Teachers have many approaches when helping students improve. Their strategy is based on each pupil's level of experience, physical maturity, intellectual capacity, and emotional confidence. When teachers change their approach, it is because the student's needs warrant it, not because the teacher is changing moods, personality or work ethic.
Students are suppose to gain skill and confidence in the learning process. In the study and practice of dance, students often build strength, increase flexibility, refine musicality, expand vocabulary, and much more. They are responsible for remembering and keeping their accomplishments so that their teacher can build on it. Students inadvertently become comfortable with their teacher's ways and can think something is wrong if their teacher works with another strategy.
Teachers are suppose to adjust to the level of each student's gains. As a student becomes consistent with previous accomplishments, dance teachers instill deeper understanding, inspire the student's use of independence, increase the speed in which new material is expected to be grasped, and embellish the material.
Change creates progress and is also a result of progress. Do not be afraid of change, but if you are uncertain, do ask to understand the reason for the change. Parents and students may be happily surprised that a teacher's changing approach means progress is being made!