Revised Ideas

In the previous post, I had reported that I was going to use a video/audio method for the aretfact. Over the last few days, I have been collecting some video and pictures, with text and create a short movie.. However, I feel it doesn't explain the findings and Inquiry that I have done in this Module.

Therefore, I am now decided to do a big poster/collage of the trends I have found, using images and text from different sources and making them my own. It will all relate to the inquiry, I just feel I can present this slightly more efficiently and precisely than a video. I have brainstormed and found some ideas of what I like to do and put on the collage. It is going to be large and will have my own leaflets and business on it.

Is anyone else doing this? If so... Can you share some ideas...?
Feel like I was struggling with ideas.. But may have found it now...

Sonal

Arefact

Basically been trying to get through the written work of this module and then I can really go ahead and do my arefact. I feel that mine will be slightly long, and I am hoping to get a finished project by the submission day.

Decided to use images, video, audio and text in my artefact, have to keep in my not too put too much text on as the intended audience will be young dance students.

I did try and use some images from the internet, but they realised that this would be copyright. So started again with use my own images, which truthful is better for me and the work I am trying to put across. Using my personal classes and images of genres of dance I teach, seem most significant in this artefact and inquiry. As the inquiry is based on my personal views and work.

I know that Sophie and Nicole are doing similar studies to mine, but as its the 21st century its kind of the only way to get information across to people now adays. It doesn't matter what ages, its technology. More people are on Youtube and Facebook, so information and Advertising on there would be so much useful and beneficial.

Let me know any other idea you guys are doing. I feel that the internet ones are great. but anything else would be helpful.

Thanks

Students as Participants

To determine the name of the inquiry, it was essential to pilot interviews various participants. By interviewing these participants it would enable a idea of a general repsonse and the possibilies of forming one. Using more participants allow a slightly higher opportunity to form a response desire to the inquiry. However, the desired response is dependant on specific elements such as partipant interest, resreach methods used and the eviroment of the interviewing process.

Currently undergoing the Critical Review on Part one I felt it was necessary to explain the reasons of using the student participants in my resreach. Including the benefits for them and my research.

Student as participants concluded to be beneficial from the piloted studies of allowing the opportunity of a slightly more definite generalisation to be formed. By using more students, data could be generalised better and form to one response. From the piloted interviews, it concluded that the responses from each of the participants did not allow me to form one specific answer to the inquiry question.

Additionally, using students as participants allows them to learn and take into considerations their fellow participants views. When participants have an interest in the subject their involvement becomes more increased and enables them to truly elaborate on their opinions.

However, there is an indication that using students could slightly invalidate my data. This could happen from the influences of guardians. 'Pushy' parents could influence their child's thoughts and aspirations when they are choosing their career goals. I have realised that this is something that I would not be able to control, and would be a risk I would have to take.

BAPP Graduate Students....Fellow Dancersss

Please can you just take 10 mins to fill in my Inquiry questions for my Data. Using Survey Monkey.

http://www.surveymonkey.com/s/3M9RBCV

Thank you

Sonal

SWOT

Reading through the Reader 7 and coming across a link called SWOT, I have decided to dig a little deeper and figure out my Strengths and Weaknesses....I feel this may benefit me and provide more levels of what I need to improve on whilst undertaking this course, and now slowly coming to the end of it. This is something I feel will help me in my practice after....

Strengths- Demonstration skills (Always attend classes), Communication, Organisation skills, Time management, Allowing myself to be approachable, Fun, Loud, Perfectionist, Good correction technique, technology skills.

Weakness- Running out of a class to teach somewhere else, Rushing around (too much on my schedule), Writing skills, Critical analysis,  Too strong when talking to students, Eye contact

Opportunities- Can attend English classes to provide help towards Critical thinking and writing skills, PGCE for more qualification in teaching, more classes for demonstration, allowing my communication skills to expand especially with children, Using more social networks for networking with people within my industry and learning from more experienced teachers.

Threats- Other teachers, Cutting back on classes would equal a financial issue, Attending english class before and it running me down, Communication is an ongoing skill, would this ever be improve to the maximum.

