tag:blogger.com,1999:blog-67934163127611664842024-03-12T18:08:53.332-07:00Piano Practice TipsPiano practice and performance tips. Articles on all aspects of piano practice, memorization, performance and much more for music teachers, students and parents. Please note that majority of these articles are sourced from pianostreet.com and I do not take credit for these articles. My aim is to collate all of these useful resources so it is easy to access. Articles written by me will clearly state, by Richard Kant.
Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.comBlogger72125tag:blogger.com,1999:blog-6793416312761166484.post-76847418613726246422012-11-09T14:21:00.001-08:002012-11-09T14:21:15.562-08:00The Essential Characteristics of Effective Teaching<!--[if gte mso 9]><xml>
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<span style="font-family: "Arial","sans-serif";">Effective teaching is defined as <i style="mso-bidi-font-style: normal;">“teaching that is in accord with sound
principles, and which promote student learning and enhances the personal and
social development of students”</i> </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">(Cole & Chan, 1987, pp.303). </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Key points relating to effective teaching are</span><span style="font-family: "Arial","sans-serif";"> the ability to communicate effectively,
ask effective questions, thoughtfully plan and prepare lessons, use varying
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teaching methods. These hallmarks of effective teaching will therefore be discussed
with reference to the Melcombe Primary School Year 5 Maths lesson video<b> </b><span style="mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span> and Maths
Lesson Plan (appendix A).</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">The
basis of all effective teaching is efficient communication as most aspects of
the teacher’s role depend upon skills in communicating competently (Cole & Chan,
1987). Communicating efficiently is an important aspect of effective teaching (Cole
& Chan, 1987). <span style="mso-spacerun: yes;"> </span>The teacher in the
video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";"> demonstrated this by emphasising
important and relevant aspects of the grid method and presented coherent and
meaningful messages. The sequence of her dialogue allowed students to interpret
the intended meaning correctly. It was evident that the teacher focussed on
efficient communication skills (Cole & Chan, 1987). Competent teaching
involves developing “<i style="mso-bidi-font-style: normal;">qualities and skills
that enhance efficient communication</i>” (Cole & Chan, 1987, pp.26). The
teacher in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">
had personal qualities and attitudes that enhanced positive relationships with
the students. She demonstrated patience and listened carefully to student
responses. She spoke to students in language they could understand. Precise
directions were given during demonstration, and guided practice activities.
Non-verbal communication such as physical movement, hand gestures and facial
expression were effectively used when managing the classroom (Cole & Chan,
1987). <span style="mso-spacerun: yes;"> </span>Effective teachers are, “<i style="mso-bidi-font-style: normal;">competent at formulating, encoding,
transmitting and interpreting messages</i>” (Cole & Chan, 1987, pp.41). This
was evident in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">
where the teacher skilfully presented the lesson and listened to her students
actively.<span style="mso-spacerun: yes;"> </span>The teacher anticipated class
reactions and presented the subject matter suited to the abilities of the
students with sensitive and empathic attitude (Cole & Chan, 1987). Highly
developed communication skills and personal qualities are essential
characteristics of successful teachers (Cole & Chan, 1987).</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">Careful
planning and preparation allow for efficient organisation and presentation of
lessons (Cole & Chan, 1987). The foundations of effective teaching are
thoughtful, systematic planning of goals that are productive to learning
experiences (Killen, 2007). According to Killen (2007), lessons cannot be
successful if teachers do not thoroughly plan and integrate lessons into the
medium and long-term plans as the syllabus or curriculum objectives
suggest.<span style="mso-spacerun: yes;"> </span>In preparing the lesson plan
(appendix A), the </span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 12.0pt;">Australian Curriculum, Assessment and
Reporting Authority (ACARA) objectives were taken into account. </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">Carefully
prepared lessons help the teacher take into account individual student needs
and differences in abilities (Killen, 2007). It was evident that the teacher in
the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";"> took individual student needs and
differences in abilities into account when planning. Not only did the teacher
divide the class into ability groups but also planned for multiplication
problems of varying difficulties. Killen (2007) states, that imaginative
planning ensures lessons are motivating, interesting and relevant to students. The
lesson plan (appendix A), demonstrates this imaginative planning with </span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: "Adobe Ming Std L";">a video (Atkinson & Driscoll,
1995) at the start of the lesson, aimed to engage and motivate the students
into focussing on the lesson ahead. The use of iPad application Grid Mult
(SUMS, n.d.), is another example of imaginative planning as it is motivating,
interesting and relevant to students. </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">In Mathematics, effective teaching
requires teachers to plan for explicit teaching procedures where the aim is to
master knowledge or learn a skill which can be taught in a step-by-step manner
(Rosenshine & Stevens, 1986). The video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008) </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">and
lesson plan (appendix A) show explicit teaching procedures that are effective
to teaching as identified by Rosenshine and Stevens (1986). Planning questions
to engage students at many cognitive levels based on the revised Blooms
taxonomy is another characteristic essential to effective teaching. Planning
questions in advance based on Blooms taxonomy, give students an opportunity to
think creatively and imaginatively (South Australia Department of Education,
1987). The characteristics of effective teaching are therefore, thoughtful,
imaginative and systematic planning where teachers take into consideration
curriculum goals and objectives. They have effective procedures in planning and
preparation and plan questions at various cognitive levels.</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">The
ability to ask questions in all phases of the lesson is a vital teaching skill,
and is the key to effective teaching (Fetherston, 2007). The teacher needs to
ask key questions so that students are able to formulate an answer in order to
demonstrate the objectives of the lesson (Fetherston, 2007). These questions
provide the teacher with good feedback about the effectiveness of the lesson
(Fetherston, 2007). For instance, in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">,
after guided-practice activities, the teacher asked questions relating to
lining up of digits, placing tens and units in columns, the trick about zero
and partitioning of numbers. All of these questions were related to the
objectives, thus providing the teacher with feedback about the lesson effectiveness.
Enabling questions led students into thinking about a topic from previous
lessons so that there was a smooth flow from the previous lesson (Fetherston,
2007). At the start of the lesson in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">,
not only were key questions asked, but students also discussed amongst
themselves, the laws used when multiplying and dividing. This was the basis to
move on to the main body of the lesson. According to Fetherston (2007),
planning of questions should have a combination of high and low order questions.
The created lesson plan (appendix A) begins with high and low order questions
not only to introduce students to the topic but also to stimulate and challenge
the more advanced students in high quality talk (Fetherston, 2007). Learning is
enhanced when a teacher uses ‘good questions where students learn by answering
and where the teacher, learns from student’s answers (Sullivan, 1997). These
types of questions make students and teachers aware if understanding of a topic
is not complete (Sullivan, 1997). Student achievement is at a better level when
the frequency of the questions asked by teachers is high (Cole & Chan,
1987). Not only does this stimulate communication, but it also focusses student
attention, evaluates their knowledge and understanding, stimulates particular
kinds of thinking and controls student social behaviour (Cole & Chan,
1987). Effective teaching is the ability to ask questions not only to stimulate
and challenge the students but also to ensure that genuine learning occurs
(Fetherston, 2007).</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">Effective
teaching involves the teacher using various instructional modes such as
practice drills and direct instruction that incorporates technology, so that
student interest and abilities are accommodated (Marsh, 2004). Identifying
different types of instructional modes not only helps the teacher to focus upon
whom the lesson is for but also helps in identifying what the role of the
teacher and learner are (</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Whitton et al., 2010). </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">A
wide variety of instructional modes are essential for effective teaching where
the emphasis on lesson activity should be teacher directed and student centred
(Marsh, 2004). Practice drills, is a mode of instruction involving repetition.
In mathematics, drills are necessary to master and perfect skills (Marsh,
2004).<b style="mso-bidi-font-weight: normal;"><span style="color: red;"> </span></b>Drills
can be enjoyable especially with technological aids. Mathematics is one of the
many subjects where practice drills can be effectively used that students
enjoy, provided they are short, varied, encouraging and students understand the
reason for drills (Marsh, 2004).<b style="mso-bidi-font-weight: normal;"><span style="color: red;"> </span></b>The lesson plan (appendix A) incorporates drills
by making use of iPad application, Grid Mult </span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: "Adobe Ming Std L";">(SUMS, n.d.)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";"> as it provides students with
opportunities to practise the skills learnt in a fun way. Direct instruction is
used in the lesson plan (appendix A) to promote step-by-step process of grid
method multiplication. The purpose is to help students learn the content of the
lesson in an efficient way. These have been incorporated into the lesson plan
by explanation, demonstration, guided practice (worksheet, appendix B),
feedback and practice using the iPad. Lecturing is another instructional mode
where the teacher presents orally (Marsh, 2004). This method of instructional
mode was effectively used in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">
as it included use of technology such as interactive whiteboard and Power-Point
presentation. The teacher had good lecture characteristics such as encouraging
students to ask questions, limiting the time of the lecture, stating the key
points at the start, and allowing sufficient breaks so that it did not lead to
student boredom (Marsh, 2004). There are many instructional strategies described
by various authors and it is an essential characteristic of effective teaching
to accommodate student interests and abilities incorporating technology (Marsh,
2004).</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">In
motivating students effectively, teachers regulate and deliver “<i style="mso-bidi-font-style: normal;">information that is important to students</i>”<b style="mso-bidi-font-weight: normal;"><span style="color: red;"> </span></b>(Cole
& Chan, 1987, pp.10). <span style="mso-spacerun: yes;"> </span>Motivational
goals influence students in the quality of learning (Whitton et al., 2000).
