Thursday 28 March 2013

5b 'communicate a love of dance and encourage the art of dance'

After spending considerable time thinking about my own idea of professional ethical guidelines and my desire for an ethical classroom  I  concluded that, although they may well be idealistic, these are the personal standards I am setting myself as I embark on my career. On reflection, the basis of my practice is formed from previous experiences, i.e. my observation of 'best practice' in the dance class and behaviour learned and acquired from my own relationships.

As a self-employed teacher/dancer I decided to consult the codes of conduct that exists within my professional community.  I have been in the past a member of the R.A.D. and respect their standards and their teaching programmes.

The R.A.D. splits its code into four categories - Integrity, Competence, Professionalism and Compliance - and whilst my outlines were not as succinct as those outlined in the R.A.D's code, I felt we covered a similar ground.

R.A.D. Code of Conduct

C.D.E.T. Code of Conduct

I also decided to look at the C.D.E.T Code of Conduct.  I am ashamed to say that whilst I was aware of the document I had never studied its contents in depth.

The C.D.E.T. is the standard that is required to guide teachers on the issues of good practice.  It is reviewed every two years.  It outlines clearly and concisely what is expected of you as a teacher and the key responsibilities you have, setting out the standards required for safe practice, whilst also upholding the reputation of the profession.

I particularly liked the section "Standards of good practice for the relationship between teacher and students" which outlines the importance of having clearly defined aims and objectives. This section includes a sub section headed "communicate a love of dance and encourage the art of dance". How refreshing is it to see this aim explicitly outlined and to strive to deliver it. 

This task has been very thought provoking and educational.  It has helped me discover my own personal and professional ethics, which have been developed throughout my life experiences. Most importantly it has given me a greater understanding of the ethical standards required by, and expected of, me as a Professional.

I have discovered the importance of respecting organisational ethics, and the responsibility I have to my employer to uphold the reputation of the establishment.

I also now have a framework in which to practice and guidelines that I can consult. Morally, I can see that I have a responsibility to consider the code of conduct before committing to an organisation. 

Reading through previous blogs, I came across this blog by Jo Bradley, who posed the very real question: "would you be able to walk away from a job if you had a real conflict with the ethics of the establishment?" (see http://jobradleyblog.blogspot.co.uk/2012/03/task-5b-official-codes-of-practice-and.html#comment-form).

In the economic climate, Jo's question poses a moral dilemma, which thankfully I haven’t had to face. It certainly is an interesting question and I wonder what other bloggers felt about this and if others had been in this unfortunate position..?

Betty xx





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Thursday 21 March 2013

5a THE ETHICAL DANCE CLASS

I have just started a new job as a dance teacher, in an academy that has never taught dance. This has provided me with an excellent chance to look at the creation of an ethical dance class. In this context I feel that ethics involves building a safe, supportive environment which encourages motivation and mutual respect.
I also have an awareness of organisational ethics. Organisational ethics govern the set up of a safe environment - the implementation of codes of practice and regulations that guide the setting I teach in and make it fit for purpose.

These guidelines are based on my own personal thoughts and views.

First and foremost, I believe I have a duty and a responsibility to my students. Each pupil has a right to feel accepted, valued and safe whilst in my care.

With regards to ethics, I feel it is my responsibility to be a role model, modelling the behaviour that I would encourage from my students.  My actions influence the learning environment and ensure safeguarding.

