Episode 15 - Dance is a Lifestyle!

 
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Erin Pride is our guest on the show today and she is no stranger to Dance. Through her life Dance has been her passion, her catharsis and ultimately her career.

Erin has learned first hand that dance is more than just a technical sport, it is a lifestyle that requires cultivation and personal development. Erin shares with us why she feels the personal development of a student is the top priority and even aids their progress as a dancer.

IG: @erinpride

Host - Dan: FitDEGREE is more than just two guys with microphones. It is the studio management software you've been looking for. For more info, reach out to me on our website at www.fitdegree.com, on Instagram at the handle fitdegree or my email dan.berger, that's b-e-r-g-e-r, @fitdegree.com to get the conversation started. All right, now onto the show.

Host - Dan: What's going on everybody and welcome, welcome, welcome back to another episode of the fitDEGREE podcast. Dan and Nick here, your host and cohost as usual, joined today by a fellow New Jerseyian. Erin Pride is our guest on the show today and she is no stranger to dance. Through her life, dance has been her passion, her catharsis, and ultimately her career. Erin has learned firsthand that dance is more than just a technical sport. It's a lifestyle that requires cultivation and personal development. Erin's going to share with us why she feels that personal development of the student is the top priority and even aids their progress as a dancer. Welcome to the show, Erin. Glad you could join us today.

Guest - Erin: Hey guys, that intro was awesome. I'm excited to be here.

Host - Dan: Well, thank you. We're excited to have you. So take us back a little bit. Give us a little bit of your background. Let's let the listeners get to know you and your experience with dance.

Guest - Erin: So I grew up in Patterson, which is an inner city. There were three high schools at the time and there was one that was considered the safest and it was a performing arts high school. So my mom had a plan. When I was four she put me in dance to get me into this high school so that ... She wanted me to be nurtured and feel safe. So after that I fell in love with dance and I decided to go to college to get my undergraduate degree. I went to Marymount Manhattan in my first year and it was a total failure for me. It was super competitive, the dancers were like blowing me out of the water and it was just such a large learning environment. So one of the teachers there suggested that I transfer to Montclair State University and I feel like there I really soared.

Guest - Erin: It was individualized attention and I really got to hone into my craft and I didn't get bogged down with like the comparison and the competitive game. So it was definitely the environment I needed. Later on in life on the dance teacher at my high school that I went to left and I took over her job. I was like, I don't want to be a teacher. My parents were like, we're not supporting you anymore. You need to get a job. And I was like, fine. So I got the job, and I fell in love with dance education. Like it was so crazy. I loved performing and I can't believe like teaching these kids, watching them succeed and really just sharing with them fulfills me more than performing and I was just blown out of the water. That was 14 years ago.

Host - Dan: That's tough. When there's something you love and you love doing it ... You remember when you first started out and you're like, no, I'm so happy. I'm not at the beginner levels. I love the high levels. I don't want to have to go back to dealing with the beginning level every day. And it was the same thing for me when I started coaching rugby. I was like, I worked so hard to get up to this. Now I'm going to be like, I joined a coaching staff as the bottom guy. I was like, great. I'm going to be teaching kids how to pass and catch, like where's the fun in that? But it's so rewarding when you see them starting to get it and you're like, I taught you that. You're getting it.

Guest - Erin: Right. And let me tell you something, like teaching basic classes is what teaches you how to teach because you have to step outside of your comfort zone. You have to deconstruct everything you ever learned so that you can deliver this information to these students.

Host - Dan: It also makes sure you know your fundamentals.

Guest - Erin: Right. That's what really gave me my teaching roots, like having to teach beginners. So then I went to get my masters at NYU for dance education. At that time, this is going to date me in age, there was no ... Montclair State didn't have a dance masters, Rutgers didn't, now they do, but the only one available was NYU. So I was like, God, please let me get into this school.

Support - Nick: Yeah, it's a big deal.

Host - Dan: That's a big name.

Guest - Erin: Yeah, it's a big money too.

Host - Dan: What isn't in New York?

