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Dancing – A Cultural Take

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So this post hasn’t worked out exactly as planned – as Glow is insisting to view the video from the post you have to download it – but don’t worry, I promise it’s worth it!

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I thought this would be the perfect opportunity to share a bit of Scottish Culture – Highland  Dancing!

Albeit one of the oldest styles out there, it was traditionally only danced by men. (Which is very different nowadays, as the sport is now around 95% female!) In the past, the style was used as a way of selecting the strongest men for battle, as the dances test strength, stamina, accuracy and agility.

This particular dance that I have filmed (myself!) doing, is the highland fling. Historically, it was danced on a small round shield by soldiers heading into battle. Nowadays, as a solo dance, dancers are only encouraged to dance on the spot, no shield needed! it is the first dance in the programme at competitions where it can either be 4 or 6 steps long. This dance was inspired by the Stag – the arm movements used represent the animal’s antlers. There is a legend that states an old shepherd was giving his grandson a lesson on the chanter when he spotted a stag in the distance. The Grandson got up and imitated the stag, whilst moving to the music of the chanter – alas, the Highland Fling was born!

There are some lovely stories behind other highland dances. One of which is the sword dance (OR “Gillie Callum”). This would be performed by a soldier over two crossed swords, prior to battle. He would dance around them and then over them, getting faster towards the end. If he was to touch the swords at any point, it would be a bad omen for the battle ahead. Nowadays, this is obviously not the case, but a clattering of the swords will have you disqualified and you won’t place in the dance! Luckily for younger dancers, there is some leeway, if they gently touch the swords, it only means some points are deducted…

The Seann Truibhas (“shin trews”) is another great story. The name comes from the Gaelic word for “old trousers”, and there is very good reason for this. In 1745, the kilt was banned, and this meant it could not be worn for dancing purposes, therefore, the dancers were forced to find an alternative. Thus, being the tartan trews! The dance starts off very graceful and has a lot of shaking momevents of the legs, this symbolises the hatred to the garments they were wearing and is supposed to look like they are being kicked off! The final step of the dance is faster, and ends with a leap (front-split like movement in the air!), demonstrating the satisfaction of finally being allowed to wear a kilt again in 1782.

Highland Dancing has grown in popularity over the years and there are now major championships in almost every corner of the Globe. Derivations of the movements have been created and some amazing choreographies have been thought up and performed in front of crowds of thousands!

Health and Wellbeing, the Physical Education/Activity side.

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Today’s health and wellbeing input on Fitness brought quite a few things I’ve learned throughout school into practice.

physcWhy is oxygen important when exercising, and what methods of training are linked. There are also the individual fitness factors; Cardiorespiratory Endurance (CRE), muscular endurance, strength, speed, power, and flexibility; which are all tested by different means and trained in different ways.

SO… What is “aerobic” exercise?

The word aerobic means the use of oxygen. The body’s ability to work aerobically means the heart and lungs are able to work for a long period of time without tiring. Therefore “anaerobic” is where there is a lack of oxygen and the heart cannot physically supply enough to the body in order to perform.

As torturous as it sounds, anaerobic exercise actually has its benefits. Short sharp bursts of exercise done so quickly the heart cannot supply enough oxygen causes a build up of lactic acid. By training to improve your ability to work anaerobically, the muscles can then be trained to work without oxygen and with a build up of lactic acid. 

The different types of fitness training … 

Fartlek Training

  • Fartlek, which means”Speed play” in Swedish, is a method of training where continuous and interval training is combined. It is
    fartlek    basically a long distance run where the pace is varied – so there will be periods of fast running and periods of slower running. This method of training is best used to improve CRE/aerobic endurance and improvement can be tested by using a bleep test or 12-minute cooper.

Weight Training

  • Weight training is simply when weights are used to provide resistance to the muscles. It can weightTrainingbe used to improve both muscular endurance (the ability to work a muscle/group of muscles for a long period of time without tiring) as well as power (a combination of strength and speed). Weight training can be tested by using a bent arm hang test, grip dynamometer, a number of sit ups in a minute or the maximum weight that can be lifted.

