Dance teachers use a wide range of methods to communicate effectively with students. Amongst the many possibilities, movement demonstration is often a salient, even expected, tool in dance classes. But when the teacher's body undergoes an injury or other significant physical change, what effect does the altered physical experience have on pedagogical practices? This paper examines data gathered through a nation-wide survey of dance teachers who work in a variety of settings within the field and who self-identify as having or having had an injury or significant physical change. Modifications in class content and teaching methods are explored, sharing considerations with potential relevance to other dance educators. Perceptions of the teacher's continued ability to perform their duties with an altered physicality are queried in the context of ableism, presenting a picture of the battleground between empathy and judgment that can manifest in the dance community surrounding issues of physical capability. The paper also reflects on the act and implications of evolving one's teaching practices for teacher and students, contemplates the intersection of identity and physicality in dance, and discusses pedagogical practices that support a culture of openness and understanding recognizing that all bodies change over time.