Welcome to our Staff Hub

Please make sure you are part of the following Social Media sites and are commenting and being active throughout the year.

FACEBOOK:

1.Static Dance Studios - Ready Set Dance Glendenning

2. Ready Set Dance - 2025 Teachers (Australia & New Zealand)

3. Static Dance Studios RSD Teachers

INSTAGRAM

1. staticdancestudios

2. readysetdanceofficial

GOOGLE DRIVE

It is important that you have access to our STATIC Ready Set Google Drive.

Here you MUST upload all photos and videos from Ready Set weekly events, access information about mid-year and concert, and most importantly access our 2025 TEAM TASKS.

To access the google drive you will need:

Gmail: [email protected]

Password: StaticRSD2022

REMINDER WHEN UPLOADING TO GOOGLE DRIVE:

• Photos or videos MUST be uploaded 24 hours after that class.

• It is the HEAD TEACHERS responsibility to ensure the images are uploaded in time.

  READY SET DANCE OFFICAL PORTAL

  LINK: www.readysetdance.opcentral.com.au

  Please keep checking your portal and reading any updates received from Ready Set HQ. You will also access dances through the portal as well as the app.

BEFORE CLASS: Arrive 10mins prior to your first class

ENSURE YOU:

• Check “What’s inside the Box” and have enough stickers

• Check sticker charts

• Set up class room and tidy props

• Check Slack and Team Tasks on Google Drive (to remain up-to-date with team tasks)

DURING CLASS:

• Mark the roll (compulsory)

• Celebrate birthdays if the birthday symbol appears

• DO NOT take or upload photos of students if they have this red eye with a line crossed over it. Parents have NOT given us permission to take pictures.

• Get through a large percentage of syllabus outcomes

• Celebrate “What’s inside the Box” and fill out sticker charts

• Make sure students are SAFE at all times - know where your students are.

• If you have students who need to go to the toilet, take them to their grown-up. If they are not at the studio revise“Toilet Policies” on Staff Hub

• After Class:Throw away wrappers, tissues and other pieces of rubbish

• Place all props away in correct boxes

• Put sticker charts away

• Upload photos or videos (if required)

EXPECTATION FOR ALL TEACHERS:

• Wear the correct uniform at ALL TIMES -

  - RSD shirt or baseball top

  - RSD Shorts or Black long pants/tights,

  - RSD hair piece, correct shoes

• Know your content and dances required to be taught in each term

• Know which week you are posting on “Static Dance Studios - Ready Set Dance Glendenning Page” - make sure you communicate with the team the photos/ videos required and be creative with your post

• Know how to use the Ready Set Dance App to find the Music for each Term

• Find your own covers when away and follow the protocols of being away (details under Communication in RSD)

HEAD TEACHER EXPECTATIONS:

• Communicating and reminding families about special events coming up before your class

• Build a relationship with your parents. Spare a few minutes in the waiting room before each class.

• Make sure weekly event photos are uploaded on time

• Celebrate Birthdays and know which students cannot be in social media photos.

• Communicate with your assistants - How do you handle children who are misbehaving? What is your action?

• What are your expectations for a class to run smoothly as a head teacher?

• What are your expectations of your assistant teacher? How are you dressing up/ running special events?

• Fill out the Team Tasks excel constantly to keep Miss Tania and Miss Trish in the loop with how you are travelling with specific tasks and goals needing to be achieved.

ASSISTANT TEACHER EXPECTATIONS:

• Handling Props - giving them to students, putting them away cleanly straiight after class

• Fixing shoelaces

• Putting students belongings back in their bags. Taking students to family or to the Toilet (following the SDS Toilet Policies)

• Be aware or music volume and turning up or down when necessary

• Ensure stars are straight and students are standing on them.

• Show love and care to the students, especially if anxious or nervous.

• Know how to deal with different types of behaviours to allow minimal class distractions.

• Be alert at all times

Clear Communication amongst the team will ensure a smooth running year for the whole team.

Here are the different means of Communication we use in Ready Set Dance at SDS.

SLACK

Slack is used to:

1.Inform the team about what photos/ videos they need to take for special event weeks

2.Celebrate Special Moments

3.Send urgent reminders to the team about upcoming tasks that are due.

4. Communicate or create chats within your team (as separate groups) is you are away and what te cover needs to know - information about the students, do particular photos need to be taken etc.

TEAM TASKS on Google Drive

This year we will be placing and constantly updating any tasks or jobs that the team may be required to do. This could be reminders about special event weeks, to informing the team when specific tasks are due. This means of communication will allow all RSD teachers can clearly see what events are required to be achieved. 

REQUESTS FOR LEAVE: PROCEDURE

Do NOT go onto Slack and ask if anyone is available to teach your class.

Please follow these steps to abide by the SDS Policies if you need to take time off or cannot attend one of your lessons.

1. Check the LEAVE FORM on your staff hub to see if other teachers have placed in their leave (we want to avoid have both teachers away at the same time as much as possible!)