Sprint training

  • By sprinting, you should run a short distance at your maximum speed (e.g. 50m, 100m). Ansprint example of sprint training would be sprinting to the finish line, and then walking slowly back to the start before repeating. This will, in turn, improve speed. To test speed, you can time a person sprint and see how it improves.

Static stretching

  • Static stretching is a safer way to stretch the body whilst it is resting. Other forms such aswebquads_hip-flexors ballistic stretching are considered dangerous for the body. The body is lengthened into a position where a stretch is felt and held for around 20 seconds. This form of stretching will improve flexibility. Flexibility can be tested by using the sit and reach test.

I feel it is important to work on these areas from early on. I went on to high school with a limited P.E knowledge but was lucky enough to learn to love Physical Education to continue it to Higher. However, I feel a greater emphasis on it in primary would have prevented a lot of people shying away from the subject.

A lot of these things can be very complicated, and of course, you would never do weight trainingi-love-pe_design with primary children – their bodies are still growing and would never cope with this. As teachers, we, therefore, have to observe what their current capabilities are and consider their age and developmental stage to plan lessons appropriate for them, whilst still introducing them into physical activity.

Here is a link to a video by an English school pupil, Amy Shaw, about other training methods:

https://www.youtube.com/watch?v=HSUISv5gOAA

“Design your own classroom…” YES!!!

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As part of our Tutor Directed task for classroom organisation and management, we were asked to design our own classroom.  I was thrilled at the prospect of this. As a young child, and even way into high school, I’d always be excited when walking into a classroom and seeing the tables had been moved around. It just changed the whole environment of the classroom, and even better – you normally got to work with new people!

Here is a floorplan of how I would plan my own classroom – as a teacher.Screen Shot 2016-02-09 at 14.44.33

This classroom would suit a class size of 28 pupils. For this specific TDT, the class includes 22 boys and 6 girls. There would be 2 girls at each outside table in the row of 4, and one girl at each outside table in the row of 3. This will allow the girls the opportunity to learn to work with the opposite sex, enhancing both their personal and social development. I would not keep them in these seats for every lesson; I would occasionally change the seating plan in maths and language lessons based on ability.

I decided to plan my classroom in this way as it is tidy, organised and safe. There is adequate room to move around between desks and a clear route to the door in case of an emergency. –  3.2.1 Create a safe, caring and purposeful learning environment (GTCS, 2012).

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Area on floor for discussion

This set up makes good use of space. There is an opportunity for whole class lessons to be taught with every child seated at their table, but also space on the floor in front of the Smartboard and whiteboard for more informal  group discussion. The smartboard perhaps for small groups and the Whiteboard for larger groups due Screen Shot 2016-02-09 at 19.57.08to the arrangement of furniture. The table in the corner could be used to consolidate with groups of students who need further support before doing a task, or to send pupils off to work together.

Screen Shot 2016-02-09 at 20.06.28I have included an interactive maths area in my floor plan. I saw this when out on placement and thought it was a great idea. Not only does it promote independent learning, it is a fun and engaging way to get children to go off on their own or with a partner to work on their mental maths. It is also a useful area to send pupils to when they finish their work quicker than expected/their peers.

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“L” Shaped desk – facing the class.

I have placed the teachers desk in the corner facing the class. It is an “L” shape, so she can work effectively whilst still keeping an eye on her class. There is no point working away with your back to a class of pupils – as you will not be effectively observing them working. I feel a desk at the front and centre of the classroom brings in the temptation for a teacher to sit down and teach. Which yes, may be ok on some occasions – but not all of the time.

My classroom would be very bright and open, with a large window behind the teacher’s desk on the West facing wall. This will bring in opportunities for linking to Screen Shot 2016-02-09 at 20.21.21the pupils outdoor learning experiences when they perhaps cannot venture outside.

My classroom resources will be well organised. Down the left-hand side of my classroom, I have plotted where I would have storage facilities for jotters, pencils, paper and miscellaneous resources. This area will be labelled and kept as organised as possible, so pupils and their teacher know where to find the resources they need.

I have included a “reading corner”/library into my classroom plan. I believe by including a libraryScreen Shot 2016-02-09 at 20.28.20 into the classroom, you are highlighting the importance of literacy and reading in their everyday lives. I really like the idea of themed libraries in classrooms. Especially when linked to entertainment. I feel young children should learn to read as a form of entertainment. There are some good examples on Pinterest – click here for my favourite.

