Today I had a really good skype session with Paula regarding where I am with my inquiry and also looking at some of my questions that I will be asking my interviewees.
We discussed how to explore in more depth on some of my answers that are 'given' and see if I can find any extra information that will help towards my enquiry. Looking at journals such as 'http://www.danceadvantage.net' and other blogs from other BAPP students should help with this.
Looking at some of my questions, we discussed on what influences my teachers may have had to decide on whether they were going to do syllabus work or non syllabus work, and I am going to research more into this, including trying to find someone in ISTD headquarters to speak and ask a few questions to help with writing my questions.
Paula asked me a good question 'why do children do exams/perform' and in all honestly I couldn't answer fully to begin with, but I think finding out more information with my interviewees answers and my own research will help figure out this question.
Also finding some good debates from some of my literature should give me some questions that my interviewees can sink their teeth into and give me thorough answers that I can analyse well.
Steph xx
Monday 2 March 2015
Wednesday 7 January 2015
Critical Reflection on Professional Practitioner Inquiry
In this module, I feel I have used a lot of the tools from Web 2.0 that I gained in Module 1, and feel I have developed them using the ideas of joining SIG groups (Please see appendix A), and also trying to use my reflective theory (please see appendix B) to help guide me in my final enquiry question. There are three areas that I am going to discuss further:
- General ideas for enquiry
- Professional Ethics
- Tools to use in my professional enquiry.
When developing my lines of enquiry, I tried to think of ideas that would be of use to me now, or later on in the future. I wanted my enquiry to feature autism, as I have children that I teach that have the condition, and also someone close to me that has slight autism wants to start dance so I wanted to research for her if dance was the best outlet. (Appendix C) shows some of my ideas that I started to look at for my base ideas for my enquiry, also doing some trial questions for my SIG groups that I had joined regarding dance and autism gave me some good grounds to think on (Appendix D). After talking to my advisor, she explained it is a good base to start with but to really think about what will help me in the future. I then thought about what I teach, and noticed a variation in what I actually teach in the class.
After speaking to fellow colleagues, and friends in the same aspect of dance, I have thought of ideas that will hopefully help me in my enquiry.
In this module, I have refreshed my memory on professional ethics. I used this to think about what I already do in my workplace (appendix E), and it has helped me with not only doing my enquiry plan, but also being able to guide other dance teachers with ethics.
Although I gained so much information in Module 1, this module I have gained valuable information on different tools to help with my enquiry. After reading Reader 6, I chose what I felt was the best tool to help me further my enquiry, and have considered what ethical problems may happen, and how to overcome these should anything happen.
In this module, I feel I could have planned my time a little better, which is something I will try and overcome in Module 3. I have found the importance of making and also developing professional friendships with my fellow BAPP colleagues in my relevant SIG groups, but also my current relationships with fellow professionals I work with. This has helped me developed my ideas and will hopefully help me produce a great enquiry.
Bibliography
stephanienatashajones.blogspot.co.uk.2014.Task 4B Sig Group.
stephanienatashajones.blogspot.co.uk.2014.Task 2C Reflective Theory.
stephanienatashajones.blogspot.co.uk.2014.Start of Task 4D.
www.plus.google.com.2014.108463473353760741486/posts.
stephanienatashajones.blogspot.co.uk.2014.Professional Ethics.
- General ideas for enquiry
- Professional Ethics
- Tools to use in my professional enquiry.
When developing my lines of enquiry, I tried to think of ideas that would be of use to me now, or later on in the future. I wanted my enquiry to feature autism, as I have children that I teach that have the condition, and also someone close to me that has slight autism wants to start dance so I wanted to research for her if dance was the best outlet. (Appendix C) shows some of my ideas that I started to look at for my base ideas for my enquiry, also doing some trial questions for my SIG groups that I had joined regarding dance and autism gave me some good grounds to think on (Appendix D). After talking to my advisor, she explained it is a good base to start with but to really think about what will help me in the future. I then thought about what I teach, and noticed a variation in what I actually teach in the class.
After speaking to fellow colleagues, and friends in the same aspect of dance, I have thought of ideas that will hopefully help me in my enquiry.
In this module, I have refreshed my memory on professional ethics. I used this to think about what I already do in my workplace (appendix E), and it has helped me with not only doing my enquiry plan, but also being able to guide other dance teachers with ethics.
