shoulder roll / Toe Rolls / Flare T2 Pirouettes: Doubles / Chaines / Pose turns / Fouettes Legs: Tilts / Standing to floor tilt / Scorpion to needle Leaps: Tilt Jumps / Straddle / Side leap / Russians Floor: 6 O’clock / Shoulder roll / Toe Rolls / Flare T3 Pirouettes: Doubles / Chaines / Fouettes Legs: Pencil leg hold Leaps: Firebird / Straddle / Side leap / Firebirds / Russians Floor: Toe Rolls / Butterfly / Flare 10&U – Second Year T4 Pirouettes: Doubles / Chaines / Fouettes Legs: Tilts / Standing to floor tilt / Layout Leaps: Tilt Jumps / Straddle / Side leap / Firebirds / Russians Floor: Butterfly / Flare T1 Pirouettes: Doubles / Fouettes Legs: Tilts / Standing to floor tilt / Scorpion to needle Leaps: Tilt Jumps / Straddle / Side leap / Firebirds / Russians Floor: Butterfly / Flare T2 Pirouettes: Doubles / Chaines / Fouettes Legs: Tilts / Standing to floor tilt Leaps: Attitude leaps / Firebirds / Russians Floor: Butterfly / Flare T3 Pirouettes: Doubles / Chaines / Fouettes Legs: Pencil leg hold / Scorpion to needle Leaps: Straddle / Side leap / Firebirds / Russians Floor: Butterfly / Flare

IDT Syllabus (https://1drv.ms/f/s!Asv7OYzNYvQsgZ5Z7fLNLhQ8cFRKgQ?e=3IJ4WL) See IDT course for rigorous warm ups as well as strengthening and flexibility exercises. Make the exercises more challenging for advanced students. Encourage students to cheer each other on. Film and photograph for reels and posts. T4 Pirouettes: Doubles / Chaines / Fouettes Legs: Standing to floor tilt / Layout Leaps: Tilt Jumps / Straddle / Side leap Floor: Butterfly T1 Pirouettes: Doubles / Fouettes / Pencil leg hold turns Legs: Pencil leg hold / Scorpion to needle Leaps: Straddle / Side leap / Axel Floor: Flare (Rainbow Jump) T2 Pirouettes: Doubles / Chaines / Fouettes / Pencil leg hold turns Legs: Pencil leg hold / Penche circle tilt / Scorpion to needle Leaps: C Jump Floor: Flare (Rainbow Jump) T3 Pirouettes: Doubles / Fouettes / Pencil leg hold turns Legs: Pencil leg hold Leaps: Straddle / Side leap / Scissor Russian Floor: Flare (Rainbow Jump) 12&U – Second Year T4 Pirouettes: Triples / Chaines / Fouettes Legs: Standing to floor tilt / Layout Leaps: Tilt Jumps / Straddle / Side leap / Scissor Russian Floor: Butterfly T1 Pirouettes: Triples / Chaines / Fouettes / Pencil leg hold turns Legs: Surprise turning tilt Leaps: Straddle / Side leap / Axel Floor: Flare (Rainbow Jump) T2 Pirouettes: Triples / Chaines / Fouettes / Pencil leg hold turns Legs: Surprise turning tilt Leaps: Straddle / Side leap / Axel / C Jump / Scissor Russian Floor: Flare / Butterfly T3 Pirouettes: Triples / Fouettes / Pencil leg hold turns Legs: Pencil leg hold Leaps: Straddle / Side leap / Tuck Russian Floor: Flare (Rainbow Jump)

IDT Syllabus (https://1drv.ms/f/s!Asv7OYzNYvQsgZ5Z7fLNLhQ8cFRKgQ?e=3IJ4WL) See IDT course for rigorous warm ups as well as strengthening and flexibility exercises. See exercises, and combos on IDT website. Set combos of your own. Make the exercises more challenging for advanced students. Encourage students to cheer each other on. Film and photograph for reels and posts. Warm Up: Intensive cardio Core Training: Intensive core Upper body: Intensive strengthening Pirouettes: Single / Double / Tripple / Pull down turns / Fouettes / Pencil leg hold turn / Chaines / Scorpion turn / Turn land in second split / A la second turns Legs: Cnr kicks / Fan Kicks / Tilts / Layout / Pencil Leg hold / Illusion / Standing to floor tilt / Penche circle tilt / Surprise turning tilt / Pistol squats Leaps: Jete / Scissor Russian / Tuck Russian / Firebird / Attitude leaps / Straddle / Side leap / Axel / Tilt jump / Turning switch tilt / C jump Floor: 6 O’clock / Shoulder roll / Toe rolls / Butterfly / Flare

