Teaching and Learning in Mixed Levels Aerial Arts Classes

Have you ever noticed that some mixed level aerial arts classes are a dream, and some are a nightmare?

There's reasons for this, and not entirely about "who" ends up in the class.

Before getting into it, what makes mixed levels a good thing at all? Note: this is written to teachers of aerial arts, but is also very helpful for students to read.

What makes mixed levels aerial arts classes great or challenging:

-Newer students can see what lies ahead, and this can be very inspiring

-More advanced students get a chance to feel competent with older skills and work on refinement and artistry

-Depending on studio guidelines, more advanced students can support more beginner students

But mixed levels can quickly devolve into struggle and chaos for both students and teacher if:

-Students don't have generic guidelines for how to progress or regress their skill, such as "do it slower, do it higher, do it with a spin, do it on your other side."

-Students don't have a clear understanding that it IS mixed level or what that means

-Pre-requisites haven't been clearly defined

-The instructor hasn't worked out progressions and regressions

-Class size is too big

-The class includes absolute beginners (absolute beginners need focused attention) So let's look at how to make a mixed class work.

Tips to make a mixed levels aerial arts class flow smoothly

• Define prerequisites and enforce them. Mixed levels does not = ALL levels, and absolute beginners should not be in mixed level classes. There is simply too much safety and technical context to convey, and creating a devoted space for that helps beginners feel clear and safe to learn.
  

• Use your onboarding emails, warmups, and everyday language to set and manage expectations. Make sure it is clearly communicated that it IS a mixed level class and what the pre-reqs are. Make sure students understand that no class is a private lesson. Let them know you're getting around to everyone in time. When students know the structure, everyone relaxes a little.
  

• Encourage self-sufficiency. Show students how to adjust their own progress when they fall behind or move ahead - doing a skill higher up, slower, with a spin, on their other side, or turning to a regression if needed, or beyond that, working on strength at home, coming to open climbs, or scheduling a private lesson. I kept posters up in the studio for them to get ideas for what to do to support themselves.
  

• Use language to support a culture of support and celebration. The way we talk about progress matters. Help students view others’ abilities as inspiration, not intimidation. Normalize struggle and offer concrete guidance. Model curiosity rather than comparison.
  

  

  join the teacher tea email list for all discussions about teaching aerial arts!
  

Teachers of mixed levels aerial arts classes:

For teachers feeling the heat in mixed level classes: Ask yourself where your own tension comes from. Do you have what you need to teach a successful class? Studio guidelines and enforcement, personal preparedness, nervous system regulation? Are you carrying the weight of everyone’s satisfaction? Are you being too hard on yourself? Checking your qualifications and loosening your grip on making a "perfect" class for everyone can actually create more grounded, joyful teaching.

Mixed-level classes don’t have to feel like chaos management! A little structure and communication goes a long way. These can be spaces of adaptability, creativity, connection, and joy. Aerial teacher training should cover mixed classes, to support this more dynamic and complex class setting. Be sure to chat with your studio management if you think adjustments need to me made for you to feel successful as the aerial teacher.