Food For Thought?!

Task 6a: Trial and (hopefully fewer) Errors!

After reviewing Reader 6, I have begun to develop my understanding of how my inquiry will be conducted during Module 3, the variety of ‘tools’ or methods I have at my disposal, and which will be more appropriate/suitable to my needs as the insider-researcher. I must choose a tool/method which will inform what I may do when I carry out the inquiry, and after reading Module 6, this will most likely be a combination of i) surveys/questionnaires amongst member of staff and ii) observations of groups of students.

I have decided to conduct a brief pilot of my survey/questionnaire, by asking two drama teachers with whom I work with. At the time, the format of the questionnaire seemed preferable, as the whole of the Performing Arts department seems very busy at the moment, I would have found it extremely difficult to negotiate time in which to conduct interviews and I would rather have their ideas/feedback in written format as opposed to not at all.

Below is the data I received from my pilot questionnaire and as a result of me making a start and ‘putting the feelers out.’ I have anonymised the responses, due to ethical restrictions, and have simply labelled them ‘1’ and ‘2’. I am posting the results because:

1)      I am hoping that fellow BAPP members and followers of my blog may be able to identify any bias/misleading questions. In addition, if you read this blog and are involved in teaching dance/drama at secondary school level and would like to fill out your own answers, I’d be very grateful and would most definitely return them favour!!!

2)      If indeed you are reading this and your inquiry centre around the same topic/s, then these results may be of some use to you!

Here they are as follows:

…Number 1…

1.        What factors can affect student’s negativity towards dance/drama?

Negative comments from teachers and peers.

Students being almost forced to perform weekly.

Sometimes the style and topics can affect students.

2.        What factors can aid motivation and/or confidence when performing?

Positive feedback from peers and teachers.

A sense of achievement.

Working in certain group sizes or even a solo.

Size of the audience.

Position of the audience i.e. in the round/proscenium.

Being selected to perform in pieces based on ‘ability’.

3.        “How do you feel drama is accepted by students in a school setting?”

It depends on what opportunities the students have. At AGAC students are used to performing regularly as part of their lessons therefore this develops their confidence straight away. 

 I believe it is mainly down to opportunities and experience.

4.        Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes it develops team building skills, organisation, and confidence, ability to work to strict deadlines, creativity, ability to provide feedback to peers, improvisation skills, ability to review and improve, creative skills, and ability to work in various size groups and alone. The main aspect is that students get used to putting themselves ‘out there’ and used to receiving critique.

5.        What are your sources of inspiration when teaching?

Everything!

6.        Do the performing arts subjects still hold relevance in today’s curriculum? Why?

 Not as much as they should. I feel that the English Bach has a lot more ‘credit’ given to it than the arts.

7.        To what extent are the disciplines in the performing arts relevant outside of the classroom?

Very relevant. When going for a job interview, you may need to present in front of a group of people, participate in group activities/role plays.

8.        What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

…and Number 2…

1..        What factors can affect student’s negativity towards dance/drama?

There are a number of factors that can effect negativity towards drama. Low self-esteem and confidence issues, friendship groups, anxiety and the fear of being bullied. In drama many students are put ‘on the spot’ and feel very vulnerable. Some students also treat the subject as an ‘easy lesson’ and their attitude and effort can be poor as they are not required to do lots of written work.

2.     What factors can aid motivation and/or confidence when performing?

Students like to know when they have done well. Praise needs to be a constant element throughout the lesson. Trips and seeing professionals can also motivate students. School productions and working as a team with staff is a strong motivator. Performing in pairs or as a group helps with confidence as well as allowing students to work at their own pace.

3.     “How do you feel drama is accepted by students in a school setting?”

In year 7 and 8 girls seem more confident, in year 9 boys tend to be.

4.      Do the skills that are developed in dance/drama aid students in other aspects of their education?

Yes. I feel that students learn life skills in drama to build confidence and have positive relationships with people. This can help in other subjects whether it’s giving a presentation or speaking aloud in class.

5.     What are your sources of inspiration when teaching?

Theatre, film, TV. But also working with children who want to do well and are motivated to achieve a good grade. In KS4 I feel like I work with young actors rather than students.

