Inclusive teaching checklist for Ballet and related disciplines: 

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NAMES/PRONOUNS

• Use gender-inclusive language: “students” or "dancers" 

• Ask students their preferred names and pronouns at the start of each semester

• Model this; tell students how to refer to you and what pronouns you use

• If you slip and use the wrong name or pronoun for a student, simply correct yourself, apologize, and move forward with class

• When speaking with parents, be aware that students may not be able to use their names/pronouns at home

 

CONSENT 

• Ask for consent before physically correcting a student with touch  (see consent worksheet for more information on what consent means) 

• Be prepared to hear and accept "No" as an answer

• Honor students' physical boundaries 

 

DRESS/GROOMING CODES

• Re-evaluate whether your dress codes are inclusive based on gender, race, or religion 

• Edit dress codes in handbooks and syllabi to include gender-inclusive language

 

RE-EVALUATE “ETIQUETTE” AND “TRADITION”

• Instead of “Men go last,” try offering “last group will go at a slower tempo”

• Thank one another with a neutral gesture at the end of class that does not perpetuate power dynamics or gender binaries (i.e asking dancers to utilize whichever version or gesture moves them that day)

 

LANGUAGE 

• Teachers: ask yourself who you are complimenting and for what? 

• What message are you sending if you only ever say “beautiful” to people with certain body types?

• Often, explicit language is necessary to make students feel seen and accepted: it can be helpful to remind students that they are seen, heard, welcomed, and respected  

 

ASK YOUR ARE STUDENTS ABOUT THEIR GOALS 

• This simple step gives your students agency over their education 

• Not every student is the same and should not be treated the same

 

PERSONAL RESPONSIBILITY 

• Be willing to change, adapt, and learn 

• Ask yourself what your investment in the power structure is. Check and re-check your privilege and power. Ask questions. Learn and listen. 

• Take stock regularly of any assumptions you may make about students’ behavior, work ethic, and attitude. Pursue information about identities that are unfamiliar to you.

 

Learning is a never-ending process. This checklist is just the beginning. For questions, concerns, or suggested addendums, email rosie@removecollective.com Last updated: November 12, 2022