Guest - Erin: I know, and I got my masters and from there I just started ... I don't know, I fell in love, but I fell in love with other things in dance education, like I created festivals. I created different opportunities for artists because I was like, it was more than just dance for me. It was like a lifestyle, how to expose more people to the art, just at least to appreciate it even if they don't want to pursue it.

Host - Dan: So that's really interesting. You just created festivals and these events. Nick and I obviously know about studio fitness on the business end of it, but as far as dance and specific and festivals, what's the procedure, the permits, the go about for just saying, I want to create a dance festival, what goes into that?

Guest - Erin: See guys, I'm a psycho. I'm a Capricorn, when I say I'm going to do something, I don't even have to know how to do it, I just jump in, get my feet wet and figure it out. I am not afraid to call people and ask for help. So I think when I did the festival, I had no idea, I had no money. And then I just started reaching out in Patterson, I grew up there. I was like, okay, who do I know on the city council? Who can help me get the permit? What do I need? I just made phone calls and just freaking figured it out. And people want to support you, especially when you're from their community.

Guest - Erin: And I asked for help. I partnered with people. That's one thing I learned in the journey of life, the only thing that's stopping you is your fear. You might not end up exactly where you want to be, but if you just ask for help, you'll end up on the right track. And that's what I did. I learned about the permits. I learned about how to adjudicate people's pieces that sent them in. It was just like an amazing ride creating that festival. It lasted for like four years. And then I was like, okay, this is good. I want to move on to the next thing.

Host - Dan: So did you hand it over to someone else or without Erin The festival wasn't happening?

Guest - Erin: So that's the thing about the Patterson community, there's a lot of like hope for the arts. So in general, I think those people who say they want to do when people who do.

Support - Nick: I think that's more than anything.

Guest - Erin: I feel like a lot of people say they wanted to do the festival or a similar festival but they didn't do and that's just like ... It just stopped. Nobody does anything really anymore, and maybe that'll come back at another time in my life but right now I'm focusing a lot on the dance education consulting, my podcast and just really building my audience and spreading dance education, love and philosophy as much as I can.

Host - Dan: Absolutely. So without Erin, that festival wasn't happening. Okay, so that's awesome background. You were getting ready to, if I'm not mistaken, jump into kind of where you're at right now, right?

Guest - Erin: Yeah, I was.

Host - Dan: Awesome. Well, take it away.

Guest - Erin: Well, where am I at right now? I've been teaching dance at k through 12 setting for 14 years. I own two studios. I partnered in one dance studio and it wasn't up my alley because when you start ... You guys collaborate together, we mapped out our vision and they totally went in a different route of a competitive studio and that just was not my jam. So I kind of broke off, took some time off and then opened a studio that that was more for pre-professional dancers that of competition. And then I was like, I really don't like running a dance studio, what I like doing is organizing everything. I had to really get clear with myself.

Guest - Erin: So I've had a journey of trying things and stopping things just to figure out what I want to do and I just figure it's just different seasons in my life and it all adds up to the end story where I'm going to end up. I do dance education consulting now, I have a podcast where I bring on guests and I just talk about dance education. And then I also talk about dance entrepreneurship, which I'm really passionate about in my classroom as well. I want to teach my students that, yes, we train hard, but you are still successful. Even if you don't want to be a dancer, you can be a dance entrepreneur, you can start a podcast, you can start a clothing line. There are so many avenues. So that is my focus right now.

Support - Nick: Awesome. That's a lot. And it's exciting that you're embracing the change, you're embracing the seasons, you called it. Everything is just leading to the next, there's no failures, there's no successes. It's all one giant journey.

Host - Dan: I really like the analogy you used, there are different seasons. It's just different seasons in your life. Seasons change, right now we happen to be in the cold and in my opinion, less pleasant one but that means there's a nice warm, sunny one on the way.

Guest - Erin: Yeah. And I used to be so down on myself. I used to be like, oh my gosh, am I a flake? Am I just the person who just doesn't know what they want to do? And then I was just like, no, I heard it from somebody else, I don't remember who was talking about the seasons and I was like, these are the seasons in my life and right now this is the season I'm in.

