Preschool Dance Classroom Management: Setting Expectations and Building Good Habits

If you've ever taught a class full of three- or four-year-olds, you know that classroom management can be one of the biggest challenges of teaching preschool dance! You're trying to introduce new dance steps, keep your students interested in the activities you've planned, and make sure everyone is participating safely. Meanwhile, one child has wandered away from the group, another is talking to her neighbor, and someone else is upset because it isn't her turn to be the line leader.

Teaching young children requires quite a bit of patience, energy, and flexibility. But I've found that when we take the time to establish classroom expectations and understand what our students are developmentally capable of, managing a preschool dance class becomes much easier.

And remember, our students aren't just learning to dance. For many of them, especially those under five, dance class may be one of their first experiences participating in a structured group activity without a parent beside them. They're learning how to follow directions, interact with other children, take turns, and manage their emotions, all while learning new movements and dance concepts.

Here are a few things I think every preschool dance teacher should keep in mind when it comes to classroom management.

Remember That Three-Year-Olds Aren't Tiny Adults

First and foremost, consider the ages and developmental abilities of the children you're teaching.

A three-year-old isn't simply a smaller version of a six-year-old. Young children are still developing their attention, language, coordination, and ability to regulate their emotions and behavior. These skills develop gradually, and children of the same age can be at very different stages.

Think about everything we're asking preschoolers to do during a dance class. We want them to listen to instructions, remember movements, recognize when it's their turn, maintain their personal space, and sometimes wait while other children complete an exercise. For a child who's only been on this Earth for three years, that's quite a lot!

And when a child becomes upset over something that seems trivial to us, we need to remember that it may be a very big deal to her. Perhaps she wanted the pink scarf instead of the blue one, or she's disappointed because another student was chosen to lead the class. She may understand what we're asking her to do but still have difficulty managing her disappointment.

This doesn't mean we shouldn't establish expectations. Quite the opposite! Young children benefit from clear boundaries and predictable routines. But those expectations need to be realistic, and we need to be prepared to teach and reinforce them repeatedly.

I think understanding this can change how we approach classroom management. Instead of assuming that a student who isn't following directions is deliberately misbehaving, we can consider whether she understands what we're asking, whether the expectation is appropriate for her age, and whether she needs a little more help learning the routine.

Establish Classroom Expectations From the Beginning

At the beginning of a new session or school year, one of the first things I like to do is introduce a few simple classroom expectations. This is especially important when teaching children who have never taken a dance class before. They may not know what it means to listen to a teacher, wait for their turn, or stay with the group during an activity.

And rather than simply giving children a list of rules, I like to make the introduction a little more interactive.

For example, you can begin by pointing to your eyes and asking students if they can show you where their eyes are, too. Then ask what we use our eyes for in dance class. We watch the teacher when she's demonstrating a movement, and we watch where we're going so we don't bump into our friends.

Next, point to your ears. What do we do with our ears in dance class? We listen to our teacher and to the music! You can talk about using our mouths to answer questions and speak at appropriate times, and using our hands to make beautiful dance movements while respecting other children's personal space.

The idea is to introduce classroom expectations in a way young children can understand and remember. Rather than talking at them for several minutes, you're inviting them to participate in the discussion.

During the first few weeks, you can revisit these expectations at the beginning of class. And when a child forgets one of them, you can use a familiar cue to remind her. For example, if a student isn't listening, you might point to your ears and ask, "Do you remember what we use our ears for in dance class?"

Of course, you'll still need to provide guidance and reminders throughout class. Young children won't necessarily remember every expectation simply because you've explained it a few times. But by establishing consistent routines and using familiar language, we can gradually help students become more independent.

Keep Your Rules Simple and Consistent

One mistake I think teachers can make is introducing too many classroom rules at once. When you're teaching young children, a long list of expectations can be difficult for students to remember, and it can become exhausting for the teacher to reinforce them all.

Instead, I recommend focusing on a few important expectations that help keep everyone safe and allow the class to run smoothly. These might include listening when the teacher gives instructions, keeping hands and feet to ourselves unless an activity requires otherwise, and knowing where to go when it's time to gather as a group.