2. Speak to Miss Trish about the dates you would like to have off/ need off AND have this time off APPROVED & CONFIRMED. 

3. Personally message team members to see who can cover your class. You can look up the Term Availability excel sheet first OR message Miss Tania through Slack if you need assistance. If possible, avoid asking head teachers to cover an assistant teacher’s class and vice versa if possible. 

4. Fill out the Leave Form of the date you will be away and who is covering your classes so Miss Tracey and the team can be informed with covers and who to expect that week 

Here are some situations you may encounter and strategise on how to handle these situations.

1. WHAT IF A CHILD WET'S THEMSELVES IN CLASS?

1. Do not make a big fuss of the situation! We do not want to embarrass the child.

2. Allow the assistant teacher to take the student to their grown up to be changed or to a female receptionist to help the student.

3. Move all students to the opposite end of the room, sit them down and sing a song or do routine that can be to the side.

4. Clean up the area using the the bucket of steaming hot water, disinfectant and the mop.

5. Allow area to dry before students stand in that area.

6. Do not stop class and wait for the area to be cleaned, be creative in continuing the class so students can still cover syllabus content. 

2. WHAT IF A CHILD CONTINUALLY ESCAPES THE CLASSROOM?

-Start by placing rules in the classroom where students repeat you saying “teacher touches the door”. This is to remind all students to not touch the door handle to leave the classroom.

-Have an assistant teacher near the door to help stop the child from leaving the classroom. If the child continues to run for the door, ask why they are trying to go outside.

-If it is to see their grown up, show them the few syllabus cards left to achieve and then they get to see their families.

Create a distraction near the door - place a Twirl or Freeze Doll at the entrance at the door to distract the child from runninng out.

If this behaviour continues, speak to the grown up. Ask the family is there are reason they are running out to them? Hunger? Anxiety? Tired? And come up with solutions to help reduce the child needing their grown up.

3. WHAT IF A CHILD IS CLINGING ONTO THEIR GROWN-UP, CRYING IN THE RECEPTION AND/OR REFUSING TO COME INTO THE CLASSROOM?

When a child is upset and reluctant to join the class, follow these steps to provide comfort and encourage participation:

1. Begin Class with Minimal Disruption

Bring the rest of the class into the room and have one teacher ready to start the session. Assign the teacher with the closest relationship with the unsettled child to assist.

2. Tailor Your Approach Based on the Child and Family

Depending on the child’s needs and family dynamic, choose an appropriate method to bring them into the classroom:

a. For Crying but Cooperative Children

Gently hold their hand and guide them into the room.

Offer comforting options, such as: A twirl or freeze doll. A cuddle. Sitting next to the teacher as their "buddy."

b. For Children Clinging to Their Grown-Up

Ask the grown-up for permission to carry the child into the room. Reassure the grown-up that if their child does not settle, they will be brought back out to them. Once inside, distract the child with comforting or joyful activities: A twirl, freeze doll, or fun prop.A carrot (reward), sticker, or a specific colored star.

3. The Power of Play

Play is key to building trust and relationships with the child. Use playful interactions to help them feel comfortable and included.

4. When the Child Refuses to Enter

If the child still refuses to come into the room, consider asking the grown-up to sit on the side and observe as a form of encouragement.

Note: This should be a last resort, as it’s important to avoid creating co-dependency where the child feels they need their grown-up in class every

lesson.

By using gentle encouragement, playful interactions, and clear communication with grown-ups, we can create a supportive and welcoming environment for every child at Static Dance Studios.

If and when the child settles into the class, do not forget to give them PRAISE for being BRAVE.

4. WHAT IF A CHILD KICKS, PUNCHES OR SPITS AT A TEACHER OR STUDENT?

1. Separate the Children Involved

The Head Teacher should calmly approach the situation and separate the child who caused the incident from the child who was hurt.Get down to the child’s level and firmly, but kindly, explain that such behavior is not allowed and is not nice.

2. Understand the Cause

Ask the child who initiated the behaviour why they acted that way.This helps identify any underlying reasons or triggers for the behavior.

3. Ensure Safety

The Assistant Teacher should ensure the children remain separated to prevent further incidents.

4. Communicate with the Grown-Up

Speak privately with the parent or guardian of the child who caused the incident.Inform them about the behavior and any concerns, as there may be factors at home influencing the child’s actions.

5. Document the Incident

Report the incident on the Staff Hub Incident Report to keep the team informed and ensure proper documentation.

6. Address the Class (if necessary)

If the situation escalates, sit the class down and explain why the behavior is unacceptable. Use simple language to reinforce that such actions are not kind and are not allowed in the studio. Emphasize the importance of kindness and respect among classmates. By addressing incidents calmly and consistently, we ensure a safe, respectful, and nurturing environment for all children at Static Dance Studios.

In addition, ensure Tracey, Trish or Tania know to see if we need to involve parents to ensure this behaviour does not continue.

5. WHAT IF A CHILD IS INJURED DURING A CLASS?

Depending on the situation will depend on the required result.

