PART 5B Codes of Practise/ Regulations in the place of work

From looking at the code of conducts required for a teacher I found it to over whelming of information that is needed. Therefore I needed to pin point specifics’ that I feel would be relevant to me in relation to my injury. There are some similarities of codes of practise which relate my teaching within the private sector and the public. I have listed these below and highlighted the ones which I feel are important to maintain.

 I found my information from the Department for Education website and found the “Teaching Standards” section: Teachers are responsible for:

·         Achieving the highest standards in work and conduct

·         To act with honesty and integrity

·         Forge positive professional relationships

·         Work with parents in the best interests of their pupils.

I am fully aware that the level of ability would vary somewhat from

complete beginner to an experienced dancer. However I have developed

the skill of differentiation within the class and would be interested to

observe how a teacher of GCSE level would handle this within the

curriculum.

 

·         PART ONE: TEACHING

 

1.      Set High expectations which inspire, motivate and challenge pupils. Establish a safe and stimulating environment, rooted in mutual respect. Set goals that challenge pupils of all backgrounds. Demonstrate the positive behaviour, values and attitude which are expected of the pupils.

 

From gathering research from those whom are currently teaching in state schools, they have stated the struggle to gain mutual respect from their pupils.

They say that “Pupils are untouchable and they know it” As a teacher you have to be very careful in your choice of vocabulary, approach to their

 

2.      To be accountable for pupils progress, attendance and learning outcome. Be aware of their capabilities, prior knowledge, and plan to teach on building on these. Guide pupils to be self reflective of the progress and future needs for improvement. Understand how pupils learn and the impact this has on teaching. Encourage pupils to be conscientious and responsible for their own learning.

From talking to students who have studied dance within the curriculum, they stated that their previous dance experience left them in a solid position through their examination process.

 

I am fully aware that the level of ability would vary somewhat from a complete beginner to an experienced dancer however I have developed the need for differentiation within the class and would be interested to observe how a teacher of GCSE level would handle this within the curriculum.

 

I am a strong believer in that pupils should be self reflective and this can be done the best through video recording, criticism from the teachers and peers. The age of pupils you are dealing with are going through puberty and as a teacher you need to be aware of peer pressure that can affect their level of self reflection

 

1.      Demonstrate good subject and curriculum knowledge. Have a secure basis of the relevant subject areas and address any misunderstandings.  Demonstrate a high standard of literacy, articulacy and the correct use of the English language.

 

 

2.      Plan and teach well structured lessons in a bid to establishing effective use of time. Promote a love of learning and children’s intellectual curiosity. Set homework and extra out of class activities to consolidate the knowledge that the pupils have acquired.

 

3.      Reflect systematically on the effectiveness of lessons and approaches to teaching. From having to do an Observational Module for my ISTD Qualification I feel I would be in a well established position for needing to plan and reflect on lessons effectively. It is important to ensure there are a variety of teaching methods, the correct level of pace and structure. In opposition the need of deviating away from the plan where necessary of what happens on the day within the lesson.

 

Adapt teaching to respond to the strengths and needs of the pupils. Know the need to differentiate appropriately and be aware of which factors may hinder their independent learning. Demonstrate an awareness of the physical, social and intellectual development of children at varying ages. Have a clear understanding of the needs of all pupils, special educational needs, high ability, English as an additional language and those with abilities.

 

1.      Make accurate and productive use of assessment. Know how to access the relevant subject areas, including statutory assessment requirements. Use relevant data to monitor pupil’s progress, set targets, plan subsequent lessons. Give pupil’s regular feedback both orally and through marking and encourage a response to feedback. From gaining research from teacher’s they have stated the pressures they are under in a bid to gain results from A* to C level. It is becoming increasingly to get the results that are expected as all pupils are academically different. It is important to strive to reach the best of your ability however the best of your own ability will depend on the pupil.

 

2.      Manage behaviour effectively. Have clear rules and routines for behaviour in classrooms and take responsibility for promoting courteous behaviour. Establish a framework for discipline using praise, sanctions and rewards continuously and fairly. Maintain good relationships with pupils, exercise appropriate authority.

 

3.      Fulfil wider professional responsibilities. Make a contribution to the wider life and ethos of the school. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. Arrange support staff effectively. Take responsibility for improving teaching through professional development responding to the feedback from colleagues. Communicate effectively with parents in regards to pupils well being and achievement.