Analysing this I feel that everything I do is an asset to me, however I need to change some of it as it becomes unprofessional eg. rushing round. This would leave me in a situation that would lack my financial income....
This is a good way to stop and think about what it is you have and need, I feel I could do this every 6 months to see if any of my Strengths or Weaknesses have altered and become better. Reflecting on what I have said before is my Weaknesses, the writing skills have always been is this catorgery. I feel that they are improving but still need more expanding on, this is something that will come in time. However, I do feel I need to make quicker improvements for my teaching to evolve and my weaknesses to become an asset to my original strengths. Using this may improve this...

Survey Monkey??

I am researching Survey Monkey as I remember Steph Thomas using this in the previous module.

I think I will use this.. If anyone has any suggestions please feel free...

Module 3- Time Management

Hello Bloggers,

Sorry I have been quite for a while.. I have been extremely busy working.

To update on my progress of what I am doing now. Preparation for Questions that shall be asked in my Surveys to Students and for my dance students in a Focus Group.
Why I have concluded with these two methods is the focus group allows students to have an input of their own ideas and deeper discussion, whereas the survey will allow the graduates who have a busy schedule to answer the questions and be given the opportunity to elaborate with 2 or 3 lines.
As I have spoken to Alan Durrant about this, the estimated outcome hopefully will be the answer I am looking for rather than a general answer.

I will be blogging my Survey for you graduates to fill out if you feel to and also asking specific students to complete the form.
This week I shall be doing this and then conducting my focus group by the end of the week and blogging about my outcome to see what I have found out.

On other point towards being critical to myself.. I am learning more about Time Management as I have been extremely busy working recently, finding it difficult to blog or commence with work that I need to do. Now I have concluded about taking the laptop around with me to work whilst waiting around on jobs. This is something I am criticising about myself as I have wasted a huge amount of time waiting around and having no sources for working.

Reflecting back on what I have learnt over the pass year- Planning time to do work and Where can I do work. I feel this is helping me plan my time now and being useful for this semester. I feel that there is a huge amount of workload for this module and I am slightly panicking about it. That is why this week I shall be blogging more and hopefully having an outcome from my methods to find quantitative research.

Does anyone feel like this? And is there any other ways I can blog my survey for you to do? Is Survey Monkey good?

Comparing Interviews...

Recently I decided to interview another dancer who is familiar to this BA Professional Practice course. Zoe Bellemy. As Zoe is a graduate from Higher Education, I felt it was necessary to view her thoughts on my inquiry.

Employing similar methods as the previous interview with Natalie, expected the interview with Zoe was over the phone with the same information and questions were asked.

Reflecting back on her opinions, her idea of a higher education course and qualification was strongly emphasised. Her views that these qualifications will benefit a dancer and reflect on the seriousness of the career. She felt if the subject was going to be taken seriously then the idea of qualifying nationally should be a need.
Compared to Natalie's opinion this is the opposite, I can see why they both think differently as they had both very different backgrounds and career goals.

Zoe had obtained various qualifications throughout her training and dancing. Becoming an associate and  a RAD special in Ballet, which this defiantly reflects on her opinion.
As Zoe has also completed this course she did discuss with me that the idea of this degree was positive and she has received increasingly amounts of employment after.

Reflecting

I do feel that after interviewing both dancers that there outcomes haven't allowed me to conclude as the are both at opposite spectrums. However, if I had interviews a few more dancers I feel I may have got more of a conclusion, which makes me think that the focus group interviewing 12 students dancers is a better option. This allows me to collect more data efficiently, as the limitation of an interview is 45 mins with one person and has to be convenient for both participants.
After this interview I am slightly swayed to employing a focus group for my final research project.

Addition to Focus Group- Survey

An addition to the focus group I held, I decided to use the same group and pilot a survey. Reading through Steph and Sophie's blog and actively doing what I had purpose in my first blog I decided to go ahead and experience to find a outcome.

