Dance Workshop

I am not a dancer in any way and the thought of teaching a dance lesson to pupils is a worrying thought due to my own self confidence struggles, however after this workshop I found that dance isn’t just for ballet dancers or the people in Strictly Come Dancing, and that anyone can have fun while dancing.

The aim of the lesson was to focus on travelling which is how someone can move across a room – they can shimmy, run, crawl, hop, jump etc. Due to the people in the workshop being adults I think that people held back and acted more reserved than they would in school due to feeling self-conscious about performing in front of others. I think that when in schools the children will be more enthusiastic, outgoing and want to try more interesting and exciting moves which will make the lesson enjoyable to teach.

If I get the opportunity to teach a dance lesson I will:

  • Be enthusiastic and motivate the children to be as creative as they can be
  • Be supportive of the children who possibly are not as outgoing as others but hopefully encouragement from myself and others in the class they can move out of their comfort zone
  • Make the lesson fun and within health and safety reasons let the children choose their moves without any teacher input
  • Have good timings to ensure that every group can present their short routine to the class
  • Use the school IPad’s to record their dances so in future lessons they can pick up where they left off and add more to the routine



Values; a workshop I will never forget

Last Tuesday I walked to class like every other student around me, I arrived at the classroom and sat down at a table. This was my first class with this lecturer and I was excited to understand more about the topic; values.

Once everyone arrived we  were instructed to make something from our resource pack that a new student could use for university. We opened the pack and inside there was one sheet of paper, a pen, a pencil, some blue tack, some elastic bands, a few paper clips and two post-it-notes. The group looked at each other and wondered what could be made with such limited resources. We began to look around the room and seen that every other group had much more than us in their pack, but none the less we carried on and began assembling a pencil case from our resources.

We had to present our idea to the group and noticed that our lecturer did not seem too interested in what we had to say… We found his actions very unfair because he had listened so well to the previous groups. After our presentation the group began thinking about why he was acting the way he was to our group. We had finished our pencil case which everyone in the group was proud of, considering the limitations we had. We asked our lecturer his opinion, his reply, RUBBISH. We did our final presentation first out of all the groups, feeling a little low, and was given a score of 2/10! Once that was announced some members of the class turned in shock and looked at our group as if to say ‘how did that happen?!’ We then watched every other group get a higher score than us and feel good about their presentations and work that they had put in.

After the activity we had an open class discussion and found that everyone in the groups that were treated better than us were happy and felt good after the lecture. We said that we were treated unfairly and that we didn’t like the way we had been talked to. The lecturer then confessed to acting like that in order to show inequality within a classroom. We all laughed it off and he apologised for his behaviour, however after the workshop I went home still thinking about my experience.

I realised that if this was to happen within a classroom how a child would feel, how confused they would be about why they were being treated worse than the other boys and girls and I think that this would make a child act out and misbehave. I think that as a student teacher this lesson was vital for me and I can only say thank you for this workshop because without it, I don’t think I would’ve appreciated the effects of classroom inequality.

My Teaching Inspiration

I had a very successful school career and I cannot credit my teachers enough for the amount of work they put in, they motivated me to become the best version of myself that I could be and helped me to achieve all of the goals that I set myself. I think the main reason I want to become an educator is because of their positive influences and how much they made me enjoy my time at school.

I want to become a primary school teacher because I want to have the opportunity to shape the minds of the future and have a positive impact on children’s lives. I also think that my personal attributes will help me become an educator because I am self motivated, outgoing and I have a positive outlook on life; I feel that these are some of the key qualities a teacher needs.

I love working with children and I find their enthusiasm to learn new subjects inspiring. I think that I will be a successful teacher and I want to show my ability to influence children through classroom and outdoor learning. I think that my creativity and ability to adapt to different situations will help me in becoming the best teacher that I can possibly be.

Welcome to your WordPress eportfolio

Welcome to your ePortfolio. This is where you will document and share your professional thoughts and experiences over the course of your study at the University of Dundee and beyond that when you begin teaching. You have the control over what you want to make public and what you would rather keep on a password protected page.

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Teacher, Lorraine Lapthorne conducts her class in the Grade Two room at the Drouin State School, Drouin, Victoria

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