Traditional Music Forum Training day 10th December Eden Court, Inverness Aims • • • •
of the day: Identifying processes of reflection Developing reflection that is appropriate to the work Developing reflection with others What is evaluation, who is it for, and how is self-reflection different from reflection?
Exercises in pairs: First started to think about my practice when: • Each person is different x 3 • Observation – seeing the young people were not enjoying the session delivered by another person • Continuous monitoring of work • Teaching methods module at Uni not delivered well – thinking about how I would do it • Hungry to share ideas x 2 • Demand of com (?) • During the 1st lesson delivered • Ingrained evaluation x 4 • P. Teacher - CfE • Thinking about other people from the start • ‘pupil not for Christmas’ • Quality of tutors Investigating practice • Prescriptive and then taking the best bits according to ability and behaviour x2 • Training – checking out youtube for more material • Observation of other practitioners • On the job – themes and common threads, sounds and practice • Individual needs • Keeping fresh, trying new ideas
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Different approaches and investigate these Ask the young people to deliver and give them ownership Relationship with participants Motivation Pitching material – motivates or dull Objectives at start of term Coming up with new ideas at beginning Using the way you were taught & adding own slant
Skills used to do the above exercises: • Professionalism • Personality • Negotiation • Intuition • Experience (own) • Reflection • Diplomacy • Intellect • Special awareness • Analysis • Soft skills • Communication • Patience • Listening • Emotional • Memory • Respect • Responding • Humour
A time when it was hard to learn (from stories): • Crabbit teacher • Hungover teacher • Power trip • Self esteem knocked • Inspiration gone wrong • Fear of mistake • Just can’t do it…yet • Going to fast • Being new • Teacher not aware of abilities • Distractions in personal life • Language barriers • Lack of respect from teacher It’s great to learn when (from stories about when it felt good to learn): • Supportive teachers x 2 • Encouraged • Respect • With other tutors x 2 • Confidence • Strengths • Excitement • Passion • Inspiration x 3 • Learning and thinking how to apply • Chosen to learn – inspired • Knowing outcome – motivation • Learning the same way
• Not expecting to learn • Exceeds expectations What we know -
Form filling Less than I knew when I was a teenager! My instincts were right That my expectations are sometimes too high! Learning is a life long occupation If we teach something wrong it takes longer to undo it We are always learning ourselves Evaluating the past will help structure and influence the future We can do it and have done it What we do / how we do it / why we do it
What we suspect
What is scary
What we need to find out
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We may not be able to teach all the skills There may be a better way to teach this thing
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Self evaluation
Form filling Not coping with a difficult learner To believe in yourself and have confidence in what you are doing Trusting yourself Nothing Honesty
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A starting point for next session (planning) Were objectives met What went well What to change next time Individual needs How to trust oneself Assessing own practice Assessing learner’s learning
Self reflection What we know
What we suspect
What is scary
What we need to find out
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It’s necessary to do the job better Not every child has the capacity to become a musician Everyone is different and has different learning abilities Keep music fresh – new ideas Reflection can improve practice Theories It takes more consciousness than I was aware
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There’s a tendency to become comfortable and not do enough reflection from time to time Not everyone thinks / feels the same as you
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Evaluation Teaching something wrong Responsibility for someone’s relationship with music Writing it down Discovering that you could have done better Making sure you try and get it right!
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What students tell you about tutors and what they are learning in class! How to teach What works for us and our pupil Who we are effecting and how Reflection of the people we are working with and for Standards to reflect against Which aspects of reflection are constructive