6.     Do the performing arts subjects still hold relevance in today’s curriculum? Why?

Absolutely. Performing arts is everywhere. If you go home and watch TV, you are watching performing arts. If you are making a speech or giving a presentation you are using skills learned in performing arts. Performing arts gives students the opportunity to be imaginative and creative. It helps students become the people they want to be. Children are not machines or numbers, they need the facility to explore characters and stories the way drama allows them to.

7.     To what extent are the disciplines in the performing arts relevant outside of the classroom?

My motto for GCSE drama is ‘fail to prepare, prepare to fail’. Not only does this apply in the drama classroom but also in life. Drama allows students to work on a project, focus, critique work and work as a team. All things are relevant in today’s society.

8.     What are successful strategies for reducing the negative effects of peer influence/pressure within the classroom?

Praise is effective. Also allowing students to work with friends one week then me putting them into groups. Also establishing the classroom rules early on and explain the punishment if students are being disrespectful. Encourage students and explain why they are doing things. Building confidence with games and short activities.

The Ethical Considerations of My Inquiry: Task 5c

In an investigation involving human beings as participants, there must be strict ethical guidelines adhered to. Add to that additional complications such as the age of the participants and the educational setting and the whole inquiry gets ever so slightly more complicated! Ethics infiltrates across all parts of our lives, both personal and professional, public and private and there is no exception here.

Our own ethical stances govern our actions and the decisions that we take. My personal ethics have been informed from the values my family instilled in me, any religious influences during my upbringing and also my basic morals; what I inherently know to be right and wrong – my ‘character.’ Historically, law and religion have always been closely associated with morals and ethics. My current place of practice sees many individuals brought together under one roof, each with their own set of ethical beliefs, varied as they may be. Professional ethics have therefore evolved from the ‘norms’ that can be expected of certain professions, in my case – teaching, and have developed so that the standards of the profession may be upheld. An ethical stance can sometimes be referred to as a ‘code of conduct.’ These regulate any differentiation in people’s personal ethics. Should anyone wishing to work within a school environment therefore should abide by these rules. Both personal and professional ethics then combine to contribute to social harmony in the larger community of the school.

The ripple analogy seen in Reader 5 aims to explain the consequences and knock-on effects of our own perceptions of right and wrong within our immediate community. But in a chain-reaction scenario, at whose ‘door’ would ethical principles lie? Should it merely stop at personal? I believe that the staff within a school all have a duty of care to its students. If a teaching assistant observes the Head Teacher ignore an incident of concern, does that justify it? Regrettably, tensions can arise between personal ethics; what we see fit and professional codes/what our employer expects of us. By supporting one another and remaining collegial, the ripples that spread outwards are all positive and influential. Ultimately, the ethos of the school should be one whereby its student’s personal ethics are shaped, in turn creating their own ripples within a wider society.

Unfortunately, issues that may make us question whether acts are good/bad/necessary are not always a case of ‘black or white.’ It is my personal responsibility during my inquiry to thoroughly investigate any ‘grey’ areas that would affect the well-being of my participants.

I found the reading of the history behind ethical principles extremely interesting. Hobbes (1651) was of the belief that ethics were a practical solution to harmony within society and existed in order to achieve peace and cooperation. In order to achieve social order, everyone within that society must all first adhere to a set of moral rules. I believe this theory could be considered fairly black/white. For instance, it works on the premise that rational people will accept it on the understanding that everyone will as well. But who decides on rational? Certainly in a school the ethical code of practice determines the morals expected of its staff and students. Unfortunately however, there are individuals that exist within educational organisations who fall short in terms of adhering to moral rules.

Kant’s (1779) belief is that the moral rules are absolute. A person should act for the greater good no matter what their desires are and that the moral behind the action determines whether the action itself is right or wrong. In stark contrast to that is the view of Mill (1861) in that he believed that the means justified the end. By looking at the ‘kill one person to save ten’ analogy, although seemingly extreme, I have been able to link it to an educational example. If one student is persistently disruptive throughout a lesson, the teacher could be considered right in removing the student and sacrificing their learning during that lesson, in order to enhance it for everyone else. In terms of this view on the ethos of a school? No, I am of the opinion that the community within the school should follow the same guidelines.