In the focus group the outcome was extremely good, I received all sorts of opinions and views across the board from all the ages and genders. As I felt that there was no influencing in the group and everyone had their individual input, I thought it was necessary to also do a questionnaire to see if anyones views had differed. 

This method is quick and easy and a convenient way to collect data. 

As this method was slightly more anonymous, I did want to keep the data similar by asking the children to kindly write their name at the top of the questionaire. This was the mere fact of locating who was influenced and not. Steph has mentioned this is her blog that a focus gorup wasn't her favourite, as this is a negative outcome for research. However, I did ensure the students that only myself would be scanning the data and it would be extremly confidetial work.

Consenting the students and the parents for taking part in the survey was a primary need, this is something I feel everyone should do first as without the consent of participants we can not experiment. I located a time and place that was convenient for everyone and ensure that this would take 10/15 minutes to fill out. using the studio again and if the students wanted to be in private they could.

This method was structure as I wanted all the questions to be exactly the same so to get honest opinions. The questionaire had a 1-5 answer on it which you circle the one you think is appropriate. However, I did ensure a few lines under every question so students could elaborate. 

Again ensuring that the temperature of the room was suitable and the students did not seize up straight after attending and performing a class.

Reflecting

I feel that this was a postive method and the data collect had various answers included. Bringing to my attention that in the focus group all students were engaging and responding well to one another, however in the survey some answers differed. I feel that I did the correct way to approach this by using the same focus group to see what students really thought of the inquiry.

Critical thought- Reading through the data the students did ask me "Why are we doing this again?" as they thought it was a test. I wanted to ensure that I could get the vital data, and doubting that as the participants were students influence has a bigger impact.

The issue of time had no impact on the students inconvenience and was a quick and easy method for data collection. The only limitation I located from a survey was the students and I could not elaborate on the answers and discuss why that particular opinion, which I feel is necessary on the basis of this topic.

Pilot Focus Group

Why have I used a Focus Group?

The primary factor of carrying out a Focus group was to achieve as many different varied views as possible. The possible outcome of having a focus group was to discuss and generate the issues in my inquiry with students that may be thinking of starting a dance career. Being aware of the influenced by "louder" students in the class as not turn into a debate.
This is method all is an easy way to collect data and enable the students to feed off each other in a short period of time. As the students have a variety of backgrounds and knowledge and I anticipated the efficiency of their feedback would impact the inquiry hugely.

Preparing

• Firstly receiving consent forms of the parent and carers was the most professional and ethical proceeder that had to be taken. Ensuring that only the students that held a consent form with a valid signature on could part take.
• Take into account the timing of the interview. I anticipated 30/40 minutes for this interview. Noting that the participants are students, it was unethical and unprofessional to keep them for a lengthy amount of time. 
• Deciding that after a class would be the best environment for the students to really express their views and answer questions constructively. As this is a "common ground" for both it made sense and is less inconvenient for parents and carers.
• For method of interview I decided to semi structure the interview, as I anticipated from interviewing Natalie that the students would discuss further and engage with each other more.
• To have evidence of the interview my idea was to record on my phone again, as to not waste time and to be have my full attention on the students.
• Also taking into account the temperature of the room, as the students had just finished dancing I did not want there to be any injuries if they got too cold. Ensuring that the room was a warm temperature and their was water at hand.

Reflecting

Reflecting on the interview has given me the extra knowledge for my inquiry. Primarily my key thought was receiving varied opinions. However many of the students opinions, generated from backgrounds, gender and age. For the students to answer the questions the only foundation they know are what has been taught through personal backgrounds. Therefore, it allowed them to engage with each other and expand on their own views. Many issues were also brought up such as financial, time and supportive parents, where they were either low budgets, didn't have enough time to turn a hobby into a career or the mere fact of support at home mentally. This enable me to be critical about my question and the terminology used. As I am addressing the question to students consideration has to be taken into account, that not all students have the same views as the employers and fellow dancers. I think revising the shape of my questions needs to be taken into consideration, as the words benefit and easy do not apply the same to everyone.

