Monday 2 December 2013

So near .... and yet so far!

Thought I would touch base with my fellow bloggers.  I have been feeling slightly overwhelmed with the amount of work I have to do in such a short space of time.  I have a plan, but it doesn't fit into the time scale I have left, so I have after much deliberation decided to self-defer until May.  I am fortunate in being inundated with work and as most of us know we have to take the work when it is there. I am currently working full time as a teaching assistant, modelling in the evenings, teaching dance on a Thursday evening and a Saturday and performing in a Motown tribute band whenever I can.
 My role as a teaching assistant is temporary to cover a maternity leave and finishes in March, I am doing all I can to get a permanent job as I love it so much, i.e. choreographing the school musical, volunteering to take after school activities etc., great experience, but all of this impinges on my study time and I feel I am constantly playing catch-up.
I have struggled with the literature review it seems to have taken up so much of my time.  I can't tell you how many times I've written down a really good quote and then struggled to find it later, or I've read a brief synopsis of an article only to find that to read it in its entirety requires me to subscribe at a cost.

Where I am now:
  •  I have collated all the data from the evaluations from my students pre intervention  and presented the findings in graph form.
  • I have carried out my literature search
  • I have designed my survey for Teachers 
  • I have prepared the lesson plans for my intended interventions and arranged a further observation lesson post intervention
  • I have identified Teachers for my video interview  
I feel the pressure is off for now and I can concentrate on getting my interviews booked in a realistic timescale.
Hope everyone is getting on o.k.
Betty x

 
 

Monday 11 November 2013

Help needed to crack the coding!!

My lovely dance students much to my amazement filled in the evaluation forms, only needing a minor Haribo bribe to complete them.
Was very emotional reading the comments, have never asked anyone to evaluate my teaching before and children are so amazingly honest. Lots of good suggestions i.e.'I want to feel more out of breath' and 'would like more explanations as to why we do the excercises'. Valuable feedback that I shall reflect and act upon.
Now I have all evaluation forms I am researching ways of presenting the data gathered.
I am about to conduct my interviewing and wondered if anyone could advise any articles or books on coding as I really don't know where to start analysing my interviews.
Thanks
Betty x

Tuesday 5 November 2013

Moving on with Module 3......


I thought I would just write a quick blog to update where I am up to with module 3.

Planned Intervention  
Following a very productive meeting with my employer we have agreed a plan that will hopefully cause the least disruption to my dance classes.  He is supportive of my inquiry and is satisfied that my intervention will not be to the detriment of the girls

9th November - Observation lesson. I have arranged for a teacher to carry out an observation of the lesson and make notes on my teaching styles and techniques prior to my intended intervention.  The same teacher has agreed to observe my classes after 3 weeks of trialling my researched motivational  strategies aimed at boys.  I am looking forward to receiving feedback on my observation and will blog the findings.

At the start of the lesson I am going to explain briefly to the Students that I have an observer in the class who will be assessing my teaching skills and making notes during the warm-up session of the class. I am also going to inform them of the changes I will be making to the warm-up section of the class over the coming weeks and will ask for their help in evaluating these changes. 

 I have designed an evaluation form for the Student identifiable only by gender and age. I feel it is important that the Students feel involved and that their contribution is valued. evaluation form 

Interviews with Teachers
I have identified several willing volunteers who have agreed to be videoed  interviewed, I am just in the process of devising questions that will give me the most appropriate data for my inquiry.  I am behind schedule with this part of my inquiry, but due to participants commitments I have to fit the interviews in around participants work schedules etc.  This is an important part of my research so I will need to adjust my original plan to incorporate these interviews.

Literature Review

I am in the process of analysing all the literature I have collected.  I am struggling with this part of my inquiry as I have so much information to process.  I am reading through each piece and making notes on each article and its relevance to my inquiry.






Wednesday 23 October 2013

7a CHANGES TO MY INQUIRY

After a long chat with Paula and great feedback from Rosemary I have looked at my Professional inquiry and made changes that I hope will make my Inquiry clearer.    https://docs.google.com.
Would value feedback about my new revised plan:)
Betty xxxx

Monday 21 October 2013

'Boys don't Dance' an inspirational video

Fantastic video - showing an inspirational teacher - motivating boys to dance.  It is exactly what I've been looking at.
In the beginning of my inquiry I had a discussion with a P.E. teacher who filled her after school class by just changing the title from boys gymnastics to free running and this formed the basis of my inquiry and subsequent research.
I've copied the link for other BAPP Students

.http://www.teachersmedia.co.uk/videos/ks3-ks4-dance-boy-you-can-dance




Monday 14 October 2013

Artefact?...