Leading on from that, Plato’s idea of comparative ethics whereby what is deemed right/wrong differs with the passage of time can also be given an educational example. Social changes have rendered certain types of conduct which were acceptable e.g. use of the cane and physical pain as punishment, to now not being so. The concept of ‘moral relativism’ states that there are in fact no universal moral norms. What is right or good in one society or time may not necessarily be the same in another. While this could be true of all educational establishments worldwide, educational settings within Western culture and certainly within the UK all share the same ethical expectations.

When planning my inquiry, I must follow complete ethical practice in the carrying out of actions and consider the broader ethical implications that may be attached. The motivating factor for my inquiry is twofold; I improve my professional practice through the results brought about by the investigation and likewise the learning experience for my students is enriched. At the end of the day, the students themselves stand to benefit most from the research, in that the reason for me wanting to improve my practice and become a better teacher is so that my students learn more and have a more successful educational experience. I have responsibilities to my students, my peers at the school, the academic institution and the greater community of practitioners.  

*Who are my participants? – Drama students of mixed age range, gender and ability, particularly in years groups 7-9 before it is chosen as a preferred Key Stage 4 subject.

*How have you chosen the participants? – Students have purely been chosen on the fact that I am able to access their lesson in a supporting role. I will ensure that I have plenty of differentiation within my sample e.g. age, ability, gender etc.

*Why were the participants chosen? – As my inquiry will look into factors affecting motivation/negativity towards drama, transferable skills etc, the participants will be chosen based on their timetabled drama slot and also by ensuring a variation of participants e.g. by not comparing three different year 7 groups.

*How will you contact the participants? - Put simply, I will not. It would be inappropriate of me as their teacher to attempt to contact the students individually or outside of school hours, inquiry or not. All contact will take place within the lesson or school environment.

*How will you make sure that your participants can leave the inquiry if they desire to do so? - I will make it perfectly clear to the participants before we begin that they can decide to not be a part of my investigation at any point without repercussion. Obviously they cannot opt out of the drama lesson as a whole but I will be sure to omit their results/data before making my final conclusions.

*Do the participants have your contact details? – No, as discussed above.

*Are you storing the participant’s data safely? – The data will be stored digitally and as such, will require proper managing and special handling to ensure that it is not manipulated in any way or shared with other parties. The data will represent the attitudes and behaviour of the participants and not my opinions as the researcher. I must also consider appropriate disposal of the data.

My responsibilities as the instigator of the inquiry must be to develop ethical and legal methods of working. Essentially, at the very heart of ethics, no harm should befall any of my participants. Any areas of potential ethical concern will be dealt with quickly and effectively. All research will be conducted to the agreed protocol, as outlined in my proposal and agreed with the authorising professional source. I will endeavour to treat the students with respect and honesty by informing them of the purpose of my study, gaining parental consent and ensuring their safety throughout, reporting any problems/incidents to the appropriate body within the school. Feedback provided to participants will be accurate and truthful, and findings presented fairly without cherry-picking data or ignoring any anomalous responses. 

Ultimately, I want to ensure that if my observations are carried out on certain classes within the year group and not others, in order to measure subsequent differences, that I am not impeding learning in any way. 

...Just A Thought?

After reading and reflecting on the ‘Ethics’ section of the Module, I am of the understanding that my participants (in my case – secondary school students) must be made aware of the reason for the inquiry, and what I will be looking at during observational periods. I am slightly concerned however, that once they have been told the line of my inquiry, then their behaviour will not be authentic i.e. they may act out/withdraw from activities deliberately? In particular I am hoping to focus on the factors that affect negativity towards drama and effective strategies for reducing peer pressure within the classroom. Once students hear this, will they behave in a way they perceive to be ‘what I’m looking for’ or conversely, try to deliberately act out and affect results?

Wondering if anyone had had any thoughts on the above and any ways to tackle it?

