Things to remember:
1. bring a water bottle for drink breaks (labeled with child's name)
2. Please don't feed the dancers! No snacks during water break or during a young dancers class. (crackers/cookies, etc, are not allowed on dance floor and they can be a choking hazard)
3. encourage your child to use the restroom before class
4. be courteous while waiting in the parent waiting room...turn cell phones to vibrate, speak quietly
5. come inside to pick up your dancer, dancers are not permitted to leave the studio without a parent or to walk in parking lot alone
6. park in the lot to the left of the red building. Please do not park by our entrance, this area is for Thiel's Motorsports only. Do not park in front of garage doors.
7. Please leave toys/dolls at home, unless it's a special day!
8. In case of bad weather, Simple Gifts Dance follows Upper Sandusky School's inclement weather cancellations. If Upper Schools are canceled, dance is canceled.
9. Please put your child's name inside of shoes, on water bottles, and anything brought to dance class.
10. Ballet shoes are available to order for $10 or $15 through Miss Jill. If shoes are not worn, dancer must be barefoot.
Registration: New Student $5
no fee for Returning Students
Monthly Fees: $25 a month/due for age 3-6 classes at the first class of the beginning of each month
$30 for Ballet 1, 2, 3
($2 late fee if not received by 15th of each month)
Please give your fees to Miss Jill or place in the mailbox in the waiting room. If paying with cash please place in an envelope marked with dancer's name.
If your child misses a class, he/she is welcome to make up the class by going to an identical age/level class. *feel free to ask about class schedule*
Credits will not be issued for missed classes, unless a class is canceled by an instructor
(due to weather, etc)
Dancers show respect for themselves by:
being prompt for class
being dressed properly for class: AGES 3-6 pink leotard/pink tights (with our without pink skirt) AGES 7-teen Black leotard/pink tights with our without black skirt, boys wear white shirt/black pants/shorts, without jewelry other than small earrings, and with shoe strings either tucked in or tied in knot and cut off.
having their hair up and off the neck in a ponytail, braid, bun or headband.
Dancers show respect for others by:
1. keeping their hands to themselves during class
2. waiting quietly for others to have a turn and for instructions from their teacher
3. waiting until the music is finished before entering the classroom if they are late for class
4. talking with one another only during Share Time
5. supporting other student’s efforts, never laughing, pointing or whispering
Dancers show respect for their teacher and the art form they are learning by:
being properly dressed and ready for class on time
listening when the teacher speaks
being prepared for their turn
always asking before leaving the room for any reason (never walking through dancers who are dancing)
always finishing every exercise, never walking off noisily or showing anger or aggravation.
Dancers show respect for their studio by:
leaving gum, food or drinks outside
never hanging or leaning on the barres
never running or doing gymnastics in the studio or lobby
putting trash in its proper place
putting away books and magazines when finished with them
turning off cell phones
Parents show respect for the dance class, teachers and studio by:
coming inside the studio to drop off and pick up dancers, it is unsafe to allow children to walk through the parking lot alone. Teaching children to never run or scream in the studio, waiting area or parking lot
never leaving siblings in the waiting room unattended by a parent (put toys, crayons, etc, away after using them)
bringing dancers to class on time and picking them up promptly after class
making sure the dancer has had the opportunity to use the restroom before class
letting us know in advance if the student is going to be absent/ making arrangements to make up missed classes
clearly marking all of their child’s items and leaving toys at home
waiting in the waiting room until class is over, Not entering studio while a class is in session
Reading emails, Facebook page, or website, or sign up for Remind.com/join/98ekc
Dance Class Structure:
As the owner and instructor of Simple Gifts Dance I am devoted to making sure I am teaching effectively, appropriately by age and development, and that each class is a positive environment for young ones to learn and to enjoy dance!
