Module 1- Critical Reflection

Cant quite believe the end of module 1 is nearly upon us already. Meaning its that time to reflect on my learning as a BAPP student so far. To do this I have put my initial ideas into a mind map as a way of planning my essay. 

Thought I would share this as a way to help others, that maybe unsure on how to start. Having mapped out this it has cleared my mind of all my thoughts on my learning and help give me a blank canvas to start on the reflection with clear points on what to discuss. 

I am interested to see what others feel they have learnt on the course so far, so please share your blogs and comment. 

Hope everyone is having a lovely Easter Weekend and the critical reflection is coming along well for others. Lauren x

Task 3b

Upon starting this course I entered Lave and Wengers particpation model at the 'peripheral stage' within my community of practice.

A community of practice being "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" (Lave and Wenger 1991). To justify one of my COP's I mapped it out using the ideas of what Lave and Wenger require components to be to make up a COP: The domain, the community and The practice. See below my map of my COP of discussion.

As my practice has developed I feel I have become 'affiliated' within this community and am now an active member. I strongly agree that cooperation is a key concept but also believe the concept 'ownership' plays a contributing factor to transitioning within the levels of participation.

The article below highlighted for me how cooperation is vital within my network :

https://www.tes.com/news/school-news/breaking-views/im-quitting-teaching-mid-career-i-loved-job-all-my-hard-work-wasnt

I can relate this to 'game theory' and 'the prisoners dilemma'. Player A is the school teacher and player B is the school/government. He was no longer seeing the results of his cooperation and made the decision not to cooperate which has resulted in the 'defect'.

I envisage cooperation as a two way street. For the professional networks to work and be able to turn the next corner, there must be two lanes of traffic running smoothly, if there is only one lane of traffic there will be slow movement or none at all, drivers may become angry or choose not to take that route causing a 'defect' and thus the network will not develop. When both sides have chosen not take that road that is when there is 'defect' on both sides.

The other concept I propose that adds value to my professional networking is 'ownership'.
Ownership is 'the act, state or right of possessing something' https://en.oxforddictionaries.com/definition/ownership

Taking ownership to me means you consider your actions on how you do your job, caring about the outcome, contributing to the ideas even if they are out of your scope, using initiative. Taking this ownership allows the traffic to start flowing and the process of cooperation start.

My initial reactions was that these behaviours cant be learnt but from later realising the environment you are in maybe the contributing factor to how this process can start. Say your practice didn't offer chance for promotion then you are less likely to cooperate oppose to a practice that did where you witnessed someone being promoted because of their work. You are more likely to copy their behaviours and want to become more involved. Bandura's social learning theory is a prime example of how these behaviours can be learnt and a network can be expanded.

“Most human behaviour is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). 

https://www.learning-theories.com/social-learning-theory-bandura.html

https://www.learning-theories.com/communities-of-practice-lave-and-wenger.html

Task 3c- Sources of information

The idea of "connectivism" (MDXc, 2017) I find highly stimulating particularly as I am finding this to be the most effective way of improving my learning of my practice and thus have an effect on my professional networks. Like many others the Internet is my main source of information for anything and everything. From what is the weather? to theories related to my studies? to how to make an omelette? I use google for everything. I dread to think how many questions I have typed into google. Taking it deeper into the umbrella of the internet spectrum there are a few main well- established technologies that I use to inform my practice.

It was particularly early on that I recognised my high use of 'Youtube' as an information source. I was frequently posting videos on my blog which lead me to question why? having an understanding of Gardner's "multiple intelligences" (MDXb, 2017)  I decided to see what learner I was. An online test confirmed that I am a visual learner. This clarification of my learning style shows why Youtube is a highly useful tool in order for me to have an effective learning experience. The use of audio-visuals oppose to reading a text stimulates ideas in my mind, gives me reassurance, clarification, and confidence. I use Youtube as a way to stimulate ideas for choreography in this case I do rely quite heavily on it to inform my practice I feel it gives me the confidence to then act upon my own ideas. The use of youtube is also integrated within my classes in topics that I teach I often refer to youtube to outsource a video to show the children as another means to express, reinforce the topic and develop their learning. I believe this in turn helps those learners in the classroom that are visual learners.
When it comes to Youtube copyright is a major issue with this source of information. Be it I upload a video of my choreography to the site or that I am using a video for ideas. My work is at risk of being copied and it is my responsibility to not copy the work of others.