Codes of Practice in an Educational Setting - Task 5b

After blogging my initial thoughts regarding the ethical considerations and codes of practice in the workplace, I sought out official legislation and documentation in order for me to identify areas that I may have overlooked. Digital copies of policies ranging from the ‘Acceptable Use of ICT and Mobile Phone Policy’, right through to the ‘SEN Policy’ were easily located on the schools website and intranet, with physical copies printed out and available for perusal in the staffroom.  I identified the policies that were applicable to my role and the inquiry, and have gathered the following information to add to my existing knowledge:

Taken from the ‘Data Protection Policy’ – …”obtain and process data fairly by informing all subjects of the reason for data collection. Data should be accurate, relevant, and held only for a period of time.” This was something I had not previously given a great deal of thought to. I had thought that I would not tell the students that I am observing aspects of their behaviour, for fear that this would become altered and false. Instead, I had hoped that the students would merely continue to presume my presence in the classroom was in order to offer support if needed. However, I will now discuss the matter with the professional support I seek, in order to be able to carry out my investigation.

Taken from the ‘Safeguarding and Child Protection Policy’ - …”aware of the systems within their school which support safeguarding. Listening to, and seeking out, the views, wishes and feelings of children and young people. Knowing who the school’s Designated Safeguarding Leads and governor for child protection are.” I am confident that I am well equipped with this knowledge already. It is one of the most important parts of my current role and I was able to identify this during task 5a, prior to reading any official documents. Something I may not have considered however, is taking care of myself, e.g. not finding myself in a position whereby I have left myself alone with a student etc.

Taken from the ‘Learning and Teaching Policy’ – “…the classroom is critical in creating an environment in which students are expected to achieve…a good learning atmosphere will aid the teaching and promote learning in the classroom.” This was a point I had noted during the blogging of my initial thoughts. After reading this particular policy through in greater detail, it was also mentioned that teachers of The Arts should have up to date Risk Assessments. Again, this is another area I wish to clarify with my professional support before commencing work on my inquiry, so that the environment and activities are completely safe.

And finally, taken from the ‘Health and Safety Policy’ – I have the responsibility to create and uphold a safe environment, to prevent accidents, and to minimise and control risks…”carry out regular health and safety risk assessments for the activities responsible for, exercise effective supervision.” By giving out clear and concise instructions at the beginning of every lesson, this will help. Overall, I feel that I had independently identified the majority of ethical considerations, and that taking a look at official documentation has merely helped cement these into the inquiry I am to carry out.

Task 5a: Ethics Ethics Ethics

Working in a secondary school environment...

...it is not uncommon to hear phrases such as ‘codes of practice’ on a daily basis. As my line of inquiry centres around an educational setting, I must consider all ethical issues that could apply, in order to ensure the safety and well-being of the students in my care. Without referring directly to any documents/ existing literature, my initial thoughts as I approach this topic are as follows:

Good professional practice is ensuring a calm and productive environment in which students can learn. There should be clear aims/objectives to the work set and disruptive behaviour should be dealt with quickly. With this in mind, any observations that I must undergo as a means of carrying out my inquiry should be done so in an environment that will be expected by the school, the students and staff. Anything different to this and behaviour could be altered as a result.

No physical or physiological harm should come to anybody involved in my line of inquiry. If appropriate measures are put in place/adhered to by the school and staff members, then the physical harm should not be an issue, as I am merely observing existing lessons that function week after week, inquiry or not. In terms of the physiological aspects, remain alert and aware for signs that the students may be displaying to suggest they feel uncomfortable at any given moment.

I should not and will not include the names of any individuals, nor the name of the school in my inquiry. Any information/data I do gather must remain in my possession only. I should not include any images/media that depict individual faces. This is a child protection issue which was relevant in Module 1 when asked to set up an Instagram account that was work related, and as such is applicable here.

Finally, it is within my duty of care to report any incidents of concern during the investigation period. This could range from a particular behaviour being displayed, or something that the student may have disclosed to me. In carrying out my inquiry, the experience for other people should be a good one, and not a negative one. I must tread carefully; just because I’m interested in it does not necessarily give it merit. Likewise it should not only depict my perspective, but also how it is seen by others. 

