I've been spending some time reading through blogs posted by fellow students including Natalie and Chiara who have had the opportunity to attend campus sessions or in skype mode and I have found them extremely useful in putting Module 3 into perspective for me.
It seems we write in the past tense as this final inquiry is all about what we've done and achieved and not what we are going to do, so we are writers of an event that has taken place and we want to tell everyone about it. The inquiry should be developed as a story taking the reader on a journey of learning and providing them with an insight into who we are, what we do and how we have learnt in our exploration of a subject that intrigues us and relates to our work.
The idea that we are baking a cake and have ingredients, methods and an end result is a great way of visualising what we are doing and makes it all the more doable on a personal level. As a teacher of dance I appreciate the art of movement and visual aids and so this benefits my way of thinking.
The insight into the professional artefact also now makes alot more sense and I look forward to exploring the best way to produce my inquiry to others in a way that will be informative, interesting and of value.
Monday 24 November 2014
Friday 21 November 2014
Update on Inquiry Process
I have spent today immersing myself within my work and trying to gain a greater understanding of what pathway this Module will take me. I have re-read my previous work, trawled the net, looked at fellow students Blogs and also spent some time following up on campus sessions which I unfortunately miss due to work commitments and location.
After a tutorial by phone call with Paula this evening and many notes later I feel I further understand how I can direct and in some terms re-direct my inquiry towards an end result which I would hope I ultimately will benefit from. I am the one who devised this line of inquiry as I felt I could further enhance my skill set in the effectiveness of my practice when teaching older students.
One of my next tasks is to bring together my research completed by interview and collate this into some kind of explanatory information that I can then include within my evaluation.
I think as its Friday evening and the end of another long week and lots left to do in terms of work and study before we reach Monday morning again I should let my thoughts relax and get off the merry go round!
After a tutorial by phone call with Paula this evening and many notes later I feel I further understand how I can direct and in some terms re-direct my inquiry towards an end result which I would hope I ultimately will benefit from. I am the one who devised this line of inquiry as I felt I could further enhance my skill set in the effectiveness of my practice when teaching older students.
One of my next tasks is to bring together my research completed by interview and collate this into some kind of explanatory information that I can then include within my evaluation.
I think as its Friday evening and the end of another long week and lots left to do in terms of work and study before we reach Monday morning again I should let my thoughts relax and get off the merry go round!
Thursday 20 November 2014
Need to return to the zone .........................
So at the weekend I held my dance school show, with a cast of 200 students and performances to 800+ people. The anxiety levels leading up to the production were extremely tough at time especially when I sent thousands of pounds via an overseas transaction to a Chinese costume company in the hope that the goods that were returned would be worthy of the stress !
All that said the show was a huge success; the costumes were out of this world and most definitely worth every moment of sleepless nights. The feedback and comments from those who came to watch have been unbelievable and so heart warming.
So now I begin my next mission of completing this Uni work and I need to get my head back in the zone alongside running my school, organising exam sessions and its nearly Christmas - watch this space ! Just a few snapshots from behind the scenes for which permission has been granted to use them.
All that said the show was a huge success; the costumes were out of this world and most definitely worth every moment of sleepless nights. The feedback and comments from those who came to watch have been unbelievable and so heart warming.
So now I begin my next mission of completing this Uni work and I need to get my head back in the zone alongside running my school, organising exam sessions and its nearly Christmas - watch this space ! Just a few snapshots from behind the scenes for which permission has been granted to use them.
Monday 13 October 2014
Gotta do this !!! Module 3 OMG
I was quietly concerned that Alan left as whilst I know I wasn't particularly pro-active in liaising with him on a regular basis I felt from the discussions and communication we did have he re-assured my concerns everytime and guided me back on the path ! I will endeavour to participate much more with Paula and hope that her support, expertise and knowledge can get me to the finish line.
This last module really does put the fear of god in me as I want to continue on the achievement I have made so far in my grades and not crash and burn at the last hurdle. The amount of words required terrifies me but then I suppose I have to reflect on previous modules when I've had to edit my writing to get it in line with the requirement at that time - that said don't want to 'waffle' !!!
My biggest concern is now getting the information I require to move forward from interviews as suggested by Alan as opposed to survey techniques. As a teacher within the private sector I only have access to a small group of teachers to ask their opinions so maybe I need to obtain feedback from those who work in state provision but also teach across different subjects areas ? This will hopefully begin to steer my next step.
Tuesday 13 May 2014
Module 2 end reached !!!
Struggled through but it's done as far as my brain can manage to achieve and it's submitted so no turning back now !!!
Hope it meets the expectations of the course ????
Onto the next hurdle now - 100 students taking exams ......... The wheel keeps turning
Friday 9 May 2014
Critical Reflection on Professional Practioner Inquiry
Developing lines of Professional Inquiry
From the beginnings of exploring questions in
Module 1, I began to realise an interest that led me down a pathway and
ultimately should lead towards a potential line of inquiry that I can benefit from within my own practise. By
exploring varying questions in relation to the effective teaching of teenagers
and older students Appendix 1, I felt I could further
investigate my frustration and anxiety in relation their effective
teaching.
In Task 4d identifying pieces of literature that
could enhance my inquiry was interesting
and brought forth some points that inspired me to read further. Appendix
2 How within a class we 'optimize the self within the community' through
encouragement of students being both leaders and listeners was a tool I felt I
could incorporate into my lessons as a form of good practice.