In my experience it is vital to have a secure team unit within a working environment and I am always willing and keen to learn from more experienced teachers that can inspire and advice me of the expected procedure.

It is important to have a clear understanding of the ethos of the school as each differs in their method of teaching. It is important to share ideas and relate to other members of staff about the ways of improving the standards of professional development.

I have always tried to maintain a good level of communication with parents however I envisage this to be a more difficult task within a school environment due to the aspect of time. 

 

PART 2-PERSONAL AND PROFESSIONAL CONDUCT

 

1.      Teachers uphold public trust in the professional and maintain high standards of ethics and behaviour within and outside school. By treating pupils with dignity, building relationships rooted with mutual respect and adhering to proper boundaries appropriate to teacher’s professional position. Having regard for the need to safeguarding pupils well-being.

 

2.      Not undermining fundamental British values including democracy, the rule of law and tolerance with those of different faiths and beliefs.

3.      Teachers must have a proper and professional regard to the ethos, policies and practises of the school in which they teach and maintain high standards of their own attendance and punctuality. Teachers must have an understanding of and always act within the statutory frameworks which set out their professional duties and responsibilities.

.

PART 5 PROFESSIONAL ETHICS

PART 5 PROFESSIONAL ETHICS

 

            For this section I am going to research further into the rules and regulations required to those within specific to public schools. However from my knowledge and experience I am focusing on the following principles of codes of practise and regulations:

 

5A: PRINCIPLES:

All children have the right to be safeguarded from harm and exploitation whatever their:

·         Race, Religion, first language and ethnicity

·         Gender or Sexuality

·         Age

·         Heath or disability

·         Location of placement

·         Political or immigration status

 

HEATH AND SAFETY:

• Ensuring the environment is safe and the welfare of the children and staff is paramount.
• Assessing the quality of the flooring, space and furniture within the room to prevent any injuries which may potentially occur.
• Any accidents which may occur, maintaining a record up to date that could be reviewed at a later date if needed, clearly stating the relevant information.
• Providing a suitable first aid box and contact list of parents in the event of an emergency.
• Particularly in unfamiliar venues, familiarise yourself with the fire exits, first aid boxes, toilets and other members of the public using the facilities.
• Being aware of any student’s medical requirements for the class on the day they enrol.
• The appropriate number of chaperones, legally taking care of the students in a professional and organised manner.
• Ensuing the building is safely secured when leaving.

 

DATA PROTECTION:

·         All parents and student information must be kept in a secure place that only the principle, staff or the parent have access to when required.

·         Ensuring confidentiality is adhered to at all times and any issues or concerns raised are noted by those involved and logged safely by the owner of the premises.

·         Certify from parents or guardians the permission to film or photograph their children and only allow the viewing to be of those requested to view it.

 

PROFESSIONALISM:

·         Work in a positive and cooperative manner with other colleagues

·         Ensuring the facilities are maintained and provide a safe environment depending upon the weather conditions

·         Remain up to date with any syllabus changes and be responsible for maintaining professional development.

·         Appear to be providing an equal environment to not discriminate against race, gender, sexual orientation, age, disability and religion.

·         Adhere to the correct uniform or clothing for the role and ensure students do too to avoid any accidents. For example wearing of socks on the wrong type of flooring, trousers being too long and hair not neatly tided back.

·         Ensuring the music is suitable for the age of the class and does not include explicit content and that you have your PPL insurance to be able to play music in public.

·         Be assured that you have taken out Public Liability Insurance which acts as a safety net in the event of any accident or injury occurred during class time for yourself and the student.

 

4A—QUESTIONS RE DONE FOR MY PROFFESIONAL INQUIRY

1. Who founded the subject of dance?

2. Why was dance introduced into the curriculum?

3. What are the benefits to teachers and students of choosing dance?

4. What are the challenges one might face for choosing dance teaching as a career choice?

5. What are the differences of teaching dance within the public and private sector?

6. From a teachers perspective what attributes are required of a dance teacher to a potential employer?

7. From a students perspective what aspects does a teacher present to inspire and motivate the class?

8. Are you aware of the method of how a student learns kinaesthetically?

 

9. As a teacher or student have you ever come across being integrated with peers of learning difficulties and how did you approach their learning differently?