Education secretary Nicky Morgan: ‘Arts subjects limit career choices’

By: 

David Hutchison 

http://www.thestage.co.uk/news/2014/11/education-secretary-nicky-morgan-arts-subjects-limit-career-choices/

Scrapping GCSE drama from the curriculum would be madness

The idea that taking drama off the syllabus will somehow strengthen its worth in schools is barmy, says Thomas Hescott...

http://www.theguardian.com/culture-professionals-network/2014/nov/03/gcse-drama-curriculum

Task 4c...HINDSIGHT!!!

In order to establish the strength and relevance the questions I have begun to develop and explore hold within my workplace, it was important for me to be able to share them with other colleagues. From this, I may gage from their initial responses whether to carry them through to inquiry level.

As I have mentioned before in my previous blog, regarding individuals within my SIG’s sharing similar ideas, I thought it appropriate to ask colleagues who I work with daily to share their opinions. This was because I came up with much of the content for inquiry based on what I experience daily at work. The two members of staff that I approached for help were teachers of dance/drama within a secondary school setting. Looking at their responses, my initial thoughts were that they held some similarities to each other, but also to what I had been thinking when writing out the questions originally. Great! I thought this must mean I have a strong set of ideas on which to base my inquiry, they hold merit, the answers highlight similarities… 

It was only when I had a Skype session with Adesola that I have since realised that there may be cause to adjust/rewrite/omit certain questions before my inquiry. Why do their responses highlight similarities? Is this because we all work within the same environment, teach the same students, adhere to the same school policies? Maybe so, but it was also pointed out to me by Adesola that a couple of my questions could be considered ‘leading.’

Does gender have any influence on negativity towards drama?

Does age have any influence on negativity towards drama?

The way that I have worded this implies that I think gender/age affects negativity and as a result, I expect reference to that in answers given. Gender affecting negativity could be a subject of a scientific experiment carried out in schools, perhaps by the government etc., and certainly is not what I wanted to be focussing on in my inquiry.  I have since come to the realisation that my inquiry doesn't need to be so outcome orientated. Instead, it is OK for my inquiry to just focus on gaining more knowledge on an area. By changing the above question to; “How do you feel drama is accepted by students in a school setting?” I am leaving the questions far more open-ended and less bias. I had been under the impression that the results of the inquiry were intended to help improve both my professional practice and others whom I work with. But who am I, aged 23, recent graduate, limited number of years teaching experience, to dictate to far older/wiser/more experienced professionals?! Instead, I should think about the people in my communities being people I have yet to meet in my professional career.

Once again, hindsight is a wonderful thing!

Task 4b: Developing Special Interest Groups

Certainly in my case, I am finding Module 2 more challenging in terms of finding enough time to complete work and keeping my head above water! In that respect, I am in no doubt that I could get together a special interest group based on juggling a career with part-time University tuition!

Within my current workplace, it is not uncommon to work in groups or teams as well as independently. Staff members regularly come together during meetings and briefings to discuss matters ranging from successful lesson plans, to the managing of challenging behaviour.  Whilst I am able to draw parallels from working in groups within the workplace, to the groups I am a part of in my professional networking, staff members congregate regularly to ‘get things done.’ That is all fine and well in a work situation but my inquiry is less about solving problems, rather looking more in-depth into an area I take an interest in.

By forming and actively engaging in groups formed on the BAPP course with people who share similar interests to me, or even similar places of work, I am hoping to expand my knowledge alongside more ‘operational’ structures within my practice. As mentioned above, I am finding I have very limited time during the day in which to engage with other individuals interactively, so it was important for me to be able to find a way of making this process easier to manage. For me, the communication needed to be clear, efficient, and easy to access. 

Following a group Skype session with Paula, a Facebook page for members of the BAPP course on Module 2 has been created. Although generally speaking, one might say we all have similar interests to one another, by actively discussing our thoughts on the whole process of inquiry planning, I have realised the extent to which others share similar ideas – in particular, Della and Steph. I have ensured that members of this group are part of my community outside of the Facebook group, by following the progression and development of their thoughts on their blogs too. I am fully aware of the importance of maintaining contact and communication with my networks, even more so now in Module 2, and that by having a range of means by which to engage with them should make it easier to manage alongside my work.