Support - Nick: Right. I think that's a good thing to call out is that you talked before where there's people that say they want to do things versus people that actually do things, so maybe there was a little identity crisis thinking you're a flake. You just want to do stuff for a little bit, you don't want to see it all the way through, but that's what it takes to find your passion. There's a lot of entrepreneurs that will believe that you shouldn't dive right into it. You should try to learn a little bit before you get involved and they'll say, get as many internships as you possibly ... That was the whole point of internships originally, it wasn't to get a little bit of job experience then go into that field, it was to try-

Host - Dan: Or to check a box on your resume.

Support - Nick: Yeah, it was to try lot of different career routes and see which space you fit into the best. So it's kind of in a weird way what you did, it wasn't quite an internship because you were starting businesses and such, but that was kind of the idea that you tried multiple different routes to get to where you are today, where it sounds like you're at your most happiness.

Host - Dan: In my opinion, that takes more courage. You talked about facing fears, which is a big thing for me. My mentor always told me people who aren't afraid or foolish; people who see their fears and face them are courageous. I was having a discussion yesterday with someone, she has a 4.0 GPA in undergrad, she kept her 4.0 in postgrad, she's got an awesome internship and her whole thing was, I want security. I want to go to a job, I've got to check my boxes, I've got to have the right internships, the right GPA, and when I get this job in a big corporation, a good job, I will have security. This person I spoke to would never, once she has that security, would never leave it for something else. That's just not her personality type. And there's nothing wrong with that. But you jumped from thing to thing to find what you loved, to truly what makes you happy. What if this person gets there and finds out that's not what makes them happy.

Support - Nick: They'll have a panic attack.

Host - Dan: It very well may. What if it doesn't? They will have a lot of trouble changing. You've jumped to so many things you've learned in terms of life experience so much more and I think that takes a lot of courage.

Guest - Erin: Yeah. And you know, I just look at it like quarters of the business now. I say, so I have a podcast, I have the Facebook Live, I have the blog, right now for this quarter, it's okay. Next quarter, it might not fit into my life. So I'm trying not to think of it like this big pressure, it's just what's happening right now. And if it doesn't work out, it's fine. And I'm not the type of person who could stay somewhere that I wasn't happy. I am so grateful that I love my job. I do want to leave eventually, but at the core of it, I enjoy teaching those students. And if I didn't enjoy them, I really don't think I would be there.

Host - Dan: And that wouldn't be fair to the students because in an art, dance is an art of passion, if you're not passionate, how is that ... You think these students aren't going to pick up on that? I think they would.

Guest - Erin: Right, exactly. And that's why I like to integrate my passions into my teaching because if I don't, I get burnt out.

Host - Dan: And speaking of your teaching, so you had mentioned when you went to your first university, it was very competitive. You didn't feel you got the personal attention. It was hard for you to shine. And then when you went to Montclair, you got more personal development as opposed to drill sergeant type teachings. And you also had mentioned to me when we spoke before this, that when you first began instructing you were that drill sergeant and you kind of had to change things around because you realized what worked for you and you want it to focus more on this personal development. Tell us a little bit about why you feel that personal development of your students is the top priority and how that pays dividends down the line as opposed to the technical development.

Guest - Erin: Sure. So first, I am strict. I'm a strict teacher, that's my MO. First of all, I came from Patterson. I know how hard it is to get out of Patterson and I expect my students to be better than the best, not technically, but as humans because they have to fight a different race. So that is like at my core of it. When I first started teaching, I was just focused on getting them into college for dance and building this program and I really didn't think about my interest or their interest at all and it poured into my personal relationship. I remember I was dating a guy and he's like, all you do is think about your job, all you do is plan, plan, plan.

Guest - Erin: And I started to look at myself and I said, is all I am a dance teacher? What else do I like to do. So I started to incorp- ... It's not this clear on my journey. When I work with my clients now, I have a system that I put in place, but the basis of it is I started to ask myself what other interests do I have? First of all, I loved planning festivals. So I would have an internship with my students that helped plan the festival. I love dance entrepreneurship, so now my students take a dance entrepreneurship course.