Screen Shot 2016-02-09 at 20.42.49I have incorporated digital technologies to support teaching and learning by including an interactive smartboard, and computers in the corner of the room. They are very useful in bringing all of the pupils learning needs together. Visual learners are benefitted, but so are tactful learners as they can physically interact with the smartboard to learn. They are perfect when incorporating video’s, music and powerpoints in the classroom and do not create any mess! They also have the added bonus of facilitating games, which can always be used as a Screen Shot 2016-02-09 at 20.43.23class reward for good work or behaviour! The computers in the classroom can be used for those faster workers to type up their finished work. But they are also great for those pupils who struggle to put a pencil to paper.  In my classroom the screens are facing the rest of the class – so pupils cannot procrastinate on fun games websites – they have to do what they are supposed to do!

chairsIn regards to health and safety regulations in the classroom, I would ensure the floor is carpeted and in good condition with no corners upturned to prevent trips. All shelves and tray cabinets will be on wheels to prevent injuries linked to manual handling. I would also have non-swinging chairs as kids swinging on chairs is possibly one of the most dangerous things in a classroom!!

The standards also state that an effective use of display should be present. I will have displays of children’s work as well as informative signs. However, I do not want the displays on the wall to be up just for the sake of it; I want them to be interactive to benefit the pupils learning. This could mean incorporating books children can engage with, or add a whiteboard section to reflect on what Screen Shot 2016-02-09 at 21.02.34they’ve learnt.

Finally, I will put reward systems on the door. Similarly to my class on placement, I will add a helping-hands-bg“house points” chart on the back of the door. Each child will belong to a “house” and when they get a point, it goes against their name but added to their house total. This way children can regularly keep track on how many points they’ve learnt, and see how they are helping support their house, as you would with a team. There will also be a “helping hands” display – where each hand is a different job (such as a milk monitor or door holder) which children will be matched to with jobs changing weekly.

I feel comfortable now after completing this task that I know reasons behind certain areas in the classroom. I’m more informed now of common classroom set-ups, along with their pro’s and con’s. As a student, the prospect of changing up a classroom really excites me, but I do realise it is important not to change it too often, and that certain pupils may be sat in specific seats for various reasons. This classroom is similar to the one I will be working in on placement in the respects that it has a whiteboard, library and interactive maths area. However, due to the class size on placement being considerably larger, there are no separate tables for group discussions due to an unfortunate lack of space. I am looking forward to developing an understanding of exactly why the classroom is set out in the way that it is during my professional practice.

Here is a link to some really interesting classrooms I found on Pinterest: CLICK HERE.

 

– The General Teaching Council for Scotland (2012) The standards for registration: Mandatory requirements for registration with the general teaching council for Scotland. Available at: http://www.gtcs.org.uk/web/FILES/the-standards/standards-for-registration-1212.pdf (Accessed: 9 February 2016).

5 6 7…… DANCE!

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I can’t think of anything in this world I am more passionate about than dance. It is literally everything. Understandably so, when I seen dance on the timetable I was ecstatic.

Screen Shot 2016-01-19 at 02.58.42I’ve danced since the age of 3. I’ve been through phases of loving it and hating it – but I honestly don’t know where I would be without it. The places I’ve been and the experiences I’ve had through dancing are incredible, and I’d encourage anyone and everyone to give it a go.

I’ve seen all the sides of it, from different genres to the competition world, championships, shows, international performances, tattoos – you name it. Dance gave me the confidence to keep trying. If I was asked five years ago if I thought I’d be performing in the Royal Edinburgh Screen Shot 2016-01-19 at 02.56.28Military Tattoo, or travelling to amazing places such as Oman, Sweden and Germany to perform – of course, my response would be “NO WAY I COULD NEVER DO THAT.” But yes, I did, and I now know that amazing things can be achieved with the right mindset and support.  How did I come to this, though? THROUGH DANCE!