Artefact? What is an artefact?

1. Something made or given shape by man, such as a tool or a work of art.
2. Anything man-made, such as a spurious experimental result.


I believe an artefact is a great way to support the research I have carried out in previous modules. By definition I want it to be a creative tool (and hopefully a work of art that can be used by fellow teachers).  It is an inventive way of culminating all the work I've done to date. I enjoy being creative and I am looking forward to watching my artefact take shape.

The vision is to create a video/montage of advice, strategies and approaches to dealing with the learning needs of boys from teachers themselves. Through my research I have discovered that tips, advice and strategies specifically aimed at teaching boys are rare and I think it would be an incredibly useful tool to have for new teachers like myself.

I have several willing volunteers; experienced teachers and newly qualified teachers from main stream education, along with dance and performing arts teachers. I believe it will be interesting to have opinions, ideas, strategies from all teachers and I am already curious to see if there are correlations between subjects and strategies.

My artefact is in it's infancy and I am currently exploring some of the different approaches I could use to shaping the piece. I am considering interviewing my teachers, then editing and extracting relevant information and designing a montage using clips from the video interviews.  

I envisage my artefact to be a piece of art that will work alongside and be a compliment to my inquiry.

I have lots of research, planning and interviews ahead and I am extremely excited to develop my inquiry further!

Please feel free to comment, I am interested to see what my fellow BAPPers think about my artefact proposal:)

Betty x




Tuesday 3 September 2013

IT'S THE FINAL COUNTDOWN!!!!

Hope everyone has had a great summer:)
I've just registered for student finance for this year and enrolled for the final module (hopefully).
So now it's back to reality, just hoping that I can keep focused.
The dream is to be a great Teacher and as corny as it sounds to 'make a difference', that's my motivation.
Good luck everyone, lets do this:)  
  



Monday 13 May 2013

CRITICAL REFLECTION ON PROFESSIONAL INQUIRY

Working through the three parts of this module has provided me with a holistic approach to my inquiry.
  
Developing lines of Professional Inquiry
I started by reflecting on my own working practice to identify questions that could become the basis of my inquiry. I chose to research education, as I intend this course to be a transition into a teaching career.

Adopting a questioning approach, I began by brainstorming ideas (Appendix A).  By reflecting back on the answers I had blogged in task 2d (Appendix B), I was able to re-affirm my desire to use my inquiry to develop my teaching skills.

I joined the SIG’s of other dance teachers on the BAPP course (
Appendix C ) and was immediately introduced to a plethora of knowledge and information from experienced teachers, who offered advice and support. Although, I initially found the experience of transferring ideas and questions onto paper difficult, the support and advice from my SIG community ensured I soon felt confident in systematically organising my thoughts and putting them onto paper. I began to share and discuss relevant articles via Google docs (Appendix D). 

Having been introduced to an academy where pupils had not encountered dance classes before, I quickly decided that I wanted to inspire and motivate pupils to dance. I struggled with the broad scope of this inquiry at first, but luckily a solution soon made itself apparent. After reflecting on a particularly challenging lesson, I identified a group of disruptive boys as the "primary" barrier to success in my lesson. I began to wonder how best to get them fully engaged with the learning. Having discussed this with my SIG community, ideas began to flow and my inquiry began to take shape.


Professional Ethics
Considering ethics for my inquiry, I first analysed my own personal ethical codes to which I adhere  (Appendix E). Having then looked at the Reader, I was made aware of regulations and codes which affected my practice (Appendix F). I began to explore ethical theories and question my own ethical decisions (Appendix G.) Armed with my new found knowledge, I structured a plan outlining how I would ensure my inquiry was conducted ethically. I shared and discussed this with my SIG community (Appendix H).

Tools of Professional Inquiry
The final stage was a trialling exercise designed to pilot tools for data collection (Appendix I).  I piloted a survey (Appendix J), an observation (Appendix K) and a questionnaire (Appendix L). I evaluated the effectiveness of each and decided that interviewing and questioning would be the most appropriate to my inquiry.
I explored the literature related to my inquiry and found a wealth of techniques and approaches that I could apply to my inquiry (Appendix M , Appendix N and Appendix O).  Setting up a ‘Delicious’ account allowed me to bookmark articles of interest for later reference.(Appendix P).

