Sunday 20th October 2013
Having received a few results in already from my 'guinea pig' students, I thought I'd create a quick blog to analyse what I have found so far. I chose to send the link to my survey to both past and present students from a variety of vocational schools.
There are a mix of opinions, but on average at the moment, a higher percentage feel that during training there is/was a pressure to stay slim (a factor that I have previously discussed would be a large stress on adolescents, especially during a time of body and emotional change). Others also feel that they were/are stressed and unhappy during training. This immediately shows that something is not correct with the way in which are students are learning, and also begins to make me realise that it wasn't just in my own personal training that I saw such feelings amongst students.
There seems to be an overall agreement that when praise is given in class (whether it be often or not), that students feel more confident and their physical performance improves/d. Gaining this positivity in class makes one want to work, want to show their teacher that they can do it in order to receive this praise again. You could say you see it as an aim each class to have a piece of positive feedback... without working for it, it won't be received.
Some students do feel happy and comfortable with the way in which they receive(d) training which is excellent. They feel that teachers were motivational and supportive.. This makes me feel more at ease that some schools really are taking note of what students need and they feel as though it is a happy place to be. Linking with my point above, we are seeing that teachers are giving praise, but perhaps just not enough of it.
Hi Emily,
ReplyDeleteSounds like a great start to your inquiry :)
An interesting point that has come out of my initial data collection is that students are, as you say, more motivated when they receive praise, but that this needs to be founded in something true and honest, i.e. not just saying well done if it is not merited!
A couple of my participants have also used phrases like 'constructive criticism (participant 012, 2013) and 'correction with explanation' (Participant 004, 2013) as being highly motivational to them, giving the feeling that they like to be corrected, so that improvement can be made, but that it needs to be done in a helpful manner and with the teacher providing the 'why' and the 'how' to go about making the improvement. However, it can also be said that these two students suggested that they were particularly motivated by challenge and achievement so perhaps this is specific to those particular students' individual motivations, i.e. their reasons for attending class, and not necesasrily the case with all students...
It is certainly going to be an interesting few weeks as the data reveals itself more clearly and understanding of our inquiry topics develop.
Hi Sarah,
DeleteAs you may have seen in my previous blogs, I have also been using the phrase 'constructive criticism' and I agree that this type of feedback from teachers is supportive and positive. Yes, the statement they are making may be seen as 'negative' by some as it is something that perhaps needs improvement, however, it is done in an encouraging way, informing the student how to develop rather than saying 'you can't do it'.
I do think that every student has their own personal motivation but I feel that a lot of dancers strive for challenge, something to work harder for else they may not feel that they will improve (or perhaps, work their way up the career ladder within a professional company job?)
Emily
Looking forward to speaking about this phase of your work. Please note my blog about analysis - have a look and comment.
ReplyDelete