 

ADDITIONAL NOTES:

EXPANDING THE HORIZONS!!

            Having spoken to Paula on Tuesday to gain an overview of what is expected of Module 2 I found these further ideas and questions were developing throughout the conversation.

 

She advised that I need to look at my inquiry and allow it to change and develop through literature and the research of my findings. There were a few questions that I came up with in which to think of:

 

• Choose a topic, sample findings from Literature to back up my chosen topic and research.
• Look at other practioners views and opinions of my chosen inquiry
• Critical thinking involves the ideas of others
• Look at the heart and centre of the inquiry and how you can relate it to schools to understand what is expected.

 

• Used Jonny as an example who is currently working on a project of why Drama is so important within schools in particular for special needs students
• SPECIAL NEEDS: This led me onto adding the question of teaching children of special needs and the how the approach may differ?

 

• This also lead onto discussing the concept of kinaesthetic learning, in which a student would preferably learn, this is the thought of ‘’doers’’ rather than ‘’thinkers’’

 

• KINAESTHIC LEARNING: This being a subject I am very interested in, having done this previously through the written work of the ISTD. I feel it is essential to gain an awareness of the theory behind kinaesthetic learning. I would like to develop my knowledge of this to present and include within my inquiry to potential employers. Some teachers may not know of the process of kinaesthetic learning, I feel it is a vital tool that can assist the way in which you teach students on a daily basis.

 

• NETWORK: I have recently developed my network of peers and collegues to gain feedback and research which I aim to use as my main core of gaining the understanding of the teaching of Arts within the curriculam.

 

I will take into consideration the feedback from Paula and Alan and redo my questions accordingly.

4B: SPECIALIST INTREST GROUP--SIG

I have set up an Open Group on my Facebook account titled  ''SIG MODULE 2'' and would like to suggest that we communicate on a regular basis, as often as possible to share ideas.

If you are not already a friend of mine on Facebook please add me and join the group at natalie_kirk83@hotmail.co.uk

Alternatively if you would like to communicate please contact via Skype then my username is natalie.kirk83


Hope to chat to you soon....

Natalie X

4A QUESTIONS FOR MY PROFFESIONAL INQUIRY

            Having looked at some Blogs and read the course reader I need to approach something which is relevant to me that will develop my professional practise to a further level. Having taught predominately in the private sector I want to develop my knowledge of teaching in the public sector to enable me to succeed within my profession.

            I will look at approaching the view of my friends, work colleagues, associates and students whom are all working within the industry. Below are the list of questions I am posing to start with for gaining feedback from:

• Why was Dance introduced into the curriculum and why do people choose it as a profession?

• What are the benefits of offering dance within the curriculum?

• For those who have completed the dance qualification and taught it could you provide feedback of the subject?

• What particular attributes are required of a dance teacher?

• What are its strengths, weaknesses opportunities and threats of the dance profession?

 

Please write any comments you wish with your thoughts and opinions on these questions or any more that may develop from these. I look forward to sharing ideas and thoughts with you all to learn through sharing our views.

Plans for the future, a moment to reflect!

Hello all, just taking a moment to write of my thoughts and plans for the future...I made the choice last year to step away from working within the Arts as it wasn't financially feasible anymore. I therefore I found a full time job to do whilst I was working through my degree and would work the degree alongside this. On reflection I can say that I struggled to find the time, energy and drive to do work to the best of my ability. I therefore looked into trying to gain some teaching experience alongside working full time. I was thrilled to be given the opportunity to be Assistant Choreographer for the show Hot Mikado for an amateur dramatics company that I become a member of, whereby I will be part of the ensemble as a performer and part of the production team that I would be co choreographer and would get the experience from both angels! I gained this by engaging within the professional network I have surrounding me to enhance my needs. I have also been asked to go back to teach some Performance based Tap classes at my previous employer which will be a class of beginners and advanced students. With this being a non syllabus class I am going to need to alter my focus and approach to the lessons to cater for their needs as a school. I shall bid you farewell for now but am looking forward to start new and term with lots of aspects to reflect and share with you all. 

