We do a little routine for students who are brand new to pole. It's very simple, mostly transitional moves. Ex: half-pirouette, hip circles or body waves, sexy squat, hooking a leg on the pole, different ways to move around the pole, step-around, and maybe a fireman spin. The spin can be tricky because I'll have some ladies who are already strong enough to do a spin correctly and some that do not have enough upper body strength. For them I have the option of a standing fireman spin in which they use straighter legs and stand up almost immediately.
My goal is always to make sure my students are safe and having fun, therefore having alternative options is a must. I may have students who are on the more advanced side of the "beginner" curriculum and students who are just starting out in the same class together, as we have drop-in style classes. Having easier or more difficult versions of the moves I teach is important so that everyone is technically working on the same concept, therefore creating a sense of togetherness and pole comradery, but also being appropriately challenged according to their individual ability.
With regards to knowing your students' limitations... I pay close attention to the strength level of each of my students. Pole moves are set up in categories in my mind, each category with a difficulty trajectory. Take thigh grip moves for example. If the pole sit is solid, then on to variations on pole sit. When all of the variations are solid then on to two-handed plank. When that is solid, the one-handed plank. Then leg variations in a plank. And so on and so forth. With these trajectories in mind I am able to keep things safe yet challenging and fun.
Obviously you also want to be aware of any body language signs that mean they've had enough or are experiencing muscle fatigue, and be sensitive to that. I often ask my students how they feel. I can't pretend to be a mind-reader. I do my best, but often it's best to ask. I had a student once who's cheeks flushed really easily. At first it looked like she might've over-exerted herself. Instead of assuming, I asked her how she was feeling. She said, great! And proceeded to inform me that her cheeks get red frequently and I needn't be concerned. Another example is a student who seemed possibly disoriented. She didn't say a word to me about it but I decided to ask her how she felt. She admitted to feeling a bit dizzy, so I asked her to have some water and rest for a few minutes (as opposed to trying to "keep up" with the class).
Pole really is so individualized. It's difficult to answer the question "how far is too far?" because it will be different for each student. My advice is to observe closely, keep open communication, and stay on the cautious side if you are unsure.