Professional Ethics
Delving into this area I knew was going to open
some doors and hopefully provide me with greater understanding of how my own
ethical stance was in relation to my profession. I feel I upheld a good stance
within my own school and how we follow codes of conduct whilst always being
aware of the two societies for which I represent in delivering dance syllabus
to my students. Appendix 3
On
looking into the codes of conduct of these two societies I found them to meet
my expectations and therefore not provide me with any further knowledge or
insight other than to see how one demonstrates a hierarchical approach which
after having trained with them for many years was what I would expect. Appendix 4
An ethical stance in life whether it be personal or
professional is what I believe promotes positive structure and contributes to a
successful approach and eventual outcome and therefore this topic of learning
enabled me to develop a sense of achievement as I feel as an individual I
demonstrate and follow an effective ethical framework. Appendix 5
Tools of Inquiry
Finding the most effective tool(s) for developing
my inquiry seemed quite straight forward
to me as I have basic experience in requesting feedback from my customers
through the use of surveys, so I can learn from their responses and apply them
as good practise to continue to develop and create growth. In comparison I felt
I needed to engage in observation at a evidential level as this would encourage
a skill that could be utilised within a different educational setting. Appendix 6
So in conclusion this module has addressed areas I
can further develop and indeed incorporate on a more detailed basis into my own
business/school. It has also allowed me to gain a deeper understanding and
appreciation of how important it is to continually assess and build knowledge so
that as an individual you are practising to the best of your ability.
References
Craven, J.
(2014). Task 4a : Developing Questions. Available:
http://jolcraven.blogspot.co.uk/2014_02_01_archive.html. Last accessed 9th May
2014.
Craven, J. (2014). Task
4d: Searching and Identifying Literature . Available:
http://jolcraven.blogspot.co.uk/2014/04/task-4d-searching-and-identifying.html.
Last accessed 9th May 2014.
Craven, J. (2014). Task
5a : Codes of Practise and Regulation. Available: http://jolcraven.blogspot.co.uk/2014/04/task-5a-codes-of-practice-regulations.html.
Last accessed 9th May 2014.
Craven, J. (2014). Task
5b : Codes of Practise. Available: http://jolcraven.blogspot.co.uk/2014/04/task-5b-codes-of-practises-that-steer.html.
Last accessed 9th May 2014.
Craven, J. (2014). Task
5c & 5d : Ethical Framework Learning. Available:
http://jolcraven.blogspot.co.uk/2014_04_01_archive.html. Last accessed 9th May
2014.
Craven, J. (2014). Task 6a : Gathering
Information. Available:
http://jolcraven.blogspot.co.uk/2014/05/task-6a-gathering
Thursday 8 May 2014
Task 6c : Award Title
I am very certain that my continuing career will guide me on the already established pathway of teaching dance whether it be to remain within my current own school setting where I deliver dance following the ISTD and RAD syllabus, entering students for examinations and producing and directing an annual show or whether my studies and experience will enable me to explore the opportunities of working within a state school environment where I am part of a staff team, delivering subjects within the field of dance that are GCSE, BTEC or A Level lead programmes. The latter is an area that has always interested me and is quite different from what I have so far achieved within my career, to work within this setting requires me to have degree status and so poses the question why else wouldn't I be dedicating my time to study alongside work commitments if it is not to enhance my career opportunities and open new doors ?
My suggested line of inquiry is targeted around students who within my own environment I find intriguing, challenging and make me question continually whether or not I am delivering my lessons where development and understanding is achieved and where further learning can be built upon. To work within the state setting requires individual specialist teachers to deliver the dance curriculum aimed at KS3 students and above and so my investigations into this age range have a connection with possible career opportunities.
I have always thought along the line of my award title being BA Hons Professional Practise of Dance Education rather than just Dance Teaching so I have explored the meaning of these words within the dictionary to try and ascertain if I my thinking is commensurate with descriptions.
Education
The process of receiving or giving systematic instruction, especially at a school or university
The theory and practice of teaching.
Teaching
The occupation, profession, or work of a teacher
Ideas or principles taught by an authority
Oxford. (2014). Education, Teaching . Available: www.oxforddictionaries.com. Last accessed 08/05/2014.
Through my teaching I feel I can express passion and appreciation of the subject and therefore do not just teach the principles and techniques behind each dance genre but try and encourage the development of all facets that make Dance the art form it is. Expression plays a strategic role in dance through communication with your audience by quality of movement, execution and interpretation of the movement is felt through rhythm and the connection made with the music or accompaniment. Ultimately Dance should provide a story through movement and expression and take the audience on a journey of discovery whether it be a short exercise or a longer more articulated piece of choreography.
So in conclusion I would support and welcome the award title of BA Hons in Professional Practise of Dance Education as a suitable title to accompany my knowledge, understanding and experience I feel I can bring to my profession and practise in relation to what I can deliver confidently whilst always being aware of the emphasis on development, reflection and good practise.
My suggested line of inquiry is targeted around students who within my own environment I find intriguing, challenging and make me question continually whether or not I am delivering my lessons where development and understanding is achieved and where further learning can be built upon. To work within the state setting requires individual specialist teachers to deliver the dance curriculum aimed at KS3 students and above and so my investigations into this age range have a connection with possible career opportunities.
I have always thought along the line of my award title being BA Hons Professional Practise of Dance Education rather than just Dance Teaching so I have explored the meaning of these words within the dictionary to try and ascertain if I my thinking is commensurate with descriptions.
Education
The process of receiving or giving systematic instruction, especially at a school or university
The theory and practice of teaching.
Teaching
The occupation, profession, or work of a teacher
Ideas or principles taught by an authority
Oxford. (2014). Education, Teaching . Available: www.oxforddictionaries.com. Last accessed 08/05/2014.