TASK 3B: Theories Relating to Networking

TASK 3B- Theories relating to networking

Cooperation

When looking at the idea of cooperation my initial reaction was that of mixed reviews. It discusses the idea that to co-operate effectively is where “one player succeeds at another’s expense’’ this view is that of a very selfish one where the need to succeed is to do anything within your power to be successful. I believe that within the Arts for professional work this is a trait that we have all experienced at some point in our lives where we would have the need to stand out to get chosen or to impress your dance teacher in class. While a certain degree of competition is good as it creates a sense of wanting to prove oneself, however I am of the thinking that if I am kind and supportive to those around me then I will get the same degree of support in return.

Which leads me onto saying I completely agree with Katie Hurley’s idea that why we can’t work together to achieve what we wants as appose to taking advantage of someone to achieve what you want.

I am in two minds about the theory of Cooperation as my thinking of cooperation is to combine, join together and share ideas as appose to in a sense steal the idea’s of someone else to achieve what you want. However the need to suceed in buisness does sometimes mean that you need to be a little ruthless to achieve what you need. I have seen and reflected from the negatives and the positives of each aspect.  

Affiliation

The idea of Affiliation is that humans “enjoy and benefit from affiliations with others and why humans form relationships” and that the “network of support will help us when we are in need” I can completely agree and relate to this theory in that I bounce off so well within a team and work best when surrounded by people I know, love and get on well with. Working within a strong team who communicate well is vital in the key to maintaining a successful business. For example when doing a show I previously worked well alongside Jo Dilly, the Ballet Teacher. We were working within a school that had a majority of smaller groups within each class. We worked together to create a story entitled “The Toy Shop Journey” that would focus more on them as characters than dancers due to the mixed abilities within the group.

O’Connor & Rosenblood discuss the idea of “preferred levels of social stimulation”. Which combines the idea of the ‘’individual needing to maintain privacy at preferred levels’’ To relate this within the Teaching aspect I feel that I come across as a very confident well together individual and struggle when people are sometimes not so engaging and open minded. Particularly when teaching some quiet more shy students I find it difficult to sometimes bring them out of their shells and communicate with me. This has made me review myself as a teacher and times when you need to be more sensitive to an approach or a particular child to adapt and relate to them.

I completely agree from looking at Kym Walton’s view of not gaining to close and allowing a certain degree of distance from student to teacher. I have always tried to remain professional however create a close bond with the students I am teaching but a certain degree of ‘’privacy’’ is important when teaching.

I would be lying if I didn’t say that in the past I have formed friendships with people who I feel I could gain something from to improve my career or future job perceptions. It was purely done as a means of improving my own technique skills and experience as a teacher however sometimes realise that the opposing view did not always see it that way. However sometimes this may work in your favour without even realising it. I once offered a position within a show from knowing a director of a show I had appeared in the previous year. This could relate to the idea of “its not who you know it’s what you know”. Which I strongly believe can be the key to success within this profession.

Social Constructionism

One of the key principles of this is that it is done so by the thought of ‘Social Interaction’ and the idea that humans construct meaning of the world and their experiences of it. The thought that the world is ‘out there’ however they way we understand it is construction or a creation of our own making. It describes the importance of social process plays a huge part in how we come to understand professional networks and networking. It explains that through “interactions we can make meanings”.

To relate this to my own practise I found this to be quite a difficult task however my understanding is that through working together you can create an idea or meaning. From my previous experience I know that through working alongside someone; particularly on show choreography is so effective and worthwhile. It is relating to the old saying “a problem shared is a problem halved”. Also that the way in which we understand and view the world is different but can relate and share these varying ideas through interaction.

To interact with other members of the BAPP students is paramount in gaining the understanding and meaning of ideas that I may have not known previously.

TASK 2C-Critical Reflection

Boud explains that Adult Educators may write a journal to ‘record an event, explore our feelings and make sense of what we know. It can be used to improve what we do and the way we go about doing it. Within the Arts I believe that as we are constantly being judged whether it is through an examination, within a class, on a stage production we continually need to be self motivated and self critical. Something which I feel we as people are not naturally comfortable in doing. Within the profession we need to accept critism as a way of learning. Personally I feel that by writing a journal then we are able to write down our positives and negatives thoughts as a way of progressing. He describes the importance of journal writing as a form of ‘self expression, a record of events and a form of therapy’ it is a way of recording events and increase our understanding of what we do and they way we go about doing it.