You can introduce other expectations as they become relevant. For example, when you begin using props, teach students how to handle them and where to put them when an activity is finished. When you introduce traveling exercises, demonstrate how to wait for a turn and where students should go after moving across the floor.

And whatever expectations you establish, try to be consistent.

If students are expected to stop moving when the music stops, practice that routine regularly. If you have a designated place for students to sit during opening circle, use it consistently so children become familiar with where they should go.

That doesn't mean every class needs to follow exactly the same schedule or that we can't make adjustments. But predictable routines can help young children understand what's expected of them without requiring lengthy explanations every time.

Give Your Students Opportunities to Make Choices

Young children are developing a growing sense of independence, and sometimes that desire to make their own decisions can create challenges in the classroom.

You may have a child who doesn't want to perform the movement you've chosen or who insists on dancing in a different way. While we certainly need students to follow directions, I think there are times when giving them a little freedom can make an enormous difference.

For example, during a traveling exercise, you might allow students to choose between two movements. Would they like to march across the floor or walk on tiptoe? Or perhaps you're practicing jumps and allow them to choose whether they're going to be bunnies or frogs.

You can also let students choose their own finishing poses at the end of an exercise or contribute ideas to a creative movement activity.

These choices give children opportunities to express their independence while allowing you to maintain the structure of the lesson. You're still deciding which movement concepts and skills students will practice, but they have some freedom within those boundaries.

Of course, we shouldn't offer choices when there really isn't a choice. If students need to put away props before moving on to the next activity, that's the expectation. But when there are two or three appropriate ways to accomplish your teaching objective, giving children an opportunity to decide can help them feel more involved in class.

Use Familiar Phrases and Positive Reinforcement

Another thing I've found helpful is using familiar phrases to encourage students to participate and follow classroom routines.

Something as simple as greeting students with "Happy ballet day!" can help establish an enthusiastic atmosphere from the moment they enter the room. Young children often respond to our energy, and when we're excited about what we're teaching, they're more likely to become excited, too.

You can also develop phrases that help students recognize when it's time to listen, settle into a position, or move to the next activity.

For example, if you need students to become still, you might say, "I'm looking for dancers who can freeze like statues!" Then acknowledge students who are demonstrating the movement or following the instruction.

I generally prefer this to repeatedly telling children what they shouldn't be doing. Instead of saying, "Stop moving!" or "Don't talk!" over and over, we can give students a clear example of what we want them to do.

You might say, "I see Emma is ready with her feet in first position," or "Look how carefully James is listening to the music." Other children will often recognize what you're looking for and begin doing the same thing.

Of course, we need to be careful not to rely on constant praise or turn every classroom routine into a competition. I wouldn't want children to feel embarrassed because they weren't the first to follow an instruction. But acknowledging positive behavior and giving specific feedback can help reinforce classroom expectations.

And don't underestimate the value of a familiar phrase! When children hear the same cue regularly, they may eventually respond to it without needing additional explanations.

Demonstrate the Behavior You Want to See

When teaching preschoolers, we need to remember that children often learn more effectively by watching and doing than by listening to lengthy verbal explanations.

If you're asking students to sit in a particular position, demonstrate it for them. If you want them to follow a pathway across the floor, show them where to begin, how to travel, and where to go when they're finished. And if you're introducing a new classroom routine, practice it together before expecting students to do it independently.

This is one reason I think it's so important for preschool dance teachers and teaching assistants to participate in many of the exercises and activities alongside their students.

If you're leading a story-based dance, join in the role playing! Pretend to be the princess, the astronaut, or the animal you're asking students to become. When children see you participating, they're more likely to understand what you're asking and feel comfortable joining in themselves.

Of course, there are times when we want students to move independently. During a free dance, for example, I might demonstrate a few movement ideas to get them started, then step back and allow them to explore their own movements.

And as students grow older and become more familiar with classroom routines, they'll gradually need less demonstration and guidance. They may even be excited to demonstrate exercises or take on small classroom responsibilities themselves.

But with our youngest dancers, don't be surprised if you or a teaching assistant needs to dance alongside them for much of class. That's perfectly appropriate for their stage of development.