Through my teaching I feel I can express passion and appreciation of the subject and therefore do not just teach the principles and techniques behind each dance genre but try and encourage the development of all facets that make Dance the art form it is. Expression plays a strategic role in dance through communication with your audience by quality of movement, execution and interpretation of the movement is felt through rhythm and the connection made with the music or accompaniment. Ultimately Dance should provide a story through movement and expression and take the audience on a journey of discovery whether it be a short exercise or a longer more articulated piece of choreography.
So in conclusion I would support and welcome the award title of BA Hons in Professional Practise of Dance Education as a suitable title to accompany my knowledge, understanding and experience I feel I can bring to my profession and practise in relation to what I can deliver confidently whilst always being aware of the emphasis on development, reflection and good practise.
Monday 5 May 2014
Task 6a & 6b : Gathering Information - choose your method ?
After having read through Reader 6 I feel I can confidently direct my inquiry using at least two of the suggested tools as these will provide the best supporting evidence, be more accessible as a resourse and ultimately achievable than that of the others.
Surveys
I have complied 2 surveys that are directed at Teachers of Dance who work within the private sector like myself and at my target audience for who I am choosing to direct my line of inquiry around, that being students who study dance aged 11 and above.
I felt by obtaining feedback from both the teacher and the student would provide me with opinions that would support both sides of the inquiry. However by incorporating the evidence received from students I have had to employ the use of an ethical approach to my requests and ask for permission from parents of students under the age of consent. In order to do this I have sent a direct email to those concerned requesting they respond with the following statement prior to their child completing the survey via a direct online link from the email :
So far I have received feedback from one teacher who does not differ that much from my opinions, on the other hand I have received several responses from students of varying age groups which is extremely evident in the way they answer a question, maturely or otherwise. The responses surprise me in some ways as I had an expectation of what they may say and this is not supported by their answers to some questions.
For example one question that was
Do you feel you respond more effectively to an older or younger teacher ?
Can you explain your reasons for this answer .
Both. Younger teachers can be more relatable in terms of new music, trends, etc. but older teachers are just as good, personally, I would probably respond better to older teachers as they seem to have more authority but it depends on the person really.
An older teacher because they have more experience and knowledge.
Age doesn't matter . If the teacher relates to us and chats about other things than just dance I respond well.
These are just a few examples of response from students, personally I would of thought the reaction would be to select a younger teacher as they are closer in age; they can relate more to recent life experiences and they feel they can have a more relaxed teacher/student relationship, however from the responses above it seems that a typical student like the differentiation between student and teacher and feel an older teacher can offer them more in terms of experience, knowledge and discipline.
It is these findings I feel can direct and support my line of inquiry allowing me to build greater understanding for myself and how I can develop these findings into my daily practise.
I will continue to develop my surveys hopefully obtaining further feedback from my colleagues and students and possibly explore the possibility of liaison with teachers who work with these age groups across the arts delivering the curriculum within the state system.
Observations
I am fully aware of the importance of observation in relation to teaching and how we learn from our experiences and then re-address these into our future practise. I constantly observe not only within my own lessons and also by attendance at my staff lessons. I obviously find attendance at other teachers lessons very fulfilling and relish the chance to learn from others approach to the lesson(s) being delivered.
As teachers we are always in a position to learn and develop our skills and attributes that we bring to our classes. Observation is a practise I feel I need to become more accustomed to in relation to notating the information as this will be a requirement within a state setting of delivering dance education. Currently within my own school it is not a necessity to notate observations as evidence for future learning and development instead the information that you receive is acted upon within your subsequent delivery of lessons by memory or notes within a book rather than specific reports.
My husband currently works within the FE sector and spends his weeks completing lesson plans for delivery and has to encounter many observations by senior members of staff to assess the suitability of his lessons; the differentiation he provides to his students; the structure and development that the lesson will achieve for the students involved. From this the staff member observing will provide both written and verbal feedback and score the lesson on a scale of 1-4, 1 being outstanding. If a member of staff scores 3 or 4 they are then re-visited within a specific time frame to assess if they have improved or require further guidance and supervision. This procedure it in place to ensure all students receive the very best service from the college. This structure has now become standard practise for all teachers within the state environment and provides a framework for a good standard of education.
Focus Group
I appreciate the idea of a focus group, however feel that this is not really an accessible tool I can employ to enhance my inquiry as its doesn't lend itself well for varying reasons such as geographical location of my school; I only employ 2 members of staff; my dance teacher colleagues are spread across the North West and meeting up with them is a rare opportunity due to the demands of work and running our businesses. I appreciate that social media can provide a pathway to amend this issue however due to their work commitments and the fact that many do not have an active interest in Professional Development their enthusiasm to a focus group will no doubt be limited.
Interview
This tool also will be extremely time consuming and difficult for me to achieve as I am not in a position where I could obtain a broad spectrum of opinions to reflect upon as I operate my own business and have limited nos of staff. In all honesty I feel a survey can provide the information an interview can, the only difference being that the responses are provided without interpersonal contact and are therefore confidential and so a distance is created between the person asking and the one responding.
Surveys
I have complied 2 surveys that are directed at Teachers of Dance who work within the private sector like myself and at my target audience for who I am choosing to direct my line of inquiry around, that being students who study dance aged 11 and above.
I felt by obtaining feedback from both the teacher and the student would provide me with opinions that would support both sides of the inquiry. However by incorporating the evidence received from students I have had to employ the use of an ethical approach to my requests and ask for permission from parents of students under the age of consent. In order to do this I have sent a direct email to those concerned requesting they respond with the following statement prior to their child completing the survey via a direct online link from the email :
I, (insert parents full name), agree
and give permission for my child, (childs name), to complete the survey on
Effective Teaching as requested by Joanne Craven for use in her research for the
BAPP Degree course.