2 incentives to each of the classes:
1. Share Time: The first 5 minutes of each class will be the time for the dancers to share and their time to talk. I will introduce the focus of the day's class and give each dancer a chance to share with me and their class. *The rest of the class will be dance time. Dancers will learn to only talk during share time! *
2. A Sticker Reward System: I will have a very special book where I keep a log of every dancer for every class. At the end of each class, those dancers who have tried their best and have followed the dance class manners. (such as respecting the teacher, and other dancers) will get a sticker in my book. Those who don't follow the dance manners will not. *if that should happen I will speak with the parent/guardian who is picking up their dancer, as to why they didn't...so each dancer can be encouraged to work on it for next class.
**very important!**the sticker is not for how well they danced, for their technique or for their best pointed toes, it is for how well they listen, follow directions and for their effort!
Each dancer will get another sticker as they leave just for coming to class!
Five Point Reward System
The system allows each dancer a chance to earn five points
during each class session. Dancers can earn one point for each item in the following list, but dancers behaving in a negative manner during class can lose points for the ʻrespect for other
dancers and teachersʼ and ʻwork ethicʼ items.
• Dress Code: Correct leotard, tights, and shoes; no jewelry
• Hair: pulled back in bun or pony tail
• Promptness: Not late for class; lined up; dressed and ready
• Work Ethic: Focused; trying hard
• Respect for Other Dancers and Teachers
Students that show negative behavior will have their parents notified. Students that have the most points earned at the end of the month will be recognized on the studio bulletin board.
It is considered normal for children to show distress, anger, and sadness when separated from their primary caregiver within the early childhood years (0-5 years old). In fact, the emergence of separation anxiety often emerges around the time of a child’s first birthday. Although this is a normal difficulty that many children experience, it is nonetheless unsettling for all parties involved — the child, the parent, and the other caregiver or adult. In fact, many parents experience extremely difficult emotions similar to their child’sd istress when separating. However, it is important to manage this distress effectively to allow your child to
make gains in the areas of independence and trust.
Below is a list of some tips you can try in helping your child deal with separation anxiety.
• Talk with the other adult caregiver and develop a plan that will both increase your confidence and also ease your child’s difficulty with saying goodbye. If you think about it, your child’s teacher, babysitter, or day care worker might have some experience in helping other children with this difficulty. Hear what they have to say and trust their experience. Overall, any plan you develop should focus on praising and rewarding your child for being brave and independent.
• Be aware of the timing of your goodbyes. In essence, children are more likely to display unsettling reactions, such as tantruming, yelling, crying, and screaming, when they are tired, hungry, or restless. If at all possible, schedule your goodbyes after your child has napped and eaten a meal or snack.
• Practice separation for short periods of time before you expect your child to stay away from you for longer periods of time. Even if it is just for 15 minutes, this will help your child learn that you return after you leave, which is a lesson children in the younger age groups have difficulty truly comprehending
• It may also be helpful to prepare your child for the separation. This may involve informing them of the routine of driving somewhere, saying goodbye, and then meeting up again when you return. It may also be helpful for your child to meet the adult caregiver ahead of time if possible.
• When saying goodbye to your little one, remember to be calm and consistent. Remember, that if you show distress, he or she will likely increase in their discomfort. One way to improve your consistency is to create a goodbye ritual, consisting of a pleasant yet firm goodbye. You can also mention when you will be coming back, and where you will be while the two of you are separated. A special kiss or wave can also be comforting. Once you have said your goodbye or completed your goodbye ritual, then it is time to leave. If you linger or come back, you will likely create more distress in your child, as they will then be more uncertain about your separation.
• Also, when it comes time to say goodbye, connect with the adult caregiver who will be taking care of your child. It may be best for the adult caregiver to make physical contact, such as holding your child in their arms or holding hands with your child. Reassure your child that you know the adult caregiver will take good care of them while you are gone.
• Be sure to return when you have said you would return. This is critical, as you want your child to develop the confidence that separating from you is a consistent and predictable experience.
If your child persists with difficult behavior upon separating even after consistent efforts as suggested above, or if your child is six years or older, then advice from your pediatrician or a mental health professional may be necessary.
Authored by Annie W. Spell, Ph.D. – Psychological Consultant of Leap ‘N Learn.