Although I gained so much information in Module 1, this module I have gained valuable information on different tools to help with my enquiry. After reading Reader 6, I chose what I felt was the best tool to help me further my enquiry, and have considered what ethical problems may happen, and how to overcome these should anything happen.
In this module, I feel I could have planned my time a little better, which is something I will try and overcome in Module 3. I have found the importance of making and also developing professional friendships with my fellow BAPP colleagues in my relevant SIG groups, but also my current relationships with fellow professionals I work with. This has helped me developed my ideas and will hopefully help me produce a great enquiry.
Bibliography
stephanienatashajones.blogspot.co.uk.2014.Task 4B Sig Group.
stephanienatashajones.blogspot.co.uk.2014.Task 2C Reflective Theory.
stephanienatashajones.blogspot.co.uk.2014.Start of Task 4D.
www.plus.google.com.2014.108463473353760741486/posts.
stephanienatashajones.blogspot.co.uk.2014.Professional Ethics.
Tuesday 2 December 2014
Task 6A - Part 1
So I am skipping a few tasks in order to get things done :)
After reading Reader 6, I have decided to do a trial interview with some members of a dance teacher Facebook group that I am a part of and also I am going to ask the same questions to my SIG groups to see what kind of feedback I receive.
I am very interested to know what everyones views are on this subject, and hope this will help guide me in the right direction to really get the best out of this topic.
More on this soon....
xxx
More on this soon....
xxx
Tuesday 25 November 2014
Task 5A - Professional Ethics
Even though I have been a dance teacher for a little over 2 years now, I still find areas that I need to work on and improve in regards to some of my teaching methods, but I feel this is a good thing, because I want to be the best that I can be as a dance teacher, and also as I want to go into mainstream schools as a teacher of GCSE/A LEVEL dance, I need to be ready for anything.
When I looked up the meaning of 'ethics' - this is the answer that came up:
In my workplaces, there are set principals and guidelines that not only I have to adhere to, but also the parents/students have to as well for a safe, encouraging environment for children to learn.
While they are in my care, the children should feel safe and valued with respect while also giving the teacher respect. The ways I do this are:
When I looked up the meaning of 'ethics' - this is the answer that came up:
'moral principles that govern a person's behaviour or the conducting of an activity.'
In my workplaces, there are set principals and guidelines that not only I have to adhere to, but also the parents/students have to as well for a safe, encouraging environment for children to learn.
While they are in my care, the children should feel safe and valued with respect while also giving the teacher respect. The ways I do this are:
- To do a visual risk assessment of the area I am working in, making sure there is nothing for the children to fall over or cause an injury to themselves.
- Also doing a good warm up/cool down for the children to prevent risk of injury to their bodies.
- Talking to the children (dependant on age) in a respectful but also authoritative way so the children will learn.
- Also treating the children the way that they would like to be treated, as they learn this at mainstream school so the principle should carry on throughout.
For my enquiry, I am looking at the ways teachers act around children with autism, and seeing if dance is a good way for children with autism to grow up and prepare themselves as they grow older. The ethics here are quite a sticky subject, as on the one hand you have to treat these children the same as the other children in fear of risk of favouritism, but on the other hand there will be a sense of favouritism as you need to nurture and encourage these children probably more so than others. In my enquiry I will not name any schools, teachers, or students. And any information I get will be kept by me and disposed of after the end of my enquiry. The research I do will remain professional and anything I need approval for I will seek. Any photos/videos I record I will gain permission from the dance school used, but also the parent/guardians of the children for security reasons.
By doing this, I feel I will achieve my enquiry by doing the correct things to ensure a safe environment.
xxx
Wednesday 19 November 2014
Only the start of Task 4D
I know this will start blossoming into me posting so many videos/articles etc, but this subject I am thinking of doing is really letting me get my teeth stuck into something that I am enjoying as I am learning something new every time I research something, but also things I can put into my everyday practise as a dance teacher.
The first piece of literature is from this link and it did take me some time to find, as it wasn't on the first page of Google :) I really enjoyed reading this piece, and one comment struck a chord with me
'The practice of dance is highly structured and very ritualized, a selling point for children with autism.'