Creating a safe environment

My personal responsibility is to ensure that the students come to no harm:
  •  I am trained to the required level to teach the subject and provide structured   lessons including the necessary warm-up and cool-down exercises to prevent injuries;
  •  I have a first aid certificate and am aware of the injury policies;
  •  I am CRB checked;
  •  I am aware of all relevant Health and Safety policies, accident policies etc;
  •  I am aware of the Fire Regulations and ensure that my students are equally prepared;
  •  I ensure that the equipment (electronic or otherwise) is tested and meets the required standard;
  •  I ensure that the classroom environment is clean and free from clutter;
  •  Prior to class, I carry out a visual risk assessment of the room, removing any hazards and ensuring that the room is safe and fit for purpose;
  •  I create a safe environment by the setting and enforcing of rules and boundaries that protect the student emotionally and physically.
Promoting Respect for each other:
  • I discuss with the students the reasoning behind the rules, so as to develop a greater understanding of why they are in place – eg. by explaining the consequences of being disruptive and not respecting other individuals' right to listen and learn;
  • I aim to promote an environment of respect and acceptance by encouraging students to treat others as they would like to be treated;
  •  I agree guidelines with my students for ‘our lessons’ and use these to develop rules that they understand;
  •  I respect students by giving them the best I can and preparing stimulating and challenging lessons;
  • I do my best to make each and every student feel valued and important.  I do this by greeting each and every student as they enter the class;
  • I adopt a friendly and approachable manner. I aim to divide my time equally between students and only show disapproval at their incorrect behaviour.
I believe that there are also unwritten ethical standards that are expected of me as  Professional working for a company which include:
  • Maintain the reputation of the Academy; 
  • Uphold the ethos of the Academy; and
  • Liaise with parents and colleagues to ensure the safeguarding and well being of students.
I am left considering if these ethical standards are enough and I am interested to look at the official regulations and guidelines laid down by the governing bodies and employers in comparison. 

I realise that I have strong personal ethics that I can only assume I have collected from life experiences. I wonder if they can be easily challenged and disputed.

I also wonder if my desire for an ethical class is idealistic and naive and maybe it is just as simple as right and wrong.  

Would love some feedback.

Betty xx  

Sunday 17 March 2013

4d My Award Title Proposal



Initially I considered the award title:

B.A. (Hons) Professional Practice in Musical Theatre.  

My rationale for this being that my Diploma and training up until this point has been geared towards Musical Theatre. It is the subject that I have trained in, that I am qualified in and also reflects my performance experience to date.

However, after reflection I decided that this course is all about my transition - practically and academically - from performer to teacher, and my title should reflect this progression.

On discussion with non-dancing friends, family, colleagues, students at the academy where I teach, and basically anyone that was prepared to discuss it with me,  I have discovered that, although the term "Musical Theatre" is widely used and respected in the industry, the majority of the general public do not recognise the title. I felt that the term Musical Theatre is a title attached to ‘active’ performers and not easily associated with teaching.

I deduced from this that I need to make my qualification title clear and descriptive so that it can be readily understood in the field of Education, as this is where I hope to further my career.

I therefore decided that my title needs to:

.  Be a readily recognisable formal qualification;
.  Reflect my previous vocational background;
.  Reflect the learning process of BAPP course; and
.  Be relevant to my future career aspirations.

I brainstormed all my ideas and eventually, after much deliberation, settled on the title:

"B.A. (Hons) Professional Practice in Performing Arts"

This title fulfills all the criteria I set out above, sounds professional and is recognizable.

I would really love some feedback as to what other students think.

Betty xx




Tuesday 12 March 2013

Please, please complete my Survey

I am researching motivating students in class and have put together a survey for dance teachers/teachers to complete.
It should only take a couple of minutes and I promise I will return the favour.
http://www.surveymonkey.com/s/26G2JRJ

Betty xx


Researching Motivational Strategies

I have been researching motivational strategies in the Dance Class on the internet and have concluded that there are several contributory factors to consider when looking specifically at motivating students.  

I have composed a set of questions which I hope to get onto a survey for colleagues who are teachers and the dance teachers on the course.  I would appreciate any thoughts or ideas from fellow bloggers.


Discovering Boundaries
Do you have a set of class rules?
Do you spend time with the class explaining the importance of rules?
Do you allow students to devise and set their own rules?

Creating an Enabling Environment
Do you encourage students to take risks in class?
Do you set tasks that are achievable? 
Do you set tasks that are well below the students' capabilities?
Do you encourage students to carry out self-assessment?
Do you reward students when they succeed?
Do you give immediate feedback?
Do you encourage students to set specific goals for themselves?