Have a System for Special Classroom Jobs

If you've taught preschool dance for very long, you've probably heard the question, "Can I be the line leader?"

And you've probably heard it from several children during the same class!

There's nothing wrong with students wanting to lead. In fact, taking on small responsibilities can be a wonderful opportunity for children to develop confidence and independence. But without a system, choosing line leaders or assigning other classroom jobs can quickly become a source of disappointment and arguments.

Every teacher has her own approach, but I prefer choosing the day's line leader at the beginning of class while I'm taking roll. That way, I can make a note of who has already had a turn and make sure everyone who wants the opportunity eventually receives one.

One thing I avoid is promising a particular child that she'll be the line leader next week. There are too many things that can happen between classes, and I don't want to make a promise I might not remember or be able to keep. If a student is disappointed, I'll simply reassure her that she'll have a turn another time.

And remember that not every child enjoys being the center of attention. Some students will be eager to lead the class, while others may feel shy or uncomfortable. I always want to give children the opportunity, but I wouldn't force the role on a student who doesn't want it.

Whatever system you choose, consistency can help children learn to wait for opportunities and understand that not everyone can have the same job at the same time.

Consider Whether Your Activities Are Developmentally Appropriate

Sometimes classroom management problems aren't really about students failing to follow expectations. They're the result of how we've structured an activity.

For example, imagine asking a class of twelve three-year-olds to stand quietly in line while each child travels individually across the room. Even if every student understands that she needs to wait her turn, that's a lot of waiting for a very young child!

You may find that students begin talking, wandering away, or playing with one another before everyone has had an opportunity to complete the exercise.

Instead of repeatedly reminding students to stand still, consider whether you could change the activity. Could children travel in pairs or small groups? Could you shorten the distance they're traveling? Could you organize two lines instead of one?

We can still teach children to take turns without requiring them to wait for longer periods than they're developmentally ready to manage.

The same is true for transitions between exercises. If students regularly become distracted while you search for music, distribute props, or explain an activity, you may need to reconsider how you're managing those transitions.

When you're having a particularly challenging class, take a look at your lesson plan and ask yourself whether the activities and expectations are appropriate for the students in front of you.

Sometimes a small change in the structure of an exercise can make a much bigger difference than repeatedly correcting behavior.

Remember That Every Class Is Different

One thing I've learned over the years is that two preschool dance classes can be completely different, even when the students are exactly the same age.

You may have one class where everyone listens carefully, participates enthusiastically, and moves smoothly from one activity to the next. Another class may require frequent reminders, additional movement activities, and a little more patience. And sometimes the very same group of children will have a wonderful class one week and a much more challenging one the next!

There are so many factors that can influence how young children behave and participate. The time of day, how much sleep they've had, what's happened earlier in the day, and even how comfortable they feel with the teacher and other students can all make a difference.

That's one reason I think flexibility is such an important part of preschool dance teaching.

We should have clear classroom expectations and consistent routines, but we also need to pay attention to our students and make adjustments when necessary. If a particular activity isn't working, move on to something else. If students seem tired or overwhelmed, consider whether a quieter movement activity might be appropriate.

And if you have a particularly difficult class, don't automatically assume you're doing something wrong. Teaching young children can be challenging, even for experienced teachers.

The important thing is to keep learning from your students and making thoughtful decisions about how best to teach them.

Good Classroom Management Takes Practice

Managing a preschool dance class isn't simply about getting children to listen or follow rules. It's about creating a classroom where young students understand what's expected of them, feel comfortable participating, and have opportunities to develop the skills they need to learn alongside others.

That takes time, patience, and consistency.

Start by establishing a few simple expectations and practicing them regularly. Demonstrate the behavior and routines you want students to learn, give them opportunities to make appropriate choices, and pay attention to whether your activities are realistic for their ages and abilities.

And remember, young children are still learning how to participate in a classroom. They're going to need reminders, they're going to make mistakes, and sometimes they're going to have difficult days.

But with thoughtful planning and an understanding of child development, you can help your students become more confident, independent, and comfortable participating in dance class.

And when your classroom routines are running smoothly, you'll have more time to focus on what you came to class to do in the first place—teach dance!