This was not what I was expecting out of today's Skype call. I used an example of an experience that was on a mind map I have been creating as of late. We discussed it as a group, as I was unsure about which experience would be deem relevant for Master credits.
Example used:
I started teaching artistic Rollerskating to children (Graded syllabus) about 10 years ago. I was talking about how I had passed the grades before i took the teaching qualification, but then how i realised how hard some of my students were finding the grades and actually all they wanted to do was free skate. I was then poised with a question " What did you learn from this experience?" To which I answered (and had to think very hard) "I learnt to be patient". Now before hand I probably had not realised what I had gained from this experience apart from me just teaching children how to skate. But having time to think and look at this from another perspective, overall it was not the teaching I was interested in, it was HOW I was teaching!
The discussion between the group developed about this experience. I realised that after all, this experience was very valuable, and could be offered for a suggested AOL and also how it formed a basis for my self development as a teacher for the years to come. The statement about learning how to be patient, really tied under how I teach.
From the time I finished my dance degree until present, I have had several roles in teaching. Each teaching experience has followed and developed from the experience before hand. Teacher training, really enhanced my understanding of various learners, ways of teaching and PATIENCE. This was a skill I needed to develop if I was to be a successful teacher. But what has tied each teaching experience with the next.
------> Go back to my mind map of experiences.
Artistic Roller Skater teacher (Graded)
Fancy Feet Dance teacher ( Ballet and tap Graded)
Primary PPA PE Dance session (National Curriculum Levels)
GCSE Dance ( Levels)
A-Level Dance ( Levels)
BTEC Dance ( Levels)
PE Ks3 and 4 ( Levels)
Dance through PE Curriculum ( Levels)
I have realised that a very large percentage of my teaching career has involved a Syllabus. Now this really changes things for me, as I have an area for research and findings for my first AOL!!!!
Next Step: I am now going back to all of these experiences and link them to literature. Which author/ researcher said this or that about syllabus! Why do we have to follow them? Why were they created? Why do they change? How do we become successful educators and ensuring our students access the best marks? Most important- How do my students feel about learning a syllabus?
Present Thought: I always seem to link my studies around what my daughter Storm is doing as she is a little dancer herself. Now she currently follows the RAD ballet syllabus, the ISTD Tap syllabus and the british gymnastics levels for her gym classes. Questions and observations for Storm: does she enjoy her classes?, is it better for her learning because it has structure?, does it restrict her creativity and enjoyment for her activity because she has to abide by the rules?
Last night before the Skype call I was looking into a course aimed at dancers wanting to teach Acro. I really want to do it and again the aim is to provide acrobat syllabus to Students. I wonder is it me who likes teaching a syllabus and always finding things to be taught via a level and being measured by a level? I am starting to think so!!! I like structure and I like to see a scale.
Anyways here is the course, wonder if anyone knows about it (Aggy can you shed some light as Helen recommended I Speak to you as your dance experience/expertise in Ariel dancing)
If anyone is interested in booking onto it even better!!
http://acrobaticarts.ca/teacher-certification/certification-program/
Happy Weekend people!!!
Marie-Reine xxx
