I need opinions please. Firstly on the questions and secondly on the content. I am looking for opinions and experiences. Issues people have had as a qualified dance teacher working in schools but that don't hold QTS. Is it possible? is it difficult? should it happen? any views would be much appreciated.
What effects does not having QTS have on a dance teacher working in schools?
What issues do dance teachers face when they do not have QTS?
Can dance teachers follow the National Curriculum effectively without QTS?
Discuss??????????
Wednesday 24 April 2013
Sunday 21 April 2013
Developing my line of inquiry
Aim: to identify issues faced by Dance teachers and dancers who do not have QTS status when working within the curriculum structure.
- Is it possible to be a successful unqualified teacher?
- What impact could it have on the students/establishment?
- What are the main issues faced by unqualified teachers?
- Are there any stigmas involved - from other members of the establishment?
- How can unqualified teachers make it easier for themselves to survive in a QTS world?
I will conduct interviews and surveys with fellow dancers and teachers, research literature to establish the opinions of society regarding unqualified teachers, create a SIG group for discussion.
Reaching out to anyone currently working as an unqualified teacher in school or would like to have their say please get in touch...
Reaching out to anyone currently working as an unqualified teacher in school or would like to have their say please get in touch...
Developing my line of inquiry
http://blogs.spectator.co.uk/coffeehouse/2012/08/training-does-not-make-the-best-teachers/
Developing My Line of inquiry
Having read all the readers and many blogs, I am still at a loss as to what to choose as my topic of interest. I keep changing my mind and time is running out. I need to stop challenging myself about the fact that this should have been done by now and just get on with it!!
Having read Emma Hughes's blog, she completed the course last year. http://emmahughes7.blogspot.co.uk/2011/11/4a-back-to-start-developing-my-line-of.html
It has struck me that I and many people around me have had to deal with the transition from Freelance dance teacher to School teacher and how we deal with adapting to the constraints of the Curriculum and school's policy. It is an issue that I have struggled and fought against and know others that feel the same. This predominantly is an issue for those of us that come under the heading of 'unqualified teachers' within school because although dance qualified do not hold QTS status. Completing a PGCE or GTP programme prepares you for this but we have yet to go through that training.
I like this idea...... Any thoughts?
Having read Emma Hughes's blog, she completed the course last year. http://emmahughes7.blogspot.co.uk/2011/11/4a-back-to-start-developing-my-line-of.html
It has struck me that I and many people around me have had to deal with the transition from Freelance dance teacher to School teacher and how we deal with adapting to the constraints of the Curriculum and school's policy. It is an issue that I have struggled and fought against and know others that feel the same. This predominantly is an issue for those of us that come under the heading of 'unqualified teachers' within school because although dance qualified do not hold QTS status. Completing a PGCE or GTP programme prepares you for this but we have yet to go through that training.
I like this idea...... Any thoughts?
Friday 19 April 2013
Thursday 18 April 2013
5C - Ethics & Morals
This looks at how different societies follow different moral codes which can lead to tensions, it also talks about the question of Law within ethics and morals.
The Hart-Devlin debate discusses Personal and Social morals. Devlin argued that personal and social conduct should be regulated whilst Hart argues that the purpose of law is to prevent certain harmful acts such as theft, violence and killing but that there can be no common morality to the entire populace.
This made me consider how these theories work for me in my practice. There has to be a common code of conduct within the school environment but I feel it must allow for personal and cultural differences.
Reading this reader has made me reflect on my practice, questioning my own code of conduct and consistency within my practice. I also considered how important I feel it is to allow my colleagues and students to function not only within the constraints of the establishment but also within their own moral code. Where conflicts arise, discussion and diplomacy must be exercised. Bringing me back to the need to be less judgemental and more understanding..... As my husband would say - 'giving up my need to be right!'.
Considering the Theoretical Approach to ethics. I have been considering how they fit into my professional practice. Discussing it with a fellow colleague the question of the Virtue Ethist theory arose and how/if it has a place within teaching. We decided that although it is important to follow the ethics set down by the school there are times when it would be beneficial to 'bend these rules'.
Question- if the ethos of the school is to not use mobile phones..... Is it ok to allow the dance students to use their phones for music/video/photos within the controlled environment of the dance lesson. A very useful resource but not in line with the schools standards? Our main consideration is the impact this would have on other lessons and the consistency of standards with school. We concluded that this could be acceptable if we could guarantee that the students wouldn't abuse the privilege and respect the no mobile rule in other lessons, but that there may be students that would use the opportunity to expect to be able to use their phones in other lessons. This would come into the realms of the Consequentialist theory. Although the Deontology theory probably should be practiced within school, realistically I'm not sure it is possible.