Summary
I have systematically worked through the tasks, critically analysed research articles, explored ethics and data collection tools and arrived at a proposal for my inquiry.
Personally, the module has taken my academic learning to a new level, heightened my problem-solving skills and developed me into a more autonomous practitioner.

Appendices

Friday 10 May 2013

Literature Review 3 - Encouraging Boys to Dance

http://www.danceadvantage.net/2008/04/26/encouraging-boys-to-dance/

The focus of this article is what can be done to encourage boys to take up dance. 

It discusses briefly the gender issues around dance and sets out suggestions to make dance more appealing to the male psyche:          .
  • De-feminisation of the surroundings
  • Advertising targeting boys i.e. pictures showing males
  • Specifically gearing learning to suit the male genre classes i.e. hip hop etc.
  • Adapting teaching styles to suit a male genre
  • Use of partnering elements to classes
  • Re-iterating athletic activity involved


Interstingly, it notes the positive effect having classes targeting boys learning styles have on the girls, preventing them from becoming one-dimensional dancers.

"young women are sometimes surprised when, as college students they are expected to be fierce powerful dancers.  In many dance studios I've found that, starting at a very young age, the physicality of movement is limited to what is considered feminine, pretty, or sexy"

In my opinion the article, whilst addressing the need to encourage boys into the dance class, lacked depth and research to back up the theories it outlined. 

It is interesting to compare the article written by Doug Risner (see literature review 2), who refutes, the notion that boys respond to a dance class associated with sport and athleticism and that actually boys wanted the same from a dance class as girls, performance, self-expression and creativity.


Tuesday 7 May 2013

Literature Review 2: Motivational Climates: What They Are, and Why They Matter

http://www.iadms.org/associations/2991/files/info/Bulletin_for_Teachers_3-2_pp5-7_Miulli.pdf

This article promotes the use of a task-involving climate in the dance class.

It cites as evidence four credible research studies comparing ego-involving and task-involving climates. 

The evidence was overwhelmingly in favour of a task-involving climate.  I did find this surprising, I could see task-involving being beneficial in an everyday general dance class, but I  felt that the more serious the student, the more an ego-involving climate might work for them. These students strive for perfection, comparing and competing with peers for coveted scholarship places, basically preparing them for life as a professional dancer. 

The article gave the reader a general view of the subject with the use of a table outlining the differences in task and ego involving climates:

Task–involving climates focus on the students self-improvement, learning, co-operation and individual effort.

Ego-involving climate focuses on objective success and competition, accompanied by punishment for mistakes, rivalry, social comparison and favoritism.

Research proved that where students felt they were in an ego-involving climate they were more likely to worry about their performance, had a harder time concentrating on their dancing, dwelt on their mistakes, felt less competent in the dance setting and were less creative than when taught in a task-involving climate.

It therefore, challenged teachers to promote task-involving climates in the dance classes by giving:

·         Equal attention, support and recognition to all dancers, not just the star students;
·         Setting students individual milestones;
·         Developing a passion in the student for the entire learning process not just the end result;
·         Encouraging self-improvement in the student rather than simply being the best;
·         Rewarding effort, not success.

The rewards are the development of a calm dance class where students feel in control, and dancers who are more autonomous, healthy and creative.

Betty xx

PILOT INTERVIEW

PLOT INTERVIEW

For my interviewees, I selected a dance teacher and a primary school teacher.  Because this course is a transition for me, and the focus of my inquiry relates to teaching in general, I felt it would be a useful exercise to interview teachers from differing disciplines.

I prepared for the interviews by reading the Reader’s advice on interviewing, and also the chapter on interviewing and conducting interviews in Judith Bells' "Doing your Research Project".

As this was only a pilot, I decided to make it informal and relaxed. I adapted the questions I used on my survey.

Do you set class rules?
D.T. Absolutely, I believe it is important that students know the boundaries right from the start.
P.T. First lesson – I set out the rules and the consequences of rule breaking.  It is important to me that pupils know the boundaries.

Do you involve students in setting class rules?
D.T. Yes, I make a point of sitting down with the students and together we draw up a list of rules for our dance class.
P.T.  Before the start of the lesson, I ask the pupils what they want to get from the lesson and how we can create an environment to make this happen. I like to get them thinking and creating the rules that we will apply.