Guest - Erin: I'm trying to diversify my classes and my curriculum so that it's all inclusive and like it really develops them as a human to be successful in any field they pursue other than just being able to do a really good leap or a really good technical moves. That's important to me, they need to know their craft but at the end of the day, what is my mission? And my mission is to empower them to believe that they can pursue anything they want to pursue. And if they don't become a professional dancer, they can still contribute to the dance world. They have a voice.

Support - Nick: I like that a lot, contribute to the dance world in some way, shape or form.

Host - Dan: So how many students have any idea what they're getting into when they think, I'm going to go learn how to dance and do they show up and it's like, that's what you thought you were going to learn here. You're going to learn a whole lot more. How many of them are like, this is not what I thought I was getting into. Not in a negative way, but are surprised, even parents, surprised by the depth of what you have to offer.

Guest - Erin: No, it's hard. It's hard. Some students are on board and some students aren't. I find that because I work at a performing arts high school, when I get students that come from a competition studio versus the student who just comes and never danced before, the competition students are a little bit harder to break the mold of it just being about training. When I dive in and I'm like, can you talk about that? Can you tell me how that felt? Can you tell me what you thought when you saw that piece?

Host - Dan: They're like that's not my job. My job is to your dance.

Guest - Erin: Right. And then they don't understand that the layer of them being a good performer is the layer of them being able to articulate their beliefs and their desires. Once you can talk about what you feel, you can portray that through dance because it's about getting deep to be a really authentic performer.

Host - Dan: Myself being from any sport experience, I have a non-expressive background. None of them are expressive. That's a really interesting thing you just said to me that these competition people come in and they're robotic, but you're like, no. You have to be able to articulate and express because that's what dance is. It's expression of self. So I find that incredibly interesting. Do you find a lot of places fail to hit that point when they teach?

Guest - Erin: Yeah, I do. Because like at the end of the day, let's talk about it. What do parents want? A lot of parents want to see their child being able to do what they see on TV, so I think it's a cultural thing. I don't think it's the studio is fault, it's that they need to make money, they need to get feet in the studio. So you definitely have to reach the masses and the masses sees things like, So You Think You Can Dance and all those other shows. But what those shows don't necessarily show you is these kids on there, some of them are artists. They're training is more than just taking technique class. So there's a gap I think.

Host - Dan: Okay, now that sounds awesome to me that you're helping to, in a sense, educate and fill that gap. Teach people that you're not a better dancer because you've got the technique down and you've got these trophies, you're going to be a great dancer though if you can learn to truly express yourself and what this means to you.

Guest - Erin: Yeah, but more so I'm like, yeah, you're here to dance but what else? Who are you? Who are you? What do you have to say? Besides showing up and performing, what do you have to say? Because you're voice is what's going to invoke change. So yeah, you can be a great dancer by showing up and putting on a face and technically, but I want my students to be innovators. I want them to be the ones that change things and perspectives in the world. So that's the way I push them.

Host - Dan: Hell yeah. That's good for you. That is awesome. So not only as this, parents, they're the ones ... I would imagine, the kid says, I want to dance, goes dance. Parents certainly may not have any idea about this till they get there. Do you find that parents are like, this is so much more for my child than I thought it was going to be when I brought them in? Thank you, my child has grown in more ways than I expected from this.

Guest - Erin: Yeah. Because I've been teaching there so long, I have my tribe of parents and people that really believe in me and they're so grateful but I also then had those parents who are like, you're asking too much of my child and then I have to say, well this is what ... Because I'm very clear. I'm like, this is what we're going to be working on if you come into the program, this is my expectation and people don't ... I think people forget it. [inaudible 00:18:31] they're like, what are you asking my child?

Guest - Erin: I'm like, listen, this is what I do like. You can always go somewhere else. And that's the other thing, I used to be really like, oh my God, my dance classes aren't the best. My school isn't the best, so many people have more people, come to a big comparison game, but really teaching from a values place made me realize, no, Erin, you have your tribe. I have my tribe. The right people will come in and if it's not as many people as I wanted it to be, I have to be okay with that.