Blogs where all new to me upon starting this course. I have found they are not only important for the use of my studies on the course but in my practice and have since discovered other 'educators' within my practice that write blogs. Below is the link to one I have particularly enjoyed reading-
https://aprimaryschoolteacher.wordpress.com
The blogs of other educators I currently do not rely heavily upon as a way of informing my practice but can see as my practice develops further into the teaching role they can do. However  the use of other peers (from the BAPP  course) blogs, tutor comments, and comment on my blogs are informing my practice. I am being introduced to new ideas, new networks, sources of information, organisations. I have found module 3 students 'Lois May-Hunt' particularly useful to sources of organisations within my practice http://lois-mayhunt.blogspot.co.uk/2016/04/task-2d-inquiry.html
Developing my knowledge of the wider communities will in turn develop my practice.

I remember Paula asking us the question during a Skype session 'how to you keep up date with news' and I shameful answered I don't or if I did have it on it was merely as background noise and be little extract much learning from it. Having worked at sea for numerous years civilisation and reality (access to TV, internet connection, newspapers, radio) became very distant. I knew this was something I needed to address. Since doing so I now make a regular point to watch the news daily be this at nighttime or in the morning, I have downloaded a news app, I have started reading the 'teacher network' by the Guardian. Not only watch it but extract some meaning and relevance to me and my practice taking on Dewy's idea of 'An active, persistent and carful consideration of any belief or supposed from of knowledge in the light of the grounds that support it and the further conclusions to which it tends' (MDXb, 2017). This information source informs my practice in a a large way. As knowledge is ever expanding

'Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years' (Siemens, 2004, online).   

The news is the fastest way to keep up today the with this new knowledge. In turn it is not only my practice that is effected it is then the children that I teach there knowledge, well being, future. 

In the emerging digital world we live in today talking face to face is something we do very little of. Thankfully daily my practice is informed by discussion. In a class situation involving a teacher, advanced teaching assistant and two general teaching assistants' daily discussions are vital to in order a smooth ever changing working day with children and to keep up with the developments of the children. At the end of each day we review situations and assess and analyse the days learnings to inform our future practice.
These discussions inform my practice and I value them as important to enhance further learning of practice. Other practitioners I am working with are highly experienced through the discussion of how I handled a situation, the outcomes, planning for future occurrences and them drawing upon their past experience they are able to inform my practice.
Discussions can rise many confidentiality issues in terms of safeguarding a child. It is my responsibility to disclose any information given to me to other members of staff that need to be informed in order to protect the child and their well being.

Im not an avid user of many social media sites but I do like Instagram. I find it more personable and positive rather than other social media sites and I enjoy the visual aspect. Although I am finding it is becoming less apparent within my current network I can still find some importance in this source to inform my practice. I follow many health/fitness/wellness motivators on my profile in turn the information gained is how to live and lead a healthy lifestyle and keeps me motivated. Having an effect on my body, my mental state, health and general well being. I believe it is important as an educator to invest in these components so they can invest in the minds and promote a healthy well being to the children. 

Again TED Talks are a new source of information for me since starting the BAPP course. I had previously never watched one but since have watched a few. I have found this source to hold value to me, again the visual aspect enhances and engages my learning and seems to draw and develop more understanding of already thought of ideas as well as creating new ideas. The listening to other peoples ideas related to my practice will help inform my choices and decision within my practice. 

One very poignant ted talk that I have watched so far is from Richard Dwyer, I highly recommend it- 

https://www.youtube.com/watch?v=XbgdpsXDU2o&t=9s

Task 3a Current Networks

Networking is highly valuable to continuing professional development. I believe its a combination of what you know and who you know that can be the creator of opportunities to help with this. The who you know is developed from networking in turn this effects what you know as we learn for everyone that we meet be.

From mapping out my communities of practice (see previous blog) I have a wide range of current networks. From formal to informal to close proximity and wide distribution, with a wide variety of roles and status within the profession.
http://prezi.com/1yn1dxxans3r/?utm_campaign=share&utm_medium=copy&rc=ex0share

The main way I engage most of these networks is through the use of Web 2.0
One of my current networks within my practice is friendships who are linked to the Arts industry. They are the main source to keep me up to date with the 'arts' industry. Due to accessibility, location, time. The ease of access to web 2.0 allows me to keep connected and engaged with this network. Sometimes using these technologies allows networking to happen without even realising realising. As there is such a fine line between professional/personal (as discovered from looking at professional communication technologies) in using these social media sites I believe how I approach them has massive impact as to whether my networks expand and opportunities increase or they are hindered to creating new opportunities. 

My approach to using these sites either personal or professional I always try adopt a professional manner. Thinking about my language, my personna portrayed, ethical considerations (could I offend anyone? single anyone out?) and would I want my grandparents to see this? Having this approach I feel should not effect the developments of me networking as a professional. 