Do you explain the importance of rules to your students and let them know the consequences of breaking them?
D.T. Yes, we set out our rules and the impact of rule breaking on each other, for example talking when others are trying to listen. How would that make you feel if you were the teacher? And how would that feel if you couldn't hear what the teacher was trying to say? We outline the consequences of our actions, for example if you run about and don’t listen you get a warning and then the next time, you have to sit on your own for 5 minutes.
P.T.  I explain that the rules are set in place to create the best possible working atmosphere meaning we get more covered in lesson. If they break the rules they are fully aware that there will be consequences, from not being allowed to take part in the activity to an after school detention.

Do you encourage your students to get to know each other?
D.T.  The first few lessons, we have team building games.  I think this is really important as students need to feel secure, valued and accepted in the class.
P.T. Yes, it is important and I usually start the lesson with a inclusive activity to encourage pupil interaction.

Do you think it is important to set students tasks that are achievable or tasks that challenge?
D.T. Both. Students need to be challenged, but equally they need to feel that they are achieving goals and feel comfortable with their learning.  I try to look at every student as an individual and set tasks that challenge them at a level I think they can cope with.  It is all about experimenting and getting to know your students.
P.T. Both. When I do a lesson plan I have my main aim that all the pupils will hopefully achieve from the lesson, but then I have an extension that will challenge the students. It then falls down to the students on how much they push themselves. The opportunity for them to develop the skills further is there but the ground work for the basic level is covered.

Do you reward students when they succeed?
D.T. I reward students with praise for good behaviour. I feel it is important to establish a positive learning environment.
P.T.  Yes, we have a merit system in school. I think it is important to reward pupils, it gives them a sense of achievement

Do you give immediate feedback to your students?
D.T. Yes, I believe that students need to be constantly reassured that they are doing the right thing.  I aim to always keep it positive.
P.T. Yes I try as I walk around to talk to pupils and give encouragement and support.  I like to praise good work immediately to keep them motivated and on task.

Question specifically aimed at the boys in your class:

What do you believe motivates boys?
D.T. Being interested in the topic, also having friends who are interested in the topic.  Lots and lots of praise
P.T. An interest in the subject.  The trick is finding a way to spark the interest.  Having a teacher who is excited about the topic is one of the most important aspects of a successful lesson.

What do you believe are the barriers to teaching boys?
D.T. Boys can be easily distracted and it is difficult when you have others in the class, boys only want to do what they want to do, the boys in my class find it difficult to concentrate for long periods of time, they want to be playing, moving around.
P.T. Boys are so easily distracted, they succumb to peer pressure from others, fidget, can’t still still for long and have short attention spans.

What strategies do you use to use to inspire boys to learn?
D.T.  Allow them the freedom to move around.  I always have a good warm-up session.  I use competition, i.e. ‘who can jump the highest’.  I use pictures and videos to encourage them.
P.T. I try to show my passion for the topic. I plan beforehand.  I use pictures and videos, demonstrations and hands on activities as I know that boys are kinesthetic learners.  I try to use short engaging activities. I praise and reward good behaviour.

What do you think is the best learning environment for boys?
D.T. Somewhere that they can move, explore and play.  Boys work well with guidelines and boundaries, so somewhere that they know the rules.
P.T. An environment where they feel valued, where they feel they are able to contribute to the lesson. Lots of different learning activities.  A classroom that is visual, displays, pictures etc.

On reflection, I found the experience of interviewing very rewarding.  I gained such a lot from both interviewees about teaching and creating the right atmosphere for learning.  I do think it would be useful to video the interviews, as it would enable me to concentrate on the respondents answers and also observe body language etc. I intend to trial this.  I can see that it will be difficult to analyse data from interviews, but will research strategies for coding and blog. 

Monday 22 April 2013

My first Literature review - WHEN BOYS DANCE: MOVING MASCULINITIES AND CULTURAL RESISTANCE IN DANCE TRAINING AND EDUCATION

http://dougrisner.com/articles/Risner_daCi09_WhenBoysDance.pdf


In this article I particularly like how Risner used two different approaches to boys in dance. He first researched "why boys wouldn’t want to dance" before flipping this question on its head and researched "why boys want to dance".

Looking at it from two different angles gave, I believe, a well-rounded view of the subject.

The reasons given as to why boys wouldn’t want to dance were pretty much as I expected and primarily came down to the stigma attached.
 
One of the questions posed to the boys stated: "I think boys would study dance if..." Unsurprisingly to me, 85% of participants selected the answer "if boys weren’t teased and harassed so much about dancing."

