Finding My Way to the Back of the Room

We started rehearsals this week, and it’s always that familiar mix of high energy and "where do we even begin?" Usually, as a teacher, the first day feels like I’m the conductor of a very loud, slightly chaotic orchestra. I’m the one with the script, the one with the plan, the one doing most of the talking.

But today felt different.

Two of my students, who have been in my drama classes and performed in our past productions, stepped up to help out with this new show. They didn’t wait for me to give them a list of tasks or a formal title. From the moment the first group of actors walked in, they were just there—answering questions, organizing groups, and showing the younger performers how we do things.

It was a quiet reminder of why I do this.

In theater education, we talk a lot about "student agency," but that’s just a fancy way of saying we want them to take ownership. The goal isn't for me to direct a perfect show; the goal is for them to realize they can run it themselves. When I saw those two students jump in with so much confidence, I realized my most important job wasn't to lead the rehearsal—it was to get out of their way.

There is a specific kind of pride you feel when you realize you’re becoming the least important person in the room. It means they’ve got this. They aren't just following directions anymore; they’re leading, they’re problem-solving, and they’re making the space their own.

We still have a long way to go before opening night, but seeing that leadership on Day One makes the whole process feel worth it. It’s their stage, after all. I’m just happy to have a front-row seat to watch them take it over.

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