Within my current networks I have a lot of people who are similar and like minded. Professional, ambitious, motivated, love what they do. I think what motives them to be in the network is sharing the same passions, ideas, and skills. I believe they have the purpose to continue to develop themself professionally. However there is always the occasional person that you do find that doesn't want this. In my ideal network I would not have those people around I like to be surround by those who are professional, positive, have passion and excitement for what they do. I think becoming aware of this is a key factor and hope to never allow this to happen to myself. 

I feel I know a lot about my current networks and how to communicate as a professional 'artist'. But for my intended networks to capitalise and for my practice to develop as an 'educator' I need to review how I could do this.

I found this article very useful in explaining the benefits of social networking for teachers-

https://k12teacherstaffdevelopment.com/tlb/what-are-the-benefits-of-social-networking-for-teachers/

The idea of "harnessing collective" (MDXa, 2017) explored comes to mind as currently the social media tools I use are filled with performers, health, fitness arts related subjects and not much of other sectors. The idea that are we actually developing intelligence from the web 2.0 if we are surrounded by those with similar interests, passions, practices becomes apparent. I intend to find out more experienced practitioners, organisations, technologies, sources of information to develop my professional network. I feel this will come overtime with use of the internet, searching and following others  on social media sites and discussions with colleagues. Having reflected on my journey on the course so far I can see my networks and tools/methods I use have expanded already.  I now regularly read ' Teacher network' from the guardian, I try attend one of the organised social activities at my school (a bootcamp class or a mindful meditation class) in order to build a stronger relationship with colleagues; read the blogs of other BAPP students; have changed privacy settings on my online profiles, in order protect myself professionally; and started using pinterest- from discussion I found this was a tool many educators use to create and share ideas.

Have you asked yourself have your professional networks changed or developed since starting the course?

Task 2d Inquiry

What in your daily practice gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic? 

Children. I love their imagination, their inquisative minds, their energy for life, their modulability. Working with children, not one day is the same. As they develop and learn daily they send you on a journey to learn with them. Not one child is the same and this excites me to learn about each child individually and see what works best for them to understand and gain the knowledge of the topic I am teaching.

A few people that I have come across since developing my practice as an 'educator' is
Richard Dwyer, Kayla Deezer, and Allison Peacock. All are very influential people within education I feel we share the same passion and values for teaching children. In particular Allison Peacock. Her TED Talk rang true to myself in many ways (TED Talks, 2016).

What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger?

There are many things that make me angry and sad within my practice. One subject is that of Obesity.  Not only with that of children but adults. In the educational school I work at and the dance school there are numerous members of teaching staff that are obese; this makes me really angry. I don't think they are promoting a healthy image or being a good role model for children and also believe they are not able to do the job to the full potential. I also get upset with seeing children who are obese and very unfit. Another area that makes me convey these emotions is the recent news of cut backs within the education system. School is a fundamental part of our make up and learning, and set us for the future, if money is not getting put into the education system for the next generation what hope have we got?

Another area that makes me sad or angry is bad teaching. It is hard to differentiate between bad and good teaching as everyone has their own opinions on what is good or bad but for me I don't like to see classes where teachers are not engaged with the lesson, aren't taking control of the class, can tell they would rather be somewhere else, think shouting is the best way to gain control, focuses on certain peoples not the whole class, and shouting at pupils because they cant do something and not help them with it.

I admire the work of Joe Wicks 'The Body Coach'. His work that he has done to get the nation fit is remarkable, he has made it easy, accessible, relatable to so many people and helped changed people lives. I also admire the work Jamie Oliver did with trying to promote healthy lifestyle within schools and changing school dinners.

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

I love the impact that a teacher can have on changing or influencing someone's life for the good. The moments when I teach, sometimes without realising, makes me get a warm feeling inside. Seeing pupils achieve, learn a new move, improve their technique, spell a new word, giving a friend advice, whatever it might be,. Knowing that I have had a part to play in that achievement brings me joy and makes me love what I do.

One person who I admire the most and who is the perfect example of what I love is my first dance teacher, now boss/principal of the dance school I work at. She is the teacher that has been the biggest influence in my life. Her energy, enthusiasm, dedication to each pupil and impact she has (without realising) and opportunities given to many young people is out of this world.

What do you feel you don't understand? who do you admire who does seem to understand it or has found a way of making not understanding it interesting or beautiful or has asked the same questions as you? 

One thing I don't understand at the moment is what style of teaching is best to see progress. Is it being strict so pupils are afraid, have very clear boundaries of pupil and teacher to get good results or is it being more relatable, friendly, kind, open, so they feel they are on the same level and more comfortable to ask questions and feel relaxed.

Another thing I don't understand is why more pressure is being put on teachers. More and more paper work is involved and they are having less time to actually do the role of teaching or when they do they are not in the correct mind frame or feel tired surely having this added pressure is going to effect the well being of students and their learning.

