Post Skype..

Following our early evening Skype conversation I felt compelled to post about the teaching of young adults, their attitude towards class and their expectation levels.  I have taught students in the vocational sector for a number of years now and as teacher of ballet I am acutely aware that for the majority ballet is not their first love, nor their second or third come to that.  Motivation is often an issue, this when debated always raises several questions.  If a student is at a full time college, whether paying or funded and they want to pursue a career in dance/musical theatre they have made a commitment.  It is then reasonable to ask, why are they not motivated?  Some appear to have a poor work ethic, others just slow to engage and think for themselves, some students are just resistant to change.

In many instances it is easy to 'spoon feed' the student and this is something I certainly did when I first set out teaching.  As my professional practice gained ground and expanded into other avenues I became increasingly interested in how I could make myself a better teacher and gain better results  -this seems random but I will return to this point.

I think as teachers we place high expectations on ourselves and expect our learners to have those same high expectations but, how can they when they have not had the same experiences we have had?  Even if training and knowledge are similar to our own, their life experiences, often totally unrelated to dance and possibly education, will mean they are likely to have a whole different attitude and approach towards learning.  Neural networks and ways of processing will be different, as will their expectations.

After further reading of A Handbook of Reflective and Experiential Learning (Moon, 2004) I came across the term 'Cognitive dissonance'.

'The term cognitive dissonance has been used to describe the - often uncomfortable situations - in which new material of learning is in conflict with the learner's cognitive structure (Festinger, 1957), cited in Moon (2004: p19-20).

Sometimes I feel learners/students appear unwilling, resistant to feedback and even hostile, they can act as though they resent the teacher even being there.  I find it intriguing as to how much of this  can be attributed to having a bad day, therefore not being in the moment or mindset to even be receptive and contemplate learning ('Accommodating' (Piaget) their cognitive structure in relation to the Constructivist Theory Of Learning)?  Is it that the teaching style is different and alien, putting them outside of their comfort zone, subsequently putting up a barrier?  How much is due to their own self defensiveness/self protection from previously being a 'big fish in a small pond' and then suddenly becoming aware of the 'bigger picture'?  The latter has definitely been an issue with students I have taught, this then impacts on the expectation levels of the students. During tutorials individuals have often realised their lack of knowledge since embarking on full time training.  Their perception and/or self concept is then challenged and has to shift, often resulting in a drop of self esteem.  This involves both personal and social implications with knock on effects and attributes to a drop in motivation levels.  I have also found that students find it hard to measure achievement, rather than the acquisition of knowledge being seen as positive it can fuel a negative, downward spiral.  Generally students do not seem to measure achievement from their starting point and build upwards but from a backwards perspective of what they now know but perhaps have not mastered.

Linking back to my random earlier point of wanting to make myself a better teacher, I have for the last few years shifted my thoughts on to 'I want to make my students better learners', does that then make me a better teacher?  I don't know? ( I'd be lying if I said I didn't mind!)


My final reflection; it is really easy to let a group of students or just one or two individuals get you down.  'You only need one bad egg!'  However I do believe it is usually due to the above!! Knowing that however doesn't help us at the time and how we are feeling.  I will walk in a studio and see a grumpy face or defensive body language and assume it's because they are about to have a class with me 'even if my logical brain tries to tell me otherwise'. Occasionally it may be! More often than not they are having a bad day (not that it should be brought in to class).

I frequently (although getting better) go home thinking about students and worrying, reflecting on the whole class and everything or anything I have/could have said.  I can end up looking at all the negatives (and the negative students involved) and everyone else in the class vanishes.  I don't note who is positive, who was engaged and receptive.  I'm getting better at becoming more objective but this is another area of personal development and learning for me.  Who knows maybe it will become an AOL?

Anyway, I would love to hear your thoughts on this and apologies this blog has become far longer than intended.

As an addendum I would like to add this - it's to do with the brain re-structuring that takes place between adolescence and adulthood (adolescence really now seems to creep up to around 23ish these days I think.) Dan Siegel. 'Pruning the brain'

When was the last time, you did something for the first time?

Rather apprehensive with this first blog as my academic writing skills and vocabulary are not really up to scratch, anyway, as per my title I thought I had to give it a go!

I have spent a few evenings reading through the MAPP Introductory Handbook and Module 1 as well as conducting further research - mainly surrounding learning styles (with which I have some familiarity) and dualism - which academically is a new concept to me.

Firstly and interestingly I spent some time thinking about Kolb's learning theory (1974).  This is an area I have briefly researched in the past mainly for lecturing, passing on knowledge and encouraging students to engage (possibly with a few moments of self reflection, but mainly to add tangible examples to the learners).  This time I applied it to myself and particular areas of my work, I think it probably re-affirmed what I already knew however it did make me question myself and seemed to present my thoughts in more of a concrete manner.  However in conclusion I decided the learning styles I choose to adopt depend on the domain I am in.

To expand further (and it seems very indulgent to be writing about myself - I don't like it) but writing this blog is an area where I do not feel comfortable or confident at all, two main reasons being - I don't think I can write academically- as mentioned before - and I don't like putting my thoughts out there!  What validity do they have?  I feel it has a sense of arrogance!  On self reflection this is something I need to overcome and whilst reading other blogs I have noticed people have similar feelings.  Personally I feel this is due to lack of self esteem which is prevalent in our profession. During training...back in the day (let's not be too specific)  'we were seen but not heard' to quote the old Victorian saying, we were instructed, criticised and conditioned, a very authoritarian approach to teaching... different kettle of fish these days!!

I have digressed and to return to Kolb, writing this blog, I draw very much on concrete experience in terms of the setting up (as suggested by the handbook - which I have not referenced correctly!). Yes, this is from Facebook and also updating a website etc etc.  Mainly I work with reflection and observation, in this case I read several blogs before posting this and also literature on reflective practice, I am also keen on abstract conceptualisation.  I will plan and think things through, even to the point of doing a draft of this blog that I am now typing up.  I realised that I avoid Active Experimentation in all areas where I feel insecure and are unfamiliar, in this blog it is probably due to the thought of opening myself up to criticism and being judged.  To counterpoint I should look from the perspective of others and appreciate that perhaps there are people feeling the same as me, this objectivity I need to improve upon!!
Interestingly it made me think about how intelligence vs personality/temperament vs experience play a part in learning styles - this is bound to raise the question about what is intelligence?.... another blog in itself! However there are those people that naturally always want to experiment and seem fearless, how much can this be attributed to temperament?  What are your thoughts anyone please?

I am not afraid to experiment when I am teaching ballet, but then have taught for many years.  I feel that it's essential in terms of problem solving and finding solutions, catering for all the types of learners, working with limited physiques and encouraging the learners/students to take ownership of their own learning.  Sometimes it's a process of trial and error and I see this as part of an ongoing learning curve, there is no one hat that fits all!!  I'm also happy to say to a student 'try this..if it doesn't work we can go back'.  To reflect I believe this is due to a confidence which has manifested from experience and seeing positive results but also from observation and feedback from others, adopting techniques, being open and not being afraid of/or to  change.  I don't like using the word confidence as for me it has suggestions of arrogance that I mentioned earlier.  I think in our own context and situation with people and students we know then it is probably okay to say this.  In a completely new environment with different students and teachers observing I would feel nervous and have to assess the situation and the body language/vibe, these would influence how I taught and perceive myself in the situation.  I would certainly be less tempted to experiment for fear of judgement and my own pre-conceived thoughts about how others would perceive me.

Please feedback to me on any of the thoughts above, I'm scarily going to post this now!