Date : Full name : (insert parent/guardians full name)
So far I have received feedback from one teacher who does not differ that much from my opinions, on the other hand I have received several responses from students of varying age groups which is extremely evident in the way they answer a question, maturely or otherwise. The responses surprise me in some ways as I had an expectation of what they may say and this is not supported by their answers to some questions.
For example one question that was
Do you feel you respond more effectively to an older or younger teacher ?
Can you explain your reasons for this answer .
Both. Younger teachers can be more relatable in terms of new music, trends, etc. but older teachers are just as good, personally, I would probably respond better to older teachers as they seem to have more authority but it depends on the person really.
An older teacher because they have more experience and knowledge.
Age doesn't matter . If the teacher relates to us and chats about other things than just dance I respond well.
These are just a few examples of response from students, personally I would of thought the reaction would be to select a younger teacher as they are closer in age; they can relate more to recent life experiences and they feel they can have a more relaxed teacher/student relationship, however from the responses above it seems that a typical student like the differentiation between student and teacher and feel an older teacher can offer them more in terms of experience, knowledge and discipline.
It is these findings I feel can direct and support my line of inquiry allowing me to build greater understanding for myself and how I can develop these findings into my daily practise.
I will continue to develop my surveys hopefully obtaining further feedback from my colleagues and students and possibly explore the possibility of liaison with teachers who work with these age groups across the arts delivering the curriculum within the state system.
Observations
I am fully aware of the importance of observation in relation to teaching and how we learn from our experiences and then re-address these into our future practise. I constantly observe not only within my own lessons and also by attendance at my staff lessons. I obviously find attendance at other teachers lessons very fulfilling and relish the chance to learn from others approach to the lesson(s) being delivered.
As teachers we are always in a position to learn and develop our skills and attributes that we bring to our classes. Observation is a practise I feel I need to become more accustomed to in relation to notating the information as this will be a requirement within a state setting of delivering dance education. Currently within my own school it is not a necessity to notate observations as evidence for future learning and development instead the information that you receive is acted upon within your subsequent delivery of lessons by memory or notes within a book rather than specific reports.
My husband currently works within the FE sector and spends his weeks completing lesson plans for delivery and has to encounter many observations by senior members of staff to assess the suitability of his lessons; the differentiation he provides to his students; the structure and development that the lesson will achieve for the students involved. From this the staff member observing will provide both written and verbal feedback and score the lesson on a scale of 1-4, 1 being outstanding. If a member of staff scores 3 or 4 they are then re-visited within a specific time frame to assess if they have improved or require further guidance and supervision. This procedure it in place to ensure all students receive the very best service from the college. This structure has now become standard practise for all teachers within the state environment and provides a framework for a good standard of education.
Focus Group
I appreciate the idea of a focus group, however feel that this is not really an accessible tool I can employ to enhance my inquiry as its doesn't lend itself well for varying reasons such as geographical location of my school; I only employ 2 members of staff; my dance teacher colleagues are spread across the North West and meeting up with them is a rare opportunity due to the demands of work and running our businesses. I appreciate that social media can provide a pathway to amend this issue however due to their work commitments and the fact that many do not have an active interest in Professional Development their enthusiasm to a focus group will no doubt be limited.
Interview
This tool also will be extremely time consuming and difficult for me to achieve as I am not in a position where I could obtain a broad spectrum of opinions to reflect upon as I operate my own business and have limited nos of staff. In all honesty I feel a survey can provide the information an interview can, the only difference being that the responses are provided without interpersonal contact and are therefore confidential and so a distance is created between the person asking and the one responding.
Wednesday 30 April 2014
Task 5c & 5d : Ethical Framework learning
eth·ics
ɪks1. a system of moral principles: the ethics of a culture.
2. the rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc.: medical ethics; Christian ethics.
3. moral principles, as of an individual: His ethics forbade betrayal of a confidence.
4. that branch of philosophy dealing with values relating to human conduct, with respect to the rightness and wrongness of certain actions and to the goodness and badness of the motives and ends of such actions.
If I'm completely honest with myself I'm finding this module extremely brain challenging and have great difficulty focusing on the reading through to then writing. I suppose I take for granted my understanding of ethics in relation to my profession and feel I follow and uphold what is expected of me. However on reading through relevant material it seems that as a provider of private dance tuition my compliance with ethics is set by myself and whilst I endeavour to follow those set out by the societies who I teach under the ultimate responsibility and ruling is of my doing, whilst fellow students who work for local education authorities are accountable to their school or authority. I very much appreciate this position and as I would like my journey of learning to guide my career in an alternative direction and maybe towards more state bound teaching then I feel I have to be abreast of these differences and expectations if indeed my current ethical considerations are not comparable.
Within Reader 5 we discover that ethics is sectioned into 3 areas of Personal, Professional and Organisational.
Personal Ethics : where we determine what we consider to be right and wrong within our personal lives. Some believe that we are guided by a greater being - a god or divine existence, from this we follow the path of good or evil, right and wrong. Knowing that to hurt or injure another being is not an ethical action. Whilst I am a believer of religion and faith after spending many years attending Sunday school and church from being very young I do believe that in today's society the responsibility of teaching right from wrong lies with that of the parent and whilst you are deemed the enemy by your children for many reasons as you challenge them with rules and objectives in the long term you will then provide them with the pathway to a positive future and in turn they can pass this onto their children and so on. Too many times I have come into contact with young children who I know with a more suitable upbringing/environment would benefit from a more positive start in life on the path to good morals and success.