Additionally I don't understand why the real focus in schools is maths, english, science instead I think it should be an equal balance or if not more focus on how to live- develop confidence, key social and life skills, how to look after the mind and body (not just learning but putting into practice), the importance of eating a balanced diet, politics, finance.

Who are the people that lead the way for you in terms of where you see your practice developing? Why do these people inspire you?

I feel at the moment I'm to premature within education and don't currently have anyone that particularly inspires me. I don't if it is because I live by the quote 'Don't look for inspiration be the inspiration' that I haven't allowed myself anyone to take that inspirational role in my life or if it just that I am yet to discover someone and that I should start looking into for people to help develop my practice.

How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society?

Within teaching there are many ethical responses to decide upon. When making considerations I try put myself in the shoes of the other person I am considering. How would they feel in the situation, what might there response be, what would be the impact on them, will they benefit from it or not.

Working on cruise ships there where many rules, regulations and disciplinary actions to adhere by. This was a very different to lifestyle to that of everyday society particularly being of an adult age to follow by. Having these allows for an organisation to run efficiently and effectively.
Disciplinary responses are vital in my practice as a way of conducting behaviour management within the classroom and to promote good discipline. When in an authoritative figure of my practice implementing these is my role, be that in a classroom, playground out in the community on a trip however when in society I feel it is not my responsibility but yet I would still take ownership if I felt it was necessary i.e. a child in danger, or someone struggling, being bullied. My disciplinary responses to a situation maybe different that of a child's parent as individuals take into consideration what is a acceptable and what isn't. As a teacher there are visible boundaries and rules of touch and physical contact the are different to that in society and a parent implanting disciplinary action as well as use of language.
I also believe my disciplinary responses are different varying upon whether I am in an education setting or a vocational setting. In a vocational classroom (dance school) a vital key skill gained from the Arts training is discipline therefore I feel my disciplinary actions and teaching styles are stricter.

Possible lines of inquiry? 

What is the best teaching approach to gain the most from students? is that of being strict or applying a  more relaxed nature?

How much impact does the teachers well being have on that of the pupils and their learning?

Is enough being done in education to teach youngsters about how to look after their wellbeing?

To what extent can the Arts help a child's wellbeing?

To what extent will more integration of physical activity in the cirrciulum have on lowering childhood obesity rates?

My Professional Practice

Having discovered that my professional practice within the Arts is that of an educator I have chosen to mind map my initial ideas on what my career options are. I will later review these as I discover and explore more ideas of my practice that interest me:

What is my Professional Practice?

This is a blog I have been meaning to do for a while...... (finally got round to doing it)

The term 'professional practice' really baffled me for the first few weeks of the course. It was a concept I just couldn't get my head around. Particularly that of Professional Practice of the Arts.
Although I am still teaching dance for some reason I couldn't see myself connected to the Arts.
Through the use of the tasks, reflection, other peoples blogs. I feel I now have a good understanding of the term and had a 'light bulb moment'.

This description really helped-
'Professional practice' refers to a way of conceptualising ideas about the work that you do. The 'professional' practitioner reflects on practice, seeks to advance and enhance professional knowledge and skills and stakeholders within and beyond their practice.
Source:BA Professional Practice Arts (135W99X), Topic: Induction

One blog that really helped me was module 3 student 'Lois-May Hunt'. Who describes her practice as 'thing' rather than a singular job.  http://lois-mayhunt.blogspot.co.uk/2016/03/skype-18032016-thoughts-and-new-findings.html

As I've journeyed I feel I know have a good understanding of the term. I can conclude I see my professional practice as a thing rather than a job and that of 'an Art's educator'.
Know I have a good understanding I look forward to developing further and becoming a professional 'Arts educator' practitioner.

Try ask yourself the same questions- what is your professional practice?

Networked Professional- My communities of practice

What are my communities of practice ?

This was a question Paula asked me a few weeks ago in a Skype session. My initial response was that I probably have about two. But after I have gone away and thought about it I have discovered I have so many more. Ive mind mapped these and put them into a Prezi presentation. I choose to use the tree template because in the Skype last night on 'the networked professional' Paula asked how do you visualise networking? For some people it was a spiders web, or a lake or stream for me its a tree.

The roots represent the skills to network within these communities. I represent the tree trunk and then each branch is the different sectors of my practice. The leaves represent the different communities. Sometimes these overlap, sometimes the branches keep growing, and some times the leaves will fall off.

Please use the link below to take a look at my communities of practice-

http://prezi.com/1yn1dxxans3r/?utm_campaign=share&utm_medium=copy&rc=ex0share