Staging in the class room

Imagine an improviser on stage. However, they are not standing center stage. They are all the way in the back, in the corner of the stage.

Maybe you are intrigued: scenes barely start from there. Or maybe you are annoyed, because you cannot hear them well. In any case, you notice their location.

Staging matters.

Where you are on the stage means something. It creates a story. Or emotions. Or both.

If you are a performer, you probably know this. But as a teacher, do you also think about this?

Where we are in the class room also means something. A workshop that starts in a circle feels different than a workshop that starts sitting behind tables. And having a teacher that stands in the middle of the circle, or on the outside, not being part of the circle is also a different experience.

You tell a different story. It evokes different emotions.

Do you think about where you position yourself in the room?

I already did this a fair bit, but now that the Covid measures ask of me that I keep more distance, I think about it even more.

Here are some examples of my ‘class room staging’:

When students come into the room I make an effort to be physically pointed towards the door with open body language. I used to shake hands with every new person, nowadays I keep it to eye contact and greeting them verbally.
I always make my own little corner for notes, water and music. It creates a space for me to pause and reflect during a class. And if there is something students briefly want to discuss in more private we can meet there.
In circle games I often stand in the middle first, even if it is just for explanation. That spot can be an intimidating place to be, and I want to be there with my students. ‘There’ also being: where it is scary.
When we play scenes, my favourite place to be is front row all the way to the side. It allows me to see both players and audience. I am also close enough to do side coaching if needed. In times of distancing I can more easily keep some space between students and myself.
In general I look for variation in my positioning. Observing an exercise from the other corner of the room gives me literally new angles on what is happening. Keeping distance is a little more challenging for someone who is used to walking around, so I am experimenting with putting more than 1 ‘teacher chair’ in the room.

When we think about how we teach, these choices reflect what type of teacher we are. Looking at my list, you probably see my ‘style’ shining through. One that emphasises connection. compassion and movement.

How about you? Do you think about your position in the room when you teach?

Which choices did you make and why? How does it reflect who you are as a teacher?

If -like me- you have to adapt to new measures, how can you still teach ‘in your style’?

And if this question is difficult, reach out. To me. To other teachers. Let’s create a new stage picture together.