Proposed Award Title

I have proposed my award title; BA (Hons) Professional Practice (Dance Teaching & Management) as I believe this reflects where I am in my current career and where I want to be in the future.

At the moment I work as a freelance teacher, teaching for several schools in addition to running my own dance academy. My future ambition and aim is to develop this small business and turn it into a big, successful dance academy. I have only been running the school for just over a year now but already I have found that the key to success is not just through good teaching but also through having good people and management skills. 

Trial Plan

Below are my plans for the informal interview and observation. I have posted these on the SIG for people to provide feedback on and so I thought I would do the same on here.

I have arranged my questions for an informal interview which I will be conducting later today. I would like to see what arises from this interview, such as any other questions that could help and improve my inquiry and also hopefully gather feedback that will benefit me in the future for when the actual interview takes place.

1) How long have you been teaching dance?

2) What age range do you cover?

3) Do you find different methods to teach key stage 4 level to that of key stage 3 that work more effectively?

4) What are these methods that you find more effective when teaching key stage 3 level?

5) What are these methods that you find more effective when teaching key stage 4 level?

6) What ways have you found to inspire and motivate teenage students?


7) What effective methods of teaching have you found that promotes discipline within a class?


8) How do you keep a class fun and motivated but at the same time in order? Are you able to use your methods to inspire and motivate alongside those that promotes discipline?

I have also planned an informal observation which I will be carrying out this weekend.

I have put together several steps that I plan to cover:

1) Observe a free class such as street dance, where the teacher is running a class without a syllabus and the work is more fun and laid back.

2) Observe a syllabus class such as IDTA Ballet. The work is set and technical.

3) I would like to put it forward to the teacher to allow the students time to work on a project such as 15 minutes to choreograph a short dance to a piece of music.

The aim of these different kinds of observations is to see how the students respond in different environments with the different work they are presented with. My overall aim is to observe the verbal and non-verbal language between the teacher and students.

Breaking this down further I would like to see how:

• the students effort differs in each class
• high the concentration level is in each class
• much the student gains from each class
• the number of students are effected, for example is the percentage higher in the free street dance class than that in the syllabus class?
• discipline and control are effected
• positive and responsive the students are to each class

After carrying out the informal interview and observation, I will gather what I've learnt along with the feedback I've received and add this to my Critical Reflection on the inquiry tools that is blogged below.

Delicious

I have successfully set up a Delicious account so that I can store and share website links that have been helpful to me and may prove useful to others on this course.

Please click on the link below to go to my Delicious page.


https://delicious.com/carlalm88

Critical Reflection and Planning My Inquiry Tools

Up until now I have solely been focusing on the quality of my questions and not given thought to how I plan on collecting the data for my line of inquiry.
After reading through reader 6, I now realise the importance of planning how I am going to gather this information, in order to ensure that it is relevant to my line of inquiry.

The reader describes four different tools that can be used in gathering information, each tool having its own benefits but also its limitations.

After much consideration I have decided that the two tools I plan on using in my line of inquiry to gather information will be through OBSERVATIONS and INTERVIEWS.

OBSERVATIONS
I have chosen observation as I feel that this is the most natural tool for me, being one that I already use on a regular basis. Most recently, I have been consciously aware of when I am observing and mentally taking notes which has therefore helped me to progress not only as a teacher but also as a student on this course.
I also think that through observing I can gather data that is relevant to my topic, that is genuine, and a rich source of information of a behavioural nature where I can see with my own eyes the patterns of communication, verbal and non-verbal. For example, how a student responds to particular actions by a teacher and vice versa.

INTERVIEWS
I have chosen interviewing as my other tool because as with observing, it is something that I have become confident at doing recently. Since, starting this course I have been gathering information and feedback from different sources via informal interviews. I find it a good method to use as it is direct and you can respond and change course according to how the interview is going, so I think that chatting to a professional/expert on a one to one level will ensure that I gather relevant information.

The reader describes different interview methods such as:

• non-directive or open interviews that allow the interviewee to talk about anything they like 

This method is one that I most commonly use as it puts the interviewee in a relaxed state of mind, making them feel comfortable and it brings about new information that probably wouldn't have been mentioned otherwise in a more formal question/answer interview.

However, I am not sure this method would work for my inquiry as I need to ensure that the interviewee stays on topic. So the method that I think would work in achieving relevant data is a:

• semi-structured interview which includes set questions or themes with the flexibility of following interesting or useful emerging issues is often most appropriate for the work-based researcher because of its inherent flexibility.  

I had a quick read through Joe's blog which is always interesting, and he describes an interview that he conducted whereby he found that it became more of a discussion than a question and answer session, although he was careful to keep the interviewee on track by dictating the topic of conversation.

I am confident that if I can achieve these sorts of results in an interview then I will gather a wide range of information relevant to my line of inquiry.

