For example, the strategy that the dance professor used, when perceiving that it did not have interest on the part of the pupils in learning the classic dance, then searched some strategies, first: it placed music so that the pupils entered in contact with the new style, not getting success, brought a professional dancer of well sensual classic dance that called the attention the pupils and for third it looked for to stimulate it its interests in accordance with as the participation of a competition who in the end the winner would be a well high amount of money. We can detach the interdependence in the position of the professor, therefore it knew to command its action and to organize it everything in its time, first conquered its pupils, stimulated to want to learn them it to dance that new type of dance and later it started to teach them. Soon not imposing at the beginning only its wills of authoritarian form. In some situations the professor had that to come back behind and to start everything of new, therefore when he perceived that the pupils were not developing he came back behind and he found another form to reach its objectives that were exactly to teach a new culture, new knowledge for way an art those pupils. That is, we perceive the reversibility, therefore it valued the possibilities and the necessities in each situation. Even though at the moment that separated the pairs and had some that had not wanted to be with the chosen pairs and it in some cases it finished accepting that they formed with who had more affinities. The interesting one also was the game of rules that had to learn the dance of the anomie can say the pupils had arrived at the autonomy, therefore at the first moments was each one for itself, had difficulties to follow collective rules, however some lessons of dance had after perceived that they would have to think about the other, since it would have that to have a balance to learn itself to dance the new dance proposal for the professor.