Professional Ethics : fundamental principles of any given profession encourage integrity, objectivity, professional competence and due care, confidentiality and professional behaviour. Most of these are as guided by the workplace/organisation that individuals are employed by. As previously mentioned I personally feel I uphold these values within my own business and these expectations are placed upon my staff. However to support and accentuate my own principles I follow those as set by the ISTD and RAD to who I am registered as a teacher and ultimately without the support and underpinning of these I would not have the ability to follow a structured syllabus which in turn provides my students with recognised qualifications through assessment.
Organisational Ethics : this is the next step in the level of ethics and refers to in my case the ISTD and RAD and who they are answerable to. What guidance they have in place must be in line with ethical standards as set out by government and regulation standards.
There are at least four elements that aim to create an ethical culture and behaviour of employees within an organisation.
1) a written code of ethics and standards
2) ethics training for executives, managers, and employees
3) the availability of ethical situational advice (i.e. advice lines or offices)
4) confidential reporting systems
The application of ethics in all areas provides a understanding for all those concerned of what is expected, how it will be done and is ultimately a set of rules which in most cases is what we as human beings exist on - without these what sort of world would we live in ?
I value Ethics within with my personal and professional life and endeavour to always execute what I deem to be good practise in relation to these. In todays world children are extremely self-aware of what is acceptable and ultimately unacceptable and are no longer 'seen and not heard' as in days gone by. They have a greater understanding of their rights and can act on them if necessary, therefore being in the profession of teaching, I as a teacher have a greater responsibility to provide an ethical led place of learning.
If I'm completely honest with myself I'm finding this module extremely brain challenging and have great difficulty focusing on the reading through to then writing. I suppose I take for granted my understanding of ethics in relation to my profession and feel I follow and uphold what is expected of me. However on reading through relevant material it seems that as a provider of private dance tuition my compliance with ethics is set by myself and whilst I endeavour to follow those set out by the societies who I teach under the ultimate responsibility and ruling is of my doing, whilst fellow students who work for local education authorities are accountable to their school or authority. I very much appreciate this position and as I would like my journey of learning to guide my career in an alternative direction and maybe towards more state bound teaching then I feel I have to be abreast of these differences and expectations if indeed my current ethical considerations are not comparable.
Within Reader 5 we discover that ethics is sectioned into 3 areas of Personal, Professional and Organisational.
Personal Ethics : where we determine what we consider to be right and wrong within our personal lives. Some believe that we are guided by a greater being - a god or divine existence, from this we follow the path of good or evil, right and wrong. Knowing that to hurt or injure another being is not an ethical action. Whilst I am a believer of religion and faith after spending many years attending Sunday school and church from being very young I do believe that in today's society the responsibility of teaching right from wrong lies with that of the parent and whilst you are deemed the enemy by your children for many reasons as you challenge them with rules and objectives in the long term you will then provide them with the pathway to a positive future and in turn they can pass this onto their children and so on. Too many times I have come into contact with young children who I know with a more suitable upbringing/environment would benefit from a more positive start in life on the path to good morals and success.
Professional Ethics : fundamental principles of any given profession encourage integrity, objectivity, professional competence and due care, confidentiality and professional behaviour. Most of these are as guided by the workplace/organisation that individuals are employed by. As previously mentioned I personally feel I uphold these values within my own business and these expectations are placed upon my staff. However to support and accentuate my own principles I follow those as set by the ISTD and RAD to who I am registered as a teacher and ultimately without the support and underpinning of these I would not have the ability to follow a structured syllabus which in turn provides my students with recognised qualifications through assessment.
Organisational Ethics : this is the next step in the level of ethics and refers to in my case the ISTD and RAD and who they are answerable to. What guidance they have in place must be in line with ethical standards as set out by government and regulation standards.
There are at least four elements that aim to create an ethical culture and behaviour of employees within an organisation.
1) a written code of ethics and standards
2) ethics training for executives, managers, and employees
3) the availability of ethical situational advice (i.e. advice lines or offices)
4) confidential reporting systems
The application of ethics in all areas provides a understanding for all those concerned of what is expected, how it will be done and is ultimately a set of rules which in most cases is what we as human beings exist on - without these what sort of world would we live in ?
I value Ethics within with my personal and professional life and endeavour to always execute what I deem to be good practise in relation to these. In todays world children are extremely self-aware of what is acceptable and ultimately unacceptable and are no longer 'seen and not heard' as in days gone by. They have a greater understanding of their rights and can act on them if necessary, therefore being in the profession of teaching, I as a teacher have a greater responsibility to provide an ethical led place of learning.
Wednesday 23 April 2014
Task 5b : Codes of Practises that steer Ethical Frameworks in my Profession
As I predicted after reading through both policy documents from both the ISTD and RAD for who I am a registered teacher, they follow the same train of thought and encourage what I already expect from myself as a Teacher and Principal of a Dance School. Therefore I dont really feel they have provided me with any further areas to explore in terms of understanding or to gain knowledge.
It was interesting to see how these documents were presented, with the RAD producing a very stately Policy booklet in comparison to the ISTD which was a few sheets of information. The RAD information was heavily based around the ethos that they are providers of the highest standard of dance education to offer both Nationally and Internationally. They continually refer to discipline and setting & maintaining of high standards as a priority throughout emphasising that a teacher who did not adhere to these expectations would and could be reprimanded accordingly.
Since being a young student of the RAD I have always had the perception in my head that they upheld strong expectations of students and that they were the pinnacle of all dance societies, somewhat looking down their nose at others. As a teacher I have maintained that feeling of hierarchy knowing that now it is far more challenging to become a qualified teacher with the RAD due to the demands and costs involved and so young teachers are not being given that opportunity within colleges and so we are an exclusive breed of teacher !
Continuing Professional Development was also acknowledged within the document as a priority for any registered teacher and failure to comply with this would again incur consequences. I strongly agree with this point and very much support the RAD in their stand on this issue as there are many teachers who after completing their initial teacher training fail to maintain CPD. These kind of teachers are cheating their students as they are not abreast of change and as a result provide an inadequate service that is being paid for in return.