The effectiveness of this tool was interesting and brought questions to my attention, especially about my inquiry. It produced valuable data and was enjoyable. The students were able to engage with one another and discuss their views, which was interesting for me to listen to and join in with. As I was aware of the influential people in the group, I was relatively surprised that all the students had a strong opinion on this subject and were out spoken even if others disagreed. When they were engaging and answering the questions, I made sure for others to not interrupt and to put their hand up if they wanted to comment. This worked effectively as if not proceeded like so, it would of added to the noise and turned into a debate rather than discussion. This was also for the needs of evidence and recording.

Overall this tool was useful and impacted on my critical thoughts and inquiry well. I feel that this my be a method I may use in the future.

Interview

My preparation in the previous blog explains that I decided to use two tools for my pilot surveys and this one was an interview with a dance colleague.  Conducting and planning my interview was eye opening for me and I have been self critical when reflecting on the interview.

The first critic is my question “Will having a qualification/degree in dance provide a performer with the knowledge to teach the students successfully”

The key being that all practitioners have different opinions on qualifications within the industry. How I approach the question when interviewing is determined on the use of my voice as not to narrow mind and influence the interviewee.

I decided to interview my fellow dancer Natalie, she is a working practitioner around the North West and a successful professional dancer. To save time and be as convenient as possible to fit in with her schedule, the most appropriate location was agreed to be the studio after class. The location agreed was home “Turf” for both of us and an indirectly way to still keep the interview professional. This gave the opportunity to be open with opinions and be flexible with her views. I did learn that planning the meeting straight after a class and on work territory, the outcome was beneficial as the work ethic is fresh and “on the mind.”

Critical reflection: As I noted that I interviewed a dancer and employer recently I have predicted that it would maybe be extremely beneficial to interview a non dancer or someone who is not connected to the industry. For my trail and error and own reflection the idea of interviewing a parent to find out their views on qualifications when they send their children to a dance class. Does is determined what school their childe attends? Whether they feel dancers with experience would have the appropriate facilities to teach their child correct movements and technique.

My intention about this interview was to ensure that the atmosphere didn’t incline towards a “catch up” environment. I planned to be professional and constructive by applying my school discipline and professionalism. Firstly I emailed and phoned to arrange the interview and then confirmed with a consent form to ensure the information collected was for university purposes only and my critical reflection towards my practice.

Researching through my ethics, I decided to record the interview to make sure my full attention was the data provided. Our agreed time was 45 minutes and I felt that noting her comments would of prolonged the interview, which keeping to my ethics and professionalism I did not want to over run.

I semi structured the interview by asking mainly open questions. Anticipating that open questions would give the possibility for Natalie to deepen her thoughts and opinions on my inquiry and give the flexibility to discuss the topic.

“What is your opinion on qualifications in dance teachers?”

“Do you have qualifications? If so have they help employment?”

Overall I have conducted an interview as my primary tool for my inquiry, using this tool has given me the opportunity to reflect on my behaviour towards fellow dance practitioners and present employers.

Reflecting on myself I think I was extremely professional and held the interview in a professional manner. However, I feel that there were limits in my interview such as the timing. I felt that 45 minutes with one person seems to be less constructive than the tool of a focus group and questionnaires; I have arranged to conduct this with my students. Obviously I will know the outcome when the focus group is confirmed and I have all the data collected. I detect that the questions should be directed to a wider audience to receive the best possible opinions and debates on my particular inquiry.

Pilot...6A

In the thought process of planning the professional inquiry using two tools feels like a dynamic way to develop one's answers with the question in hand. The idea of combining two tools using formal interviewing with and without questionnaires and an informal focus group seems like the most effective way to receive a beneficial outcome. The tools will be designated towards the appropriate people and using both methods will give the chance to be self critical and reflect on whether this worked or not. These methods allow the interviewee’s to develop their answers and be opinionated at ease. The interviews will involve students, fellow dancer/teachers and employers.

Focus Group 

Firstly using the tool an informal “Focus Group’ which will be directed at the students that take part in regular classes. Being a familiar face this will be an indirectly ease for the students to discuss their opinions openly. My thought process will also be the “particular type” of questions within the group that can involve everyone and enable development with the views.