They engage in learning for different goals and purposes, therefore, teachers
should become knowledgeable in methods of motivation to be effective (</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Whitton et al., 2010).</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">
</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">Intrinsic motivation is when “<i style="mso-bidi-font-style: normal;">learning comes entirely from performing a particular task</i>” (Marsh, 2004).<b style="mso-bidi-font-weight: normal;"><span style="color: red;"> </span></b>In the
video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">, the teacher intrinsically
motivated students by not only making the lesson and activity interesting, but
also enjoyable. It was evident that the green group were strongly motivated “<i style="mso-bidi-font-style: normal;">to work on challenging tasks</i>” on their
own with confidence and showed a strong interest in mathematics (Marsh, 2004,
pp. 36).<b style="mso-bidi-font-weight: normal;"><span style="color: red;"> </span></b>Extrinsic
motivation is when students are rewarded for a particular behaviour (Marsh,
2004). In the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">,
the teacher showed evidence of this form of motivation by awarding points to
students at the end of the lesson. There is conflicting research on tangible
extrinsic rewards but it is likely that the teacher, in this video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans &
Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">, believes in the positive effects
of extrinsic rewards such as the research of Cameron (2001), Hidi and
Harackiewicz (2000). Following general principles for motivating students such
as those suggested by Marsh (2000) will avoid brining about low levels of
motivation. The lesson plan (appendix A) takes into consideration the list of
principles for motivating students by creating interest with use of
entertaining video </span><span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: "Adobe Ming Std L";">(Atkinson
& Driscoll, 1995) </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">at the beginning of the lesson (</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Whitton et al., 2010)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">, creating goals and objectives
which are achievable, creating clear outcomes that students will be informed
about and finally creating challenging and varied learning activities that
maintains interest. Effective teachers are knowledgeable in methods of
motivation and follow general principles in motivating students to provide and
present information using constructivist approaches that will enable the
student to learn.</span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">A
dominant teaching paradigm in Australia is using constructivist approaches to
learning and using constructivist teaching strategies (Fetherston, 2007). One
constructivist teaching strategy is to link new material to what the student
already knows (Fetherston, 2007). In the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">,
the teacher takes a constructivist approach by asking students questions on
what they already know about multiplying and then linking this information to
the lesson on grid multiplication. Utilising the advantages of group work such
as collaborative and cooperative learning is another constructivist approach to
learning, which is an essential characteristic of effective teaching (Fetherston,
2007). Both constructivist strategies are effectively utilised in the video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans &
Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";"> and lesson plan (appendix A). Students
are grouped and throughout the lesson, participate in discussion (chatterbox)
where the teacher either deals with the group or scaffold’s individual learner
understanding. Establishing these groups allows students to work effectively in
the classroom (Fetherston, 2007). Clements and Battisa (1990) state, that when
a teacher <b style="mso-bidi-font-weight: normal;"><u>demands</u></b> students to
use set mathematical procedures, students are seriously curtailed in making
sense of the activity. It further states, that students mimic the procedures by
rote that makes little sense to them (Clements & Battisa, 1990). In the
video </span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-weight: bold;">(Evans & Atteshlis, 2008)</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Adobe Ming Std L";">, the teacher, in prior lessons,
taught the formal method of multiplication followed by grid multiplication of
two-digits by one digit. The lesson plan (appendix A), follows on from this
lesson to show how to multiply two-digits by two-digits Future lessons could be
followed on from the created lesson plan, showing students how to multiply
using other informal methods and then finally planning a lesson where students
can discover their own method of working, reflecting on previous lessons. These
various methods of multiplication can be shown to the students so they can learn
to weave a connection for themselves (Palmer, 1998). They can be <b style="mso-bidi-font-weight: normal;">guided</b> to choose a method that works
best for them without <b style="mso-bidi-font-weight: normal;">demanding</b> them
to use a particular method (Clements & Battisa, 1990). Allowing students to
construct their own knowledge, taking advantage of group work both cooperative
and collaborative, and using teaching strategies that do not demand a
particular method of working are just a few constructivist approaches that is
the dominant teaching approach in Australia (Fetherston, 2007).</span></div>
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<span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 15.5pt;">The
characteristics of effective teaching are being able to communicate effectively
so that coherent and meaningful messages are presented, combined with personal
qualities that enhance communication. Imaginative planning and preparing of
thoughtful lessons, considering ACARA objectives and taking into account
individual students needs and differences are essential to effective teaching.
It was emphasised that key to effective teaching is the ability to ask
stimulating and challenging questions in order for genuine learning to occur.
Drills and direct teaching are some instructional modes that may incorporate
technology that are characteristics of effective teaching. The principles of motivation
were discussed and finally, constructivist approaches and teaching strategies
were discussed as the characteristics of effective teaching.</span></div>
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<span style="font-family: "Arial","sans-serif"; line-height: 150%; mso-bidi-font-size: 15.5pt;"><b>By Mr. Richard Kant</b> </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-bidi-font-size: 9.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-bidi-font-size: 9.0pt;">REFERENCES</span></b></div>
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Cengage Learning.</span></div>
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<br /></div>
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Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com3tag:blogger.com,1999:blog-6793416312761166484.post-29372889101574805592012-11-09T14:16:00.000-08:002012-11-09T14:18:15.375-08:00Document Analysis: Western Australia Department of Education Duty of Care for Students Policy<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Introduction</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">This report provides teachers with an analysis
of the Western Australia Department of Education, (WA DoE) Duty of Care (DOC)
for Students policy 2012. </span><br />
</div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The report provides background, aims,
rationale, significance of the policy, and interprets the key policy issues in
the current teaching context.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
</div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">PART
1: Document Analysis</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">1.1
Background and aims of the <i style="mso-bidi-font-style: normal;">WA DoE DOC for
Students</i> policy:</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">WA DoE compiled DOC Policy. It aims to
provide a safe learning environment for all children at school. The term used
for this is Duty of Care.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The policy defines duty of care as
legal principles that originated in the common law by the courts (WA DoE,
2012). In contexts to schools, the policy states that it, </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 14.15pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">“<i style="mso-bidi-font-style: normal;">attempts to explain, in plain English, what “duty of care” means, how
teaching staff may discharge their duty of care to students, and the
circumstances in which non-teaching staff, external providers and volunteers
may owe students a duty of care</i>” (WA DoE, 2012, pg.3).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<a href="http://www.blogger.com/blogger.g?blogID=6793416312761166484" name="OLE_LINK2"></a><a href="http://www.blogger.com/blogger.g?blogID=6793416312761166484" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span style="font-family: "Arial","sans-serif";">The policy is written for and governs those
in the school community in contact with children. Teaching staff, non-teaching
staff, volunteers and external providers are all subject to the policy’s
requirements.</span></span></a></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">1.2
Rationale for the <i style="mso-bidi-font-style: normal;">WA DoE DOC for Students</i>
policy. </span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The School <i style="mso-bidi-font-style: normal;">Education </i>Act 1999 (WA) states it is compulsory for all children to
attend school.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">A report, compiled by Balfour (2001a),
from State Schools Teachers’ Union of WA (SSTUWA) states, that if there was no
compulsory requirement for children to attend school, then they would be under
the supervision of their parents.<span style="mso-spacerun: yes;"> </span>It is
this requirement of attendance by Government, that there is responsibility
towards the care of these children by those charged with their education. </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">1.3
Significance of the policy. </span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Society’s expectations have changed
over time (Sleigh, 2009), and the teaching profession in the 21<sup>st</sup>
century is much more legally aware of its responsibilities. Parents are also
aware of their rights and more willing to pursue those rights through the
process of litigation to recover compensation (Newham, 2000).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Negligence in duty of care
responsibilities could result in, compensation being awarded to student, and
damage to a school’s image or to a teacher’s reputation (Newham, 2000).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Such a policy, in the current teaching
context, is important as it provides guidelines for schools and teachers of
what is acceptable and unacceptable practice (Newham, 2000).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";"> </span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">1.4
Issues and key points covered in the <i style="mso-bidi-font-style: normal;">WA
DoE DOC for Students policy.</i></span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The WA DoE DOC policy raises several
issues and key points that are relevant for teachers in a teaching environment:</span><br />
</div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">The
policy refers to duty of care as law (WA DoE, 2012, p.9, 5.2). WA DoE
(Education Circular June 1994, p.69) states that breaching duty of care brings
teachers into the common law world of torts. The teacher also owes a duty of
care towards other teachers and visitors to the school. A teacher may be
responsible for injuries to people outside the school premises if caused by the
activities of children while under their care (SSTUWA, 2001a).</span><br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Non-teaching
staff, volunteers or external providers cannot legally take over the
responsibilities of teachers unless they <b style="mso-bidi-font-weight: normal;">agree</b>
to do so (WA DoE, 2012, p.3, 1.3).</span><br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">The
policy discusses meaning of reasonable care (WA DoE, 2012, p.3, 3.1). WA DoE
(Education Circular June 1994, p.69) states it is not a duty to ensure that no
harm will ever occur. Rather, it is a duty to take reasonable care to avoid
harm being suffered. In other words, the duty of care will vary according to
circumstances.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">The
policy highlights that duty of care requires professional judgement from teachers
(WA DoE, 2012). </span><br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Schools/teacher’s
planning school activities must assess all risks that could occur (WA DoE, 2012,
p.3, 3.2).</span><br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">The
policy discusses that teachers must care or provide care whilst students are
participating in school-related activities (WA DoE, 2012, p.4, 3.3).</span><br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Those
working with children must have applied for or hold a valid Working with
Children’s Card (WA DoE, 2012, p.6, 3.3). </span><br />
</div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">The
WA DoE DOC policy in appendix A, discusses that “<i style="mso-bidi-font-style: normal;">authority is not confined to the classroom nor is it restricted to the
hours of formal instruction. It extends to those situations where the good name
of the school is served by teacher involvement</i>” (St Bede’s Primary School,
p.1).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";"> </span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";"> </span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">PART
2: Action Plans</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">SCENARIO
1: </span></b><i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif";">A student is consistently interrupting other students
during a classroom lesson. In dealing with this student’s interruptions, the
teacher sends the student out of the classroom for ‘time out’. The teacher
tells the student to wait outside the classroom door until asked to return to
the room. This reprimanded student is no longer in the teacher’s view.</span></i></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">There are two issues related to duty
of care in scenario one. </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Arial","sans-serif";">FIRST
ISSUE:</span></u></b><span style="font-family: "Arial","sans-serif";"> The
teacher has shown inadequate supervision by telling the student to wait outside
who is no longer in view. An action in negligence against the teacher or damage
to the school’s image could possibly result if the reprimanded student suffered
damage. </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The WA DoE DOC policy would be
relevant to the parent and teacher in this situation. The parent could use the
policy to take action against the teacher if the reprimanded student suffered injury.
