Critical Reflection on Professional Practitioner Inquiry

Throughout this second module, I have engaged with others and thought hard to develop professional questions, consider all ethical rights and procedures and also evaluate the tools of my inquiry and how these will help continue and progress into my next and final module.

Developing my Professional Inquiry

When first embarking on this task, I was reluctant to pinpoint exactly what it was I wanted to plan my inquiry about, I was honest about this on my blog post (Appendix A) in the hope that it would bring me to some conclusion, which it certainly did. Upon coming to a decision about my role and wanting to expand on this, I joined a ‘Special Interest Group’ (SIG) on LinkedIn that my BAPP colleague Sarah Pearson had created, entitled ‘Arts in Education’ (Appendix B). Here I was able to engage with other professionals who were inquiring about similar points. For my own inquiry I began to brainstorm (Appendix C) about where I wanted this inquiry to lead me, and I also questioned my own views on professional training within an education setting (Appendix D). This led to further questions for myself and others that I wanted to explore in my full inquiry. I felt to do this I must ensure I had a true understanding of the different teaching qualifications, and began researching what literature may help me along the way. Finding websites such as ‘Youth Dance England’ (Appendix E) allowed me to look at teaching tips and read reviews on subjects within my chosen field. I then began to plan how I would go about this and looked at the other factors I needed to consider to move forward with it.

Ethical Considerations

From working with children and working with schools for many years, I know there are strict rules to adhere to, each school may have their own specific codes of conduct, but I was aware of the Data Protection Act in place for all public services and enjoyed reading Sarah Pearsons blog post (Appendix F) about what should lawfully be agreed to at all times. I then explored my own views and thoughts of Codes of Practice (Appendix G) and thought about this further when planning my inquiry. Confirming what information will be asked of my peers and colleagues and ensuring I had a full understanding of what ethical procedures should be adhered to.

Tools of inquiry

Throughout Module 3, I will be using basic tools such as Google to help with the understanding of my inquiry. I will also be looking at collecting all my data through different ways. Initially I will be asking my volunteers to answer my questions through Survey Monkey (Appendix H) , then from these answers I hope to expand further by interacting with the individuals via email and face-to-face Q&A sessions. Having the understanding of the different teaching qualifications is something I will be familiarising myself with, and keeping up to date throughout my inquiry, referring to this ‘Get into Teaching’ website will allow me to do this (Appendix I).

For those times when you cant focus on a task........

So I came across this recently, and if anyone is like me, sometimes struggling to focus and always finding something else to do, you may find some useful tips here......

Tips to help get your brain working again

Sit up straight
Posture affects your thought process. Prove it to yourself. Think through a maths problem in your head while slouching, looking at the floor and letting your mouth hang open. Then do another sitting up straight, keeping your mouth closed and looking forward or slightly upwards.

Take a short break
When you find your concentration waning, take a walk around the office or, better still, outside. This will get your heart rate up, increase your alertness and give your mind a chance to work on the problem. Try walking up and down the stairs a few times.

Mix up your environment
It can also help to work in different places. A change of scenery – even another part of the office – can refresh the mind and give you new stimulus.

Avoid sugar
Simple carbohydrates can give you a sluggish feeling that makes it hard to think clearly. It results from insulin rushing into the bloodstream to counteract the sugar high. So avoid pasta, sugars, white bread and potato chips (crisps) before any important mental tasks.

Speed read
Contrary to what many believe, your comprehension of material often goes up when you speed read. You get to learn a lot more in less time and it’s a good brain exercise.

Make a plan
When you sit down to work without a plan, it’s easy to get caught up in activities like checking email. So make a clear plan of action beforehand. If you need to check email, do so but then close your inbox –or at least the ‘new mail’ pop-ups – while you work on the task.

De-clutter
Cluttered rooms and offices can contribute to cluttered thinking. Organise a clear space for mental work.

Eat fish
Scientific studies suggest that eating fish can help improve concentration. Research in the US found that older people who eat fish regularly have quicker and better memories.

Don’t skip breakfast
Having breakfast improves concentration, reaction time, learning ability, mood and memory. A breakfast high in fibre helps slow down the absorption of food in the stomach, so you have more energy for a longer period of time.

Snack on blueberries
A study in the US found that eating blueberries can slow and even reverse age-related brain decline, as well as improve short-term memory loss.

Drink lots of water
Dehydration can be detrimental to the brain. Drink lots of water, particularly before a potentially stressful situation.
Doodle
Drawing stimulates the right hemisphere of the brain and inspires creativity. Doodling can kick start your brain when it’s bored.

Laugh
Laughter causes a natural release of the brain’s endorphins – chemicals that drown out pain and increase overall well-being. Laughter is a well-known natural stress reducer.

Think positive
Take ten minutes each day to think more positively and you’ll begin to notice an improvement in thinking abilities and problem-solving skills. It will also make you feel empowered.

Switch hands
Try using your less dominant hand for tasks such as eating or writing to stimulate your brain.

