Task 1c: Starting out on BAPP

Today I made my video! It's much longer than 45 seconds, but I had a lot of ideas and to be honest I love making videos! It could easily become a hobby of mine!

Let me know what you think.

Task 1a: Professional Profile - Second Draft

After completing task 1a I was concerned that my profile was too long and today set about trying to slim it down, but couldn't do it!
I tried reading it from every angle, imagining how it would read for a variety of different people, but I just couldn't reduce it any further! I feel like every bit of information in there is absolutely relevant.

In the end I settled for simply tweaking it. I noticed the phrase "couldn't believe my luck" was used twice and in close proximity of one another, so deleted one and reworked the sentence. I performed other similar little tweaks, but for the most part the piece stayed the same and I'm happy with it.

However, I would love and welcome anybodies input! In your opinion, is it still too long? Is there anything you think I should change? Am I obsessing over this task way too much and should I just get on with other tasks? These are the questions I would love you to answer!

Here it is:

 Task 1a: Professional Profile

Task 1b: Professional Communication Technologies - My First Thoughts.

Having read reader 1 (a number of times) I find myself fascinated by the fact that a term such as “Web 2.0”, previously completely alien to me, is now very much part of my understanding and my vocabulary. Even more fascinating still is the idea that for years I have been involved in this concept without even being aware! The thought of a completely 1.0 Internet experience seems ludicrous to me now, and this shows just how quickly Web 2.0 has crept up on us and inconspicuously become a fundamental tool in many aspects of our lives.

All this new knowledge I have acquired regarding this subject has led me to ask myself the following:

“Is involvement of Web 2.0 in our lives increasing so exponentially that it threatens to have a negative impact on our real-life social and interactive skills?”

Task 1a: Professional Profile - First Draft

Here is my first draft of my Professional Profile. My aim was to communicate my professional achievements and goals whilst still maintaining a personal quality. As a teacher, I want readers to feel that they have learnt about me as a person as well as a professional, as I feel that personal connection with students and parents is crucial in teaching children. Let me know what you think and how I could improve on this first draft. I welcome any comments!!!

My CV

This is my current professional CV.

Dance Notes and Google Docs

I teach an Adult Tap class for intermediate to advanced adults, and last week one of the participants asked me if it would be possible for me to write the routine out in note form to help her remember the steps in-between classes. I assured her that wouldn't be a problem and was thrilled that she was enthusiastic enough to request such a thing! I have just now completed the notes for the routine and thought I would try uploading the document onto my blog via Google Docs for you to take a look at:

Tap Notes

This is mainly to try out using Google Docs as the actual notes will make very little sense to anybody who isn't in the dance class itself, but please feel free to comment on it anyway! Especially dancers/dance teachers; I would love to hear if you think the notes would be helpful from a dance students point of view!!

Enrolled!

Well, I'm officially enrolled now! Did it yesterday on UniHub.

Looking forward to tomorrow, the big induction day! However what I am not looking forward to is getting up at 4:15am to get my train to London. That's right, 4:15!!!!!! So if any of you see me there tomorrow and I look like death you'll be able to give me the benefit of the doubt!

See you tomorrow!

Thirteen Things The Best Teachers Do

This is a small article I found that I think is a fantastically simple guide to becoming the kind of teacher that the students themselves want. I am going to try and apply these ideas and record any results I find. This article was found at: 

http://www.dance-teacher.com/content/thirteen-things-best-teachers-do

Thirteen Things The Best Teachers Do

By Rachel Zar

Some teachers seem to effortlessly connect with their students, making any lesson fascinating—from dégagés to dance history. Becoming one of these teachers often comes down to the way you relate to your students. In Simply the Best: 29 Things Students Say the Best Teachers Do Around Relationships,authors Kelly E. Middleton and Elizabeth A. Petitt compiled a list of characteristics based on what students said in focus groups. Here are 13 examples, adapted by Dance Teacher to transfer from the classroom to the studio.

Students say, "The best teachers..."

“…know us personally.” Make a conscious effort to use a student’s name when giving corrections or compliments.

“…let us know who they are as individuals.” Students shouldn’t be your best friends, but tell them about some of your hobbies and interests outside of the studio.

“…smile at us.” Be aware of your face when you talk to students—a smile is worth a thousand words.

“…argue with us in a fun way in informal situations.” Before or after class, remember that your students enjoy a little humor just as much as you do.

“…check on us when we are sick.” If a child has missed consecutive classes, call home to check in or send a condolence card. They will appreciate how much you care and learn a lesson in compassion.

“…establish rules for everyone, including themselves.” If your students can’t check cell phones in class, neither should you. If they have a strict ballet dress code, consider donning a leotard and tights for class as well.

“…are consistent.” Students should know what to expect in class and what is expected from them every day. They should never have to adjust based on your mood.

“…are energetic, enthusiastic and enjoy their job.” Showing some excitement about dance class will encourage students to be excited about it, too.

“…help us on their own time with our work.” Staying after class to help a student perfect a combination is worth the effort. She’ll appreciate the personal sacrifice you’ve made.

“…are in control of the class.” No matter how much you want your students to like you, you should still be an authority figure. Students need limits and structure.

“…value our work and effort.” Don’t mislead students about the quality of their work, but keep comments motivational and practice constructive criticism.

“…tell us they believe in us and work with us to be successful.” Convince your students that they are capable of nailing a triple pirouette or winning that trophy. It may just become a self-fulfilling prophecy.  

“…admit it when they mess up or make mistakes.” If you say something harsh or overreact in class, apologize for it and explain that teachers make mistakes, too.

(Photo ©istockphoto.com/Suzy Oliveira)