One thing that I must be aware of though, which is also mentioned in the reader, is that the information gathered from each individual is based on their opinions and can be effected by their backgrounds.

FOCUS GROUPS
This tool is the least appealing to me although I can see it's advantages and why it would work well in a line of inquiry.
I think the reason why this is a tool I wouldn't use for my line of inquiry is because it is a method I have never tried before. I am unsure of it's full potential and also of any disadvantages it may have.
Nevertheless, because of my lack of confidence in this tool, I feel I should jump the hurdle and try it in a casual, informal setting.
The tools I will be using to gather data for my line of inquiry are observations and interviews, but I may use a focus group as a tool outside of the module and gather information on a different topic to see how it could benefit me in the future.

SURVEYS
To begin with this was the tool that I chose. I thought it would be a great way to gather information from a wide range of people and also because it is a quick, easy and familiar method to use for the participants and myself.
It was the reader which changed my mind and convinced me that this tool would not gain the results that I'm after.
If I did a survey, I feel that the answers I received would be lacking in depth and quality, even if I took great pains to ensure that the people I gave the surveys to were professionals/experts.
To me, it is a great way for businesses to gather information, but for me personally, I want to carry out my line of inquiry in a personal way, through one to one discussions and interviews and through observing lessons. I believe these methods will uncover wide, sincere and relevant results.

Literature No.3

The third and last piece of literature I have chosen is a blog written by Michelle Worgan, an English teacher who has been working in the teaching profession for over ten years. The piece she has written focuses on how to successfully teach teenagers. 
Although her subject is English, I believe the methods in teaching are transferable to any subject and her thoughts on what she believes works for teenage students will benefit me in my line of inquiry.

Please click on the link below to read the blog titled Tips for Teaching Teens (by Michelle Worgan):

http://www.teachingvillage.org/2010/06/29/tips-for-teaching-teens-by-michelle-worgan/

I thought this blog carried on nicely from the article I used for my second piece of literature titled 'The adolescent brain - Learning strategies and teaching tips.'

Michelle Worgan first writes about the reasons why teenagers can be difficult to teach due to the physical and emotional changes they are going through, etc, (which I now know a lot more about after reading the second piece of literature), and then she goes on to look at the aspects of the teacher-student relationship to see what makes a class successful.

Worgan makes some good points about first impressions and setting the record straight from the start that you mean business.
The section after that is of particular interest to me as it coincides nicely with one of my questions on how to combine the methods of motivation and discipline within a classroom.

Worgan writes:

Good Cop Vs Bad Cop 

I consider myself to be quite strict with teenage exam prep groups, and contrary to popular belief, research has shown that firm but fair teachers are preferred by this age group. Although you may be tempted to treat a group of sixteen year olds as adults, the fact is that emotionally they are not. Even though they may look like adults and demand to be treated like one, they don’t usually have the emotional balance and reason that an adult usually has. This means that if you do talk to them as if they were your friends or peers, they will often use this as an excuse not to study or do as you ask. At the end of the day, most teenagers don’t have the maturity to choose progress over fun and games, and you will find it much more difficult to get them to put in the required effort.
However, this doesn’t mean that you have to bear the stick constantly – give them a carrot when they have been working hard! The idea is you are seen to be in control of the class – something that teenagers consider a quality of a good teacher. Rewards such as games and other fun activities can be a great incentive to get the work done. Do make sure though, that you do give them the rewards you promise, otherwise they will just think that there is no point in doing the work.

Like Worgan, I also consider myself to be quite a strict teacher, particularly when it comes to teaching teenagers. I try to remember how I felt as a teenager and what sort of teachers I preferred and it was always the firm but fair teachers (like research has shown), so when I am teaching teenage students my aim is always to be firm but fair.
This can be difficult to maintain though and I find that when students are moaning and their work is sloppy then this can make me more stressed, especially if we are working towards an exam or show and this stress can diminish some of the control I have over the class. 
I totally agree with what Worgan says about needing to be seen to be in control as teenagers see this as a good quality. I think the reason this is seen as a good quality is because, as Worgan has written, they may look and seem like adults but they are not, and they may not know it but they need that adult figure to look up to. If a teacher is showing control over the class, always being firm but fair, then this is somebody that teenagers can respect, listen to and learn from.

In the last two sections Worgan has wrote about motivation and humour.

Motivation 

One of the questions constantly posed by teachers of teenagers is “How can I motivate them? They aren’t interested in anything!” If you ask a group of teenagers what topics they would like to cover in class, they will come up with very few. Even if you do bring in some materials you have found about their interests, you will inevitably find that they show the same amount of enthusiasm as if they were the typical course book unit about the environment. The problem, I find is not the actual topic of the lesson, but the type of activities involved. Most course book pre-reading tasks for example, do not make you want to read! Trying to get a learner to read through a gapped text before attempting to fill in the gaps is a nightmare, usually because the text is about something not at all interesting and the student has no incentive to read. Imagine you have a text about someone who survived a shark bite. Instead of just asking your students to read, tell them the story from the survivor’s point of view from the beginning, but stopping before the end. Now ask what happened next, encouraging all kinds of funny or even gory answers, and then get them reading! The main thing is, unless you want to spend hours before every lesson trying to find interesting teenage material and planning lessons, to find fun ways to exploit the materials they already have in their course books.