“What are your opinions on qualification in Dancing? This open question allows the students to discuss their opinions in the group without feeling judged or criticised. These type of questions allows debates and honesty were they begin to develop on answers without knowing and “get into it” therefore when individually questioned their views will be extremely opinionated.

The main reason for using the students is they are currently developing their careers and to see their views on experience and qualifications should be useful and interesting. As students have become more outspoken the answers will develop my thought process and enable an insight to self reflection.

Interview and Questionnaire

The second tool to use will be individual interviews with all the focus group. The main reason for this will be for the students to enhance their opinions to a greater extent. I always like to be critical of myself and get feedback and I think younger students are the most honest and helpful as they always tell the truth, After the focus group whether they were just agreeing with the whole group or actually being extremely opinionated will come across in the anonymous interview and questionnaires. I feel I want to do this as some students do feel over powered and pressured into following the others, so this allows everyone to have a personal view and not feel pressure and ease. It also allows them to not be judge if they feel that from myself, even though I have voiced no judgement will be made I do realised that some people will not take this into account. I have also considered this as from personal experience in my vocational school I preferred sharing my views with this technique.

Interview with fellow dancer

Following on and developing the outcome, the next participants will be my fellow dance colleagues. Also taking the time to interview Sophie as part of the University. Working dancers and teachers have their own views on whether the qualification is a benefit or not. Using closed questions should be more effective within this group of people as this tool is slightly more personal and most of them have experience in the industry, which contribute to their beliefs. “Did you do qualifications in dance?” “Do you regret not taking up doing qualifications?” “Have you learnt more with experience?”  I will document their answers by recording what they say which will be slightly more formal but being a familiar face they will still feel at ease.

Employers

Proceeding on with the formal interviews the next participants will be personal employers to myself. This is to get an indication of the employees that work for them and whether all have a qualification or not. Open and closed questions will be used in this interview such as “ Do you think all employees should have a recognised qualification in order to teach?” “Are they people employed without qualifications?”

Environment

The environment of both interviews and focus group will be on familiar terms and on “home turf” which the studio is the most appropriate place for the class to discuss of all their ideas and opinions about the instructor constructively. There views will be straight from a class and so to be fresh and honest. This unfortunately may be slightly time consuming, however for the questionnaires the students are able to take home and answer the questions in their own time. 

The interviews will be well structured ensuring that the exact questions are asked and not to go into personal details. However, the individuals will be able to answer the questionnaires anonymously creating no pressure or obligation to write something that is not their personal thoughts. From personal experience when attending my vocational college we had to anonymously answer questions about other teachers for feedback.

The recording of the interview will be the questions that are wrote down by the students and then a tape of the interview with the employer and fellow dance instructors. I will have different evidence to back my focus group and interview up. Which will also show me for future analysis which of the evidence was the most beneficial.

Data protection Act- using consent forms and a contract stating that the all information documented from the interviews and questionnaire are for university use only. This will enable clean and honest environment and give the employer and student ease to voice their opinions.

5C

Reading through Reader five and consulting the Ethics and finding out what I have learn't has been benefiting for the two previous tasks. Using my tasks and my professional experience I have fitted them into the theoretical frameworks. In the profession where on a day to day basis I am confronted with all types of people with different morals and ethics is very interesting. As a teacher I have to have equal and professional ethics towards adults and children.

In my professional developing practice Deontology plays a huge part, Kant (1779) argues "the only absolute good thing is a good will" that everyone should help everyone regardless of the desire too, which in my opinion effects my profession. As a teacher I believe it comes with the territory to have the responsibility to educate a student regardless of whether your feelings towards the child are good or bad. If a child is being disruptive it is the teachers' role to still keep them on track even if you do not wish to help them. If I ask the children to individually perform a dance move this is based upon my will to personal critic or praise the child for their work. Ages or races do not play a part as this is purely for my personal practice with individuals to develop my own practice and theirs.