The parent could show the courts that the teacher did not take, reasonable
measures to protect the student “<i style="mso-bidi-font-style: normal;">from
harm that could foreseeable arise and against which preventative measures could
be taken</i>” (WA DoE, 2012, 1.1). </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">For the teacher to meet the policy
requirements, the student could be sent to another classroom to be <b style="mso-bidi-font-weight: normal;">adequately supervised</b> where the student
could be seen. <span style="mso-spacerun: yes;"> </span>This would have ensured
the teacher was following policy guidelines (WA DoE, 2012, 3.3). Some schools
have supervised “time-out” room to support children and teachers (St. Gerard’s,
2012).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Arial","sans-serif";">SECOND
ISSUE:</span></u></b><span style="font-family: "Arial","sans-serif";"> The
welfare of the other students in the classroom was compromised due to the
student consistently interrupting. The teacher did not take reasonable care for
the <b style="mso-bidi-font-weight: normal;">welfare</b> of other students. For
the teacher to meet the duty of care the policy, the teacher could have
withdrawn privileges from the student. The student’s behaviour interfered with
the “<i style="mso-bidi-font-style: normal;">rights of other students to learn or
the capacity of the teacher to teach a class</i>” (Coatesville Primary School,
2009, p.17). The WA DoE DOC policy, section 4.1 has lists of DoE policies such
as Behaviour Management in Schools that may have assisted the teacher to meet
the duty of care responsibility. Due to the behavioural characteristics of the
student, the WA DoE DOC policy in section 3.1 states an increased level of care
is required of students who are known to behave in a manner that increases the risk
of injury. In this scenario, it is likely this student required an increased
level of care.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The teacher, in this scenario could
use the policy as guidance making sure no action in negligence can be taken by
the parents. This could be avoided if the policy was referred to by the teacher
and used as material for ongoing professional development.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">SCENARIO
2: </span></b><i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif";">A first year student teacher accompanies a supervising
teacher out on duty at lunchtime. While on playground duty an incident occurs
that requires the supervising teacher to accompany a student to the
administration block, which is not within the supervision area. The supervising
teacher asks the student teacher to remain on duty for her as she tends to the
dilemma. This would mean the student teacher would be the only teacher
supervising the designated play area at this time.</span></i></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">There are two issues related to duty
of care in scenario two.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Arial","sans-serif";">FIRST
ISSUE: </span></u></b><span style="font-family: "Arial","sans-serif";">The
supervising teacher was correct in asking the student teacher to remain on duty
whilst the supervising teacher tended to the dilemma, provided the student
teacher <b style="mso-bidi-font-weight: normal;"><u>agreed</u></b> to do so.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The
student teacher cannot legally take over the supervising teacher’s
responsibilities without stating that she/he is willing to do so. According to
the policy, “<i style="mso-bidi-font-style: normal;">when non-teaching staff,
volunteers or external providers <b style="mso-bidi-font-weight: normal;">agree</b>
to perform tasks that require them to personally care for students (in the
absence of a member of the teaching staff), they also owe a duty to take such
measures as are reasonable in all the circumstances to protect students from
risks of harm that reasonably ought to be foreseen</i>” (WA DoE, 2012, p.3,
1.3). </span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Assuming
the student teacher <b style="mso-bidi-font-weight: normal;">agreed</b> to
legally take over the responsibility, the student teacher then has a
responsibility to take reasonable care for the safety of the students. This
means that the student teacher must respond to all elements of foreseeable risk,
and take reasonable steps to ensure pupils do not risk injury and the health of
the pupils are not put at risk (WA DoE, 2012).<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">If
so, then the supervising teacher could have accompanied the injured student to
the administration block.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Assuming
the student teacher <b style="mso-bidi-font-weight: normal;">did not agree </b>to
take responsibility of playground duty and/or, was not satisfied with assigning
the student teacher to take the injured student to the administration block, the
supervising teacher should then have considered the following options:</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify; text-indent: 0cm;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Contacted
another staff member for assistance.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-left: 0cm; text-align: justify; text-indent: 0cm;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">Continue
supervising the playground area and take the injured student to the
administration block, provided the supervising teacher was satisfied in that
the student teacher was suitable for the task being assigned as discussed in
section 3.3 of the WA DoE DOC policy. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-left: 0cm; text-align: justify; text-indent: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Arial","sans-serif";">SECOND
ISSUE:</span></u></b><span style="font-family: "Arial","sans-serif";"> If the
supervising teacher <b style="mso-bidi-font-weight: normal;"><u>assumed</u></b>
that the student teacher will remain on duty, then the supervising teacher is
liable in the event of a child being injured in the designated play area.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">If
the supervising teacher <b style="mso-bidi-font-weight: normal;">assumed</b> the
student teacher will remain on duty, without the student teacher agreeing to
the responsibility, then common law claims can be brought against the
supervising teacher if a student suffered damage or injury in the designated
play area. </span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">In
both circumstances, it would have to be shown in court that the supervising
teacher or the student teacher, was negligent in performing the duty and that
the negligence caused or contributed to the injury in the designated play area
(Balfour, 2001b). The WA DoE DOC policy would be relevant in such a case as it
can be easily determined which party was negligent. If such a policy did not
exist, it would be unclear who would be held responsible.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">In
order for the supervising teacher to meet the requirements of the WA DoE DOC policy,
the supervising teacher would need to, ask the student teacher if she/he is
willing to legally take over responsibility of playground duty. </span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">In
order for the student teacher to meet the requirements of the WA DoE DOC policy,
he/she would need to <b style="mso-bidi-font-weight: normal;"><u>agree</u></b> to
take over responsibility.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">For
the school to meet the requirement of the WA DoE DOC policy, the school would
need to ensure all staff are informed of guidelines, procedures, and
participate in duty of care related professional development.</span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">In <b style="mso-bidi-font-weight: normal;"><u>both scenarios</u></b>, in order for the students to take any action
in negligence, they would not have to show there was foreseeability of harm.
Rather, they would need to show that a teacher-student relationship existed
(Crouch, 1996).</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Conclusion</span></b></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-left: 0cm; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Student
safety is a legal responsibility of the teachers and schools. The WA DoE DOC policy
and analysis of the two scenarios demonstrates that teachers and schools must “<i style="mso-bidi-font-style: normal;">act with caution, sensible leadership, and
wise guidance</i>” (Tronc, 1996, p.19).<span style="mso-spacerun: yes;">
</span>Teaching staff have a legal duty to “<i style="mso-bidi-font-style: normal;">assess
the foreseeable dangers, to guard against risk, to take reasonable precaution
against injury and, above all, to generally behave as superior parents would be
expected to act in the nurture and training of their own children</i>” (Tronc,
1996, p.19). If there was an accident, the WA DoE DOC policy is there to
determine if compensation is required.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">PART
3: Reflection</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Balfour (2001b) states, that the WA
DoE DOC policy does not provide absolute guidelines that set clear boundaries
for teaching and non-teaching staff when dealing with students in the context
of duty of care. I believe that having comprehensive policy guidelines,
covering as many possible situations is unrealistic. I would rather use common
sense, and exercise my “<i style="mso-bidi-font-style: normal;">professional
judgement to achieve a balance between ensuring that students do not face an
unreasonable risk of harm and encouraging students’ independence and maximizing
learning opportunities</i>” (WA DoE, 2012, 1.2).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">Analysing the policy has made me aware
of the impact and consequences my behaviour, actions, and judgements, can have.
I was not aware that in order for students to take action in negligence, all
they would need to show is that, a student-teacher relationship existed (Crouch
1996). </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Specific
sections of the policy that will impact the day-to-day running of my class:</span></b></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">In
the classroom and yard duty, reasonable care for the safety and welfare of
students around the school premises would be needed (WA DoE, 2012, 1.1). </span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Ensure
safety considerations have been met when conducting class demonstrations
(Marsh, 2008).</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Organising
a school activity, I would need to assess the risks involved (WA DoE, 2012,
3.2). <span style="mso-spacerun: yes;"> </span>An example of this could be when
organizing sporting and athletic activities. If an activity “<i style="mso-bidi-font-style: normal;">is performed in a dangerous manner or in a
dangerous place</i>” (Balfour, 2001b), I may be liable “<i style="mso-bidi-font-style: normal;">if steps are not taken to make the activity safe</i>” (Balfour, 2001b).</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Supervising
students outside the official school hours (WA DoE, 2012, appendix A). For
example, a social function to celebrate graduation where teachers are present.
If something goes wrong, courts may hold teachers liable as they were in the position
of responsibility. In this case, schools could ensure that they cannot be held
responsible for students at such functions (Balfour, 2001b).</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Working
with non-teaching staff, where I may need to assess if they are able to perform
tasks that require caring for students (WA DoE, 2012, 3.4).</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Dealing
with students who have physical and intellectual impairments, where I must
provide a higher level of care (WA DoE, 2012, 3.1).</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; text-align: justify; text-indent: -18pt;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Arial","sans-serif";">Dealing
with student misbehaviour, where I may need to consider behaviour related
policies either, department and/or school (WA DoE, 2012, 4.1).</span></div>
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</div>
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<span style="font-family: "Arial","sans-serif";">It is assuring to know, that there are
guidelines in the WA DoE DOC policy to help me to deal with and discharge my
duty of care responsibilities professionally in a range of school scenarios. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-family: "Arial","sans-serif";">The WA DoE DOC policy does not deter
me from the teaching profession, but rather I see the policy as something, that
I will refer to throughout my career and an area for ongoing professional
development. I have learnt that litigation in every profession is ever
increasing, and teaching in the 21<sup>st </sup>century, is no exception.