Humour 

One of the reasons why I have enjoyed teaching this particular group of teens is that we have had some brilliant moments of laughter. Sometimes I have been the instigator and sometimes they have. Although I have made the students work really hard and cover as much as possible every lesson, a good laugh now and again can motivate teenagers to want to come to class. I started this by making up stories, usually to introduce some grammar point, that they actually believed (like having sprained my ankle – lots of limping around the classroom), and then got a bit of a reputation as a fibber! However, this gave me and the students an opportunity to relax. When they saw that I was prepared to joke with them, they were much happier about working. They would themselves decide to work hard so that later they could have a bit of a laugh. I had the odd trick played on me (in a nice way) that had me crying with laughter.

I agree entirely with Worgan on these points. A teacher needs to be firm to be able to get work out of students, but they also need to show that they have a humourous side, to prove they can have a laugh and have fun as this allows the students to relax and enjoy the lesson, so therefore they are motivated. Good Cop Vs Bad Cop strategy.

I think this a very intelligent piece of writing with great teaching tips. I believe it is just the starting point of what I will learn as my inquiry progresses and hopefully by the end I will be able to say I have discovered how to combine the methods for inspiring and motivating students while keeping order and discipline to achieve successful results.

Literature No.2

My second piece of literature is about the teenage brain, understanding how it works and the strategies that can help teenagers learn.
I deliberately searched for information that would help me understand the teenage mind after reading the article by Professor M.S.Rao, which I used for my first piece of literature.
He wrote about the importance of finding out what students want in order to enable a teacher to inspire and motivate in a class.

As my line of inquiry focuses on teenage students, I thought that researching on exactly how the teenage brain works would be a step in the right direction to understanding them.

Please click on the link below to read the article titled The adolescent brain - Learning strategies and teaching tips. The information in this article has been adapted from: Wolfe, Pat. Brain Matters: Translating the Research to Classroom Practice.

http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Strategies.pdf

The first section of the article describes the anatomy of the brain and the development process. This then goes on to describing how the learning ability is affected.

The frontal lobe houses the area of the brain where we process higher cortical functions like reasoning, problem solving, short term memory, planning and executing behavior, language, motor function, social mirroring, judgment, and impulse control. Until the frontal lobe has matured, other parts of the brain (temporal lobe, parietal lobe and the amygdala) are used for language development and decision making. Because of the involvement of other parts of the brain in these functions, adolescents tend to lack impulse control, demonstrate more irrational behaviors, and often make decisions based on their feelings rather than logical thought processing. All of these characteristics affect their ability to learn.

The brain filters out 99% of information and only saves what it feels is necessary to survive. The article states:

Two factors strongly influence whether the brain pays attention to a
piece of information:
1. If the information has meaning.
2. If the information causes an emotional response.

So in a classroom situation the two points above need to be considered in order to help with the student's learning process.

Thing to Know # 2: The addition of emotion can help students remember.
• Emotion drives attention and attention drives learning.
• The young adolescent brain does not have a fully developed frontal lobe (which houses higher-level thinking) so many times the thinking gets accomplished by the amygdala (which typically stores emotional memory).
• Emotion can also work against learning – no learning occurs if a student feels threatened. Something as simple as being called on to answer a question or asked to read aloud can produce a threatening situation for some students.
• Use humor not sarcasm when teaching. Be careful with humor – you do not want to offend any student. Use yourself as the “brunt of the joke.” 

Lastly, it was interesting to discover that this article also mentioned the impact visual learning can make on a student, which was highlighted to me previously when researching my first piece of literature, by Professor M.S.Rao.

Thing to Know # 5: We take in more information visually than through any other sense.
• We have a tremendous capacity to store pictures in long term memory.
• Use Brain Compatible Strategies such as Visuals & Graphics, Storytelling, and Hands-on activities. 

I think this was a fantastic article with great tips on teaching and insights into the teenage mind.
The reason teenagers can be so difficult to teach is because of their emotional, irrational and unpredictable behaviour. Looking in to the anatomy and development of the brain has helped me to have a deeper understanding as to why their decision making is done emotionally.
Also, the benefits of visual learning has backed up what I previously read in Profess M.S.Rao's article which confirms it's importance in the classroom.

Literature No.1

My first piece of literature that I would like to talk about comes from the blog of Professor M.S.Rao, an international management guru and internationally acclaimed leadership educator with 32 years experience in leadership development.