Support - Nick: Yeah, for sure. And I was going to say, do you market that way? Is that the marketing message that you're putting out there, more than a dancer almost compared to those other schools that are saying, hey come here to be a competitive dancer?

Guest - Erin: That's a great question. I was just on Facebook Live talking about this. When I owned a dance studio, my own dance studio, I did market it talking about it being a pre-professional program and I highlighted some of the things that were integrated into that like them having a really big emphasis on seeing live performances and deconstructing and talking about them and creating their own work. So when I had my own studio, I did market that way. And for the high school program, I don't really have to market because it's just like the height that ... The grammar school kids come to audition there anyway but for my studio I did market it that way.

Support - Nick: Yeah, that's a big thing. Like you said, setting expectations after you meet with them, but also like letting them know what they're getting ... They're actively coming, so I thought it was maybe the parents ... I was confused on that part too. Did they not know what they were getting into ahead of time? But now you're addressing them from the high school perspective. They come in day one, lay out the expectations. They say great, this is why I want them to go to the dance high school and then they're still shocked.

Guest - Erin: No, for the high school they audition the year before and it's just the students and I. So basically they get an overview of the program, but once they are accepted and agree to come, they get like a yearly outline of syllabus and the parent signs off on it.

Support - Nick: So it's in writing, they have it clearly [inaudible 00:20:35].

Guest - Erin: I'm like, really, you signed this. So this is what I do.

Support - Nick: Give me your soul.

Guest - Erin: Give me your soul so I could feed it.

Support - Nick: Well are the kids complaining or are the parents stepping for them?

Guest - Erin: Okay, it's like the demographic. A lot of people and a lot of parents in Patterson don't show up with because they're working so many jobs. That doesn't happen there, but the students moreso ... Some students don't buy in, some students don't want to invest. The culture is different. 14 years ago when I was teaching, because students were more invested in just learning I think. I think now with technology, it's like 14 years later, it's hard to get a student. So like even open their mouth and talk.

Host - Dan: So I was going to ask with this whole, in recent years, this whole everybody gets a trophy thing, have you noticed the way that comes through in your students' attitudes? If they're not the best, if they're not told that the best, if someone's not performing and you're like, well you need to step up, do they get mad and pout or do they rise to the challenge? Have you noticed a difference in this generation?

Guest - Erin: Well, I think it's how you run your classroom. I've never shifted. Everybody doesn't get a trophy and I tell my students, I take them out to pieces. I'll be like, you aren't performing to your level. You cannot be in this piece. You cannot be in this section but I always preface it with ... I always prepare my students for what's going to happen. I'm not just showing up one day saying, you're not doing good. You can't be in this. No, guys, we're learning this piece, if you are not performing to your bar of performance, you will not be in it. Period.

Host - Dan: And it seems like you have an advantage there because like you got ac- ... I know you're good enough, you got accepted into this program. You tried out, I accepted you, so you know what they're capable of. So if they're not performing, like you said, they're not as invested, that's good for you. It's great that you call them out for lack of a better term and help them rise to their potential.

Guest - Erin: I had this one story, this one student, we had a, what was it, our Christmas, our holiday performance and she wasn't in a lot of parts and then she was upset and making a fit in class. And I was like, okay, I'll talk to you after class. So we talk. I said, "What's wrong?" She was like, "I'm not in a lot of parts." And I said, "Okay, do you work hard in class consistently? Honestly?" She's like, "No." I said, "Then how can I [crosstalk 00:23:02].

Host - Dan: At least she was honest.

Guest - Erin: And then I said, "How can I trust you on stage?" I said, "I give people the parts that I can trust ..." I said, "If you can promise me that you will start working to a certain rigor, I will promise you, I will give you more parts. Do you promise" She said, "Yes." And now she's been showing up. So you show up, you get rewarded, you don't, you don't.