Working competently, professionally, and with common sense will ensure that I
don’t walk down that path (Crouch, 1996). However, it is something I must
embrace and adapt to in an ever changing professional environment. </span></div>
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<span style="font-family: "Arial","sans-serif";"> </span></div>
<h1>
<span lang="EN-US" style="color: windowtext;">References</span><span style="color: windowtext; font-size: 11.0pt; font-weight: normal; line-height: 115%; mso-ansi-language: EN-AU; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"></span></h1>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Balfour, D. (2001a). <i>Teachers and the Law: Teachers and
the Duty of Care (1).</i> Western Australia: State School's Teachers Union
Western Australia (SSTUWA).</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Balfour, D. (2001b). <i>Teachers and the Law: Teachers and
the Duty of Care (2).</i> Western Australia: State School's Teachers Union
Western Australia (SSTUWA).</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Crouch, R. H. (1996). School Sport and the Law. <i>The
Practising Administrator, Vol.3</i>.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Louise Pearce, Steve Ingham. (2009). <i>Student Engagement
& Well-Being Policy.</i> Melbourne: Coatesville Primary School.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Marsh, C. (2008). <i>Becoming a teacher: knowledge skills
and issues.</i> Pearson Education Australia.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Newnham, H. (2000). "When is a teacher or school liable
in negligence?", <i>Australian Journal of Teacher Education, Vol.25: Iss.</i>1,
Article 5.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<i><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">School Education Act (1999).</span></i><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;"> Western Australia.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">School, Saint Gerard's Primary. (2012). <i>Positive
Behaviour Strategy.</i> Victoria.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Sleigh, D. (2009). Teaching and the Law: A Teacher's Duty of
Care. <i>Education Today</i>.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Tronc, K. (1996). <i>You, your school and the law.</i>
Fernfawn: Brisbane.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Western Australia Department of Education (DoE). (1994,
June). <i>Education Circular</i>. Western Australia.</span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-no-proof: yes;">Western Australia Department of Education (DoE). (2012). <i>Duty
of Care Policy for Students (DOC Policy).</i> Western Australia.</span></div>
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Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com2tag:blogger.com,1999:blog-6793416312761166484.post-59337894941107349272012-05-26T16:00:00.000-07:002012-05-26T16:00:20.998-07:00<div class="separator" style="clear: both; text-align: left;">
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/Ito0PJTT1EA?feature=player_embedded' frameborder='0'></iframe> </div>
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I made this video to show my students the letter names of the treble/bass lines and spaces, intervals and stem direction. The video was created with iStopMotion iPad app and Window Live Movie Maker. </div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/llFFJygvVVo?feature=player_embedded' frameborder='0'></iframe></div>
<br />
I have been using 'My Muscle Builder Book' by Jenny Boster with some of my students. For more information on this booklet please visit: <a href="http://theteachingstudio.blogspot.com.au/">http://theteachingstudio.blogspot.com.au</a><br />
To teach the five finger exercise, arpeggio and blocked chords, I decided to make a video. It's great for the visual learner. The video was made with iStopMotion and Windows Live Movie Maker.<br />
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<br />Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com1tag:blogger.com,1999:blog-6793416312761166484.post-77419116726021035992012-05-24T19:42:00.000-07:002012-05-24T20:29:41.314-07:00<div class="separator" style="clear: both; text-align: left;">
<object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://i.ytimg.com/vi/oTwXBn_yQ0M/0.jpg" height="266" width="320"><param name="movie" value="http://www.youtube.com/v/oTwXBn_yQ0M?version=3&f=user_uploads&c=google-webdrive-0&app=youtube_gdata" />
<param name="bgcolor" value="#FFFFFF" />
<embed width="320" height="266" src="http://www.youtube.com/v/oTwXBn_yQ0M?version=3&f=user_uploads&c=google-webdrive-0&app=youtube_gdata" type="application/x-shockwave-flash"></embed></object></div>
<br />
<br />
The above stop animation shows:<br />
1. C major five-finger notes<br />
2. How to turn the C major five-finger exercise into an arpeggio (take away the 2nd and 4th notes)<br />
3. How to turn the C major arpeggio into a blocked chord (stack them ontop of each other)<br />
<br />
This was created with an iPad app called 'iStopMotion'.<br />
<br />Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-57228942272608069772012-04-10T19:14:00.001-07:002012-04-10T19:44:28.565-07:00Music ChefA while ago, I purchased a 90 piece food playset. I had no idea what to do with it for a while until recently.<br />
Believe it or not, it came to me in a dream. Yes, at 2am in the morning, I hopped out of bed to try the game. (Bit sad really but that's how it is).<br />
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<a href="http://1.bp.blogspot.com/-wQ9JALyfUxQ/T4Tm45wcEkI/AAAAAAAAAZk/H7QrjSOpMYY/s1600/foodie.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-wQ9JALyfUxQ/T4Tm45wcEkI/AAAAAAAAAZk/H7QrjSOpMYY/s1600/foodie.jpg" /></a><br />
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So here it is....<br />
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The object of the game is for the piano student to identify the notes on the treble and bass stave in a time limit.<br />
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Materials:<br />
90 Piece Food Playset - take out all the foods beginning with letters ABCDEFG.<br />
Treble/Bass Flash Cards (ABCDEFG) - 2 sets clearly separated<br />
7 paper plates<br />
Access to kitchen<br />
Access to dining room table<br />
Kitchen Timer<br />
Grocery Bag<br />
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<a href="http://1.bp.blogspot.com/-uWRMv49SNIs/T4Tn-OSUiCI/AAAAAAAAAZs/r1CYJ6mBKJw/s1600/IMG_3638.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/-uWRMv49SNIs/T4Tn-OSUiCI/AAAAAAAAAZs/r1CYJ6mBKJw/s320/IMG_3638.JPG" width="320" /></a></div>
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How to play:<br />
Set the kitchen timer (I allow 5 minutes)<br />
Place all the foods, cards and paper plates in the grocery bag and give to student. (Tell them they just came home from grocery shopping and they have to prepare the meal etc...)<br />
The game begins when the timer starts.<br />
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Step 1: Student hurries to the kitchen and takes out all the food items, flash cards and paper plates.<br />
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Step 2: Student puts out each paper plate on the kitchen countertop and places one set of flash cards on each plate. Each plate will have one flash card.<br />
Plate 1: A<br />
Plate 2: B<br />
Plate 3: C<br />
Plate 4: D<br />
Plate 5: E<br />
Plate 6: F<br />
Plate 7: G<br />
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Step 3: Student now goes to the dining room table and places the other set of cards on the table. One card for each chair. (7 cards in total)<br />
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You could have 7 placemats on the table and student can place one flash card on each placemat.<br />
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Step 4: Student hurries back to the kitchen and looks at each individual plate to work out the letter name on the flash card. If it's B, then every food item beginning with B goes on the plate. For example, banana, bread, burger, bun etc... She/he has to repeat the process for each plate.<br />
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Step 5: Once this is done, the student takes each plate from the kitchen to the dining room table and serves the correct plate to the correct placemat. Eg, the treble clef B plate in the kitchen must make to to the treble/bass clef B plate on the table.<br />
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Step 5: The last plate to go over must be the drinks. I have little miniature cartons of drinks and they can easily fall over on the plate if the student is not careful. If the drinks fall, then they must go back to the kitchen and wait for 5 seconds and then try again.<br />
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Students win the game if they can complete the challenge in 5 minutes or less with 100% note accuracy.<br />
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So much fun!<br />
Richard Kant.<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/vZmzRKmZ128?feature=player_embedded' frameborder='0'></iframe></div>
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To make it easier to understand, here is a video of a couple of my students playing the game as a team:<br />
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<br />Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-80514958305521876342011-11-19T14:21:00.001-08:002011-11-19T14:45:23.016-08:00Music Christmas CraftsChristmas is approaching so here are a couple of crafts I made for my studio. <br />
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1. <b>Music Candle Holder</b> - I photocopied music onto some tracing paper, wraped the paper around a glass tumbler and taped the seam. I then placed a small battery operated led
light ornament inside to illuminate the music!<br />
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<a href="http://3.bp.blogspot.com/-3EL51X_sQ7g/TsgutS0vk6I/AAAAAAAAAY4/0GimCvO7-Cw/s1600/IMG_3066.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://3.bp.blogspot.com/-3EL51X_sQ7g/TsgutS0vk6I/AAAAAAAAAY4/0GimCvO7-Cw/s320/IMG_3066.JPG" width="320" /></a></div>
<a href="http://2.bp.blogspot.com/-7i1vpCELtW0/TsgtLJ8b-hI/AAAAAAAAAYI/pGZ0-WIkem8/s1600/IMG_3063.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-7i1vpCELtW0/TsgtLJ8b-hI/AAAAAAAAAYI/pGZ0-WIkem8/s320/IMG_3063.JPG" width="320" /></a><br />
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2. <b>Magazine Christmas Tree</b> - These Christmas trees were made out of old magazines. The white one was made out of Hal Leonard Level 5 Classical Themes book. I had a spare copy. Only three folds per page. Takes about 1 hour to complete each tree. I should have sprayed each tree with glue and sprinkled glitter but I think they look fine as is. <br />
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<a href="http://4.bp.blogspot.com/-ZFCmFsIoIAM/TsguebDMYgI/AAAAAAAAAYs/Q3xbXEYcDu4/s1600/IMG_3078.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/-ZFCmFsIoIAM/TsguebDMYgI/AAAAAAAAAYs/Q3xbXEYcDu4/s320/IMG_3078.JPG" width="320" /></a></div>
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<a href="http://1.bp.blogspot.com/-DcKw2T3nMhg/Tsgudn1c3NI/AAAAAAAAAYU/ff8B6acj1y0/s1600/IMG_3075.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/-DcKw2T3nMhg/Tsgudn1c3NI/AAAAAAAAAYU/ff8B6acj1y0/s320/IMG_3075.JPG" width="320" /></a></div>
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<a href="http://1.bp.blogspot.com/-i5tjG1hdH24/TsgudyOPQHI/AAAAAAAAAYg/gew16wYjqG4/s1600/IMG_3079.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/-i5tjG1hdH24/TsgudyOPQHI/AAAAAAAAAYg/gew16wYjqG4/s320/IMG_3079.JPG" width="320" /></a></div>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-28189836274704422542011-08-25T16:01:00.000-07:002011-08-28T17:29:16.342-07:00iPad App: ShowMe (Interactive Whiteboard)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-qGaggTMsSLY/TlbXMpuPgeI/AAAAAAAAAWQ/bRRi04zMLAI/s1600/SHOWME.JPEG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 175px; height: 175px;" src="http://2.bp.blogspot.com/-qGaggTMsSLY/TlbXMpuPgeI/AAAAAAAAAWQ/bRRi04zMLAI/s320/SHOWME.JPEG" border="0" alt=""id="BLOGGER_PHOTO_ID_5644935795313705442" /></a>This is a personal interactive whiteboard ideal for any teacher!
