09/16/2025
From the DEEP THOUGHTS Series: “Making Space for Self-Correction & Other Teaching Principles” An Essay on Teaching Philosophy (written 2021, revised 2025)
Often, the best thing a teacher can do for a student is to NOT give corrections. Why? It can interrupt a student's learning process and even possibly frustrate them.
Whether it's dance, martial arts, music, sports, or any other activity...
When the teacher demonstrates or gives verbal instructions, it takes time for the students to understand the material, to understand what they are hearing or seeing. And then, it takes time to coordinate the body.
Students are not always able to execute something perfectly the first times they try it, even if they know, on an intellectual level, how it is supposed to be done. It takes time to coordinate the body; some students it takes more time that others. If students are doing the best that they can to do what they already know what they should do, barking out that correction repeatedly may frustrate them. They might become harder on themselves, in an unhealthy way, and evaluate themselves unfairly harsh. The increased stress can decrease their brain's and body's functioning, slowing down their progress.
Self-correction is an important part of learning. As teachers demonstrate, and students watch and try, they will get better naturally over time even without any verbal corrections added. Of course, sometime verbal corrections are very much needed. The trick is to figure out when to give it and how.
To illustrate: When my 3-4 year olds are first learning how to do shuffles in tap dance class, I don't give corrections. I can see in their face and their body that they are trying their best to make sense of what they are seeing me do and coordinate their body to match. It's a difficult step, it takes time to get it, and over time they will self-correct naturally. I don't tell them "put your foot in the back, not the front!" or "hit the floor with your foot!"
Eventually, when I see that their bodies and faces look more sure of themselves, I see that they are ready for more verbal guidance. Corrections are usually directed to the entire class first, even if it is just one student needing that guidance. Many students will then self-correct without feeling singled out or critiqued. When that's not enough, then individual corrections are given.
When students are given space to self-correct, to figure things out on their, this creates an encouraging and patient environment. Students are given the opportunity to naturally develop their coordination and body awareness and to feel a sense of accomplishment and gain confidence in themselves because they figured it out. This is a space conducive to students feeling patient with themselves as they try to learn.
Conversely, if instructors are too quick to give corrections too soon and too numerous, this creates an environment that can feel impatient and judgmental. Students may then internalize that and become stressed, frustrated, and judge themselves too harshly and unfairly. They may become discouraged and want to give up.
That is not to say that teachers should *never* give corrections, but that a teacher should be mindful of WHAT to correct, WHEN to correct, HOW to correct, and HOW MANY corrections to give. Is the student ready for that correction? What will help them to face the challenge of improving with a positive, motivated, confident, healthy attitude? Which corrections are they mentally and physically ready for? How many corrections can they handle?
When I do give the verbal guidance, directed to the class or individual, I aim to give corrections in a supportive “do” language rather than negative “don’t” language. And I use an encouraging tone rather than a scolding one. For instance, when my students kick with the right foot only instead of switching feet, I might say "Your right foot is doing a great job! Can you try that on your left foot?" and then "That’s it! And can you let your feet take turns?" That is more supportive than "Don't do it with just your right foot! You need to change feet!" (Of course, the exact phrasing and tone I use vary depending on the ages of the students in the class.)
Making space for students to self-correct, being mindful of how many corrections to give at once, directing corrections to the group (rather than singling someone out), being encouraging (rather than shaming), are some of the ways to create a space that is conducive to a positive learning experience, better learning outcomes, and healthier attitudes towards themselves.
These teaching principles are useful for all ages, whether students are children, teens, or adults. I use these principles in teaching both dance and martial arts, and these principles can be adapted to teaching other skills and subjects.
I have over 30 years of teaching experience. I teach dance and martial arts. Students range from age 3 to adult. I continue to hold a growth mindset and thus strive to continually increase my knowledge and understanding regarding the teaching and learning process, child development, and other relevant topics, and improve in my performance as an instructor.