However, some answers did surprise me. For example, in relation to the above question, 72% of boys answered "if parents were more supportive and encouraging", suggesting that parents were also influenced by the social dogma attached to male dancers.

It was also interesting to note that girls gain most of their support from parents, whereas male dancers cite best friends as their means of support.

Meaning and Perseverance - I found the way participants view themselves, and what motivates them, particularly thought provoking, with quotes from the boys like "Dance is nothing like sports, and male dancers know it", and that boys like to perform, like the physical challenge, but also that they relish the self-expression and creativity of dance.

I also found it interesting that what motivates boys and girls are similar - self-expression, performance and creativity. I had expected boys to choose the competitiveness or athleticism, but I was happy to be proved wrong.

Risner suggests that the historical method of recruiting and engaging boys by promoting dance in a more sports-like manner is unfounded.  Boys are proud to be recognised as dance artists rather than falsely dressing it up as being an athlete.

It would appear that boys struggle in dance because of cultural limitations but that if they can overcome the stigma attached they are attracted not by athleticism but by the creativity of dance.

Friday 19 April 2013

PILOT SURVEY

After researching various methods for completing my pilot survey, I opted for the web based 'Survey Monkey' - an online survey creator - as it seemed to be the popular choice amongst fellow bloggers.  I was so impressed with the ease in which I was able to design my survey and make it accessible to the public in such a short period of time.

The template guides the researcher through  the 'set-up' process and I found it really easy to use - even for a technophobe like me!

Survey Monkey is a free web service, if you choose to keep your questions to a maximum of 10. This limit was a bit restricting as it was difficult to select questions that extracted the information required in only 10 questions. However, I must admit, it made me really look at the relevance of each question I asked - so perhaps there is an argument to be had about quality over quantity.  There is scope for upgrade at a cost and this might be worth considering in the future if I feel 10 questions do not adequately support my inquiry.

I was able to advertise my survey on my SIG, blog, and my Facebook, thereby attracting a different audience and allowing for a wider range of views.

I enjoyed composing the questions for my inquiry.  I chose short, multiple choice questions  to gently ease the participant into the survey.  I then asked a question without a "yes" or "no" answer which instead required a comment. This gave the participant a chance to air their own views and I had some excellent answers and advice which will really help me with my future inquiry:

http://www.surveymonkey.com/analyze/?survey_id=39172853&OPT=NEW

I was pleased with the 14 responses I got, especially since I had advertised the survey as a survey for dance teachers, thereby, restricting participants.

Analysing the results of my survey,  I felt the questions I used were relevant to my inquiry and gave the respondent the freedom to express their own opinions.

Survey Monkey is an excellent inquiry tool.  It is anonymous, allowing people to just put down what they think without fear of being recognised or judged - it is their own opinions as they are not influenced by other participants as perhaps they might be in an interview situation.

The only negative I have found is that I am unable to expand and explore the comments made by participants. This is frustrating when you find a common thread in the answers that you would really like to take and explore further. In an interview I could take the question further, seek opinions, explore the subject and create a more specific discussion around the topic.

My survey has given me both quantitative and qualitative data that will be useful when I conduct my research study.

Most importantly, it has given me useful and valuable advice from other professionals regarding the use of teaching techniques and strategies in the classroom that I will take forward into my personal practice.

I will definitely use this tool in the future, but I do feel that it would work best alongside other research tools in order for me to get the most balanced and thorough research for my inquiry.

Betty xx

PILOT OBSERVATION ( It is impossible not to socially enagage with a 6 year old who desperately wants to show you her 'Step, hop, step, pas de chat')


For my pilot observation I decided to observe a dance class of 5 to 8 year olds comprising of 12 girls and 2 boys.

I planned carefully beforehand my aims and objectives for the session:

http://bethanywells2.blogspot.co.uk/2013/04/6a-piloting-research-tools.html.

I drew up a sheet with the various sections of the lesson I wanted to observe.

I chose not to participate in the class, but to observe from the back, in order to capture independently the required data and take notes.


I realised very early on that I was not going to be able to observe quietly and discreetly from the back of the class as I had hoped. Some of the children knew me and immediately their response to their own teacher was diverted, as they looked over at me, asked me questions and were unable to concentrate on the lesson.

It is impossible not to socially engage when faced with a smiling 6 year old who desperately wants to show you her "step, hop, step pas de chat".