Please click on the link below to see his article titled 'How to teach well and motivate students?'

http://profmsr.blogspot.co.uk/2008/11/how-to-teach-well-and-motivate-students.html

This article is not focusing on the methods of teaching dance or any other particular subject but instead is focusing on the styles, skills and methods necessary for a teacher to gain motivation in a classroom, these styles, skills and methods being transferable to all subjects.

One of the hardest things I come up against in teaching is inspiring motivation, especially in a teenage class. For this reason the core of my inquiry is based on finding out the methods that teachers find most effective. I would also like to discover how these methods can be used alongside disciplinary methods to maintain order within a classroom.

One of the first things Professor M.S.Rao writes about in his introduction is the passion of the teacher.

It requires passion to teach students. Having mere knowledge to impart is not enough. What is needed is the ability to understand the role of teacher, the styles of teaching, teaching methodologies and strategies, correct usage of evaluation techniques, the psychology of the students and the ability to motivate the students.

He then later writes about the importance of realising that teaching is a constant learning process:

Teaching is a skill not a talent. Anybody and everybody can cultivate this skill. 

I find this very interesting and very inspiring for me as a teacher. A lot of my friends who are professional dancers will say that they don't think teaching is for them, that they wouldn't enjoy it or that they think they wouldn't be good at it. Luckily, I have always had a passion for teaching and I believe now that this is the fundamental core and if somebody has this passion then they are immediately halfway there to becoming a good teacher. If the passion is lacking or not present at all then there is no desire to learn the skills necessary to teach and without passion there is no inspiration for the students.
I also like the fact he writes that anyone (with the passion) can cultivate this skill. Therefore, whatever discoveries I find while researching and carrying out my line of inquiry will be a part of my learning process and develop me as a teacher, adding new skills that I can use in the classroom.

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. 

~Horace Mann

I found the whole article very informative and one of the points that stood out to me as I had never considered it before in a classroom situation is the amount of difference it can make on a students learning process depending on what they hear, what they see and what they do.

It is aptly said, “People remember 20% of what they hear, 30% of what they see, 50% of what they hear and see and 80% of what they hear, see and do”.

Thinking about it now, I have always been aware that when I am stood talking to the class but not actually showing anything I find it difficult to maintain their focus and I can see their attention drift. On the other hand, when I am demonstrating an exercise while at the same time talking through the exercise, expectations, common faults and the counting, etc, it seems that the class pay more attention and suddenly capturing their interest has provided me with more control as a teacher.
Reading and learning about the difference it makes on the learning process in percentage terms has allowed me to make that connection and so hopefully in the future I will aim to demonstrate through speech plus action to enable the student to gain a 50%  informational intake rather than just a 20%.


I believe this piece of literature is of great significance for me in my line of inquiry as it stresses the importance of finding out what students want in order to inspire and motivate them. How can a teacher hope to inspire and motivate if they haven't put the effort in to understanding their students?
The article states that teachers need to be warm, friendly and sympathetic towards a student, be able to emphasise with a student, be able to listen, provide encouragement and praise, which to me, are all attributes that bring us back to the ethical standards and the importance of being moral as a teacher.

Read more: http://profmsr.blogspot.com/2008/11/how-to-teach-well-and-motivate-students.html#ixzz2kuVM8rj3
Under Creative Commons License: Attribution

Feedback on the quality of my questions.

After rethinking and refining my set of questions I sent them out to several dance teachers. I asked for their feedback on the quality of the questions and for any other comments and advice they could offer to improve my line of inquiry.

Below is the feedback I have had so far:

1) What do teachers say about the approaches that they find most effective in teaching dance to students aged 11-14 (key stage 3 level)?

Comments/Feedback  - The answer to this question depends on the type of environment the class is in, i.e, dance school, private school/college, public school. The approach you take to a class that is full of students who come to evening dance classes out of enjoyment and the willingness to learn/improve will be entirely different to when teaching a class at a secondary school which the students are being forced to do.

2) What do teachers say about the approaches that they find most effective in teaching dance to students aged 14-16 (key stage 4 level) and above?

Comments/Feedback  - The comments for question 1 also apply to this question.

3) Are there different methods that work more effectively when teaching at key stage 3 level to key stage 4 and above?

Comments/Feedback - As students grow out of the "teenage stage" and mature they become to know more of their own minds and what they want. If they are attending an evening dance class at a stage school then they are doing this because they want to and not because they have been forced to by parents or school teachers, therefore there will be differing methods to that when teaching the younger and more sensitive teenagers at key stage 3.

4) What effective methods have teachers found that inspire and motivate teenage students?

5) What effective methods have teachers found that promote discipline within a class?

6) Can the methods that encourage motivation be used alongside with the methods for keeping discipline?