Support - Nick: That's awesome. It's really about giving it your best. It's kind of like the brilliant jerk of the work team or like the favorite athlete of the sports team where it's like, I don't care, and I don't know what this person's talent level was, but it's just like, I don't care how talented you are, raw talented you are at times. I need you to be consistent. And I need you to give it your best effort because like you just said, I can't trust you that if I put you in a big part, when the show comes around, I don't know where you're going to be. At least for the person that's maybe less talented, I know they're going to give 100%. They're going to show up, they're going to do their part. I can trust them to do their part. I'm going to set them up for success.

Guest - Erin: Yeah. And that's exactly it. I talk about this with like my clients and stuff. It's really beneficial to choreograph to fit your students needs. People go in with these grandiose ideas and then they don't let the students that can't get it be highlighted, but if you are a good teacher, a teacher that cares, you'll create work and sections that highlight everybody so that even the less technically proficient dancer can have a section where they are highlighted if they're working and they deserve it.

Host - Dan: So do you have a system when you get new students in, a way you go about saying, okay, let me see what the skill of these students are, who shines where. Great. Do you build the curriculum from experience knowing you're going to get students of different skill levels and it'll work or do you get your group in, do you assess your group and then figure out how you're going to teach and train them? What's your system like?

Guest - Erin: Well, I have a baseline. I did the work. I have my benchmarks, my assessments and my goals and objectives for my classes, but every year, depending on the student population, is where it shifts. So let's say in my curriculum, I say for the first quarter or the first marking period, I'm going to work on these skills. Well, if the students are more advanced, I shift the skill by adding harder elements. So it doesn't have to be like you have to rewrite the whole thing, maybe those exercises are done up to tempo, maybe they change faces, maybe they add [inaudible 00:25:29]. I think just adding those things to diversify your curriculum to fit all needs or subtracting. So in all, it's an addition and subtraction game. I have it all mapped out and when I get students that are on a lower level, I take stuff away and when I get them on a harder level, I add stuff in.

Host - Dan: Well that's great. So is this just a system built upon years of experience?

Guest - Erin: Yeah, so basically because I'm a k through 12 teacher, it's crazy. You go into your first years of teaching and you have math and science teachers talking about curriculum assessments, benchmarks, you do not get that in a BFA program. This was before I even went to NYU, so I was like, what is this? Why do I have to do it? So eventually I stopped resisting cause resistance was causing me pain. I was like, what am I doing? And I adapted them and I figured out a strategy and a system to put them in language that dancers can use and also assist them so that it's a one page document so that dance teachers could just glance at it. Because I find like when I was putting it in like separate documents, who has time for that? Who has time to go through all these documents?

Host - Dan: I don't think I ever read a syllabus in college, I just signed it.

Guest - Erin: So like my one page document would be like, okay, today's class is say it's modern, today's modern. Today we're working on releve we're working on roll down and we're working on side curves. My goal for today is to get the students to do it up to tempo and my assessment will be, we will record it and they will watch it next class. That's all in a one line, one page document so that I could walk in in the morning, look at it and say okay, this is what I'm working on today.

Support - Nick: So right now you are teaching at the k through 12 level, correct?

Guest - Erin: Yes.

Support - Nick: And then you are also a consultant for dance studio.

Guest - Erin: For dance studios and dance educators.

Support - Nick: Okay. So now what does that look like if someone wants to get ahold of your services? They reached out and say, Erin, I want help. What are the next steps for them?

Guest - Erin: Okay, so I'm an energy person. I have to get on a call with you, it doesn't have to be video if that's not your jam but I need to hear your voice, I need to know ...

Support - Nick: That's fair.

Guest - Erin: I just need to know because I can't work with people I don't jive with or align with, I have to be true to that.

Support - Nick: I didn't know this, but before the podcast started, apparently Erin was auditing us because she told us we had great energy. So I didn't know that was, that quick three minute small talk was a tryout.

Guest - Erin: I just have to assess. I'm like okay, what kind of people are you? What can I feel? What is it? Because like I just don't want to serve everybody. I just want to serve people who-

Support - Nick: That's very fair.

