Teaching_Philosophy

Wendy Lockwood 3/11/10 Certificate of Education in Teaching in the Learning and Skills Sector Teaching Philosophy Further education is the stage at which students can channel their training in the specialised subjects for the field they aspire to form a career, or continue to develop and progress the training already achieved whilst working in their chosen area. It is opportunity for the student to acquire or reinforce background knowledge and develop to a higher standard, also develop learning and studying skills. In dance the focus is very much on physical practise of what the student is learning or improving. The students will be required to listen to explanations, observe demonstrations, and attempt movements, steps or techniques. There are corrections and guidance given, at times broad based to the group and at times individual to the student, and further practise is then undertaken to apply these corrections. Different teaching methods are used for different students as well as different dance styles. For example, tap dance is an audible as well as visual art and includes many rhythms and varying tonal qualities – how loud, quiet, hard or soft the beats should be. To teach this I would use a listen and copy technique called rhythmic response where the students will echo the rhythms I make to try to reproduce them. We would start out slowly then gradually speed up and increase the length of the sequence. For some students this is an excellent way of learning as they are stimulated by the progression they make and get a good sense of achievement when they master the steps and rhythms. Sometimes students will find it easier to understand the rhythm by clapping, counting or even saying a phrase or rhyme that fits. Use of imagery is important too to help the students understand the feeling or quality of the movements. In class the group will perform sequences together first to practise and retain the work set, they will then perform either in twos or one at a time so I can assess how their understanding, also so they can listen to their own beating to hear if it is correct. I encourage the students to listen to each other for peer evaluation and to help them hear when the rhythm is correct. If a student is injured and cannot physically participate I give them observation tasks and again peer evaluation, they are also asked to write out the exercises with the rhythms. I feel that students learn well when they are stimulated, challenged and can see their progression clearly, also they must individually feel that they are an important and valued member of the group. I achieve this by ensuring I have spoken in some way to every member of the class and given them some kind of guidance, feedback or praise for their efforts. I feel it is important to get feedback from the students in order to evaluate their views on the lessons and their feelings on how they are progressing.