Task 2d - Inquiry

I'm not really sure where this task will take me but I hope as I begin to answer the questions I can derive a line of inquiry I can use further into the programme, as it stands right now I have no idea what I could possibly write about ! another moment of self-doubt

What in your daily practise gets you really enthusiastic to find out more about ?
Since I began my teaching career so many years ago, I feel over time I have become more and more intrigued and enthusiastic as to how to access my students learning from a more psychological perspective - try and work out what makes them tick ? The younger students are the same now as they were 10 years ago - they are full of vibrancy, keen to learn,willing to please and be the best within their group so as to stand out from the crowd and receive praise in abundance for their hard work and determination. They turn up to class with a smile on their face and fill the room with enjoyment.
Unfortunately this cannot be said for the older section of the school particularly from Years 7-10, where they appear to have the inability to learn in a quiet productive way, demonstrating good listening skills and are generally loud and vocal, having to be constantly reminded that they are attending a place of learning which requires discipline and structure so as to make their learning process the most beneficial for them. They loose pride in their appearance and consider requests such as hair tied back for all dance classes, correct uniform required and work hard a chore ! What is delivered as a correction to an individual to most can be deemed as a criticism and so the scowl emerges and the 'looks that could kill' and they don't endeavour to move froward from the correction to progress their technique. Most have a fear of being praised, to stand out from the crowd and the thought of being good at a skill horrifies them. So I continually question on these occasions how can I move forward from this to help them gain more confidence and understanding and why has this change occurred in young adults when it wasn't apparent when I first began teaching ? 

Who do you admire who also works with what makes you enthusiastic ?
I admire any person or individual who works with teenage learners and young adults, whether it be a teacher within a high school setting or further education establishment or even those who are in a social working capacity who encounter these age groups within their work. The ability to be patient and understanding to reaching targets set has to be admired.
A member of my staff team, Jade in my opinion has to be admired as both a person and a teacher. She was one of my students who I taught from the age of 3 years old and now works at my school taking responsibility for classes and students alike. She is obviously much younger than myself and whilst I question sometimes does the way the older students behave drive me to despair because I getting old and do not appreciate the world they live in when Jade also feels frustrated with these situations, it helps me appreciate that I'm not expecting too much of them and she alike has the same expectations and outcomes.

Whats gets you angry or makes you sad ?
At the moment the state of my school premises makes me sad, as they are inadequate and no longer suit our needs. We have outgrown them in size and the location is poor. Whist I have tried in the past to move us forward I always seem to hit an obstacle whether it be lack of time to give to pursuing ideas, the expense that comes with the proposal of more suited premises or the big one which does make me angry - the planning department at my local council who seem to prefer to shut doors in my face rather than assist me in finding a solution to progress and maintain my business within their borough. The delivery of Dance requires big spaces and where we reside our only option lies within an industrial unit, which in their wisdom the council deem suitable for Industrial purposes only whereas other local authorities have quite willingly given permission to a change of use for these style of buildings for play centres, activity providers and dance schools. So we continue to stay put coping with or surroundings even though they too are now crying out sad !

Who do you admire who shares your feeling or has found a way to work around the sadness or anger ?
Apart from my teaching staff who share my feelings of sadness that we cannot move forward and the anger I have with the planning department, I would say I admire my students, particularly the older ones past and present who too share a passion for continuous success, where our school deserves to be a viable and successful provider of dance education within the local area.

What do you love about what you do ?
My job is my passion, one that I have had since being a young child. It begin as a hobby and then it evolved into a career choice that has brought me to where I am today. I love passing on my knowledge and what I hope are valued skills which I have nurtured over the years. Dance is an art form, a discipline and a skill that can grow a persons confidence and allows them to express themselves in a way that they enjoy. 

I love to to teach the younger children within school as they have so much enthusiasm to achieve and are keen to learn from others and the teachers. They bring a smile to your face and make teaching them a delight. In turn as they grow and become accomplished dancers I love to see how far they have travelled and that their love for dance still continues to flourish. 


Who do you admire who also seems to love this or is an example of what you love ?
I admire all my past students who have come from humble beginnings of very small people; have followed their love of dance through the ups and downs of growing up, adolescence and peer pressure but have stayed steadfast and passionate to their hobby. For some this hobby has then grown into a career whether it be as a performer or teacher. But for many it has continued as a great part of their life whilst they take on the journey of university and in some cases it has been their saving grace to get them through this process. A release from their studies and a chance to express themselves in a way they understand and gain pleasure from. This also makes me feel a sense of accomplishment on knowing that I have managed to pass on some of my passion and commitment to them. 


What do you feel you don't understand ? Who do you admire who does seem to understand it or who has found a way of making it interesting and beautiful, or has asked the same questions as you ?
I feel I don't understand why so many young adults I come into contact within my job as a teacher of dance, consider the correction of their work as a criticism rather than a way they can better improve their skills and become a more enabled dancer from it. 

For this I admire any person who works within a teaching environment or indeed has a vocation that brings them into contact with young adults where their job is to support them. Whilst it's not every person of this age group it really can be the vast majority who display this attitude and as someone who is in a position of responsibility only trying to do their best by them it can make you feel very frustrated, at times inadequate and helpless as to how many more 'discussions' can be had with them trying to make their outlook more positive. 
If I'm honest it does make me feel old, as I don't appreciate or on occasion understand why they can feel this way. My teenage years didn't seem so troubled and I don't remember them in a negative way, but society of today seems so removed from the era that I grew up in. 

How do you decide the appropriate ethical response in a given situation ? To what extent are disciplinary responses different to that you might expect more generally in society ?
I pay a great deal of attention to ethics and codes of conduct within my school and practise, as I feel we live in a day and age where consideration to these are the way of our world. We cannot afford to leave ourselves open to criticism or a possible negative situation particularly when working with children and young adults. I recognise and follow code of conducts within my own school policies and by those set out by the teaching societies whom I belong to as a teaching member. In addition I keep myself aware of legislation as set by local councils and government. This is in my opinion 'good practise' that every dance teacher or dance school should adhere to. 

Disciplinary procedures can show differing aspects in society due to diversity amongst age groups. An older person such as my father in his 70's has an opinion of how disciplinary issues should be dealt with and most of the time his thoughts are very opposite to how authority are dealing with or indeed has dealt with it. He refers on occasion to how things were done in his day by means of 'an eye for eye' and 'what goes around comes around'. As he will say it never did him or his generation any harm to recognise when they had done wrong and pay the price for their actions whether it be to answer to their parents or member of authority. 

Whereas on the flip side of the argument my Sister, a Deputy Head at a local primary school and my brother who is a Police Officer both have valid arguments and opinions on many occasion in disagreement with my father, of how disciplinary procedures should be as a result of their training within their vocations and as a reflection of their age.