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<br />ShowMe allows the teacher to record voice-over whiteboard tutorials and share them online. It’s extremely easy to use.
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<br />As soon as you open the app you can begin recording, there is no need to navigate complicated menus.
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<br />Images can be dropped from the photo library to write over or around.
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<br />It's easy to switch between drawing and erasing (as well as pausing and playing.)
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<br />You can make your tutorials as long or as short as you like, and record as many tutorials as you want.
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<br />Once you’re finished recording, you can upload your tutorial to share with the community or keep it private.
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<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-V2lXGiQGXsM/TlbXj0oYqbI/AAAAAAAAAWY/EPDODNTJDTc/s1600/ShowMe%2BIpad.jpeg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 250px;" src="http://4.bp.blogspot.com/-V2lXGiQGXsM/TlbXj0oYqbI/AAAAAAAAAWY/EPDODNTJDTc/s320/ShowMe%2BIpad.jpeg" border="0" alt=""id="BLOGGER_PHOTO_ID_5644936193378920882" /></a>
<br />A VARIETY OF USES FOR THE MUSIC TEACHER
<br />* Easily explain a range of music theory topics.
<br />* Add tutorials to blogs and websites
<br />* Email tutorials to students
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<br />* Use during private and group lessons
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<br />FEATURES
<br />- Voice-record
<br />- Multiple brush colors
<br />- Pause and erase
<br />- Import images
<br />- Unlimited lesson length
<br />- Easy embedding for sharing anywhere
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<br />BEST THING IS IT'S FREE!Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com2tag:blogger.com,1999:blog-6793416312761166484.post-88904068141783088802011-08-22T16:23:00.000-07:002011-08-22T17:17:58.148-07:00Exercise Book AlternativeOver the last 15 years of teaching piano, I have been writing down assignments on students' notebooks. Last week I decided to change this habit and use email instead.
<br />I have been emailing assignments to students from my iPad and it saves a lot of lesson time.
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<br />I use two iPad apps during lessons for this purpose:
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<br />1. Teacher Pal (I could write a whole post just on this app)
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<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-mxQoW_KMuDs/TlLmym5A2BI/AAAAAAAAAVY/1Sq2WgB7RSA/s1600/Teacherpal.jpeg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 175px; height: 175px;" src="http://3.bp.blogspot.com/-mxQoW_KMuDs/TlLmym5A2BI/AAAAAAAAAVY/1Sq2WgB7RSA/s320/Teacherpal.jpeg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643827040156178450" /></a>
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<br />2. Email
<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-C2CQBIakyjs/TlLnFs8zYKI/AAAAAAAAAVg/w-jMZjOaRqw/s1600/mail.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 300px; height: 302px;" src="http://2.bp.blogspot.com/-C2CQBIakyjs/TlLnFs8zYKI/AAAAAAAAAVg/w-jMZjOaRqw/s320/mail.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643827368200200354" /></a>
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<br />I created 6 classrooms on TeacherPal. One for each day of the week I teach.
<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-CLVkLJN5dPw/TlLoSv6YtlI/AAAAAAAAAVo/8tVO17SilbM/s1600/IMG_2975%255B1%255D.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-CLVkLJN5dPw/TlLoSv6YtlI/AAAAAAAAAVo/8tVO17SilbM/s320/IMG_2975%255B1%255D.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643828691845297746" /></a>
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<br />Next, I created an account for each student in each classroom. I took a photo of each student.
<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-cSXlf-gAX70/TlLoijTX6NI/AAAAAAAAAVw/DDxYt-aAAVo/s1600/IMG_2976%255B1%255D.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://2.bp.blogspot.com/-cSXlf-gAX70/TlLoijTX6NI/AAAAAAAAAVw/DDxYt-aAAVo/s320/IMG_2976%255B1%255D.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643828963338348754" /></a>
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<br />I then, individualized each students' account. This took ages to do but once it's all set up, only minor changes are needed week to week.
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<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-ZKqtGAEFnyI/TlLuhTT6eoI/AAAAAAAAAWI/5ZqnTAspGcE/s1600/IMG_2978%255B1%255D.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/-ZKqtGAEFnyI/TlLuhTT6eoI/AAAAAAAAAWI/5ZqnTAspGcE/s320/IMG_2978%255B1%255D.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643835538935544450" /></a>
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<br />At the end of the lesson, I send a copy of my comments, suggestions and assignments to the student.
<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-QrYwjKROfN0/TlLq4tg7FTI/AAAAAAAAAWA/PV5CZzQMOJE/s1600/IMG_2980.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://2.bp.blogspot.com/-QrYwjKROfN0/TlLq4tg7FTI/AAAAAAAAAWA/PV5CZzQMOJE/s320/IMG_2980.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643831543059911986" /></a>
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<br />The great thing about email is that I can attach audio files to student emails. Last night, I video recorded a section of music (with iPad) that the student was playing incorrectly and attached it to his email. General knowledge information such as composer biographies can be copied and pasted straight from the internet.
<br />This is something I would not be able to do in an exercise book!
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<br />Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com2tag:blogger.com,1999:blog-6793416312761166484.post-49614553164648980992011-07-26T17:03:00.000-07:002011-07-26T17:21:49.689-07:00How Mozart K448 can increase your IQDoes listening to Mozart make you smarter? According to a landmark neuroscience research study out of the University of California, Mozart’s sonata for two pianos K448 can increase your spatial-temporal IQ scores by 9 points. While the duration of the effect on your brain is only about 10-15 minutes, the findings are nonetheless fascinating.<br /><br />Spatial-temporal intelligence allows you to perform 3-D type manipulations on a mental image. It’s thought to be important for problems that arise in areas such as “mathematics, engineering, architecture, science, art, games (e.g. chess) and everyday life”.<br /><br />This original study, published by Rauscher in the journal Nature, has given birth to what is now known as ‘The Mozart Effect‘. While many people have used the research to peddle exaggerated claims and products (like Mozart music tapes for parents to play in their child’s nursery), I think there is clearly something noteworthy going on with this type of music and the brain.<br /><br />For example, further research shows that K448:<br />Significantly increases the speed & ability of rats navigating through mazes Strikingly diminishes the number of seizures in patients with epilepsy<br /><br />What is so special about K448? How might it power up your brain? According to one Mozart authority, K448 is “one of the most profound and most mature of all Mozart’s compositions”.<br /><br />A more scientific explanation, however, may have been uncovered by the work of Neurology Professor John Hughes. As he comments in the Journal of the Royal Society of Medicine:…we have found a long-lasting periodicity in the power of Mozart’s music, seen also with JS Bach and his son JC Bach. Furthermore we have just analyzed the melodic line and find that Mozart repeats his melodic line far more frequently than other well-known composers, but often in an ingenious manner reversing the notes. We feel that periodicity is the key or secret here and characterizes many brain and bodily functions.<br /><br />In other words, Mozart’s K448 is characterized by a high degree of long-term periodicity. The music cycles, with elements recurring at regular intervals.<br /><br />While I do think that certain types of music can have interesting and significant effects on brain function, I do not believe merely listening to Mozart can drive long term gains in brain power. (And if you look at the findings of the original ‘Mozart Effect’ research paper, the authors never claimed such).<br /><br /><a href="http://www.youtube.com/watch?v=xEea0C-X3C4">Click here to listen to Mozart K448.</a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.comtag:blogger.com,1999:blog-6793416312761166484.post-70437703182425715052011-07-25T05:34:00.000-07:002011-07-25T05:49:43.538-07:00iPad App: Music Cubes and Music Tones<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-PmlcMYiD1qU/Ti1mX8hnkAI/AAAAAAAAAVI/Qeo4qWpYKZg/s1600/music%2Bcubess.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 175px; height: 175px;" src="http://2.bp.blogspot.com/-PmlcMYiD1qU/Ti1mX8hnkAI/AAAAAAAAAVI/Qeo4qWpYKZg/s320/music%2Bcubess.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5633271270480515074" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-sQp9_h1ogBQ/Ti1mYDU7BeI/AAAAAAAAAVQ/A7ZUeVezp24/s1600/music%2Btones.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 175px; height: 175px;" src="http://3.bp.blogspot.com/-sQp9_h1ogBQ/Ti1mYDU7BeI/AAAAAAAAAVQ/A7ZUeVezp24/s320/music%2Btones.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5633271272306312674" /></a><br /><br /><br /><br /><br /><br /><br />This morning I found a couple of free apps (Music Cubes and Music Tones) for my iPad.<br /><br />Music Cubes is a music memory game where you have to memorize pitch patterns.<br />Music Tones is where you identify notes on the treble and bass staves.<br /><br />I'm going to use Music Cubes with my 7th grade piano students to help them prepare for the memorization test in the aural section of the exam.<br /><br />Music Tones will be great for students just learning to identify notes on the treble and bass staves. <br /><br />I plan to have a lot of fun with these two apps with my students.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-12123003802270063882011-07-06T06:06:00.000-07:002011-07-06T06:26:22.165-07:00Teaching RhythmI was in Bunnings hardware store and found a useful way of using paint sample cards to teach rhythm. These sample cards are free so I asked if I could take 5-6 of each color. It took nearly an hour just to get the cards.