I felt it was unfair on the teacher and made the decision to become involved and become an active participant. The teacher didn't mind at all, but I was then unable to observe and take notes as I had originally planned.  I was, however, able to witness the various teaching methods used in the lesson and the strategies she used for dealing with a disruptive student. However, my neatly designed spread sheet was sadly left blank. Despite this, I did enjoy the lesson, so all was not lost :).


Writing retrospectively was OK, but I felt that I missed the opportunity to view the lesson as a whole, and what actually happens, as an impartial observer. 

On reflection, I felt I was rather naive in my approach to the observation.  I do think it is a useful tool and one which may benefit my inquiry.

Judith Bell in her book "Doing Your Research" advises careful planning, piloting and practice as the necessary components required to get the most out of observation studies.  With this in mind I will endeavor to try again.

Bell, J.  - Doing Your Research Project - Open University Press 1992

Wednesday 17 April 2013

6d - is for Delicious

Discovered delicious! Great for storing research articles, websites and data. 
I particularly like that you can tag similar items to make groups. 
It is an easily accessible tool and can be added to your favourites bar. 
Here is a link to my account, please follow me and we can share resources.

https://delicious.com/bettywells

Betty xx

Tuesday 16 April 2013

Help with the Researching Research Bit:)

I have been struggling to find good research articles, but, have just found Summon on Uni-Hub. I can really recommend it. You just type in what it is you're researching and it searches and displays any relevant articles :)

Betty xx

Monday 15 April 2013

6a PILOTING RESEARCH TOOLS


Task 6a
It's about to get serious ........

6a is all about finding the most effective research tools for carrying out my inquiry. I will pilot the various strategies suggested in Reader 6, analyse my findings and select those methods which I find most suitable.

The research tools will need to be valid, reliable and representative.  My aim is to provide "good quality" primary data.

My approach will be "the view from within" – Phenomenology approach as I do not believe a Positivist approach would give me the insight I need to fully explore my inquiry.  I believe I need to 'get inside' the mind set of the teacher and the student, I also want to be able to ask direct, pertinent questions.

Pilot Observation

I plan to observe a dance class. 

I will look at the learning strategies used.
 
I will listen closely to how the tasks are introduced and how the instructions are delivered.

I will make notes on what the pupils are expected to do.

I will observe whether the pupils are working independently or in groups.

See how the teacher measures the success of their learning strategies.

Observe how pupils understand the tasks given to them.

Observe how well they engage with the task and their progress in the wider context of the lesson.

Observe how well the students engage in the tasks.

I will be particularly observing the behaviour of boys to see which tasks they enjoy and which task they show an aptitude for.  

I will hold a debriefing session with the teacher after the lesson.  

Pilot Survey

I have a survey on survey monkey, this is still active and I have had some great results to date. I feel confident in using this tool and I am interested in comparing the findings from my other research tools. These are the questions I asked in my survey:

 
1. Do you set class rules?
2. Do you involve students in setting class rules?
3. Do you explain the importance of rules to your students and let them know the consequences of breaking them?
4. Do you encourage your students to get to know each other?
5. Do you think it is important to set students tasks that are achievable or tasks that challenge?
6. Do you reward students when they succeed?
7. Do you give immediate feedback to your students?
8. Do you encourage students to set specific learning objectives for themselves?
9. How do you create a supportive environment, so students feel able to take risks?
10. Do you make yourself available after class to discuss issues with students?

Pilot Interview

I intend to interview individual teachers.
I will use the questions I presented in my survey to form the basis of the interview.  My rationale being that I will be able to compare data collection tools and thereafter compare the findings. I will also focus some of my questions on their methods of motivating boys as this will aid my inquiry.  

Pilot Focus Group

I plan to conduct a small focus group of teachers.  I am again going to use the questions I originally asked in my survey on survey monkey.

http://www.surveymonkey.com/s/26G2JRJ

However, I am also going to devise a selection of questions specifically related to motivating male students to ask alongside these questions.  I will post these to my blog and also share with my SIG community. 

Betty xx

Saturday 13 April 2013

Motivation

A great motivation lecture from TED
It explores the human psyche on motivation and is a great resource for those of us looking at Motivation for our inquiries.
Betty xx

Wednesday 10 April 2013

5d ETHICAL STANDARDS FOR MY PROFESSIONAL INQUIRY

Shared with SIG group - https://groups.google.com/d/forum/danceteacherssig 


My proposed inquiry is to research further:

"What learning styles and activities inspire boys to achieve?"

I aim to start my inquiry by looking at research that has already been conducted regarding the disparity between boys' and girls' academia. I will then look at learning styles/activities specifically geared towards boys and look at the evidence base for applying them to practice.