Virtue ethics also plays a part in my profession which I am beginning to be more aware of. The atmosphere of the class depends upon the attitude of the teacher, The Being of a teacher rather than Doing effects the students learning and the children's experience in the class to whether their attention is distracted or not. As my classes are underway each time I teach I learn that the students are enjoying and learning more efficiently if my behaviour and manners are appropriate for that certain class.
Therefore this leads to my reading further onto the diagram of Professional Ethics. Personal ethics combines with Professional code therefore ties in with Employment expectation. The behaviour of the professional effects the class and resulting in the position of the employment, having ethics gives you a guideline towards society. Professions within the society are based through ethics and is the foundation to starting new professional work.

The basic key to my learning is that I have been able to slot all my different morals into a category and reflect upon my profession to a greater extent. Ethics are personal and whether your a professional or not we all have them. Using the resources and personal experience that the ethical approach is a whole package of being and doing. The behaviour counts on the action and vice versa.
Ethics has to be within, I argue that everyone does have good ethics to some extent but I am still finding out alot of "Tit for Tat" which I noted in the first module.

Revised questions?

My Current Question?

"Does having a qualification/degree benefit a performers transition into teaching and choreographing easily?''

Changing the opinionated words to something more broader could help achieve answers.

Is having a qualification/degree useful in a performer to start teaching and choreographing? 

Will having a qualification/degree in dance provide a performer with the knowledge to teach the students successfully?

If a Dancer has the background in Dance education with a Qualification/Degree would this provide useful facilities to teach dance students?

My Question..

After a useful email from Alan Durrant suggesting I hone into my Question slightly deeper and asking the question from different perspectives.


Firstly with analysing the question....


"Does having a qualification/degree benefit a performers transition into teaching and choreographing easily?''


These have just popped up in my head and with the help of Alan Durrant also-

• What does this actually mean????
• Who will find this transaction 'easy?'
• Who will this benefit?
• What would be the benefit?

Will a performer obtaining a degree successfully pursue and develop a career in teaching? The aspect of building a career based on Dance is a difficult one as there is so much competition practically. 

However, I do believe that when educating the mind in more depth within Dance, it can improve the ability of the dancer. Using history and the renowned names to instruct and teach the children/adults the correct way techniques in performing such movements without the cause of an injury. Understanding that this does not apply to every dancer and teacher, knowing some teachers that just gone from dancing to teaching as used their experience as a learning base of trail and error. 

Luigi style. In Northern I trained with the Luigi style of Jazz to trained my body for simple but effective movements. This all was taught by our teacher David Needham who worshipped the art form and history of the moves. As we all thought it was very old school but an excellent way to learn and develop our ability in dance.

The word 'Easy' is an opinion. Easy can be used differently in many terms and from each individual creative person. Using the word easy can offend students, As a dance student I had to work hard on my flexibility and the word easy was never used. Whereas many of my fellow dancers found it extremely easy to "wack their leg." As this was a personal experience, Generally I never use the word as to offend somebody who is struggling on one part, more often I say 'the step is less difficult.'

The word easy in my question states that moving from a dancer to a teacher with a national qualification should be obtainable. However, would every dancer be capable in such written work? As I have blogged before dancers are practical people and less writing is ever done, would other dancers find this difficult? Why can you not just teach the knowledge you already know from past experience and be recognised in Schools?

Benefit- I have asked whether having a degree would benefit a teacher, but will this qualification still benefit the teacher when all the curriculum has changed? When would the benefit happen? Will Dance keep changing and developing on better techniques? Having experience could help a successful dancer become a teacher or having the experience and the background in dance help a teacher become slightly more valuable.

I am beginning to believe my question would have to be broadened to be open to a bigger group of people. Questioning my question is giving me widen thoughts, that not everyone would feel the same about this and it wouldn't apply to everyone. It has made me critic myself to having such a small minded question using words such as Benefit and Easy. Analysing and looking deeper has given me the thoughts that using these words gives me a smaller target group and this could never really ben answered. I have to change the opinionated words.