<br /><br />I bought some sparkly colored number stickers ($1.50 per pack) and stuck the numbers on the paint cards to form various time signatures. I taped the cards together to form a cube. <br /><br />There are two other cubes made in the same way:<br />1. BEAT: crotchet, quaver, dotted crotchet, minim<br />2. PULSES: quaver and semiquaver<br /><br />Then, I made number cards (1-12) to represent quaver pulses. I just stuck the number stickers directly onto smaller sized paint cards and numbers 1-4 on some clear cream bottle tops I found in my cupboard. These represent the beats.<br /><br />Here are some pictures of the finished product and how to use:<br /><br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-l5Hu_Z6bSGE/ThRiYNbRNlI/AAAAAAAAAUo/Dg9w9qETnYo/s1600/IMG_2916.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/-l5Hu_Z6bSGE/ThRiYNbRNlI/AAAAAAAAAUo/Dg9w9qETnYo/s320/IMG_2916.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5626230002553009746" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-wg-NzyFxc-s/ThRiXEOda1I/AAAAAAAAAUg/w011nOHuCcI/s1600/IMG_2915.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://4.bp.blogspot.com/-wg-NzyFxc-s/ThRiXEOda1I/AAAAAAAAAUg/w011nOHuCcI/s320/IMG_2915.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5626229982903495506" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-rVc7113sk6o/ThRiW0SdaZI/AAAAAAAAAUY/Z5NwO3FM0tA/s1600/IMG_2913.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://3.bp.blogspot.com/-rVc7113sk6o/ThRiW0SdaZI/AAAAAAAAAUY/Z5NwO3FM0tA/s320/IMG_2913.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5626229978625304978" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-Xw6lnfBe4dA/ThRiYavG37I/AAAAAAAAAUw/5nrcHW5SW7U/s1600/IMG_2917.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://2.bp.blogspot.com/-Xw6lnfBe4dA/ThRiYavG37I/AAAAAAAAAUw/5nrcHW5SW7U/s320/IMG_2917.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5626230006125879218" /></a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-42489761160454769802011-07-03T00:00:00.000-07:002011-07-03T01:05:46.563-07:00Crayola Dry Erase Activity Centre - My New Toy!I was in K-Mart yesterday and found the most amazing new teaching toy for my studio. I was so excited that people around me thought I was a bit weird. Anyway, it's called 'Crayola Dry Erase Activity Centre'.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-JmOy6UD1RR8/ThAUXqSLiaI/AAAAAAAAAUI/-2ZgXSqX5kE/s1600/Crayola%2BDry%2BErase.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/-JmOy6UD1RR8/ThAUXqSLiaI/AAAAAAAAAUI/-2ZgXSqX5kE/s320/Crayola%2BDry%2BErase.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5625018331305839010" /></a>The Dry Erase Activity Centre has a pocket on the side that allows the teacher to slip a worksheet inside and then use a dry erase marker on the top surface.<br />I will certainly be using this in my private studio and in the primary school I teach at. <br /><br />Cost: $18.00 AUD<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-sA1oxFnXUOk/ThAZS5a-oKI/AAAAAAAAAUQ/kL35e4Y6B10/s1600/crayola-board1.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 238px;" src="http://4.bp.blogspot.com/-sA1oxFnXUOk/ThAZS5a-oKI/AAAAAAAAAUQ/kL35e4Y6B10/s320/crayola-board1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5625023747028066466" /></a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-15054026783469368222011-06-23T05:31:00.000-07:002011-06-23T06:08:01.607-07:00General Knowledge Worksheets (AMEB Theory Grade 4)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-sIUY4koYuVc/TgM6eIo3NKI/AAAAAAAAAS0/vsBLcLYelo0/s1600/IMG_2872.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 150px; height: 200px;" src="http://1.bp.blogspot.com/-sIUY4koYuVc/TgM6eIo3NKI/AAAAAAAAAS0/vsBLcLYelo0/s200/IMG_2872.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401049277871266" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-vHm8uKI6afI/TgM6d6BHohI/AAAAAAAAASs/4iqaggvylGM/s1600/IMG_2871.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 150px; height: 200px;" src="http://4.bp.blogspot.com/-vHm8uKI6afI/TgM6d6BHohI/AAAAAAAAASs/4iqaggvylGM/s200/IMG_2871.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401045353079314" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-nOPFO5Enqqs/TgM6dWbWz7I/AAAAAAAAASk/xz2hBzEJPCQ/s1600/IMG_2870.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 150px; height: 200px;" src="http://1.bp.blogspot.com/-nOPFO5Enqqs/TgM6dWbWz7I/AAAAAAAAASk/xz2hBzEJPCQ/s200/IMG_2870.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401035799449522" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-85_IrDumd3w/TgM6c7jps5I/AAAAAAAAASc/aNTWxXgaFoo/s1600/IMG_2869.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 150px; height: 200px;" src="http://2.bp.blogspot.com/-85_IrDumd3w/TgM6c7jps5I/AAAAAAAAASc/aNTWxXgaFoo/s200/IMG_2869.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401028586484626" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-b8N9uLyHpNM/TgM6eP4U2UI/AAAAAAAAAS8/B2yt0mSO-1k/s1600/IMG_2873.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 150px; height: 200px;" src="http://2.bp.blogspot.com/-b8N9uLyHpNM/TgM6eP4U2UI/AAAAAAAAAS8/B2yt0mSO-1k/s200/IMG_2873.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401051221776706" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />There are 5 worksheets in this collection:<br />1. Vocal Ranges (Soprano, Alto, Tenor and Bass)<br />2. String Tunings (Violin, Viola, Cello and Double Bass)<br />3. Baroque Ornaments<br />4. Baroque Suite (Speed and Time)<br />5. Baroque Suite (Characteristics)<br /><br />Print on stiff white paper and place in clear plastic pockets or you may wish to laminate it. Students can use dry erase markers to fill-in the worksheets.<br /><br /><a href="http://www.scribd.com/doc/58545933/General-Knowledge-Revision-Gr4-Theory">DOWNLOAD HERE</a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com1tag:blogger.com,1999:blog-6793416312761166484.post-84164271618329800322011-06-22T21:15:00.000-07:002011-06-23T06:10:49.518-07:00Intervals Worksheet (AMEB Theory of Music - Grade 1)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-ES9LTFYKP-g/TgM7HRgUg8I/AAAAAAAAATE/i_WBgTwEJUs/s1600/IMG_2874.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://3.bp.blogspot.com/-ES9LTFYKP-g/TgM7HRgUg8I/AAAAAAAAATE/i_WBgTwEJUs/s320/IMG_2874.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621401756032598978" /></a> This worksheet (<a href="http://www.scribd.com/doc/58519121/Intervals-Worksheet">DOWNLOAD HERE</a>) can be used by teachers to revise over intervals.<br /><br />Students and teachers should note that only 3 keys (C,G and F major) will be examined in this grade (AMEB Theory of Music First Grade).<br /><br />The most common mistake in writing intervals above given notes in this grade is forgetting to place a sharp in front of F above G and a flat before B above F.<br />C major causes no problems.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com1tag:blogger.com,1999:blog-6793416312761166484.post-73202450266960959622011-06-22T18:39:00.000-07:002011-06-24T06:02:36.634-07:00Matters of the Heart<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-WXBhs5vfaPI/TgKcS_-keyI/AAAAAAAAASM/d5-c0oaCSFs/s1600/IMG_2865.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://4.bp.blogspot.com/-WXBhs5vfaPI/TgKcS_-keyI/AAAAAAAAASM/d5-c0oaCSFs/s320/IMG_2865.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621227135137250082" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-Pdi4kgeZMf0/TgKcTu8bzfI/AAAAAAAAASU/YY2NQarldvs/s1600/IMG_2866.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://2.bp.blogspot.com/-Pdi4kgeZMf0/TgKcTu8bzfI/AAAAAAAAASU/YY2NQarldvs/s320/IMG_2866.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621227147744759282" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />It's so nice and comforting to know that students and parents appreciate all the things a teacher does. <br /><br />Last night, I was presented with some home-made chocolate biscuits which were so beautifully presented. My heart just melted.<br /><br />It's thoughts and actions like these that really encourages me to to do the very best for my students. <br /><br />I feel so lucky that I have the opportunity to work with such amazing families and students.<br /><br />The cookies were delicious!<br /><br /><span style="font-weight:bold;">24.6.11</span><br />Just cleaning out my sticker draw and found this. This lovely sticker set was given to me by Kloe. Kloe was my last student tonight and we (Kloe, Kloe's mum and I) had such a great time playing Interval Towers.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/--U5cqYOvtLI/TgSKVosiiHI/AAAAAAAAATU/kZ9kbIlfevw/s1600/IMG_2876.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://3.bp.blogspot.com/--U5cqYOvtLI/TgSKVosiiHI/AAAAAAAAATU/kZ9kbIlfevw/s320/IMG_2876.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621770339171338354" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-7EuoQrMlZGs/TgSKWCh8rOI/AAAAAAAAATc/6eWeQjtE6tA/s1600/IMG_2877.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://3.bp.blogspot.com/-7EuoQrMlZGs/TgSKWCh8rOI/AAAAAAAAATc/6eWeQjtE6tA/s320/IMG_2877.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621770346106236130" /></a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-88093036452771671372011-06-22T17:33:00.000-07:002011-06-22T18:29:16.466-07:00Triads Worksheet (Theory of Music - AMEB Grade 3)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-j5-sh4xzKfs/TgKPOUxzYYI/AAAAAAAAASE/BFuarO9UL68/s1600/IMG_2867.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://1.bp.blogspot.com/-j5-sh4xzKfs/TgKPOUxzYYI/AAAAAAAAASE/BFuarO9UL68/s320/IMG_2867.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5621212761170338178" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />This worksheet was created for my (Australian Music Examinations Board) Grade 3 Theory of Music Class.<br /><br />A lot of my students forget to raise the leading note in minor dominant triads (root position and first inversion) so this worksheet was a result of this common error.<br /><br />I use this worksheet to revise over triads during lesson time so it's easier to make copies and laminate it. Students use a dry erase marker to complete the worksheet. I re-use these with other students and classes.<br /><br />Feel free to use this worksheet. <a href="http://www.scribd.com/doc/58509964/Revision-6-Minor-Dominant-Root-Position-Triads-1">Click here</a> to download.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-18499305663655640272011-06-19T02:24:00.000-07:002011-06-22T17:19:33.908-07:00Organized Music Collection<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-GkFCqZjF-EQ/Tf3EYMLpn-I/AAAAAAAAARQ/JxjHhOFnIFo/s1600/IMG_2862.