A thought provoking exercise giving me food for thought within my practice..........
Considering the Theoretical Approach to ethics. I have been considering how they fit into my professional practice. Discussing it with a fellow colleague the question of the Virtue Ethist theory arose and how/if it has a place within teaching. We decided that although it is important to follow the ethics set down by the school there are times when it would be beneficial to 'bend these rules'.
Question- if the ethos of the school is to not use mobile phones..... Is it ok to allow the dance students to use their phones for music/video/photos within the controlled environment of the dance lesson. A very useful resource but not in line with the schools standards? Our main consideration is the impact this would have on other lessons and the consistency of standards with school. We concluded that this could be acceptable if we could guarantee that the students wouldn't abuse the privilege and respect the no mobile rule in other lessons, but that there may be students that would use the opportunity to expect to be able to use their phones in other lessons. This would come into the realms of the Consequentialist theory. Although the Deontology theory probably should be practiced within school, realistically I'm not sure it is possible.
A thought provoking exercise giving me food for thought within my practice..........
5A Professional ethics
The ethics that apply to my work community.
Hamble Community Sports College - Ethics to consider when completing my inquiry
Hamble Community Sports College - Ethics to consider when completing my inquiry
- Child Protection
- Permission to carry out research/impact on colleagues
- When asking colleagues and students for their comments - recognising and informing of intention. How their comments will be used, making all parties aware.
- Use of specific data - gaining permission and protecting security
- Maintaining objectivity not allowing my thoughts to lead or influence
- Distracting learning and the intact it may have.
How I see my own personal 'code of conduct'!!
- Be responsible for my own actions
- Respect others
- Be honest
- Encourage others and myself at all times
- Be tolerant, respect and understand that others may think, believe and live differently to me.
- Be trustworthy
- Be helpful
- Be friendly
- Live within the law
Have I always lived within guidelines??? Definitely not. Age, life and experience has brought made me the person I am and definitely mistakes have moulded me. I am opinionated and set in my ways and fairly recently have come to the understanding that I can be judgemental of others that don't have
the same ethics and morals as me, I have made an effort to be less judgemental of how others live
their lives even if I don't agree with what they do. It has been quite an enlightening discovery, all but
difficult at times.
the same ethics and morals as me, I have made an effort to be less judgemental of how others live
their lives even if I don't agree with what they do. It has been quite an enlightening discovery, all but
difficult at times.
'It's been a game changer'
When thinking about my place of work. These are the virtues that I think as a teacher I need to possess....
I would have to add to my list the following:-
- Patience
- Respect
- Humour
- Encouragement
- Security
- Positivity
- Adaptability
- Fairness
- A good attitude
- Professionalism
- Self control
- Consistency
I would have to add to my list the following:-
- accountablilty
- planning
- humility
- integrity
- proactivity
do I agree? yes definatley
do I follow and possess these virtues? yes but dont always successfully show them.
Wendy Finn writes on the 'Bright Hub Education' website.
'I have heard it all.......Anyone can be a teacher, but being a teacher is not good enough.
If someone is truly interested in becoming a teacher, that means one is interested in the well-being and success of youngsters, whether they are five or eighteen.
Teaching is not easy, and many do not realise the demands and stress level that teachers bear. Any full time job is gruelling, but having look out for 30 children at one time can be overwhelming, it takes a good many virutes to be a good teacher'.
I completly agree with this statement, and need to remember it at all times in my pracitce. I see teachers all the time that seem to have forgotten these virtues due to the high levels of expectation within teaching today.
Monday 15 April 2013
4A
Questions relating to my everyday professional practice
The love of teaching dance versus the restrictions of the expectations of the establishment and framework of the national curriculum.
- Being free to teach without feeling like you are being restricted
- Understanding the curriculum but doing it your way??
- Teaching the students that they sometimes have to conform to the systems in school and believing it and acting on it yourself!
- Being positive not negative to change.
- Admin admin admin, performance management = aaahhhhhhhhh
- Following guidelines and systems, not fighting against them
Freelance or permanent teaching in school - pros and cons
- Freedom
- Regular wage
- Travelling causing tiredness, cost etc or staying in one space, getting used to one place.
- Stability
- Effort to find jobs freelance
Teaching adults or children or both
- responsibility, is it different
- Preference and why
- Teaching both? Good Idea?
- Commitment to classes
- Standard
Working as a team player within an organisation
- Believing in the management
- Be heard but in a positive way
- How not to compromise yourself whilst being part of team
- Systems and standards
- Meeting expectations
- Team work
- Compromise
- Understanding and learning
Teaching exam dance and curriculum dance - what do preferences, and is there a place and need for exams in dance in schools?