My question is directly at dancers and performers that have a background in education and handling the thought of a degree or written work. Achieving my answer to my questions leads me to believe that after reading Steph's interview process that I should interview professional dancers who are currently teaching now and dance teachers with no experience in performing but more experience in teaching classes.

5b

Reading through Sophie and Nicole's personal researched codes of practice, it has bought awareness to few aspects of legal codes I am unsure of. Therefore studying further codes of practice with a friend and NDTA dance.
As a dance teacher and working daily with children aged 18 months to adults the codes of practice certainly differ from each other. My findings have lead me to pinpoint each requirement and whom to aim at. 
Recently I have been working with children from 18 months to 3/4 years alongside a dance teacher who has set up her own classes and company "Dancing Days." I extremely enjoy working with her, however noticing that when I taught my first class the parents sat and watched, joined in and questioned me. I was taken aback by this but ensured that I was qualified and happy for the parents to sit in and watch. I now totally understand why the parents would do this.


Contacting my friend about her business and her providing me with the legal requirements she had to have in place before beginning her classes were:

• Letting the parents watch the class
• Ensuring they are happy for you to teach and accept your qualifications
• Making sure the parents know the boundaries of interfering with teaching methods 
• The equipment is suitable and the room is the safest it could be 
• If video or taking photos of the children whilst dancing for the benefit of the website or other parents that consent is given in writing and signed
• All parents have signed for you to teach the their children

There are many more but most of the legal requirements she added herself are mainly to do with the parents and having consent for the teacher to take the class. Consulting with my friend as the reasons for putting these forces into place were..." It covers her back for everything" No parent or carer can sue for any harm, unsuitable behaviour, bullying etc. The reasons were extremely acceptable and I believe that the codes should be personal to your own practice. 

Furthering my reading into another source of NEA (National Education Association) and their requirements for teaching children. These are codes of ethics that all work places should enforce when teaching students. 


www.nea.org/home/30442.htm 


The subjects that stood out were the 
" Shall not intentionally expose the student to embarrassment or disparagement" 
My reason for this: Why would one embarrass a student?"  As a teacher you pick out students to develop their knowledge on the subject but never want to make them feel embarrassed. If you feel they are struggling. Having never come across this situation I understand this not crossing my mind, however it questions me to think... Have I embarrassed a child before? Did they get upset? Asking about and concluding that the ability to use your voice is the key, using various tones and approaches is the best way. 


This task has been a eye opener for me within my personal teaching pratice. As many allegations occur towards teachers and students, this is the most serious matter within teaching with the 21st century. Never have I come across such behaviour, however now it gives me an understanding to why parents and carers are reluctant to take their children to classes where they are uncertain of who the teacher will be. 
My assumptions for teaching children were on the correct track. However, I have over looked many aspects of teaching and the suitable behaviour around children. Personally I feel it creates more work and cautiousness when working but if applied in the correct term the classes should not change and no difference will be seen.
In the future I feel if building and developing my own company, now having a fuller knowledge and insight to the Safety of teaching and the Codes of Ethics towards children and adults. The "blurry areas" have been cleared and researching more on this topic is defiantly something that interests me. The security on children is the highest it has been in years unlike in the past when canes and whips were used. In my opinion children nowadays would not response to this form of punishment and discipline and would rebel. No one should be punished for learning difficulties or slow developing in any form of subjects.
I do feel I am a safer practitioner and I can use this knowledge to my advantage with parents and carers. Specific rules and regulations will develop my company and business showing that I practice safe and ethically. 

5a- Codes of Ethics

These are the codes and regulations in my work practice.