Yawn
It is thought that a yawn works to send more oxygen to the brain, cooling it down and waking it up.

Do something new
If you get stuck following the same routine every day, your brain won't ever be challenged. Do something different for a change. For instance, why not take a different route to work?

5A- Codes of Practice, My own thoughts

So there are a few areas here I wanted to write about, such as an actual dance class- written from an instructors/teachers point of view, and then working within a classroom environment.

Dance class etiquette

• Always be early for the class, ensuring you start on time.
• Ensure a full warm up and cool down at the start and end of each class.
• Wear appropriate clothing- Uniform if necessary
• Ask the participants of the class to inform you of any injuries
• Ensure you have a lesson plan and stick to it
• Explain a brief structure of the class to the partcipants and what they should concentrate on.
• Ensure all pupils have the same learning experience, no favouritism.
• Maintain an approachable manner throughout the class
• Conclude the class and make notes of what could be worked on in the next class
• Be professional at all times, no bad language
• Set a good example

Primary Class Etiquette (TA)

• Always be on time, if not early and ready to support the teacher
• Always set a good example
• Maintain an approachable manner at all times
• Have a full knowledge of school policies and adhere to them at all times
• Have a full understanding of the curriculum and the tasks set out for the day, and ready to help when necessay
• Dress appropriately

Some of these points, as you can see adhere to both situations as there is a general etqieutte and certain policies that an individual must follow, and alot of the time would do without thinking, when it comes to working with children. The individual would be looked upon as a role model and thherefore should act and speak they would want their young students to act and speak.

These would be my personal thoughts on policies and regulations for my place of work, and policies that I always try to adhere to. For example, when I was working as a freelance TA, I often worked and was sent to many different schools. I always made sure I asked for info on school polices at he start of my day, so I was clear about my role in the school and what steps they followed as every work place is different, and although may be similar, they will all have their own way of doing things.

Reviewing my Rewad Title

I find myself thinking about this one at the most random times, when im driving, or in the shower. I dont know if Im alone in this, but I never realised this was a factor I would need to consider in the BAPP course! However, knowing that it is I have been exploring different titles, obviously keeping in mind that I want to work in Primary Education. I would also lik to keep options open with working in Nurseries and private education too. I spent a lot of time volunteering at a local Sure Start Nursery working with children with special needs, having never worked one-on-one with children with special needs, I was surprised by how much I learnt from the children themselves and the environment. I attempted a few dance classes with them and loved seeing how they responded to the different music. With this in mind, I dont know wether to keep my award title quite general rather than being too specific.  I was toying around with ideas such as "BA Honors in professional Practice in development in education" but that doesnt really specify my previous training. But then, do I need to mention this when the feild I want to go in to, will not specifically be dance? Or will it get me slightly ahead by adding a specialty into my title such as "BA Honours in Professionl Practice in Dance and development"

I came to the conclusion that I will always be proud of my previous professional training, and, whilst not specifically using it for a performance job, I do feel that it will give me a strong background to further educate myself and have future employees know that i can bring something different to their school. Therefore I think I have settled on myaward title being

"BA Honors in Professional Practice in Dance and Education"

Id really appreciate any feedback my BAPP colleagues may have, please feel free to let me know! Thanks in advance :)

4C- Questions for Professional Associate

I have a few colleagues who I am lucky enough to be able to put these questions too. They are also in different areas of teaching, some in primary, some as freelance in the area and local schools and two who have just set up their own dance schools. I have compiled a few questions (similar to the ones in my earlier blog that I asked myself) to put to them about their practice and their path of how they got there. Here are my proposed questions for them and I will blog their answers and see how they vary with their different backgrounds.

• Did you always see yourself teaching, or is this where change of events and choices have led you to?
•  How did you gain your teaching qualification? (PGCE, GTP, Examining boards)
• How has your previous training helped in gaining your teacher's qualification and indeed now, with your teaching career?
• Do you feel there is enough government support for aspiring teachers? In the education system and also for the Arts?
• Is having a background in Arts and performance an advantage when looking at job prospects in education?

As my Line of enquiry is looking at different pathways into Primary education I wanted to focus my questions on what may help me with this, learning from others experiences. I will blog again once they have got back to me..

SIG-What Im learning

So before embarking on this second module of the BAPP course I had never come across a SIG before and it took me quite a while to get my head around what it actually was. Once I had looked into a few things and requested to join Sarahs and Liams SIG aboutteaching qualifications, I realised what it actually envolved. What a brilliant way to communicate with others who may be colleagues or in some cases cmplete strangers who might be in the same situation as yourself and can offer help and advise or even just shed some light on info the individual has been looking for.