No matter how small the injury is though, from a bandaid to an ice pack, please fill out an incident form on the Staff Hub so the team can keep track and check in with the student and family.

If, by any chance a student collapses, get the assistant teacher to run out to reception to come in and provide first aid. Head teacher must calmly move students to the opposite end of the room and stay with the child. Once assistant teacher returns, distract the children with a story, song or question to distract them from what is happening in the room. If possible have the students face away from the incident. 

6. WHAT DO YOU DO WITH A CHILD WHO ONLY WANTS TO BE CARRIED?

When working with a child who is persistent about being carried, use the following approach:

1. Encourage Participation

Start by encouraging the child with positive words, saying, “I’ll dance next to you!” If they join in the dance, gently move on to assist other students.

2. Redirect and Reinforce

If the child follows you, calmly guide them back to their designated spot (e.g., their star) and dance with them briefly.Gradually step away, demonstrating that you need to help others while still being supportive.

3. Address Tantrums with Patience

If the child has a meltdown (e.g., throws themselves on the ground crying), avoid immediately giving them attention. This helps them understand their frustration won’t manipulate the situation.

Once they calm down, approach them gently and ask:

“Would you like a cuddle?”

“Can you tell me why you’re upset?”

4. Involve the Head Teacher (if needed)

If the Assistant Teacher’s efforts don’t resolve the issue, the Head Teacher may step in to speak with the child.

During this time, the Assistant Teacher should seamlessly continue leading the class routine to maintain the flow of the session.

5. Celebrate Independent Efforts

If the child begins dancing independently, offer positive reinforcement with a high-five or encouraging words like, “Great job!”

Avoid making this a big announcement in front of the class, as it may lead to jealousy or increased demands for attention from other children.

6. Ensure Fairness and Transparency

Treat all children with equal care and attention to foster a positive and inclusive environment.

7. WHAT DO YOU DO IF A CHILD WANTS THEIR GROWN UP TO SIT IN THE DANCE ROOM?

When a child is persistent about having their grown-up in the room during their first dance class, follow these steps to support both the child and grown-up:

1. Quietly Speak with the Grown-Up

As they enter, have a calm and friendly conversation with the grown-up.Suggest that once their superstar settles into the class activities, they can quietly move to the waiting room and watch from the screen.Reassure them that if the child becomes anxious, we can tell them, “Your grown-up just went to the bathroom and will be back soon.”

2. Respond to Hysterical Behavior

If the child becomes hysterical and cannot be calmed, invite the grown-up back into the room to watch.Ensure the child feels safe and supported during this process.

3. Explain Studio Policies to the Grown-Up

Kindly inform the grown-up that we aim to minimize their presence in the room because:It helps children develop a trusting relationship with their teachers. It prevents other students from becoming upset that their grown-ups aren’t staying.

4. Address Ongoing Challenges

If the child continues to need their grown-up in the room, consider the following options:

Open Communication:

• Talk to the grown-up and child to identify what might help them feel more comfortable.

• Alternative Solutions: Allow the grown-up to watch with the blinds up as a compromise.

• Encourage the grown-up and child to create a special goodbye wave or routine (e.g., a hug and a sticker reward).

• Praise the child for staying in the class while their grown-up watches from outside.

8. WHAT DO YOU DO IF A PARENT WANTS TO SIT IN THE DANCE ROOM?

It’s essential to approach these situations with understanding and empathy. Here’s how to handle requests from grown-ups who want to stay in the dance room:

1. Understand the ReasonAsk Questions:

Politely inquire why the grown-up wants to stay in the room to better understand their concerns.For new parents, it’s often a fear of leaving their child with someone unfamiliar. Reassure them that their child is in caring hands.

2. Build Trust with New Parents

The Head Teacher and Assistant Teacher should introduce themselves during the first few weeks to help the grown-up feel at ease.If the parent appears stressed, provide them with the “It’s Okay to Cry” sheet, which addresses common anxieties about separation.Let the parent know you will give them an update at the end of class about how their child participated.This reassurance helps ease their minds and strengthens the relationship between the grown-up and the studio.

3. Address Requests from Grandparents or Other Grown-Ups

If a grandparent or another grown-up who doesn’t regularly drop off the child wants to watch:

• Politely inform them about the TV Screen in the waiting area, which shows everything happening in the class.

• Explain that having grown-ups in the room can distract the children, causing them to:

  -Constantly run to their grown-up.

  -Act shy or reserved in their presence.

• Highlight that it may also cause upset among other children who may want their own grown-ups to stay, as fairness is important.

4. Highlight Upcoming Opportunities

Let grown-ups know about special events where they are invited to watch their superstar in action, such as:Mother’s Day celebrationsEaster Week activitiesMid-Year ConcertsThese moments are excellent opportunities for them to witness their child’s progress in a structured setting.

By addressing concerns with understanding and offering alternative solutions, we can create a welcoming environment while maintaining a focused and inclusive classroom