Our goal is to have every trial student enrol permanently. We want trial students have an exceptional experience. The biggest factor determining if a child will enrol at Premier is if the child felt confident and connected with the teacher. Check Roll Call Check roll call before class for any trial students. Open the door and look for the new parent and say “Hi, this must be XXXX. Welcome”. Warm Greeting Give the student a compliment like your “hair looks great” if in a bun, or “come on in and let’s do some fun dancing”. Make an appropriate comment for their age to make them feel confident and welcome. Invite the parent to watch the trial and indicate where to sit. Ask the parent if this is their first class. This can give you some information and ‘break the ice’. If it’s their first class, then you can say “that’s exciting. We are going to have lots of fun today”. Uniform Trial students don’t require the uniform. Younger children can feel out of place if they don’t have the same unform as everyone else. If you see a child looks uncomfortable about what they’re wearing, say “if you love ballet, mum can get you the special black leotard and shoes”. Remind them its ok they don’t have the same uniform as everyone else today. They may not have tap shoes for first class. Tell them that’s ok and they can wear socks or casual shoes for the first class. Buddy Up Ask the class ”who wants to be XXX’s buddy today” Usually lots of kids will put their hand up. Chose a condiment responsible child. Positioning Place the child at the barre or in the centre where the parent can see them. Place the child where they can see the teacher. Give them lots of support and some extra attention for their firt class. Give them encouraging feedback. We want to build confidence. End of Class Finish class 2-3mins early. Have the kids line up and wait while you have a brief chat to the parent/parents. Most kids do well. Here are some things you might want to say: “she/he did really well. She/he will make a strong dancer”. “for the first class she did well and her technique will develop over time”. If a child is having difficulty concentrating or you feel will impede the class, then let the parent know you will have a chant to admin about the best class for her/him. Or you may want to recommend the recreational class over the competition class. It’s best if and handles this. Please send a text to admin with your recommendations.

Taking Control: A teacher must always have control of a class. This means the students are engaged, listening, and following instructions. Start of Class Setting the mood of the class is of upmost importance. Start the class with big energy and a sense of urgency. Once the class is running well you can have a moment to connect and bond. If the kids are running amock and the environment is slack and slow to start, the students will think it's playtime and it is very difficult to change this energy. Expectations of Behaviour Students need to be told expectations before the class starts. You can say things like “No swinging in the barres”. “When you hear me double clap that means stop talking and look at me”. “When you go to the ballet barre, don’t touch the barre. Stand ready in bras bas”. Give specific instructions instead of using general terms such as ‘behave’. Knowing Names Knowing names of the students will help you gain control. Being Commanding A teacher must use a loud voice to command a class. This is different to shouting. Do not lose your temper in class. Do not belittle or mock or yell in anger at a student. However, you can be firm and say something like. “XXXX I have told you already not to run around. This is your final warning, or you will need to sit down, and I will need to speak to your parents”. Talk to the students about respect and that you are there to support them but they must respect you a the other students and listen to instructions. If your teaching is engaging and you are showing genuine enthusiasm, this shouldn’t happen in the first place unless the child has a behavioural disability. Showing Enthusiasm Show enthusiasm and be expressive. This will capture the children’s attention and inspire them to learn. You can say “We are going to lean something very special today. It’s super exciting”. Building excitement will help with engagement. Positive Reinforcement At premier we use Positive reinforcement instead of fear-based teaching. You can say things like “XXXX is standing nicely ready to start. So is XXX. So is XXX”. To set examples of good behaviour. Or “Who can do this?”. Set a technical challenge so the students re motivated to impress the teacher. Rewards Rewards students with words of encouragement during class. Use positive reinforcement to encourage good behaviour. Some teachers may organise their own gold star charts with a reward at the end of term for the student with the best listening skills. Perhaps there is a reward. Think of creative ways to motivate. Respect Build a relationship with your students by asking them some personal questions or shedding some light on who you are as an individual. This will build your relationship with your students, and you will gain respect and engagement. Psychology Each child is unique and will respond differently to different types of communication. For one student you may only need to remind them to listen, for another you may need to use a firm stern voice. Pay attention to their state of mind to work out the best way to engage with that student. Your approach may change depending on their mood. A harsh demeanour may break trust with one students but work well for another. Disruptive Student If your attention is disproportionality given to one or more students because of their disruptive behaviour, this needs to be addressed. Speak with the Director who will then speak with the parents which will result in either changed behaviour or removal from class. Child refuses to participate This can be frustrating. But you need to consider the child’s perspective. They may withdraw because they are having an emotional meltdown. Ask what is wrong. If they refuse to speak, remove them from the class and ask them in the waiting room or somewhere private so they feel comfortable opening up. If they still won’t reveal the problem, ask if they need a hug. This can help them feel cared for. Usually taking their hand and saying, “come with me we can dance together” is enough to bring them back to dance. If they flat out refuse to participate, let them sit out and check in with them from time to time. Let the parent know they refused to join in.