Comments/Feedback for question 4, 5 & 6 - One size never fits all. Depending on the support from their parents, environment, their reasons for being in the class will shape how you teach individual students. If we are looking at it in a classroom situation of a number around 10-15 students, then this question is a little more easier to answer as young students, particularly teenagers, will flock together, easily persuaded, influenced and taken in by peer pressure, so they will all tend to act in a similar fashion. However, looking at it from a different angle, taking in to account different individuals and their backgrounds, upbringing, environment, etc, then each student will need a different approach. Some students may respond well to a strict and firm "boot camp" approach whereas others may be scared off and prefer a more relaxed approach.

My comments: This feedback from experienced teachers is very much appreciated and has given me much food for thought.

After reading over this feedback I now feel I may need to expand my questions even further.This is to ensure that the future interviewee's will understand the question completely.

For example, I could break question 1 down and ask from a dance school setting, public school setting, private school/college setting, etc, although where do I draw the line?

The main thing I have deduced from the feedback is that the answers all depend on whether the student is voluntarily going to class or whether it's involuntary. For example, if it's a class at school that's mandatory then the student actually may not want to be there, if it's an evening class at a dance school they may only be there because their parents have forced them to go. Some students may be attending the class off their own back though and may actually enjoy the mandatory class at school. The former were involuntary and the latter voluntary students.

I could therefore create sub questions such as:

1a) What do teachers say about the approaches that they find most effective in teaching dance to students aged 11-14 (key stage 3 level)?

1b) Have teachers found that these methods differ depending on whether the student is voluntary or involuntary and if so what approaches have they found most effective for them?

How does what I've discovered fit in with the ethics of professional inquiry?

I feel that I have come a long way from when I was asked to write about my idea on ethics, to discovering what professionals/companies say about ethics and then learning what the reader says on ethics.

Now after reading through other peoples blogs and through discussions via the SIG, I have gathered a lot of information as to why it is important to be aware of the ethics involved while carrying out an inquiry.

Firstly, I must stay true to my line of inquiry. The set of questions I've put together are for me to discover, so I mustn't try to persuade or guide the interviewee to answers that I want to hear.

To back up this thought the reader quotes from Oliver, P. (2003) The students guide to research ethics:

For instance handing out questionnaires on the street will have minimal impact on participants. However, doing a qualitative interview with an elderly person will take a longer time and could involve becoming friendly with them. What impact does this have on the elder at the end of the process and the withdrawal of the researcher?

I must also include and take in to account all information gathered even if it doesn't fit in with the rest of my research .This way my results will be honest and genuine.

The reader quotes from May, T. (2001) Social research: issues, methods and processes:

There is duty on the researcher to present findings as accurately as possible. The data should represent the views and attitudes of the participants and not necessarily of the researcher. Sometimes there is the urge to include a quote for its shock value but if it going against the general trend, then this should be reported as well.  

Secondly, it is important that I respect and protect all the information gathered through inquiry. I must inform people of why I am doing the inquiry and where the information will go before I start asking my questions. I must also use the information gathered for this course only and not for any other reasons.

Below are the data protection principals from the Information Commissioner's Office website (www.ico.co.uk):

1. Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless –
   
   (a) at least one of the conditions in Schedule 2 is met, and
   
   (b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is also met.
2. Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or those purposes.
3. Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed.
4. Personal data shall be accurate and, where necessary, kept up to date.
5. Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes.
6. Personal data shall be processed in accordance with the rights of data subjects under this Act.
7. Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data.
8. Personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data.

I must stay focused on my line of inquiry. I should never ask questions that are not relevant to the inquiry.

I should inform the interviewee of the purpose of my inquiry so they are aware of where the information that is gathered will be going.

The British Educational Research Association (BERA) mention the responsibility of the researcher:

To ensure the honest and respectful treatment of research participants, by informing them of the purpose of the study and by adhering to the guidance requirements (e.g. on consent and confidentiality), and at all times ensuring their safety and well-being vis-a-vis the research procedure, equipment and premises 

Lastly, but something that would need to be considered first, I must choose the candidates for my inquiry wisely. There must be reasoning behind my decision, be it their profession, experience, career, etc, to ensure that my findings are accurate and have quality value.

How does what I've learnt fit into the theoretical ethical framework?

After consulting the reader I've learned that the foundation of ethics and morality is derived from various sources such as religion, family, personal conscience and that it has a wide and much studied history but what's right and wrong is not easily defined and depends upon each individual's opinion and point of view.

I feel, looking at ethics on a personal level, that most people follow a "code of conduct" either consciously or subconsciously to maintain a good, positive lifestyle. My personal "code of conduct" may differ to the next persons, but what they are following may be right to them whether for professional ethical reasons or personal ethical reasons just as my own law of ethics may be right to me. I have also learned that looking at something from a professional point of view or a personal point of view can alter the reasoning behind ethics.

Case study 2 in the reader for example, I can see this from both a professional ethical level and a personal ethical level.