Which I totally agree with. On the saturday class I covered in my previous blog, the helper of the child in question actually praised me after the class for the way I taught and said that she liked the fact that I was 'structured, and also was strict and clear with the children on what I wanted' which is beneficial for the child.
Also on this post it mentioned James Hobley - a child who competed on 'Britains got Talent' back in 2011. He had battled with autism and was homeschooled by his mum, and it was only a leaflet on a dance school that inspired him to dance and his confidence grew also. Here is the youtube video on this.
This actually sent shivers down my spine... his passion and also enthusiasm for dance is an inspiration to not only other children with autism, but also any dancer in general, that anybody can do anything if they believe in themselves.
Another thing I found online was a link with an article on which a mother who has two children (one with autism, one with Aspergers Syndrome) has released a dvd with the help of Pineapple Studios to help children with certain aspects such as co ordination, confidence, communication skills etc. Here is the link.
I liked this as she was really passionate about doing this for not only her children, but children everywhere with this condition. Debbie Moore - founder of Pineapple Studios said this in the article:
'Every child is different but experts agree that early intervention helps with development and dance aids children with autism.'
Which is great as that is how I feel about this subject, if the child does it early on then their confidence and communication skills especially will flourish and for a teacher, that is the best part of the job seeing children flourish :)
xxx
Task 4C
So, as I was thinking about my questions, I was told I had to cover some other lessons on saturday as the teacher was sick. And as I was about to start baby tap, I had forgotten that there was a child who came who has severe autism.
She also has noise sensitivity, so has to wear headphones so it doesn't hurt her ears. But her tap was incredible. For a child her age (7) her concentration skills were second to none, compared to some other children in the class who were not concentrating at all.
In the class she has a helper who takes her to and from lessons, and also supports her in the class incase she doesn't understand fully what I am saying. And to my surprise, the lady who turned up was my friends mother!
I spoke to her for about 15 mins after the class, and asked some of the questions that were mentioned in my previous blog, and also asked her if there was anything I could improve on. I was really grateful for all the answers she gave me, and she said if I needed any other help/advice etc then I could contact her :)
Which has given me a massive boost - and it also got me thinking. Could I set some of the questions based from the teachers point of view? And also maybe the child/parent point of view? So have a case study (which could be the child in question) and see how far she comes in a 12 week basis (which is the length of a term)?
One of the good points is that I don't teach her on a regular basis, so I have a teacher I can ask at the end of the class how she got on, also can ask the helper how they felt they got on too!!
Decisions decisions!!
xxx
She also has noise sensitivity, so has to wear headphones so it doesn't hurt her ears. But her tap was incredible. For a child her age (7) her concentration skills were second to none, compared to some other children in the class who were not concentrating at all.
In the class she has a helper who takes her to and from lessons, and also supports her in the class incase she doesn't understand fully what I am saying. And to my surprise, the lady who turned up was my friends mother!
I spoke to her for about 15 mins after the class, and asked some of the questions that were mentioned in my previous blog, and also asked her if there was anything I could improve on. I was really grateful for all the answers she gave me, and she said if I needed any other help/advice etc then I could contact her :)
Which has given me a massive boost - and it also got me thinking. Could I set some of the questions based from the teachers point of view? And also maybe the child/parent point of view? So have a case study (which could be the child in question) and see how far she comes in a 12 week basis (which is the length of a term)?
One of the good points is that I don't teach her on a regular basis, so I have a teacher I can ask at the end of the class how she got on, also can ask the helper how they felt they got on too!!
Decisions decisions!!
xxx
Tuesday 11 November 2014
Task 4B - SIG Group
I personally thought creating a SIG group would be really difficult to start, but to my surprise it was easier than I thought!
I am included in a Facebook group for all Module 2 students, which is great because as I found out in Module 1, most people (especially dance/drama performers/teachers) have Facebook as a point of contact.
I am also included in a number of communities on Google+
I am included in a Facebook group for all Module 2 students, which is great because as I found out in Module 1, most people (especially dance/drama performers/teachers) have Facebook as a point of contact.
I am also included in a number of communities on Google+
Notifications on
Which is great as it is like minded people, and we can share our feelings, questions, opinions from all different areas.
And I am looking forward to really getting involved and starting to share ideas with everyone :)
Steph xxx
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