Solos are offered to a select few. Notify Miss Nikki if you have a potential soloist who has qualities listed below. Miss Nikki will determine if the students will be selected or not. If they are selected, please encourage the parent to commence solos. Please do not speak to a parent about starting solos until confirmed by Miss Nikki. A timeslot will be allocated based on parent availability and the timetable. Soloist Qualities: - Flexibility - Strong arch in pointed feet - High technical standard - Great performance skills - Quick learner

You can find information here (https://www.premierschoolofdance.com.au/solo-costumes)about options for costumes. Buy online, source second hand, or have them tailor made. When engaging a dressmaker consider the following: • All designs must be approved by Miss Nikki. • Make costume age appropriate. • Think what will POP on stage. • Dare to be different. use elements of a theme to create something new. • Sketch the final design in detail using the template below. • Use references from actual photos. • Colour the sketch to be clear on what fabrics are used where. • Does the fabric needs to be 1 way, 2 way or non stretch. • What is the style of costume. Velvet suggests luxury vs plain lycra. • Discuss fabric QTYs with the dressmaker. Note. Fabric comes in different lengths. • Most skirts will be waist high. This elongates the leg line. • a full circle skirt flows nicely when turning. • Determine how the costume will be put on... Zip, open back etc... • Does the costume need matching knickers? • Does the costume require gems? Parents can learn to do themselves. If they prefer someone else to do it, ask Miss Nikki we can source someone who will charge a fee. • Does the costume require accessories for the hair, hat, gloves, jewellery etc.. • If you have any question please ask Miss Nikki.

- Let Admin know you can't teach and to cancel solos. - Admin will notify the parent and apply a credit to their account. Option 1: Teachers to organise a make-up time with parents and let Admin know the date and time to book into DanceBiz. The class will entered on the app so you can mark the roll. A new invoice will be created and any credits in the system will be applied. Option 2: No make up class. The credit will be applied to any new invoice generated. Example email to Admin for make up dates: Jane Smith 18.08.22 10:00 - 11:00 (cancelled class 12.08.22) Charlotte James 18.08.22 11:00 - 11:30 (cancelled class 12.08.22)

Teachers booking studio hire Teachers are welcome to hire the Premier studios if the class type is approved by the Director. Hire may not be approved if a Premier teacher is planning to hold a class that conflicts with existing class offerings at Premier. Teachers are trusted with access to the studio. Accessing the studio without Premier's knowledge is strictly prohibited and may result in dismissal. Running and maintaining a studio is costly. There is a hire fee. All hires must be booked through Admin. Booking hire Admin must be notified prior to 12pm on the day of the hire at the very latest. Hire fees must be paid by due date. $15 / 30min $35 / 60min Please treat equipment and studio with respect and tidy after use. Thank you.

Zoom Log In Details Studio 1: info@premierschoolofdance.com.au Password: Dance2000# Studio 1 ID: 545 927 1216 Studio 2: premierschoolofdance2@gmail.com Password: Dance2000# Studio 2 ID: 390 825 6671 Studio 3: premierschoolofdance3@gmail.com Password: Dance2000# Studio 3 ID: 604 529 3983 Studio Internet Password User: premierschool Password: Dance615 Start a Meeting • Use the website instead of the app • Sign In using log in details above • Check what studio you are logged into (as per timetable). • Host a meeting with video on. • Join with computer audio • Click on participants • Admit students. Sign Out • Click on Zoom logo for home page • My account • Click person icon • Sign Out Teaching Online • Just because you can’t see a parent, doesn’t mean they are not watching the class. Parents will judge your teaching skills based on what they see online as they aren’t usually allowed to watch a class. Don’t look at your phone during class. Be at your best at all times. • You can work from home if you prefer or simply come to the studio. • If you work from home, you are not covered by insurance. You will teach at your own risk. please ensure good lighting and a safe work environment, and a strong internet connection. • Test Zoom prior to your first lesson to familiarise yourself with the layout. • Laptop is preferrable to phone. You can angle the screen to fit yourself in better. And the size of the screen is an advantage in seeing more students. • Roll Call is important. If anyone is not on the list, they haven’t paid for classes. Please inform Emily. • Finish prior class 2 mins before end of lesson to admit new class on time. • There is a waiting room for student’s safety. You need to admit students. • Ask students to mute microphones on their end. Unmute when asking a question. • Screen is mirrored. If demonstrating movements facing front, reverse choreography or demonstrate moves facing your back to the screen. • Online teaching is more challenging than teaching in person. • Show additional enthusiasm to keep students engaged. • Use good communication skills. • Acknowledge each student. Individual corrections are important for the students to improve and feel engaged/valued. • While we are focusing on one student, give the other students set tasks so they don’t lose concentration. • Continue to add choreography, teach syllabus exercises so that when we are back in the studio the students have progressed. • Suggestion: Do a Theory classes for ballet, tap and jazz classes.