Creating Positive Relationships
Do you use humour in the class?
Do you encourage students to get to know each other?
Do you show students you care about them?
Do you make yourself available after class for discussions?

I am starting to think that my inquiry on motivation is too broad and that I might need to focus on one element of motivation. Help!

Would appreciate any feedback.  
Betty x

Monday 11 March 2013

4b ‘A day can slip by when you’re deliberately avoiding what you’re supposed to do’


I've spent so much time reading and analyzing everyone’s blogs and completing online surveys that I’m at risk of neglecting my own! Procrastinating is a great friend of mine and I get so easily distracted.  I can honestly say I've really enjoyed filling out the surveys. They have been very thought provoking and it has helped me conceptualise my own ideas.

So moving on to 4b…

This task is all about setting up Special Interest Groups on the programme of study pertaining to our inquiries, therefore identifying other students with similar interests.  Kindly, Clare Orlandi, Sarah Robinson and Lee Taylor have set up groups for the dance teachers amongst us. 

https://groups.google.com/d/forum/danceteacherssig 


https://docs.google.com/document/d/1kR7fw6nm0ZTfLbfHxrHbFEWVlRmMb9oVaBZ82LIs1Ps/edit?usp=sharing
 
http://www.facebook.com/groups/171353579680356/

As these groups are up and running,  I felt it would be overkill to set up my own group at the moment. However, I think for the future, as ideas evolve and develop, there may be a need set up a SIG to look at specific aspects of teaching. I do feel comfortable and privileged with the expertise surrounding me.

It has been so refreshing to finally interact with other students and to share experiences and ideas.  It does feel good being part of an online sharing community and to have the sense of "we are all in this together" camaraderie, helping out one another. This doesn't happen very often in the competitive industry we are all involved in.

It is fascinating to discover how interlinked all our inquiries are proving to be and how much we are going to be able to gain from interacting with each other:

Bobbie  is looking at Student-Teacher relationships, Louise - at discipline in the classroom, Clare - at  psychological transition from childhood to adolescent, which links in with Sarah’s inquiry on emotional intelligence in dance education. Gee is looking at success and how dance training can affect our self-esteem.  Chelsie, Lee and I are researching what makes a good teacher. 

All of these topics are fascinating for me as a newly-starting dance teacher. It is such a bonus having access to the ideas and opinions of professional teachers with such a wealth of experience and knowledge. I am anticipating lots of interesting debates and discussion.
I am hoping to get a survey up in the next few days. Pretty please fill it in!!

Betty xxx

Quote - There's Treasure Everywhere by-Bill Waterson   Calvin and Hobbes

Tuesday 5 March 2013

INSPIRATION - Nancy Osbaldeston

Just wanted to congratulate Nancy Osbaldeston on winning The Emerging Young Dancer 2013 at the Queen Elizabeth Hall, Southbank Centre on Monday evening.  
Nancy is a friend of mine and was also a BAPP blogger, qualifying last year.  
It is always so inspiring as performers to see friends achieving their dreams.

http://www.independent.co.uk/arts-entertainment/theatre-dance/reviews/emerging-dancer-award-queen-elizabeth-hall-southbank-centre-8520487.html



Betty xx


"Look Chaps, there aren't enough jobs for us, so let me turn my craft into a national curriculum"


Just came across this interesting article from the Telegraph regarding the importance of dance in the school curriculum.

http://www.telegraph.co.uk/comment/letters/9652097/Dance-teaches-children-creativity-and-discipline.html

This is worth looking at, if only for the 29 comments!!  I picked out a couple that might make you smile :)

Commenter's avatar
Arts my arse, school is for education not wafting about like a big fairy!
Commenter's avatar
"Look chaps, there really aren't enough jobs for us, so let me turn my craft into a national curriculum."

Betty xx