The ISTD document is a very generalised piece of literature which refers to dance and teaching of dance but is not very specific to its expectations of delivery in lessons and its journey through to examinations. Its breaks the document down into very generic headings such as Integrity; Objectivity; Competency; Confidentiality etc. these titles lend themselves too many professions. However where its does become more specific is in relation to Health & Safety requirements; financial obligations and Data Protection all areas that a teacher of dance must be fully aware of and actively promote within their profession, and more so as both a business owner and employer I personally need to be very proactive on these issues. One area of learning I gained from the ISTD document was a reference to the Information Commission with regards to the possession of Data. On reading through the material it appears that I fall into the criteria that may or may not need to register even though I only use the data for my own business requirements - further exploration will be necessary.
It was interesting to see how these documents were presented, with the RAD producing a very stately Policy booklet in comparison to the ISTD which was a few sheets of information. The RAD information was heavily based around the ethos that they are providers of the highest standard of dance education to offer both Nationally and Internationally. They continually refer to discipline and setting & maintaining of high standards as a priority throughout emphasising that a teacher who did not adhere to these expectations would and could be reprimanded accordingly.
Since being a young student of the RAD I have always had the perception in my head that they upheld strong expectations of students and that they were the pinnacle of all dance societies, somewhat looking down their nose at others. As a teacher I have maintained that feeling of hierarchy knowing that now it is far more challenging to become a qualified teacher with the RAD due to the demands and costs involved and so young teachers are not being given that opportunity within colleges and so we are an exclusive breed of teacher !
Continuing Professional Development was also acknowledged within the document as a priority for any registered teacher and failure to comply with this would again incur consequences. I strongly agree with this point and very much support the RAD in their stand on this issue as there are many teachers who after completing their initial teacher training fail to maintain CPD. These kind of teachers are cheating their students as they are not abreast of change and as a result provide an inadequate service that is being paid for in return.
The ISTD document is a very generalised piece of literature which refers to dance and teaching of dance but is not very specific to its expectations of delivery in lessons and its journey through to examinations. Its breaks the document down into very generic headings such as Integrity; Objectivity; Competency; Confidentiality etc. these titles lend themselves too many professions. However where its does become more specific is in relation to Health & Safety requirements; financial obligations and Data Protection all areas that a teacher of dance must be fully aware of and actively promote within their profession, and more so as both a business owner and employer I personally need to be very proactive on these issues. One area of learning I gained from the ISTD document was a reference to the Information Commission with regards to the possession of Data. On reading through the material it appears that I fall into the criteria that may or may not need to register even though I only use the data for my own business requirements - further exploration will be necessary.
Saturday 19 April 2014
Week away throwing myself down big hills !!!
Wednesday 16 April 2014
Task 5a : Codes of Practice & Regulations that guide my setting - inital thoughts.......................
A code of conduct is a set of rules outlining the responsibilities of or proper practises for an individual, party or organisation.
As a registered teacher of the ISTD and RAD I am aware of my responsibility to adhere to their Code of Conduct and demonstrate good practise to maintain standards as per set by them. It is my duty to underpin these regulations into my teaching practise if I endeavour to maintain registration and have the capability to use their name/logos as positive advertisement and promotion for my dance school being connected with a recognised and worldwide organisation when attracting new customers.
Within my own school I provide an Information Booklet on attendance at the school to parents; students and teachers alike so they have a clear understanding of what we promote; how we do this and what are expectations are. Parents are asked to sign relevant documents to encourage home/school relationships that contribute to a positive environment for all concerned.
Within the studio we also have posters aimed at students attending classes which clearly display 'Class Rules'. These compliment expectations laid down by teachers at every lesson and is a visual reminder to both parents and students.
As providers of dance education for both children and young adults, we as teachers have to be very conscious and self-aware of the ethics associated with working within this environment and where the line is drawn between teacher/carer/friend.
I look forward to exploring in more depth how my perception of Codes of Practise in relation to the ISTD and RAD are married together and if two different organisations that I am registeed with can be different if at all.
As a registered teacher of the ISTD and RAD I am aware of my responsibility to adhere to their Code of Conduct and demonstrate good practise to maintain standards as per set by them. It is my duty to underpin these regulations into my teaching practise if I endeavour to maintain registration and have the capability to use their name/logos as positive advertisement and promotion for my dance school being connected with a recognised and worldwide organisation when attracting new customers.
Within my own school I provide an Information Booklet on attendance at the school to parents; students and teachers alike so they have a clear understanding of what we promote; how we do this and what are expectations are. Parents are asked to sign relevant documents to encourage home/school relationships that contribute to a positive environment for all concerned.
Within the studio we also have posters aimed at students attending classes which clearly display 'Class Rules'. These compliment expectations laid down by teachers at every lesson and is a visual reminder to both parents and students.
As providers of dance education for both children and young adults, we as teachers have to be very conscious and self-aware of the ethics associated with working within this environment and where the line is drawn between teacher/carer/friend.
I look forward to exploring in more depth how my perception of Codes of Practise in relation to the ISTD and RAD are married together and if two different organisations that I am registeed with can be different if at all.
Wednesday 2 April 2014
Task 4d : Searching and Identifying important pieces of Literature relevant to my inquiry !!!
I have to admit I'm struggling at the moment and I feel like I've hit a brick wall in my thinking and where my thought process is going. Work is taking too much time up and my initial commitment to making sure I dedicated one day a week at the start of this module is not somehow working out 'so I'm kicking myself for not doing what I set out to do so I wouldn't reach this point of despair.