Guest - Erin: So anyway, we got on a phone call and I talk about some of my services for dance studios. I help them create professional development theories for their stats. So basically they would tell me, okay Erin, we want to improve our classroom management this year. We want to improve our lesson planning or our teaching strategies and I would create a virtual professional development series for their studio that they can roll out. And then I would help them assess if their staff is actually meeting that. And I created that because dance studio owners do everything. They can't run the business, make sure their staff is doing well, artistically run the business, it's just so much. So I offer that.

Host - Dan: What's the name of your business if anyone's going to look for you?

Guest - Erin: Erindpride.com. It's Erin Pride but Erin Pride was taken as a URL and I was pissed so I had to go with my middle initial.

Support - Nick: That's okay.

Host - Dan: Easy enough for people to find you.

Guest - Erin: And then for dance teacher, I am actually having a lesson planning accelerator, which is actually a group coaching program and it opens on February 3rd and we plan your lessons for a year for one discipline in one class and it's a group program. We break down each system and how to, and especially they learn how to like do it again and again and again so that they have the tools and won't need the coaching a second time. And this is really good for people who like accountability to get different teaching philosophies and who really want to teach from a place that's value centered and student growth centered.

Support - Nick: That's exciting. Is that the first time you're running that program?

Guest - Erin: Yeah, I'm in the middle of a launch and in my head is spinning. This is my first and big launch.

Support - Nick: Yeah, it sounds like a big deal, and that's cool that you're giving them the tools to keep ... You don't want to teach them ... What is it?

Host - Dan: Give a man a fish, teach a man to fish.

Support - Nick: Yeah, exactly. You just want them to be able to be self sufficient on their own after they leave you, which is how most coaches and trainers and private sessions should go but most people in the industry are like, no, then how am I going to make my money? It's like, well if you do a good enough job the next time they talk to someone that needs help, they're going to point your way.

Guest - Erin: Or like how else can you make money? Lesson planning isn't my only gift, there's so much in dance education and those people would be inclined to buy your next board.

Host - Dan: You're a hustler. You don't want to get bogged down with that, you want to do more.

Guest - Erin: Yes.

Host - Dan: All right. So that's awesome. If anyone, just to reiterate, wants to catch Erin and learn more erindpride.com that's correct, right? I just want to make sure.

Guest - Erin: Yeah.

Support - Nick: Great website, I'm on here right now.

Host - Dan: Yup. Nick's looking at the website, awesome website. So with that, do you have any closing words or anything else you'd like to say to anyone listening?

Guest - Erin: Yes.

Host - Dan: Awesome.

Guest - Erin: For people in the United States, because I know Australia is starting in their year but we're in the middle part of our year for dance educators and you might be burnt out and overwhelmed but just take a few minutes to write down what your values are, what you really want your students to learn in the next month and then write down what are your non-negotiables and integrate that into your teaching and really stick true to that. Try to go deep instead of wide, you don't want to get everything done. You can't get everything done. Just focus on the core things and know that you are amazing and know that your program is amazing and what makes you amazing are your values and your non-negotiables and your teaching strategies to get those students to excel. That's it.

Host - Dan: That's a great message to leave everyone with.

Support - Nick: Absolutely. And you can find her on Facebook or Instagram @justerinpride. You could find her website erindpride, she's got a lot of great programs going on, more than just dance planning. She's got multiple, it looks like you've got an accelerator, you've got a toolkit, you've got a podcast, plenty of the jump into. Erin brings plenty of value to the dance community. Thank you so much for being on the show today, Erin.

Host - Dan: Yeah, Erin. It's been great.

Support - Nick: Thank you guys. It was amazing. You're awesome.

Host - Dan: So if you liked this episode, be sure to go and leave us a review. Your feedback helps us make better episodes every week If you're a studio fitness owner who wants to streamline processes with a studio management software, that's actually affordable, checkout fitDEGREE. Go and find us at fitdegree.com that's f-i-t d-e-g-r-e-e.com to talk with a team member today. We'll see you back here next week, same day, same time for another podcast episode featuring amazing studio fitness owners. See you later everyone.

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