Work Place:

The equipment is safe to be use for music and sound is at correct volume for appropriate class
Ensuring that all surface space is clear with no obstructions or hazards
Ensuring bathroom facilites are suitable and clean/flooring is level and sprung/temperature is adequate with AC available.
Full service to a water fountain as to not let anybody get dehydrated

Students:

Fire exits are known to everybody
Suitable attire is worn for all classes including footwear
No sharp objects worn by students to cause injuries (Earrings, Rings etc)
Children and Parent confidentiality and consent to participate in class

Teacher:

To be aware of injuries or pregnancy before the class commences
Obtaining insurance and CRB before teaching to be covered for all classes and keeping copies
Registers are taken at the beginning of class incase of emergencies
Punctuality and Professionalism
Be approachable for questions and answers during and end of class
Keeping professional boundaries within the workplace
Disciplinary with children to be kept at all times
Training is up to date and to a high standard
Accident form to be filled out if an incident occurs
Demonstrations are safe and correctly shown
Structure of class is maintain of Warm up, Dance and Cool Down


Enabling all these measures are taken on board I believe is an important aspect of teaching. Without the guideline, the standard of classes with space, equipment and discipline would be inadequate. Therefore using and having the knowledge on this information may expand your professional work and may increase your work load. I think employers should enforce these regulations more often. I try to conduct myself to these guidelines. However,  Are they correct? Whats make me think that my guidelines and safety are used everywhere else? Would another teacher take my regulations seriously if covering my class?

My Title

Using the help of SIG, fellow students, friends, outside commnities and revelant practitioners has given me the guideance in finalising my many questions into one simple and to the point Title.


Does having a qualification/degree benefit a performers transition into teaching and choreographing easily?


This title has the potential of in depth debates and exploration to find out whether it is necessary in the national teaching profession. As this subject effects my Professional Practice and future career as a dance teacher when concluding the question with the help of others it will develop my knowledge and ability has a professional.


Qualifications- Qualifications are the necessary skills required by an employer or company. A qualification is the foundation of a career and is developed by relevant experience and ability within that profession. Many qualifications are noticed by a National examination board. 


Performers- A Performer is someone who uses expressions through their body, voice or mind. As a dance performer my expressions are through my body movement. Many performers are taught techniques to have the ability to reach beyond standard movements. Others are born with abilities and teach themselves. Ballet is an art form that has to have the flexible body movement ability to obtain certain movements, this can be taught to an extent. 


Teaching- A Teacher is someone who has gained enough relevant experience to pass on knowledge to others learning. In my profession, teachers can be academic or non academic. Many teachers have to obtain a specific qualification to teach certain examination boards. eg. ISTD or RAD. These are both International examination syllabuses that are recognised throughout the world. People have an art to teaching and this is gained by experience and patience. Many teachers are dismissed for being non qualified or having no degree in the appropriate subject.


Choreographing- A Choreographer is someone who has a created eye for movement in the body. Many choreographers are technically trained and use their abilities to compose sequences of steps together.  Developing on their foundations and expanding into signature moves. The use for choreographers is in Fashion Show, TV, Tours and many more. The recognition for choreographing is high and there is a huge demand for rising new talent. A creative eye is a gift.


ISTD- Imperial Society of Teachers of Dancing. This examination board is a international recognised board that is taught and learnt throughout many countires. The use of this examination board enables the dancers to be at a certain standard by certain ages, therefore when they enter the industry their abilities are at a high caliber. As a extremely well certified dance board this gives the impression that dance is an important subject and should be appreciated by all. 


These subjects will be the co subjects into my question as they lead onto what I would like to read and study more about. Using this will prevent the distraction of debating on other topics and enabling deeper thought process.

SIG

Recently joining the SIG on Facebook has opened my eyes to how many other people have similar inquiries to myself. In this industry the work ethic is high and everyone has to be "in it for themselves." however, when discussing my questions and issues with dance and teaching to fellow students it feels great to know that we are helping one another out.
As to other groups and communities I am apart of, SIG gives me the guidance to respond to my outside groups effectively with the help and opinions of others in the same practice.
I am beginning to share my thoughts from my experience teaching, as this has become a community which I am apart of twice a week. Receiving feedback from a non dancer is effective and helps the development of my career and teaching abilities. Therefore this has also brought me back to reflecting on my work and developing my practice through feedback from non dancer and also from the SIG group.

Using the group helped my finalised my question...

Final Question?

Does having a qualification/degree benefit a performers transition into teaching and choreographing easily??


Let me know your thoughts....