Boud continues to discuss the theory behind the theory of the way in which an experience can link with reflection and learning. Learning has been described in the Reader as a new idea not as simple as it seems. Reflection includes looking at the aspects of the event and drawing on trying to make sense of what happened including any thoughts, feeling or emotions that occurred along the way. The way in which we can use reflection can be used in many different ways and activities such as workshops, events of the past and of the present day. Relating to learning conditions the journal is the place in which the events are processed and transformed. This is therefore intended to make sense of the learning, reflect on the experience to form future effective reflective practice.


The value of having the ability to personally reflect on your professional practice is paramount for self learning. As I previously stated within the Arts one is constantly being judged and criticized that learning to record one’s personal perspectives on the event would help to improve skills as a performer. The recording of the corrections given within a class would help dramatically if you had written them down than just from relying on memory alone.


Personally I always struggled to retain information and whilst training as a dancer if I had recorded my own information of the corrections given or the exercises learnt in the lesson I would have progressed quicker within my training than I did


The way we learn all stems from previous perceptions of our understanding. As Learners we bring our own personal perceptions of an experience. Past experiences can play a significant role in what we count as important, they can make us become very susceptible to some features and dismiss us from others. He describes the thought process that Learning from experience is an active one, involving us as learners to be engaging to these events of which they are part of. However the advantage of engaging in any event can change our perspective and the aspects of what we think as important.


Relating journals to aspect of education can be encouraged by the use of having a day to day diary format, a chart, a picture or a video extract. Particularly within the Arts if the student doesn’t have access to a mirror then the most effective way of reviewing and reflecting on their work is by a visual aid. Boud discusses the importance of establishing the difference between writing for learning and writing for assessment. Thoughts, frustrations and feelings they may develop along the way could be considered inappropriate for an assessor to overview, however important in them engaging in their experiences upon reflection. To maintain an effective way of journal writing as a teacher you could focus on three aspects they wish to reflect over a period of time. For example it could be their group interaction, self motivation and the way in which they learn. This could be used as a group interaction activity as a tool to illustrate their own personal struggles and aspirations


Moon describes a number of reasons of the importance for writing journals. To enable learner’s to understand their own way of learning which I feel is a valuable tool to understand how you learn as a student. She also discuss’ that it enhances professional practice’ for example when preparing for a show or an examination is vital in sustaining the knowledge of the choreography. As I previously wrote us as individuals can sometimes not be good at being self critical. Moon states that it can ‘’deepen the quality of learning, in the form of critical thinking or developing a questioning attitude’ through using question and answer to write down your thoughts and emotions you are engaging and self reflecting at the same time. To encourage a way of drawing the group together and engaging with each other moons view is that it acts to ‘foster reflective and creative interaction in a group’ as it may be a very interesting and useful tool to perhaps share each others journals, thoughts and reflect together.

Task 2C-Relatrionship with Reflective Practise

Relationship with Reflective Practise

            The Relationship I have with Reflective Practise within my profession came when I was doing an Observation Module. Initially I began observing another teacher to understand and gain the knowledge of the varying aspects of a class. I would then have to plan a lesson and evaluate at the end of the lesson whether my plan was successful, if I had covered everything I had intended on doing and if I had achieved my aim. If it was not achieved I would need to evaluate the reasons why and make any alterations for the future. There would be different aspects of the class each week that I would need to pinpoint and then reflect on. This provided me a far clearer understanding of how to reflect on upon myself as a teacher and the effect I would had upon the students. At first I found this to be a very difficult task, as you have to analyse yourself of the positives and negatives of the way in which you teach. To develop the need to allow sufficient time for each aspect of the class to be delivered effectively.

TASK 2C-REFLECTIVE THEORY

Looking Outward

I choose to combine all of the Theories I have reviewed and discuss them as a whole....

The elements I will be reflecting upon of my Professional Practice are my Teaching and Performance based work. Definition of Reflection- The day to day activity we engage in gives information that we can draw from experience. Experience is observation of facts or events practice in doing something. From looking at the Reader many thinkers have looked at how we turn experience into learning and written about the tools they feel we should use to do this.

