What kind of impact can creativity have on children's education?
It can be ultimately character-shaping, facilitating the development of new, exciting interests and artistic aspirations. It can lead to embracing education with a renewed perspective. The potential social impact on children involving themselves in the arts on a whole new creative level empowers them as individuals rounding out their overall quality and aesthetic of life.
Encouraging learners of all ages to collaborate among others through teamwork encourages reliability and a greater capacity for trust, igniting inspiration, encouraging curiosity and fostering motivation. This is an essential part of the work which I find truly rewarding.
I very recently completed my PhD in music composition and contemporary music at the Royal Northern College of Music and Manchester Metropolitan University. During that time, I pursued numerous and diverse performance, research and employment opportunities in the areas of education, community outreach and composition projects including interactive and collaborative cross-media projects within and outside the Royal Northern College of Music. I have been working with colleagues, children and learners of all ages privately, in classrooms as a music teacher, a violinist, as a researcher and a graduate school research representative, as a composer, as an artistic collaborator and performer and additionally as an English as a foreign language (EFL) teacher and safeguard and welfare coordinator in schools and camps and even through outreach organizations during the past seven years while earning my master’s degree and PhD.
Working with young learners individually, in groups and in classrooms has significantly enhanced my understanding of learner needs and how to cope with various classroom and group dynamics on a day to day basis. To further shape my skills during the course of my PhD, I enrolled in two accredited teaching courses at the Manchester Metropolitan University entitled New to Teaching (May 2012) and Learning Theory and Practice (Oct - Nov 2011). They were designed to help participants develop their teaching skills in a supportive environment. Through these courses, I obtained effective evaluation skills. I gained a range of practical skills from which to select and utilize to facilitate student learning in order to create equitable and inclusive learning experiences for a diverse student body. I am able to plan effective learning and teaching opportunities for specific groups of learners, based on an understanding of models of student learning appropriate to their own practice.
Through my experience in these courses and other teaching opportunities with RNCM, Aimhigher Associates Scheme, and UK Language Courses I have undertaken assessment activities, applied principles of effective feedback, reflected on and evaluated my own teaching practice. In all cases, I have always done my best to foster ongoing professional development, and to apply appropriate pedagogical principles to teaching, learning, and assessment methods.
I have gained additional teaching practice during training on my CELTA (Cambridge English Language Teaching to Adults) course. There, I obtained and refined classroom management skills, taught basic literacy, practiced lesson planning, developed an understanding of both the roles of the teacher and the learners through teaching and teacher observations and peer and student evaluation experience and I was trained in teaching methodology, ideas and techniques.
While working for UK Language courses in England and in Spain as an English teacher, I received further training in classroom management and lesson planning which deepened my awareness of learner needs. As a Safeguard and Welfare Coordinator I received training in safeguard and welfare legislation and in the awareness of child abuse and neglect. Additionally, I obtained sports leadership, first aid and CPR certifications. As part of my duties with UKLC, I also supervised and facilitated educational excursions and extracurricular events.
As an RNCM Junior School academic teacher and ensembles coach, I teach music theory grades 1 – 6 and musicianship classes. I coach chamber ensembles (winds and strings) in preparation for upcoming performances. I evaluate, select and utilize practical skills to facilitate student learning in order to create equitable and inclusive learning experiences for a diverse student body. I plan effective learning and teaching opportunities and lessons for learners based on an understanding of student learning appropriate to their own practice. I do my best in making a point of fostering ongoing professional development among the learners.
Teaching English as a foreign language
CELTA Certified – Completed on September 12, 2014 at the Manchester Academy of English, UK.
Tefl Certified – July 30, 2014 – Teaching English as a foreign language
UKLC (UK Language Courses) Leonardo Project – Elche, Spain - San Alberto Magno School. May 10 – June 6, 2014.
- I taught English to primary and secondary levels.
- I received sports leadership training and first aid training.
- Relevant training and preparation regarding teaching methods and classroom management undertaken.
UK Language Courses Summer School – Chester, England – July 4 – 29, 2014.
-I taught English in classrooms, I was a Safeguard and Welfare coordinator and I gave tours on excursions.
-Received an online certificate in ‘An awareness of child abuse and neglect’.
-Relevant training and preparation regarding teaching methods, classroom management and safeguarding and welfare of students undertaken.
CELTA - Cambridge Certificate in English Language Teaching to Adults – Manchester Academy of English – August 15 – September 12, 2014.
-Training in teaching English as a foreign language - one month intensive course - Methodologies, classroom management and lesson planning and preparation.
-I taught English to elementary and intermediate level classes (multi-lingual classes).
-Teacher observations and peer evaluation experience.