I will need to give a rationale for the inquiry and explain why I have chosen to look at boys.  For example, the brief research I have already conducted has shown disparity between the academic achievements of girls and boys and has suggested that boys learn in a different way to girls.  Because of this I have asked the question:

"Would certain activities and learning styles work better for boys?"

The C.D.E.T.. Code of Conduct, Standards of good practice, challenges the Teacher 

"to use adequate and flexible teaching skills to create a productive learning environment"
and
"recognise physical differences and limitations and different learning styles and modify the teaching"

In relation to my professional practice, I have in my dance class several boys who can be disruptive and do not appear to respond to my teaching methods in the same way as the girls.  Therefore this inquiry will help me to discover whether adapting my teaching methods/activities as advised by C.D.E.T. will inspire boys to learn.

Initial inquiry – look at existing research regarding gender differences in learning styles/activities.

In order to carry out this inquiry I will need access to students and with this in mind I am aware that I will need to follow the correct regulations and procedures to ensure safeguarding and the well-being of participants.

"Act in such a manner as to safeguard the interests and well-being of children and ensure that confidential information obtained in the course of professional work should not be disclosed without pupil or parent consent."

I have looked at the guidelines of the C.D.E.T. code of conduct and decided to use their guidelines as a framework by which I will ensure my inquiry is ethical, unbiased and non-judgmental. The code uses the following components: 

Integrity.  Objectivity.  Confidentiality. Data Protection.

Integrity

I will discuss fully my inquiry and gain support from my employer.

I have a responsibility when conducting my inquiry to be honest and ethical. I will follow the guidelines outlined in B.E.R.A.'s Ethical Guidelines for Educational Research.

I will obtain informed consent from participants in my study, using consent forms designed by Middlesex University who will be overseeing my project.

My inquiry will be my own work (unless referenced) and will be conducted honestly without plagiarism.
 
I will research any laws and regulations that will affect me carrying out my inquiry, i.e. The Children’s Act. I will act in accordance with all relevant laws to ensure safeguarding.

I will not pick and choose data to prove a point

I will ensure that all interviews conducted will be represented in their entirety.

I will take on the role of researcher with respect for my participants.

Objectivity

I will have clear aims and objectives about what I am hoping to achieve from the project.

My inquiry will be valid and reliable.

I will need to be able to explain my rationale for the topic I have chosen.

My results will be thoroughly researched, be non-judgmental and unbiased.  To do this I aim to collect a wide range of data from students, teachers and individuals.  I will conduct interviews that are open and honest and use open questioning, thereby, allowing participants the freedom to express their own opinions, without prejudice. I intend to do this by conducting interviews and surveys, with open questions (rather than leading questions) allowing participants the freedom to express their opinions.

I am aware that, as a researcher, I must avoid influencing participants by not asking leading questions.

I will respect the decisions of the interviewees, even if I don’t agree with their choices.

I will respect each individual’s rights not to participate and will not question further their decision.

I will avoid influencing the participants, ensuring I am clear about what I am choosing to achieve from the project and have clear aims and objectives.

Confidentiality

I will acquire the necessary consent, verbal or written through the correct channels, ensuring that consent is informed.

Ensure I have a fair representation of students and teachers and not just "cherry pick" those who I feel would give me the "correct" answers.

I will need to protect the participants and ensure that they are able to participate fairly amd confident that all answers will be confidential.

Data Protection

I will ensure that I adhere to the Data Protection Act 1998. Before conducting interviews I will discuss the Act with the participants and make them aware of its requirements.

I will select the appropriate methods of data collection to produce a complete piece of research ensuring that whatever method I use is designed to fit my objective.

I will use the information I collect solely for the purpose outlined in the study.

I will ensure that any information and data collected is not disclosed to a third party without prior consent from the student, individual or parent.

I will protect the data I collect, ensuring that is not accessible to others. I will do this by storing all the information in a folder on my own personal computer that will be password encrypted.

Dispose of the data after my research in the correct manner required by law.

Friday 5 April 2013

5C...



ETHICAL THEORIES

I have looked at professional, personal and organisational ethics within my own practice.  The Reader encourages us to take this further and look at ethical theories that affect our moral and ethical decisions.

I have discovered such a huge amount of information  - fascinating, thought-provoking, and a challenge to my preconceived ideologies. 