The key to Reflection is that we are learning from the experience and extending our own knowledge and understanding of the ways in which we reflect. John Dewey was interested in experience and said there were different levels of experience. He felt that the educational process is a ‘’continual reorganization, reconstruction and transformation of experience’’ which I feel whilst at school one does not fully appreciate and should be seen as a learning curve for all involved. It demonstrates that his theory is that we are always learning, engaging and changing from our experiences. His theory behind a reflective thought is that you should be engaging repetitively and with cautious concern. He felt that people who had a full experience and would be fully engaging within their lives that they would become a better part of society and have a better understanding to be able to deal with worldly problems.

This is a vital tool for engaging fully within the experience, I feel that it’s a vital tool for us to always try and fully engage to the best of our ability in whatever the experience may be and that school should be viewed as a learning curve for all involved. I felt that I was always learning from experience when you could view that I learn through my mistakes and to this day am still learning. I can remember viewing school as a chore as at the time you’re mentally very young and don’t have the capacity to appreciate it for what it is until you leave. In this current day school is so focused at getting the right results for the schools reputation when they should actually be focusing all of their time and energy into motivating the students to draw out the best of their individual ability.

In particular he felt that the integration within the Arts led to a ‘unique and valuable experience’. This is a fantastic view of being involved in the Arts whether it is within the Public or Private sector. There is so much experience you can gain from being involved such as self confidence, skill, ability, focus, self motivation, socially interaction and enjoyment. In the sense of Education I am so grateful that the curriculum has improved in its subject offering a wider variety of options for students wishing to pursue a career within the Arts as so many students are not academically minded that having the option to choose a more creative subject is excellent. 

I always do try and remind my students that until they are physically doing the movement repetitively they will not fully grasp the understanding of it at times. Therefore I feel that the students will learn kinesthetically, by physically doing the movement as appose to logically or mathematically.  Gardener also talked about the idea of VAK, Visual, Auditory and Kinesthetic learning.  He also introduced the idea of ‘multiple lenses’ meaning the way in which we learn are like looking through the lenses at ‘learning and being a learner’. These theories were designed by Gardner to provide to the reader a clear understanding of the way in which we learn and engage. Within the lesson you could improve on each others way of learning by putting two students together; one who may learning logically and mathematically and the other musically to improve their learning skills

Twyla Tharp explains the idea of Muscle Memory where ‘‘her memory of the movement doesn’t need to be accessed through conscious effort’’ she has a physical understanding of the way in which to perform the movement ‘nonverbally’. I always use this to encourage my students who are struggling when learning a particular skill and to be able to perform something through the use of muscle memory only comes through the use of repetition

Relating in particular to dancers the practitioners Tufnell, Tharp and Moon show that the way we reflect does not have to happen through a written method. However they emphasize having the ability to communicate these ideas by means of poems, journals, sketches and drawings. The ability to be able to communicate the reflective process verbally is vital in gaining the understanding of the knowledge that has been learnt by the student within the class.

Schon’s introduced the idea of ‘Reflection in action’ where you are reflecting on it whilst it is happening. For example when one would be demonstrating a combination of steps across the floor and something is going wrong you would adapt on the spot to make improvements. This tends to be the ‘Hands on’ approach. He also had the thought of ‘Reflection on action’ whereby you would evaluate the process afterwards. To relate this to the dance class I feel that amending on the spot is difficult task to grasp and one that you may do when you are older as you have to have the complete understanding of knowing what is right or wrong. However to reflect on it afterwards is a functional way of digesting the movement for self correction and at times one may not be aware of the fact that you were wrong.

Kolb’s Learning Cycle

            Kolb’s view on Reflection is a cycle format. He believed that it is important to have the ability to recognize that you have had an experience and having the tools to be able to reflect on that experience. Relating this aspect of learning to teaching dance is essential in establishing the reason behind the way in which we learn and the reason for it. The cycle begins with the Concrete experience meaning the student is leaning whilst actually doing the movement. The Reflective Observation is where the student would learn by seeing others around them doing it and then reviewing and reflecting on that experience throughout. The Abstract Conceptualization is having the need to work it out in their heads first before applying it. The Active Experimentation is to conclude and learn from the experience and to try and plan out what they have learnt. He stated that the point in which you would learn and enter the cycle would differ from one person to the next and this is known as your learning style.