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://1.bp.blogspot.com/-GkFCqZjF-EQ/Tf3EYMLpn-I/AAAAAAAAARQ/JxjHhOFnIFo/s320/IMG_2862.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619863829894242274" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-emGrobJLyJs/Tf3D-LQBnvI/AAAAAAAAARA/jp5OQ_nIaKQ/s1600/IMG_2860.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://1.bp.blogspot.com/-emGrobJLyJs/Tf3D-LQBnvI/AAAAAAAAARA/jp5OQ_nIaKQ/s320/IMG_2860.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619863382967557874" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-gxtQNscrskw/Tf3D9xh9SzI/AAAAAAAAAQ4/zNOgtnyUM-A/s1600/IMG_2859.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://4.bp.blogspot.com/-gxtQNscrskw/Tf3D9xh9SzI/AAAAAAAAAQ4/zNOgtnyUM-A/s320/IMG_2859.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619863376063449906" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-hKg0t6x9jbo/Tf3D-gg9WZI/AAAAAAAAARI/mr3g0t4XCxQ/s1600/IMG_2861.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://3.bp.blogspot.com/-hKg0t6x9jbo/Tf3D-gg9WZI/AAAAAAAAARI/mr3g0t4XCxQ/s320/IMG_2861.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619863388675725714" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />Having an organized studio helps save valuable lesson time. My books/CD's are all in order so it's easy to find during lessons and no time is wasted searching. <br /><br />I have loaded all my CD's on my laptop which sits on top of the piano. It's now very simple to play a recording for a student. No more going to the CD library, inserting the CD etc... <br /><br />I store all my flash cards in a door shoe rack. It's so easy to find as one pocket stores one set of flash cards. I have yet to put labels on the front of each pocket.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-24406060242203090852011-06-18T18:41:00.000-07:002011-07-06T19:13:27.814-07:00Brahms Rhapsody in B minor Op.79 No.1<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/-gAGUTjKoKV0/Tf1Yqip4DzI/AAAAAAAAAQw/x0zlFbvYpZs/s1600/apple-ipad-2011.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 213px;" src="http://2.bp.blogspot.com/-gAGUTjKoKV0/Tf1Yqip4DzI/AAAAAAAAAQw/x0zlFbvYpZs/s320/apple-ipad-2011.jpg" alt="" id="BLOGGER_PHOTO_ID_5619745397908442930" border="0"></a> I am currently learning this piece for fun and what a challenge it has turned out to be! It is expected to be finished by the end of next month (July 2011). I'm rewarding myself with an Ipad 2 once completed.<br /><br /><object type="application/x-shockwave-flash" data="http://www.classicalconnect.com/files/mnplayer.swf" width="272" height="68"><param name="movie" value="http://www.classicalconnect.com/files/mnplayer.swf" /><param name="allowScriptAccess" value="always" /><param name="flashvars" value="playlist=/node/3587/play/xml" /><a href="http://www.classicalconnect.com/">Classical Connect - Free classical music online</a></object>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-29115068726881584512011-06-18T17:44:00.001-07:002011-06-22T18:16:57.511-07:00General Knowledge and Technical Work<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://1.bp.blogspot.com/-TEmHbeHetYo/Tf1HJaVsztI/AAAAAAAAAQg/4y06qzyl-ho/s1600/IMG_2852.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 240px; height: 320px;" src="http://1.bp.blogspot.com/-TEmHbeHetYo/Tf1HJaVsztI/AAAAAAAAAQg/4y06qzyl-ho/s320/IMG_2852.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619726137042980562" /></a><br /><br /><br /><br /><span style="font-weight:bold;">General Knowledge:</span> I printed out on yellow paper the most common questions asked by AMEB examiners on piano examination day. I cut them in the shape of stars. When it's time for general knowledge during a lesson, I ask the student to select a star and answer the question printed on the star. Depending on time, the aim is to answer all 18 questions correctly. I also place transparency paper over the top of the students sheet music and ask student to mark the form and all modulations using whiteboard markers (Crayola Dry Erase is the best!!).<br /><br /><br /><br /><br /><br /><br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-WXtPl47P-z8/Tf1HJtupsSI/AAAAAAAAAQo/nG381oMhdpA/s1600/IMG_2853.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-WXtPl47P-z8/Tf1HJtupsSI/AAAAAAAAAQo/nG381oMhdpA/s320/IMG_2853.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619726142247907618" /></a><br /><br /><br /><br /><span style="font-weight:bold;">Technical Work:</span> I divided all the exam technical work (AMEB) for each grade into groups (A, B, C, D etc...) and printed them out on colored paper and laminated it. Each week I choose a group to check. For example, this week was group B, next week will be group C etc... Over a period of 1 month, all technical work is checked. I make a note of which technical work a student is having trouble with and check that one each week until it's fixed. I set many challenges with these problem scales such as:<br /><br />1. Play the scale from memory once correctly.<br />2. Be able to play the scale in contrary motion<br />3. Play a four octave version of this scale.<br />4. Play the scale that covers the entire keyboard.<br />5. Play the scale three times in a row without error.<br />6. Play the scale 10 times in a row without error,<br />7. Play the scale 25 times correctly within a 3 minute time limit.<br />8. Play the scale for 3 minutes continuously without a single mistake.<br />9. Play the scale in front of a total of six different people.<br />10. Start the lesson with this scale , no mistakes, first attempt.<br />11. Play the scale super-slow with no mistakes at 60bpm, 4 beats per note.<br />12. Commentate the scale by describing the notes and fingering of the entire scale without actually playing it.<br />13. Play the scale in splat cluster.<br />14. Play the scale with eyes closed.<br />15. Play the scale on a tabletop.<br />16. To play a piece in the key of the scale in question.<br />17. Collect 250 octaves of this scale.<br /><br />I have plenty more such as playing scales in various rhythms, articulations, dynamics, ratio, balance, interval, contrary and cacophony of other twists.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-444039761535377662011-06-18T17:37:00.000-07:002011-06-26T21:35:11.402-07:00Whole-Step and Half-Step Sprint<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/-S5H3NiZJTwI/Tf1FFimt_AI/AAAAAAAAAQY/W0_7WUtISUk/s1600/IMG_2856.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-S5H3NiZJTwI/Tf1FFimt_AI/AAAAAAAAAQY/W0_7WUtISUk/s320/IMG_2856.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619723871519112194" /></a>Students having a bit of fun towards the end of a theory class playing Whole-Step and Half-Step Sprint. What a fun way to learn all about tones and semitones!<br /><br /><a href="http://www.pianimation.com/download/free_teacher_resources/games/Whole%20and%20Half%20Step%20Game.pdf">DOWNLOAD GAME</a>Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-8627373487957510232011-06-18T17:13:00.000-07:002011-06-26T21:35:55.979-07:00Interval Tower Game<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/-YlrK5k3Dx8g/Tf1ENMPUF8I/AAAAAAAAAQQ/KQDc5AVcZO8/s1600/IMG_2854.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/-YlrK5k3Dx8g/Tf1ENMPUF8I/AAAAAAAAAQQ/KQDc5AVcZO8/s320/IMG_2854.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5619722903442692034" /></a>I was so excited when I found this game online and could not wait to try it out with my students.<br /><br />Each student had to draw an interval card, identify the interval and then add the number of blocks to his or her tower. The next person does the same.<br /><br />They played back and forth until all of the blocks were used or one of the students tower topples.<br /><br />If all the blocks were used, the student with the highest tower at the end wins.<br /><br />The interval cards are available here <a href="http://www.pianimation.com/download/free_teacher_resources/games/Interval%20Tower%20Cards.pdf">DOWNLOAD</a>.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-24110155402224962072008-09-21T18:49:00.000-07:002008-09-21T18:55:21.590-07:00Aural Entasis - Simple Triple Time<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_6M6GMdEGWZ4/SNb6xXU9XmI/AAAAAAAAAHI/SWIe12rX6zA/s1600-h/Parthenon-columns.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;" src="http://3.bp.blogspot.com/_6M6GMdEGWZ4/SNb6xXU9XmI/AAAAAAAAAHI/SWIe12rX6zA/s320/Parthenon-columns.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5248658141729349218" /></a><br /><br />Simple triple time (3 crotchet beats in a bar) is usually not played with strict regularity. <br /><br />In this time signature, the second beat will come generally infinitesimally before the metronome.<br /><br />The third beat ever so slightly behind it. This is called aural entasis. <br /><br />Entasis is a technique where straight lines were imperceptibly bent into convex curves to make them appear even straighter and more perfectly proportioned. (The builders of the <a href="http://edcommunity.apple.com/ali/print.php?itemID=11236">Parethenon</a> used this technique). <br /><br />We as musicians can give our music a speaking quality by applying this technique in any time signature but the waltz time affords us the best chance to grasp the essence of this idea. It is very important to remember that the three beats of a waltz are by nature unequal.<br /><br />There is a reason why each beat in a measure of waltz time is unique and dissimilar.<br /><br />There must always be a slight pause between beat two and three., because the dancers need a moment of suspension to help them slide through beat three, then swoop still further on down through beat one and on up to the next moment of poise.<br /><br />The worst thing you can do is to play all three beats equally spaced out. The listener will not be able to hear properly. Both the player and the listener must be able to feel the sense of dancers lifting and whirling around the floor. Beat three must always lead into and through beat one.<br /><br />Try this exercise:<br />Try pushing someone, literally placing your hands on their shoulders or back or chest and giving them a gentle push but firm shove on each downbeat (downbeat is the first beat of the bar). This is the movement the music is generating.<br />Now play, lending this feeling of push to each downbeat. This can be done in any time signature, not only in waltz time. You will notice that the feeling of push can be drastically improved through a slight waiting before each beat. This is what makes it a push rather than a hit- there is a sense of control in it.<br /><br />Beat three must be delayed to help you move into beat one, but beat one must be delayed in order that we feel that push! Yes, it is possible to achieve both!