The documentary photographer Kevin Carter chose to follow his professional ethics. His job was to observe and to capture. If he had intervened then he would have been disrespecting the importance of his position in the job. Instead, he saw the girl and the vulture as art and he didn't interfere to offer help. This meant that he stayed true to his job (professional ethics) but not to himself (personal ethics).
Hundreds of people contacted the New York Times where the photograph first appeared in 1993, wanting to know what had happened to the young girl. It was unknown whether she had reached food or water. The world was shocked and unprepared to accept Kevin Carter's reasons behind why he had chosen to not intervene to help the girl. They were looking at the scenario from a personal ethical level.

I have thought about a time when my personal ethics sometimes battle with my professional ethics.
When I am choreographing a piece for a show my aim is to make it the best that it can be. If I have a dancer who is at a high standard technically and who I am confident can perform my choreography well then viewing it from a professional ethical level I am likely to put her into the piece. However, there may be another girl who is less technical and not as good at performing but is a lot more passionate about dance than the other girl and works a lot harder and would probably appreciate the opportunity much more, then looking at it from a personal ethical level I am more inclined to choose her. If I made my decision following my professional ethics then the piece I had choreographed would be the best it can be and I would be respecting my job but totally ignoring and disrespecting my personal views. If I made my decision following my personal ethics then the piece I had choreographed wouldn't look as good so therefore I would be hurting my job but I would be much more satisfied on a personal level.

I was brought up in a Christian family so I was always told from a young age what was right and wrong and was taught to abide by the ten commandments. These commandments provided me with an ethical guideline to ensure that I acted in a way that was going to produce positive results and not injure anyone else.

It is said that the origin of ethics come from the Greek word ethos.

Ethos is a word to describe the character of a person and where their values lie so as to understand the driving force behind the decisions they make and their way of life.

When I teach a dance class, I am aware that I am fully responsible for that group of children and that they are under my care. It is my duty to ensure that I do everything in my power to keep them safe and provide for them a positive and safe environment to work in where they can trust and look up to me. These fundamental points come from having an ethical outlook, or in other words, a desire to produce a result that is morally good.

I have always classed honesty as one of my strong traits and I believe in my heart that it is always good to be honest. However, the theoretical approach of Consequentialism is to act in a way which will produce good consequences. This then makes me start questioning the approach of honesty, while it may be right to be honest if we are following the Christian commandments, if it's producing a bad outcome, for example, somebody is hurt, or it causes negative feelings, then no good has been gained and the result is damaging. Surely then if this is the case, is it better to lie?

Sometimes in teaching I am faced with the difficulty in deciding in whether it is best to deliver a truth that will hurt or a lie that will reassure.
A parent may ask why their child is not in the next class above and depending on the situation and the person I have two options. I can tell the truth and say it is because the child is not yet at the ability and standard required for the next class up or I can twist the truth and put it down to age. I have given both these answers on several occasions to different people depending on my judgement whether I thought they would prefer the truth or a lie.

The German philosopher, Immanuel Kant, considered lying to be always wrong no matter what the outcome may be. He argued that if it was acceptable to lie then it would become a way of life and nobody would be able to trust one another.

I agree with this arguement, for although the reasons behind the lying might be for a greater good, I believe we can all find justification in our actions of why we have done something and we can put reasoning behind a lie which justifies why we felt it was the right thing to do, so it becomes easy to find the "good" in a lie. To me, truth is what's important and it should be what we strive for.

Thinking Over My Questions.

I have sent out my questions to previous dance teachers from college but have not had much luck yet with receiving feedback! I have been mulling over the questions myself as for some reason I wasn't completely satisfied with them.If I'm not happy and comfortable with the question then how is anyone going to be happy and comfortable answering it?!

This is the new material I have come up with:


1) What do teachers say about the approaches that they find most effective in teaching dance to students aged 11-14 (key stage 3 level)?

2) What do teachers say about the approaches that they find most effective in teaching dance to students aged 14-16 (key stage 4 level) and above?

3) Are there different methods that work more effectively when teaching at key stage 3 level to key stage 4 and above?

4) What effective methods have teachers found that inspire and motivate teenage students?

5) What effective methods have teachers found that promote discipline within a class?

6) Can the methods that encourage motivation be used alongside with the methods for keeping discipline?

These questions still may not be perfect but they sit a lot better now in my mind and will hopefully gain a better response on feedback!

More on the SIG.

The SIG I created is proving to be very helpful towards my study and progression on this module. Within it, I have been discussing the tasks with Sophie Jones who is a member of the group as we both feel that our line of inquiry are on a similar wavelength and we may be able to benefit from each others research and discoveries.