Dance has more benefits than just learning correct technique. The social skills learnt are equally as important, especially to young children. They learn how to respect other dancers as well as their teacher/choreographer, and officials Screen Shot 2016-01-19 at 03.00.30when in a competition setting. As a teacher with my own dance school, I thoroughly enjoy watching my students form relationships with each other and seeing their social skills strengthen along with their dancing. Not only that, but they learn to deal with success as well as failure (and how to deal with it), time management, and how to take on board corrections to practice in their own time. Nothing is more encouraging than seeing one of your pupils succeed, but at the same time just seeing them enjoying the process is amazing.

With my understanding of the Curriculum for Excellence experiences and outcomes for Dance, I would put into place an exciting lesson for a primary 5 class, such as:

CfE Outcome: “I can explore and choose movements to create and present dance, developing my skills and techniques.” – EXA 2-08a

Learning Intentions: By the end of the lesson, I will be able to perform a short sequence I have choreographed myself using different actions, different levels and using different rhythms.

Success Criteria: To create a short sequence to music incorporating different levels, ways of travelling and different rhythms. (To develop this in the next two years, the introduction of motifs and choreographic devices such as canons, interpretation and repetition will build on the intentions of this lesson.)

Assessment: To assess if the pupils have achieved the success criteria I would have small groups present their work to their peers and make use of peer evaluation.

How will I achieve this: I will incorporate short activities aimed at introducing the three criterion for success, One activity will involve learning different ways to travel making good use of space across a room. Another will introduce how to incorporate different levels, and what can be done to make them effective. To develop an understanding of rhythm, I would use a clapping activity; simply clapping different rhythms, be it perfect rhythms, imperfect half beat rhythms – to music.

A positive experience of dance is key to enjoying it and I am extremely excited to bring it into my lessons in the primary.

Dancing is moving to the music without stepping on anyone’s toes, pretty much the same as life. ~Robert Brault

Opening Our Arms

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The plane which landed around 15:40 GMT at Glasgow airport. http://www.bbc.co.uk/news/uk-34839477

The plane which landed around 15:40 GMT at Glasgow airport.
http://www.bbc.co.uk/news/uk-34839477

As the first plane of Syrian refugee’s touches down in The United Kingdom today, I feel it is important to reflect on how positive it is that our country has opened its arms to these people in their time of need. Britain has agreed to take in around 20,000 refugees over the next five years, which I feel is fantastic. It is amazing when countries step in to help at times like this, and even more amazing that this time it is us.

As most of the refugees coming over are families and are due to resettle in various local authorities across Scotland, I feel it is appropriate to reflect on what this means for us as teachers. These refugees will be in need of specialist medical care and specialist support to help them through any issues derived from the violence and torture they have experienced. There are already places within schools set aside for them.

A lot of these children would have been forced to quit school if they were even lucky enough to be there in the first place. We will have to be aware as teachers, that these pupils are likely to be learning English as their second language. This will face us with certain challenges. We will have the additional factor that their understanding on the English language may not be as developed as the rest of their classmates, as well as the fact that they will be at a disadvantage socially due to the language barriers.

self-esteem-and-mathThese children will also have experienced loss all around of them, and lost connection with a lot of their friends and family. This will have had a very negative effect on their self-esteem and confidence. As teachers, we have the responsibility to recognise this and put into effect support strategies to support these children in this difficult time.

A way in which we can do this is “buddy” systems. This will help them get to know their peers, and ensure they are not lonely at times such as breaks and lunch. Children may feel secluded as their parents may not want to bring them along to after school activities when it is dark – so it is essential they are given a good opportunity to socialise during these breaks within the school day.

In countries such as Syria, schools are often targeted by terrorist activity. We need to make sure these children coming into our UK schools know that they are now in a safe environment.

It’s heart-breaking to think about what they’ve been through, but there is the chance that their past experiences may have an effect on their behaviour. Children may be distant, and refuse or even become frightened around strangers, so a close eye will have to be on them in the early days to ensure they are settling in and coming well. Struggles may also be apparent when they are placed within large groups, they may need one-to-one support before they can build up the confidence to take part in whole class activities.

ok_to_move_forwardWe should never ask children to re-live these traumatic experiences, ever. No matter whether it is a written exercise, homework exercise, or ANYTHING. We should also make sure they are never questioned by any other staff or child as to why they are here. They deserve to be in school getting educated as much as everyone else.

Most importantly of all, we need to provide a school experience for these children that is positive and welcoming. These children have a lot to offer and have been through so, so much to get here.