<br /><br />The same push that you will sense is what the dancers actually feel. They feely buoyed by that impulse.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-30875454707243985912008-09-20T20:38:00.000-07:002008-09-20T21:27:24.453-07:00Do You Make Embarrassing Mistakes in English?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_6M6GMdEGWZ4/SNXHuZ5PPWI/AAAAAAAAAG8/QKntofSLuUI/s1600-h/confident+grammar.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;" src="http://4.bp.blogspot.com/_6M6GMdEGWZ4/SNXHuZ5PPWI/AAAAAAAAAG8/QKntofSLuUI/s320/confident+grammar.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5248320540809051490" /></a><br />If you'd like your written and spoken communication as a music teacher to command instant respect and credibility (rather than ridicule and contempt)...<br /><br />If you'd like your students and parents to stand up and listen when you talk (rather than ignore or even mock your ideas)...<br /><br />If you'd like to be perceived as an intelligent and articulate teacher (rather than dull and slow on the uptake)...<br /><br />Then this can help: <a href="http://58481kan.ereflect.hop.clickbank.net/">CONFIDENT GRAMMAR</a><br /><br />Allow me to explain:<br /><br />Every time you speak to a student, parent or colleague <br /><br />...every time you write an email to parents, student or associate...<br />...every time you write a report, assignment or presentation...<br />...every time you write written comments on your students work...<br /><br />People use your language and grammar to instantly "tip them off" about how educated, competent, and successful you are. <br /><br />Right or wrong, your students and parents will judge you based on your communication skills, even if you are competent and creative teacher.<br /><br />Bad <a href="http://58481kan.ereflect.hop.clickbank.net/">English grammar</a> is like a beautiful piece of music played with wrong notes, timing and stylistically incorrect. The audience just won't hear the beauty of the piece because it's obscured by wrong notes and timing etc...<br /><br />The sad part is that many people who would otherwise be successful are being held back by their bad grammar. And why? Most people subscribe to the myth that it's just too difficult to acquire the communication skills that they know deep down will bring them all they have ever dreamed of.<br /><br />As music teachers, we need to acquire good English grammar and communication skills and it does not require arduous repetition of boring rules. <br /><br />The <a href="http://58481kan.ereflect.hop.clickbank.net/">Confident Grammar</a> system I have found claims that you can have near-perfect English grammar quickly and easily by learning a few basic rules and learning how to avoid a handful of common mistakes! I have purchased the ebooks and audio and it is fantastic. I have now started to teach English to some of my private piano students as well with great success - the extra income is also nice. My teaching now consists of 80% piano and 20% English tutoring. It is so much fun! I digress...<br /><br />Most mistakes in everyday language boil down to less than a dozen common errors in English grammar. With this method you will learn to recognize these quickly and easily - dramatically improving your communication almost instantly. <br /><br /><a href="http://58481kan.ereflect.hop.clickbank.net/">Confident Grammar</a> System is an excellent product. Being able to use English correctly and confidently is important for me in my day-to-day life and business. I highly recommend this to other teachers or anyone wishing to improve their English.<br /><br /><a href="http://58481kan.ereflect.hop.clickbank.net/">CONFIDENT GRAMMAR</a> comes with 2 E-Books and 8 tutorials all for under $10.00 US!! What a bargain.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-73512447359077713202008-09-20T02:46:00.000-07:002008-09-21T05:47:11.823-07:00Piano Is Fun<a href="http://58481kan.funmusic.hop.clickbank.net/">PIANO IS FUN PURCHASE INFO</a><br /><br /><br />As a piano teacher I have long searched for a note learning software that will supplement my teaching on how to learn to recognize treble and bass clef notes on the piano. The only programs I found were boring drills where a note appears and one just clicks on the note name. They were dull and boring!!<br /><br />What I really needed was a program that would:<br />· Introduce the notes gradually <br />· Teach both the note names and where to find the notes on the piano keyboard <br />· Clearly explain the difference between the Treble and Bass clef notes <br />· Allow me to select which notes to practice <br />· Use bright and colorful animation <br />· Be fun <br /><br />Finally, all my searching efforts paid off and I found what I was looking for. <br />The software program is called, “<a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fun</a>.” <br /><br /><a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fun</a> is a software program that helps students learn to recognize treble and bass clef notes on the piano. It makes learning to read music easy and enjoyable. The features of the software program include:<br /><br />· Fun characters: <a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fun</a> "stars" a cast of eight friendly and positive characters. These characters take it in turns to present the lessons <br /><br />· 20 Step-by-step lessons: The 20 step-by-step lessons introduce students to the notes and keyboard positions of the piano gradually so that they never feel intimidated or overwhelmed. Students will eventually learn to recognize treble and bass clef notes on the piano successfully. <a href="http://58481kan.funmusic.hop.clickbank.net/">PIANO IS FUN PURCHASE INFO.</a><br /><br />· Interactive exercises: Students learn to recognize treble and bass clef notes on the piano through interactive exercises and games that ensure that they develop true note recognition skills instead of memorizing silly rhymes. <br /><br />· Practice Games that teach. The worst thing about most tutorial programs is that they don't teach students anything! Instead, they just test what students already know using repetitive drills. Each lesson of <a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fun</a> includes a Practice Game which shows students the answers when the note reaches the halfway point. This allows students to learn the note names and keyboard positions from scratch - At their own pace. Without getting frustrated. <br /><br />· Helps develop a musical ear: Each time a student correctly identifies a note name or locates the correct key on the piano, they hear the actual sound of the note through the computer. This helps them to develop their sense of pitch.<br /><br />· Collectable rewards to provide motivation: When they complete a lesson, students receive a special reward on their personal progress page. These rewards allow you to monitor their progress and also act as form of motivation. (It's incredible to see how motivated students become when it comes to collecting their rewards!)<br /><br />· The Bronze, Silver and Gold Medallion Challenges: these bring everything together on the Grand Staff. The challenges include the note names and keyboard positions of the Bass and Treble clefs. This helps students make the jump to reading music in the real world.<br /><br />· Printable Certificates When a student completes a medallion challenge, they are rewarded with a triumphant fanfare and are presented with a Certificate of Achievement. These certificates are a valuable form of positive reinforcement (And look great in a black frame next to their piano!) <a href="http://58481kan.funmusic.hop.clickbank.net/">PIANO IS FUN PURCHASE INFO.</a><br /><br />· Custom Lessons: If a student is having problems with particular notes, Piano Is Fun allows you to create a customized lesson to address their specific problem. Just go to the 'Custom Lesson' screen and select any number of notes from the treble and bass clefs and <a href="http://www.pianoisfun.com/?hop=58481kan">Piano Is Fun</a> will then create a custom lesson to help. <br /><br />· Keep track of up to 50 students: <a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fu</a>n tracks the progress of up to 50 individual students. You can check a student's progress page at any time to find out how they are going. This allows you to quickly determine which students are struggling so that you can take the appropriate action.<br /><br />· As a bonus gift for purchasing <a href="http://58481kan.funmusic.hop.clickbank.net/">Piano Is Fun</a>, you'll also receive 16 fun musical puzzles.<br /><a href="http://58481kan.funmusic.hop.clickbank.net/">PIANO IS FUN PURCHASE INFO</a>.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0tag:blogger.com,1999:blog-6793416312761166484.post-35528837251457360432008-07-05T07:22:00.000-07:002008-07-05T07:42:19.177-07:00Boot Camp<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://bp0.blogger.com/_6M6GMdEGWZ4/SG-HsANz-zI/AAAAAAAAAGQ/WEXSpBlC0W0/s1600-h/bootcamp.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;" src="http://bp0.blogger.com/_6M6GMdEGWZ4/SG-HsANz-zI/AAAAAAAAAGQ/WEXSpBlC0W0/s320/bootcamp.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5219539683187620658" /></a><br /><br />Boot camp is a practice technique where you'll take passages that have been giving you a hard time, and go and give them a hard time.<br /><br />This means you must stop all other practice temporarily, while you focus all your energies on this one problem. Throw at it every practice technique you know.<br /><br />Some practice techniques you can try are:<br />1. With the metronome<br />2. Without the metronome<br />3. At half speed<br />4. At full speed<br />5. Seven times in a row with no mistakes<br />6. With the music <br />7. Without the music<br />8. With eyes closed<br />9. Recording the section<br />10. Write out the section<br />11. With dynamics<br />12 With accents on every 2nd note<br /><br />Anyway, you get the idea. If you need more practice techniques, I suggest reading Practiceopedia by Phillip Johnston. It is a massive 376 page illustrated encyclopedia of practice techniques, trick, tips and traps that every music student should know.<br /><br />Click on the title for more information on this book.<br /><br />With all this attention, it's going to be almost impossible for the trouble section not to improve.<br /><br />Once the section is behaving itself better, you can reintroduce it to the rest of the piece, and resume your regular practice.<br /><br />Please note that Boot Camp practice technique is only designed to rectify lack of attention given to the problem section. It is not designed to fix deeper flaws.Mr. Richard Kant (B.Ed)http://www.blogger.com/profile/02608477709108566401noreply@blogger.com0