January | 2019 | Erin Gourlay E-portfolio

I really enjoyed the dance work shop, as it showed how dance does not have to be taught in a way of creating specific routines. Individually we tried out different ways to travel across the room without walking. This was very enjoyable and allowed you to let loose and have fun as well as being active. We then got into groups where we all shared our moves and incorporated them into a snippet dance scene. This was a very valuable lesson to be used with children as it allows children to learn moves without it necessarily being a dance lesson.

At the beginning we were shown different styles of dancing for example the famous dance group diversity, 1000 hands dance and ballet. This introduced how there are many different types of dancing and how we could influence different styles in lessons. Dancing is not for everyone, some may not feel as confident or comfortable when taking part in a dance lesson. Therefore, a lesson such as this is very inclusive as it allows the children to take part no matter what their prior experience is. Also, children can work at their own level/ability with moves they have created. Niki told us the sillier the moves the better as it will also allow the children to express themselves without feeling embarrassed, creating different moves. Physical learning can also bring in other elements of curriculum for excellence such as maths or language. For example, with dancing the can interpret maths by creating different shapes ,understanding how they can place themselves to create them. Active learning can ensure more engagement rather than textbook work. Children may also remember the aspects of the lesson more rather than sitting at a table therefore, attainment in the classroom will be higher- may be more willing to take part.

Personally, when I was in primary, I really enjoyed taking part in dance lessons. I remember learning Scottish country dancing and which I found great pleasure taking part in. However, I did not enjoy p.e that much therefore, taking part in an active dance lesson was great fun for me.

Math’s anxiety is sadly very common among children and adults. Math’s anxiety is having great fear and worry, when faced with math sums or equations. This is something that I personally faced, throughout primary and high school .I struggled understanding specific aspects within maths. I had to be very dedicated in achieving my national 5 maths. I spent a lot of my time in maths club after school and at lunch times. My maths teacher was very helpful and positive no matter how often I said I couldn’t do it, or I wasn’t good at maths. Without all her help I don’t think I would have been successful in my exam or have developed my confidence. As a teacher one of my aims is to be as encouraging with maths and helped pupils overcome any anxious feelings towards maths.

There is a stigma that people are either good at maths or English. Which is truly false. People may be stronger at one than the other, but it is never the case you can’t be good at both. Maths is very often portrayed negatively in society. This is due to experiences with the subject in school, where individuals felt they did not receive the best support with their struggles. I hope to make maths fun and engaging in learning, as maths is to vital in everyday life. For example, telling the time, dealing with money and division. Without these parts of knowledge in maths it can majorly impact their abilities.

I believe that I can take my experience with maths into a positive influence. That to my pupils they mustn’t worry about making mistakes in maths, as you cannot learn without making mistakes. I will allow them to build their confidence so when they are faced with an equation, they can stay calm and figure out the answer. Therefore, defeat maths anxiety so feelings such as worry , hate, frustration and stress are no longer the stereo type linked to maths.

P.E and Dancing

Math’s Anxiety