I have come across a piece of literature on the internet Teaching-the-Dance-Class-Strategies which I have found to demonstrate some interesting points of view in relation to my thoughts around inquiry questions.
One of my questions was "Do peers affect the level of engagement on students within a lesson ? and would a philosophy of teamwork integrated into lessons provide them with security and promote positive and effective learning ?" Alan made the suggestion through his Blog post "This question enables us to explore in more depth in terms of where or with whom does the insight lay? Know where you might go to answer the question might help to nuance it for greater precision. See this in this revised question:
Within Teaching the Dance Class Literature it discusses :
Optimising the Self Within Community: Recognise individual differences and optimise individual potential; encourage students to work in collaboration with peers.
I felt these points were really relevant and provided a good insight into theories and practises in line with my own questioning. I find promoting self-esteem in class and believing in one's self worth quite challenging and many lessons that are provided for teenagers lack the tenacity and vibrancy that a younger class of students display. Encouraging students to be both leaders and listeners, embracing the benefits of collaborative work appreciating that not all answers to learning lie with the teacher but are discovered through this process of learning encaptured my attention and whilst I am aware I incorporate this teaching style into my classes feel that more emphasis on it with older groups is an essential tool for productive learning.
Ritualizing Respect: Foster an environment of mutual, reciprocal and self-respect in and out of the classroom.
The points raised within this area of fostering a environment of mutual respect also left me analysing my own classroom environment and feeling assured that whilst I do promote and encourage a quiet atmosphere for listening skills and in turn understanding, I should maybe encourage within my students the understanding of how this has benefits rather than just emphasise class etiquette as a requirement.
Nurturing the Learner: Provide positive reinforcement and constructive criticism in ways the student can develop skill mastery and comprehension of principles .
This topic discussed how positive reinforcement can both inspire and motivate the dancer and that the teacher can provide praise when improvement is demonstrated or when great effort is demonstrated. In younger students this is very straight forward, for example a younger student who attended my class yesterday on a regular basis arrives at class upset as she finds the transistion from school straight to her lesson, however her mum knows that once she has actually arrived at the class she will enjoy it. In yesterdays lesson although arriving upset I tried to engage her in assisting me straight from the start as 'a helper' which she relished the responsibility. From this point onwards she began to take part and at every opportunity I saw fit I gave her praise and encouragement whilst at the same time also paying attention to providing constructive criticism on her exercises. She rose to the challenge and tried her best to achieve and at the end of the lesson the other members of the class chose her as the winner of the'hard work' trophy which left her ending the class on a huge positive, unlike previous weeks when she had not managed to pick herself up from her upset state that she arrived in.
Young children thrive on praise and adhere to encouragement from teachers/adults and they enjoy being the best or the one who can accomplish a movement or exercise before others can. However this trend does not follow through to the older student (mostly those within their teenage years) who most find receiving praise quite difficult to accept especially in the presence of their peers. On knowing your students from an early to get to understand their personality and can hopefully read the situation making the decision whether to highlight their achievement or reflect on it as a whole group referring to many students in feedback rather than making one individual comment.
I could go on and on blogging on various points of this literature but feel I need to invest my time in other points of view that can contribute to my inquiry. So onto the next ....................
I have come across a piece of literature on the internet Teaching-the-Dance-Class-Strategies which I have found to demonstrate some interesting points of view in relation to my thoughts around inquiry questions.
One of my questions was "Do peers affect the level of engagement on students within a lesson ? and would a philosophy of teamwork integrated into lessons provide them with security and promote positive and effective learning ?" Alan made the suggestion through his Blog post "This question enables us to explore in more depth in terms of where or with whom does the insight lay? Know where you might go to answer the question might help to nuance it for greater precision. See this in this revised question:
‘What do students report as being the benefits of a teamwork approach to learning dance?’
Within Teaching the Dance Class Literature it discusses :
Optimising the Self Within Community: Recognise individual differences and optimise individual potential; encourage students to work in collaboration with peers.
I felt these points were really relevant and provided a good insight into theories and practises in line with my own questioning. I find promoting self-esteem in class and believing in one's self worth quite challenging and many lessons that are provided for teenagers lack the tenacity and vibrancy that a younger class of students display. Encouraging students to be both leaders and listeners, embracing the benefits of collaborative work appreciating that not all answers to learning lie with the teacher but are discovered through this process of learning encaptured my attention and whilst I am aware I incorporate this teaching style into my classes feel that more emphasis on it with older groups is an essential tool for productive learning.
Ritualizing Respect: Foster an environment of mutual, reciprocal and self-respect in and out of the classroom.
The points raised within this area of fostering a environment of mutual respect also left me analysing my own classroom environment and feeling assured that whilst I do promote and encourage a quiet atmosphere for listening skills and in turn understanding, I should maybe encourage within my students the understanding of how this has benefits rather than just emphasise class etiquette as a requirement.
Nurturing the Learner: Provide positive reinforcement and constructive criticism in ways the student can develop skill mastery and comprehension of principles .
This topic discussed how positive reinforcement can both inspire and motivate the dancer and that the teacher can provide praise when improvement is demonstrated or when great effort is demonstrated. In younger students this is very straight forward, for example a younger student who attended my class yesterday on a regular basis arrives at class upset as she finds the transistion from school straight to her lesson, however her mum knows that once she has actually arrived at the class she will enjoy it. In yesterdays lesson although arriving upset I tried to engage her in assisting me straight from the start as 'a helper' which she relished the responsibility. From this point onwards she began to take part and at every opportunity I saw fit I gave her praise and encouragement whilst at the same time also paying attention to providing constructive criticism on her exercises. She rose to the challenge and tried her best to achieve and at the end of the lesson the other members of the class chose her as the winner of the'hard work' trophy which left her ending the class on a huge positive, unlike previous weeks when she had not managed to pick herself up from her upset state that she arrived in.