Again, if anyone else feels they want to join the SIG please let me know :)

Professional Ethics for Dance Teachers

I have looked up what the International Society of Teachers of Dance (ISTD) have written for their "Codes of Conduct".
I find that in comparison with the ISTD, the list that I previously wrote without the help from any other sources is extremely light and only covers the surface, whereas the ISTD seem to go into complete detail on each subject.
I don't think that I missed many important points out (although there were some!), but I think I did write my list of ethics in a way which was too broad and not obvious and specific enough, therefore leaving room for misinterpretation.

Code of Professional Conduct and Practice for Teachers of Dance

This is a recommended Code of Professional Conduct and Practice prepared by the Council for Dance Education and Training to guide dance teachers on issues of good practice. It is endorsed by the dance teaching organisations in its membership and will be reviewed every two years. 

Please read through the ISTD principles and see my comments on each category below.

Fundamental Principles 
A teacher should: 
• behave with integrity in all professional and business relationships. Integrity implies not merely honesty but fair dealing, courtesy and consideration.
• strive for objectivity in all professional and business judgements. 
• not accept a teaching post or undertake work for which he or she is not competent or qualified.
• carry out his or her professional work with due skill, care and proper regard for the technical and professional standards expected of him or her.
My comments: On my list of ethics I didn't really write much on this topic. I did put about maintaining positive relationships and respecting other peoples positions but I didn't really go any deeper than that. To me, being honest, fair, courteous and considerate are all traits which should be obvious to adhere by but I understand now after reading through the ISTD Code of Conduct that you can't leave anything out and that you must be clear and to the point so that there is no room for misinterpretation.
The last bullet point in this category I believe I did cover in my list as I did talk about teaching to the best of my knowledge, keeping up to date with the syllabus and other changes and new rules.

Integrity

A teacher should:

• uphold and enhance the good standard and reputation of the profession.

• work in a collaborative and co-operative manner with other dance professionals and organisations. 
• not attempt to influence or intimidate any examiner at any examination or a judge at a competition.
My comments: Again, I did mention in my list about respecting the value of other peoples positions, such as teachers with differing opinions, which I think coincides with the second bullet point here.

Objectivity

A teacher should:

• work in an open and co-operative manner with students and families.

• ensure that students are not discriminated against on the grounds of sex, race, colour, religion, age, disability, national or social origin or other status.
My comments: I wrote on my list that I think it is important to get an idea what parents want when they bring their children to class, if they have any aims or necessary requirements etc, so I am pleased to find that the first bullet point here highlights this thought.
I have highlighted the second bullet point here as I feel that unfortunately I didn't cover this topic enough in my own list. I did put that I always treat each student equally and at the time I thought that this was an obvious statement, but now upon reflection after reading through the detailed list from the ISTD I feel I should have gone into this with more specific points.

Competency

A teacher should:

• acknowledge any limitations in his/her knowledge and competency and take steps to practice in a fully skilled manner.

• assist professional colleagues, in the context of his or her own knowledge, experience and sphere of responsibility, to develop their professional competence.

• undertake continuing professional development to ensure knowledge and practice remains current as required by his or her individual awarding body(ies) and/or employers.
My comments: I wrote in my list about keeping up to date with the syllabus and ensuring I know of any changes and new rules which I think lightly covers the topic here, but again, I could have gone into further detail.

Due skill and diligence 
A teacher should ensure that no action or omission on his or her part, or within his or her sphere of responsibility, is detrimental to the interests or safety of students.
My comments: I think this is very broad and I'm not sure that I covered it completely but I believe keeping a safe environment and upholding my responsibility when the children are in my care are two important factors.

Courtesy and consideration

A teacher should:

• always act in such a manner as to promote and safeguard the interests and well-being of students. 
• justify student trust and confidence.
My comments: I wrote that I must be a good role model for the students and that I promote positive social attitudes which I think covers these two points.

Confidentiality 
A teacher should ensure that confidential information obtained in the course of his or her professional work should not be used for personal advantage or be disclosed without the consent of the pupil or parent, except where there is a legal right or duty to disclose. A teacher should be aware of and abide by current data protection legislation.
My comments: The confidentiality of customers information is something that I did mention in my list as running my own business I am fully aware of its importance.

Publicity

• A teacher may seek publicity for his or her own services, and advertise his or her services, achievements and school in any way consistent with the dignity of the profession.

• A teacher should, under no circumstances, promote his or her services, or the services of another teacher, in such a way, or to such an extent, that amounts to harassment of the prospective pupil or parent.

• A teacher should not publish, or cause to be published, any notice, newspaper, advertisement or any other matter likely to damage the standing of the profession or to damage or depreciate the reputation of any colleague.

• Promotional material may contain any factual statement, the truth of which a teacher is able to justify, but should not make any disparaging references to, or disparaging comparisons with, the services of others.

Teaching names

• A teacher may teach under whatever name or title he or she sees fit. 
• A teaching name should not be misleading.

• A teacher should not use any title, description or designatory letters to which he or she is not entitled.

