Planning my oral presentation and learning along the way...

Only a few more days until the oral presentation at Middlesex! I can remember last year looking ahead to this point thinking what my oral presentation would be about, I can't believe I'm actually here!

I also can't believe that I'm still learning even at the final stages of the BAPP course.
I'm currently putting together my power point for the oral presentation which will be next Tuesday (Nervous, but excited!) and I don't know if it's embarrassing to admit that I've never used power point before today!
It is very straight forward once you get the hang of it but it's something I would never have used if it weren't for this course.

I'm enjoying being at this point, being able to reflect and summarise all that I've learnt ...the finish line is in sight!

Good News From the IDTA!

A few weeks ago I received a letter from the IDTA stating that I had achieved the highest mark in 2013 for the Ballet Teaching Associates exam and therefore I would be nominated for the Giles Bursary Award.
I couldn't believe what I was reading. I was really happy and couldn't help but feel proud that I had achieved the highest mark.

I've found it really encouraging and even if I don't win the bursary it won't matter because teaching dance is what I absolutely love doing and it's lovely to know that I must be doing it right so far!

Last Submission!

Feeling really happy and relieved today now that my critical review and artefact have been submitted.
I also actually feel quite sad that this piece of work is done because I've really enjoyed doing the inquiry and discovering new ideas. I would never have thought that I could carry out an investigation to get results that may not have always been conclusive but were really insightful!
I have picked up several pieces of literature on the way that I'm definitely going to read further and maybe even try and find more material to read as I do believe that this part of the inquiry has really developed me and widened my knowledge of teaching. I don't want to stop there and be happy with what I've learnt so far, I want to continue learning and keep developing my teaching methods.

Now we've got the oral presentation to look forward to!

I've posted on the Sig asking if anyone would like to have a chat via Skype just to discuss our presentations and bounce a few ideas around. If anyone would be interested in Skyping let me know!

Literature on Dance Related Injuries

Part of my inquiry covers the development of the teenage body and how teachers account for this in the dance class.

A few weeks ago when searching out literature to support my inquiry I came across a page on the Nationwide Children's Website which reported a study by the Center for Injury Research and Policy at Nationwide Children's Hospital.

The study shows that 4 out of 10 dancers who are injured are between the age of 15 and 19. Warming up, stretching, applying correct technique and keeping well hydrated are considered to be positive ways to help avoid injury.
One of my questions that I asked teachers in the interview brought about a recurring theme on dance injuries and how careful you have to be, particularly when teaching teenagers. This study ties in nicely with my inquiry and is very informative and supports what I've discovered so far.

If others find this useful, I have copied the study finds in this blog but please click the link below to find out further information from their website.

http://www.nationwidechildrens.org/dance-injuries-by-the-numbers

Skype Session...nearing the end of Module 3!

Although I couldn't attend the final module 3 session today in person, I did manage to join them through Skype!

The points covered were on

Structure > Ensuring the discoveries and findings are delivered in a fashion that the reader can understand

Word Count > I currently have 7,000 words for my analysis which should only be 2,500! A bit of trimming is in order and a way Paula suggested to do this is by focusing on the strong findings only. Fewer bullet points but in more detail

Artefact > A few ideas were bouncing around for the artefact. Paula highlighted that we needed a purpose for the artefact. I originally wanted to do some sort of brochure to present my findings but now I've thought about my PURPOSE I am a lot more focused on knowing which route to take. The purpose of my artefact will be to inform prospective employees the regulations of my dance school and how I would expect them to approach teaching teenage students

Skype Session

This morning I shared a Skype session with Sophie Jones and Kym Walton. We talked about where we were up to in the Module and what our next steps would be. It was good to discuss our plans and gain new insights from each other. It's also nice to know that we have support from fellow BAPP students and that we can help each other if needed.

We are planning another session within the next couple weeks, so it would be great if anyone would like to join us!

Getting the Buggers to Behave 2...a short review.

The teacher from my first interview lent me a book which she thought I might find useful for my inquiry as it had helped her discover new teaching methods to use within the classroom.

The book is by Sue Cowley and it is aptly named, Getting The Buggers To Behave 2, an updated second edition of the successful Getting The Buggers To Behave, with new chapters on behaviour management.
Cowley is the author of numerous educational books which include the above, along with The Guerilla Guide to Teaching. Cowley has taught children of all ages and at all levels.

The book is really easy to read and I found it just as easy to apply the methods to my own teaching almost straight away.

There are chapters in the book that would be useful when teaching younger children but as my inquiry is focused around teaching teenagers I have only took out the sections that will be useful for me now in the investigation.
I used the techniques that Cowley suggests in my Monday classes last week.This was at the stage school where I teach ballet and contemporary to students around 12-18. I was astounded, pleased and very proud at the end of the evening to have realised I had applied the techniques well enough to have received successful results.

I have took out a section from the book below which are the Control Techniques that Cowley suggests are the core to keeping good classroom management. The fundamental element is remaining calm and consistent.

·         Wait for silence

·         Always be polite

·         Avoid confrontation

·         React from the head

·         Use the deadly stare

·         Use non-verbal signals

·         Control your voice

·         Use repetition

·         Personalise your teaching

·         Know when to be flexible

·         Set the boundaries

·         Set them targets

·         Give them ‘the choice’

·         Intervene early

·         Remove the problem

I'm not claiming to have successfully achieved all the bullet points above but what I did do was remain calm and in control throughout the classes. I also kept the word CONSISTENCY at the forefront of my mind as through reading the book I have learnt that teenagers respond and learn much better when faced with consistent behaviour.

I also focused on the tips below that Cowley explains in the Basic Behaviour Management chapter of the book.

Be definite – ‘I know what I want’

Be aware – ‘I know what will happen if I don’t get what I want’

Be calm and consistent – ‘I’m always polite and fair to you’

Give them structure – ‘I know where we’re going’

Be positive - 'You're doing great'

I think this book is a great guide for me in teaching but I am not going to be naive in thinking that I have read and learnt all I need to. I am going to further my reading on the topic of teenagers, teaching, dance, motivation, disciplining and any other areas that are linked with these and see if what I learn ties in with what I discover in my observations and interviews with other teachers.