Young children thrive on praise and adhere to encouragement from teachers/adults and they enjoy being the best or the one who can accomplish a movement or exercise before others can. However this trend does not follow through to the older student (mostly those within their teenage years) who most find receiving praise quite difficult to accept especially in the presence of their peers. On knowing your students from an early to get to understand their personality and can hopefully read the situation making the decision whether to highlight their achievement or reflect on it as a whole group referring to many students in feedback rather than making one individual comment.
I could go on and on blogging on various points of this literature but feel I need to invest my time in other points of view that can contribute to my inquiry. So onto the next ....................
Wednesday 12 March 2014
Task 4c : Develop your questions within your Professional Community................
DANCE TEACHER : Jade , Age
: 23
Do younger, newly qualified teachers have a better
understanding of a student’s emotions and feelings as they have recently
transitioned through this period in their own lives ? and does this allow them
to build more productive relationships with students ? On one hand I believe this to be true, as newly qualified teachers might have experienced similar emotions and situations that the other students may be going through and therefore can share personal experiences and give feedback/ways of motivating the students and understanding what they are going through, however I also feel some students may see the newly qualified teacher to be more of one of them rather than someone they look up to and listen too. I feel it’s all about boundries .The students should be able to confide in teacher, however not to think they are a friend like they would have a school. They should still show respect.
Does being an experienced teacher and parent affect expectations placed on older students/teenagers ?
Personally I feel this could have an effect on students as experienced teachers may have high expectations and therefore making students feel under pressure to perform well. However, I also feel more experienced teachers/parents might have more knowledge of how to get the best out of a student and therefore having these high expectations may affect the students. On the other hand I have also experienced some experienced teachers/parents to loose interest in teacher and do it because they always have rather than because they want to help their students to achieve, therefore this could have a negative effect on their students causing them to loose interest in dance. I also believe values and beliefs play a role in this question. For example an experienced teacher may believe that all students should look up to them and respect them and work at a high level at all times, which could cause the students to feel under pressure, however I also think this depends on the student as some student like to be pushed to the best of their ability where as other can’t handle the pressure.
Do peers affect the level of engagement on students within a lesson ? and would a philosophy of teamwork integrated into lessons provide them with security and promote positive and effective learning ?
I feel this could differ depending on the age/gender of the students. For example during teenage age groups, they are finding out who they are and where they fit in within the dance class, at school and at home. Thinking they are young adults and should be able to have a say in what they do. Therefore some students could intimidate others because they think they are better than the other person. Also friendship groups start to form and could cause arguments because not everyone will agree with each other.
What strategies can a dance teacher bring to the lesson to build confidence and develop performance skills in teenagers and young adults ?
I think teachers should look at the students as individuals and understand what their strengths & weakness are. For example you could give them feedback within a sandwich......your arms where really nice on that turn but remember you have to spot to help the turn, but well done on holding the ending. I also think peer observation is good as sometimes students see things on each other that teachers may miss because they are thinking technical. Other ways could be asking student to demonstrate something they have done well, however if they students are self-conscious then could you ask a few people who have done something well to demonstrate. Another way could be getting an older student to come in and demonstrate. This also might give the younger students motivation and confidence to think they will be able to achieve that if they try it.
Can a more informal teaching approach towards teenagers/young adults assist in providing effective results in relation to their learning and achievements ?
Personally I feel this depends on the type of students in your lesson. for example some student like this style of teaching, a more informal/instructor kind of way, where they just come to learn and thrive off being pushed and motivated to do well, however some students like a more of a facilitating way of teaching where they feel they can give their own opinions on things and have a say in what they do/want to learn.
Thursday 6 February 2014
Module 2 : Task 4a - Developing Questions
So I'm making a concerted effort for this Module to dedicate one day of the week to completing tasks, reading relevant material as I want to stay ahead and not feel like I'm trailing behind playing catch-up which is a little how I felt on the last Module - work permitting of course but I'm determined !!!
Can't deny that after having started to read and then re-read we've definitely stepped up a gear this module.
I have tried to refer back to Task 2d to inspire me into attempting this task and I have also revisited other tasks from the previous module to ensure I maintain some theory of continuity within my work as I began to explore certain lines of inquiry that both interested me and at the same time provided me with barriers to my own practise. Teaching of young adults and teenagers continues to challenge me and how their development and learning has changed throughout my own experience of teaching in the world of dance. They continually provide me with questions as to how I can better facilitate their needs and ensure they achieve the most from their lessons which I find myself not really exploring in relation to younger students.
Here are a few questions I feel are a starting point if anything towards a Professional Inquiry :
Does being an experienced teacher and parent affect expectations placed on older students/teenagers ?
Do younger, newly qualified teachers have a better understanding of a students emotions and feelings as they have recently transitioned through this period in their own lives ? and does this allow them to build more productive relationships with students ?
Do peers affect the level of engagement on students within a lesson ? and would a philosophy of teamwork integrated into lessons provide them with security and promote positive and effective learning ?
What strategies can a dance teacher bring to the lesson to build confidence and develop performance skills in teenagers and young adults ? How does this differ from the teaching of younger students ?
Can a more informal teaching approach towards teenagers/young adults assist in providing effective results in relation to their learning and achievements ?
Or is a formal approach providing discipline and standards as upheld with all classes taught, imperative to provide consistency and structure to lessons and so in the long term achieve a valued outcome for the student ?
For now I feel I have drained my brain of some thoughts but I'm sure I'll revisit this blog to venture further.
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