My comments: I have highlighted all this section as, I am sad to say, I didn't cover any points in this area on my list.I am surprised I didn't mention anything above in my own list, as I am a dance teacher running my own school, all these factors are very important. However, I do believe that so far in my promotions I have stuck by all these practices.

Statutory Requirements

A teacher should:

• comply with all statutory requirements affecting health and safety at work.

• ensure the provision of adequate public/products liability insurance and employer liability insurance.

• comply with all the statutory requirements affecting the running of the business, including registration of names, income tax, value added tax and any other matter required by law.

• ensure that he or she is in accordance with the law with regard to copyright, recording, public performance and other matters concerning printed matter and recorded music related to their work.
My comments: I covered this area in the bullet point labelled Ensuring I have necessary documents. 

Health and safety

A teacher should:

• ensure that classes are of a size appropriate to the levels and techniques being taught and the space being used. Students in each class should be of compatible age and/or standard.

• be aware of developments in Child Protection legislation and undertake Criminal Records Bureau enhanced disclosure as required.

• ensure that teaching facilities are adequately maintained and provide:

1. suitable flooring appropriate to the technique taught, with a clean, safe surface; to minimise the risk of injury;

2. adequate heating levels and ventilation;

3. suitable, secure and safe area for changing.

• abide by Health and Safety statutory legislation requirements, understand his or her responsibility in case of a medical emergency and keep records in an accident book.

• ensure that all fire regulations are displayed and adhered to.
My comments: I did cover the healthy and safety aspect in my  list but I think I could have been a lot more specific.Most of the above I did mention but there are a couple of points that I missed out which I have highlighted here.

So overall my list of ethics is very similar to the ISTD's and I covered most of the areas, although I do feel I could have been a lot more thorough and broken down each point so that way I could have ensured to have covered all scenarios. 

Dance School Ethics

After writing down my ideas on ethics and what rules I believe are important to adhere by I decided to see what other dance schools class as the "Codes of Conduct" for their school. I visited the website of a dance school that I teach for on a weekly basis and have copied and pasted their bullet points below.

·        .__________ aims to provide the professional training in the performing arts, dance and drama.

·         __________want to enhance potential in students within a fun yet disciplined framework.

·         __________are committed to developing self confidence, and skills with students in the classes.

·         __________teachers are qualified, experienced and highly regarded performers with extensive performance skills.

·         __________teachers are CRB checked

·         __________wish to provide students with opportunities that arise such as theatre work, TV work and auditions.

These rules are written in more of a friendly way than formal, and though there are not many, I think it covers a sufficient area which would make potential new customers confident that they are sending their child to a safe, friendly and professional environment. As I do teach at this school I can honestly say that these "Codes of Conduct" are stuck to.

My Thoughts on Ethics

As a dance teacher and performer I encounter many different types of people and there are various moral codes/ethics which I have to abide by for each specific type of person. I have broken down the different types of people below and discussed what ethical criteria I think are involved with each of them.

Colleagues (performers and dance teachers)

• Ensure I maintain positive relationships
• Respect and value their position - I find that a lot of other teachers may teach certain things differently or have their own methods of teaching which I may not entirely agree on, but I believe a variety of different teaching methods are good for the student and I respect other teachers opinions.

Students (children, teens and adults)

• Duty of care to the children, teenagers - When parents drop their children off to dance class, for that 1 hour or however long the class is I am responsible for their children and they are trusting in me to act in a way which will keep them safe.
• Good role model for students - I must be aware that children are very susceptible and that I am not only teaching them dance but also what's right and wrong and I must be somebody that they can look up to and see as a good role model.
• Promote positive social attitudes - A lot of students come to dance class not just to learn dance but also to have fun and make friends. By including games and time to work on group projects such as improvisation, this builds confidence and encourages students to socalise and interact.
• Treat each student equally 
• Promote healthy lifestyle (e.g. exercise)
• Teaching to the best of my knowledge - It is my responsibility to keep up to date with the IDTA syllabus that I teach to ensure that I am still abiding by the correct work for grading and also that I am aware of changes and new rules.
• Ensuring I have necessary documents - I need to ensure that I keep up to date with a CRB and also that I have insurance to teach.
• Providing a safe environment to work in - Ensuring that the venue is a suitable place to dance in, such as no debris on the floor, that the floor isn't slippy, no stray cables, etc, or anything that could cause harm to a child.

Customers (audience, children’s parents & hall landlord)

• Performing to the best of my ability - When people buy tickets for a show they expect to see a good performance, so I always ensure that I perform to the best of my ability.
• Respecting the parents of the children I teach, if they have any specific wants and ideas for their child - When parent's first bring their children to class I like to get an idea of what they would like out of the class and if they have any specific goals so that I can try my best to keep them and the children happy.
• Keeping customer’s information confidential - It is necessary for me to have certain information from every customer so I must be careful to respect and keep this information confidential.
• Treating the hall / equipment with respect