I initially looked at Sarah's ideas with regards to a SIG group, as I know she was on a similar path to me with becoming a TA and looking at possibiliteies to take that path further. I then came acroos the SIG on LinkedIn where the converstaion explores the different qualifications and path ways in to teaching. A GTP is something I have looked in to and was looking in to doing before I embarked on this course, but decided I wanted to gain this qualification first. I have a few friends who are teachers and work with people who are training all the time, wether it be through a PGCE (which is also a widely known teaching qualification) and a GTP. However, I was surrised and grateful to learn about PCET as I had never come across this before. After researching further in to this I noticed that this was for teaching in post compulsory secors such as colleges and higher education. Although fantastically useful to know, I am trying to home in and concentrate on becoming a Primary School teacher. But like I said, having all the information available and continuing to learn about different pathways is great, you can never know too much and it is always better to have a few options available, or at least aware of.

Further Inquiry...

Going with the inquiry line of using my dance and performance background to help me create a pathway for a career in primary education, these are a few questions I have asked myself and have also re-worded them to ask some colleagues of mine who have been in similar situations in that they have trained in a specific hobby and applied it to a career in education. I'll will be blogging soon with their response, but for now, here are some questions that came to mind for myself.

Will this knowledge and training be valuable to a primary school? If so, how?
I feel that at such a young age, it can be easy for children to become bored with school or attatch themselves to the stigma that it 'is rubbish' and that they have to go rather than wanting to go. Obviously, their whole school day wont involve making up dances and singing and dancing but i feel it is important to encorporate this in their way of learning. A lot of schools will generally allow after school clubs and PE to involve dance and drama classes, but how about using it as part of a learning curve as well? Having them research and make up plays about a specific topic, or for the younger ones, learning with simple sing-a-longs. Allowing children to express themselves through dance and movement. Of course, having a specific knowledge always helps in the PE classes and can help the childrens general fitness as well as giving them a specific one such as how to perform a 'technical' move. Its also a great tool to have come the themed holidays such as Christmas and Easter and being able to perform in school assemblies, it helps the children with public speaking and can prepare them for the next stage in their lives wether that be high school or an activity outside of school-it will all help boost their confidence in life.

Can the children gain anything?
The benefit of having a qualified dance teacher and gymnastics coach on a schools faculty is that I would be able to award the children with official badges and certificates and help enter them into any local competitions, festivals, community projects, or if the child wanted to progress further, recommend different classes specifically for this sport.

Do I need further qualifications to obtain a role in a primary school? If so, what and how can I achieve them?
In some cases no, I have lots of experience of working with children and was able to secure a job in London as a teacheing assistance off my experience alone. However, since moving back, I have filled out numerous application forms, been to only 2 interviews but been successful in neither. Upon requesting feedback, it was simply because I did not have the piece of paper to state I was qualified as a TA. There are a few options available to me to progress frther in a career in a education. I can enrol on a local college course and do a home study course which will give me that piece of paper needed to prove I have the ability to work with children. Ive looked into a few of these courses but this unortunately wont be something I can afford the time to do at the same time as this BAPP course. Upon completion of this course, there is then the option of a GTP course, which will allow me to train to be a teacher whilst working in the school, having their support and advise throughout. This would be the more ideal option for me as I feel i would gain a lot more experience, but from what i ave learnt is getting harder and harder to be accepted onto one of these courses, or indeed find a school who has funding to do so. I would also like to gain a first aid qualification for any emergecies.

Can dance and performing arts be enjoyable for both boys and girls in an education setting where they do not 'choose' to go?
I feel that at such a young age, both boys and girls will do whatever they will see as fun! I feel it is important to introduce this creativity into their lives at a young age so there have a basis for a fair opinion from their own experiences. Of course, we cant expect all children to like and enjoy everything they do at school, but i think there is a huge variety of activities under the dance and drama umbrella that children can become involved in whilst at primary school.

Will it be costly for the school? Equipment etc...?
I feel that to engage the children in dance and drama, minimal equipment costs are needed. If we were looking at broadening things by introducing gymnastics as well, smaller equipment would help such as mats, hoops and bean bags, all of which a primary school generally has anyway. If the school were interested in hiring a dance and drama teacher or a gymnastics coach for an hour at a time for PE or after school club, they could be looking at the person charging a large amount for just an hour, whereas if the person is already employed by the school and on a regular salary they have the benefits of being able to encorporate these classes into their everyday learning.

Will it be a sustainable career for myself and my future?
I recently moved back from London as I am due to get married, we have now just bought a house and the next step for us will be to have our own children. Before we get to that big step in our lives though, I want to know that i have security in a job and a career that i am comfortable with and enjoy. If i were to get a job in a primary school, i would feel confident that i would always be gaining experience ad learning new things and hopefully progressing within the sector. I understand that funding for schools can sometimes mean cut's in the assistant department which is why i will strive to gain a full teachers qualification within the next few years.

Could this help involve the community more in their understanding of dance and drama and the creativity of it?
Yes! I have a few times now involved myself in community out reach programmes teaching dnce and gymnastics to children who may not have had the opportunity to go to any private training classes before. Working with the school it could be a great idea to bring other schools together as would a netball or football tournament. It would mean the children are able to voice and show their skills to a wider audience, all the while, improving their confidence in meeting new people.