Dancing online has become a full-fledged training format. You can leave all doubts in the past and start to enjoy the new dance reality. The problem is how to effectively practice dance when you are not with a teacher at the same point in time and space.

The most naive way of learning, which in most cases does not work – is a group class live in the canons of offline. The buzz of a group class lies in the atmosphere of the room, the close presence of other people, the physical charisma of the instructor who does everything here and now. There’s none of that in an online class.

Why bring everyone together at one point in time if everyone can choose a more appropriate moment? What changes if a student does an assignment or exercise not when the instructor is doing it elsewhere, too, but a little later? In the auditorium, the teacher sees the student, and feedback access is close.

The first gain in organizing your online learning begins with the moment of choice. This is all present already in the classic approaches of online courses and training programs. The student not only has the opportunity to choose a topic and any instructor he could reach, but also to decide for himself when, how much, and how often he will study.

The choice of location plays an important role. Economy of movement around the city, the lack of unnecessary additional factors and other things also go to the plus side of this format.

Conventional courses imply the presence of blocks and modules that can be combined. For example, on a simple basic level you can track your dance growth. To the limitations of this format can include a lack of feedback and problems with motivation, which in real life from the moment you go out to the studio is already solved by itself. As opposed to a very tempting couch or chair that you don’t want to get up from.

There are many strategies for how to use online effectively when conducting individual classes. Again, don’t repeat the mistakes of those who literally move the offline format to online. Let’s think together about how face-to-face meetings can be used effectively.

First, the teacher’s task would include a deeper examination of what the student wants to get out of it. That is, simply entertaining or doing something while practicing for an hour will not work. The instructor will need to get a video or request from the student and then get to work.

Second, the level of personalization will be not only in the ability to discuss general topics, but also in the competent preparation of a set of exercises with clear criteria for development. Working with individual blockages is the value of personal work.

Third, the possibility of deferred questions and answers allows you to communicate not here and now, but in a format of contact in which the teacher and the student respond at a time when it is convenient for them. It also gives time for more extensive preparation of the answer or assignment.