Professionally, I had already looked at my own personal ethics. I then researched the code of practice of the R.A.D and C.D.E.T., which proved to be a valuable exercise and something which will now benefit my practice. I was introduced to new aspects of professional conduct that I had not previously considered. 
  
Initially, I began my research on theoretical approaches to ethics by looking at the word - "ethics". I discovered that the word derives from the Greek word "ethos" meaning "character" and from the Latin word "mores" meaning "custom". Together, they combine to define how individuals choose to interact with one another.

Reading further, I discovered that from a philosophical point of view, ethics is defined as governing the conduct of individuals as to what is good for both an individual and society as a whole.

Rosemary in her blog on Ethics introduced us to ethical proposals by various thinkers.


Purely because of the contrast in ideologies, I decided to research further the ideas of the consequentialist and deonotology approaches to ethical dilemmas.

The consequentialist approach to ethics is to do whatever brings about the best result in a situation.  They advocate a common sense approach.

I found a great example of this by Patrick Button in his blog on a lecture given by his College Dean - Dr. Kimberly Shankman.


"Three British sailors were adrift in a lifeboat on the open ocean, without water and dying of thirst.  One of the three was near death and his comrades killed him and drank his blood.  The two survivors were later rescued and charged with murder.  The reluctant cannibals were sentenced to prison instead of death due to the extraordinary circumstances of their crime.  The response of some of my classmates to this nautical horror story was almost as distressing as the act of cannibalism."

Immediately I felt that the act of cannibalism in this case was disgusting and morally wrong, but then, as Patrick points out, if the sailors had not eaten their ship-mate, all three would have died. In that situation, is it still morally wrong to kill? 

The consequentialist would say that what they did was for the greater good. The man would have died anyway and because of the act of cannibalism two survived instead of none.

A deontologist believes there are never any moral "grey areas". There is simply right and wrong.  The sailors were murderers and should be treated as murderers.

This deontologist approach seems a far simpler code of ethics to follow. However, personally, I would argue that until I was actually faced with the situation I really don’t know what I would do.

Karen Murdasi in her article on Consequentialism and Deontology (http://suite101.com/article/deontology-and-consquentialism-a91650) invites the reader to carry out what philosophers call a thought experiment named "Would you shoot the hostage?" It is designed to personally discover whether you are a consequentialist or a deontologist.

"While trekking in the Andes you come across a guerrilla leader who has captured 20 local villagers. The guerrilla says if you will shoot one hostage he will let the other 19 go free. If you refuse to shoot, he will kill all 20. In the thought experiment the guerrilla leader is telling the truth and you have only two choices: to shoot, or to refuse. Choose to shoot, and you are a consequentialist, motivated by saving the 19 innocent people. Choose to refuse, and you are a deontologist, motivated by the fact that it is always wrong to kill an innocent person".

The deontologist would argue that it was the guerrilla that shot the villagers. The consequentialist would argue that this was selfish and that one person losing his life meant that 19 lived.

From researching both approaches, I really don’t know what I would do faced with this dilemma - I think I would just ask them to kill me!!!

Applying set ethical principles to my role as a dance teacher is difficult and I totally agree with Nicole Carman who in her blog on Consequentialism writes: 

"If I look at the concept of Consequentialism within my profession, would I ever tell a student he/she could not be in a dance performance because she was not as technically strong as the other dancers and was letting the group and the overall vision and concept of the piece be compromised because of this. I personally could not live with the fact that although the piece would look stronger, one child would be left feeling inadequate and isolated... The complete opposite to why I think participation in dance is beneficial. I understand that utilitarianism maximises the overall happiness but at what cost?"

I know that I could not tell a child that they weren't good enough, even for the "greater good".  I also believe I would be breaking the C.D.E.T's Code of Practice ("communicate a love of dance and encourage the art of dance") if I was to do so.

Applying the Deontolgist approach to my practice, the principle of an action being either right or wrong regardless of consequences, would prove difficult in some scenarios.  For example, we have a Santa that comes and gives out presents to the children at the dance school Christmas party - could I tell a child that there was no such thing as Father Christmas? The Deontologist would say I was lying to the children. 

I believe that you should always look at the consequences of your actions and be able to give an account for the decision you have made, both morally and ethically.


Ethics certainly has proved to be a fascinating subject, I have changed my mind so many times about my own ethics with each scenario researched.  

Ethics certainly does have an important place in the dance class. I truly believe for me it will never be just black or white, butI will strive to evaluate the consequences of all of my actions within the class.
 
Betty xx