- Importance of exam Dance.
- Btec v GCSE
- Importance of curriculum dance in the syllabus
- Preparation for exam dance
- Benefits to students
- Subject knowledge, experience, enthusiasm
As a new mum I am interested in how you fit motherhood into my professional life. Massive changes to my work life balance.
- Controlling work/life balance
- Changing previous balance, fitting in time with baby and being a successful practioner
- Organisation
- Time management
- Continue with commitment to students
Developing lines of inquiry
Started reading Reader 4 and straight away taken by Peter Senge's concept of 'The learning Organisation' from his book 'The Fifth Element'.
Working in a school that has recently seen a lot of changes due to a change of leadership. From a new Principal to new Assistant heads resulting in staff leaving and new staff arriving, as well as big changes and expectations on existing staff who stereotypically don't like change!! I can relate to the idea that successful organisations depend on its members 'buying in to' the systems and structures the organisation puts forward. Team work. I can honestly say that at times I am a team player within my organisation and other times I can be cynical and negative towards new ideas..... Sometimes because I don't truly understand or have all the information that I need to understand. I also get frustrated with staff that instantly are negative and disruptive towards new ideas and systems. It is good to have an opinion but how you voice them can be obstructive rather than constructive.
'Surviving change is not enough, the capacity to learn and thrive in a team whilst experiencing change, people need to be connected and generative'.
Real learning gets to the heart of what it is to be human. We become able to re-create ourselves. (Senge 1990)
Is it the job of the leaders of the organisation to help staff to be team players or the job of the members of the organisation to make the necessary changes to be a team player, or a bit of both?
Leaders
Traditional Leaders - set the direction, make key decisions, energise the troops deriving from a deeply individualistic and non-systemic world view, make assumptions do people's powerlessness, lack or personal vision and inability to master the forces of change.
Learning Organisations Leaders - designers,stewards, teachers, responsible for learning, inspirational, responsible for building organisations where people continually expand their capabilities to understand complexity, clarify vision,improve shared mental models.
Thinking about these types of leaders and how my organisations leaders fit in, one of the things that comes straight to mind is the frustration of the members being asked for their input but in reality the decision has already been made. 'going through the motions of good leadership but not delivering', one of my pet peeves is always feeling like the assumption is that I need watching rather than trusted as a professional!! Bottom line is management needs to be consistent and supportive across the board to give its workers the confidence of team work throughout the organisations, and workers need to be open minded and supportive, believing in the management and wanting to work together to a common end.
Maybe a subject for inquiry?????
Working in a school that has recently seen a lot of changes due to a change of leadership. From a new Principal to new Assistant heads resulting in staff leaving and new staff arriving, as well as big changes and expectations on existing staff who stereotypically don't like change!! I can relate to the idea that successful organisations depend on its members 'buying in to' the systems and structures the organisation puts forward. Team work. I can honestly say that at times I am a team player within my organisation and other times I can be cynical and negative towards new ideas..... Sometimes because I don't truly understand or have all the information that I need to understand. I also get frustrated with staff that instantly are negative and disruptive towards new ideas and systems. It is good to have an opinion but how you voice them can be obstructive rather than constructive.
'Surviving change is not enough, the capacity to learn and thrive in a team whilst experiencing change, people need to be connected and generative'.
Real learning gets to the heart of what it is to be human. We become able to re-create ourselves. (Senge 1990)
Is it the job of the leaders of the organisation to help staff to be team players or the job of the members of the organisation to make the necessary changes to be a team player, or a bit of both?
Leaders
Traditional Leaders - set the direction, make key decisions, energise the troops deriving from a deeply individualistic and non-systemic world view, make assumptions do people's powerlessness, lack or personal vision and inability to master the forces of change.
Learning Organisations Leaders - designers,stewards, teachers, responsible for learning, inspirational, responsible for building organisations where people continually expand their capabilities to understand complexity, clarify vision,improve shared mental models.
Thinking about these types of leaders and how my organisations leaders fit in, one of the things that comes straight to mind is the frustration of the members being asked for their input but in reality the decision has already been made. 'going through the motions of good leadership but not delivering', one of my pet peeves is always feeling like the assumption is that I need watching rather than trusted as a professional!! Bottom line is management needs to be consistent and supportive across the board to give its workers the confidence of team work throughout the organisations, and workers need to be open minded and supportive, believing in the management and wanting to work together to a common end.
Maybe a subject for inquiry?????
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